cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Slamet Riyanto
Contact Email
slametriyanto151sdk@gmail.com
Phone
+6282113579961
Journal Mail Official
nasirmuning@gmail.com
Editorial Address
PDPI (Perkumpulan Dosen Peneliti Indonesia)
Location
Kab. tangerang,
Banten
INDONESIA
Jurnal Internasional
Published by Universitas Tangerang Raya
ISSN : 29630622     EISSN : 29630622     DOI : https://www.ijems.id/index.php/ijems/article/view/
Core Subject : Humanities, Social,
Humanities Social Sciences
The International Journal of Education Management and Sociology (IJEMS) was founded by PDPI (Indonesian Research Lecturer Association) and published on December 6, 2021 in South Tangerang City, Indonesia. IJEMS is the multidisciplinary journal which provides a platform for researchers, academics, professionals, and students in all areas of Management, Education, Humanities and Sociology, for publication on research achievements, perspectives and practical experiences. The multidisciplinary international journal of Management, Education, and Sociology, publishes high quality research papers in all fields. Journals that are interested in theoretical and practical research with an emphasis on topics in the focus areas above are highly recommended
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 163 Documents
 13   14   15   16   17 
Implementation of Curriculum Development Foundations in Strengthening Learning at SMA Negeri 5 Tangerang Hanindah; Juhary Ali
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i4.363

Abstract

Curriculum development is an essential component of educational implementation because it serves as a guideline for achieving national education goals. This article aims to analyze the implementation of curriculum development foundations, including philosophical, psychological, sociological, and science and technology foundations, in educational practices at SMA Negeri 5 Tangerang. The article employs a descriptive-qualitative approach using a literature study based on curriculum development foundation materials. The findings indicate that the implementation of curriculum development at SMA Negeri 5 Tangerang has led to student-centered learning, character strengthening, digital literacy, project-based learning, and the development of an inclusive and adaptive school culture in response to contemporary changes. Curriculum development not only aligns with the demands of national education policies but also considers students’ needs and the social characteristics of the school environment.
Implementation of Total Physical Response (TPR) to Improve English Vocabulary of Grade 1 Elementary School Students in Tangerang Regency Siti Mariyanah; Saleem Khan
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

English vocabulary is one of the fundamental skills for young learners, yet Grade 1 students often face difficulties in memorizing and recalling new words due to limited attention span and passive learning methods. This study aims to determine the effectiveness of the Total Physical Response (TPR) method in improving the English vocabulary mastery of Grade 1 elementary school students. This research employed Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 25 Grade 1 students at [Nama SD] in Bandung. Data were collected through vocabulary tests, observation sheets of student engagement, and teacher field notes. The results showed that the application of TPR significantly improved students’ vocabulary mastery. In the pre-cycle, the average vocabulary test score was 58.4 with 32% of students achieving the minimum mastery criteria. After Cycle 1, the average score increased to 71.2 with 68% completeness. In Cycle 2, the average score reached 84.6 with 92% of students achieving mastery. Student engagement also increased from “passive” in the pre-cycle to “very active” in Cycle 2, as observed from their enthusiasm in following physical commands and responding to instructions in English. It can be concluded that Total Physical Response is an effective strategy for teaching English vocabulary to Grade 1 students. TPR makes learning more enjoyable, reduces students’ anxiety in speaking, and aligns with young learners’ kinesthetic learning style. It is recommended that teachers integrate TPR activities such as “Simon Says”, “Follow the Command”, and role-play games in daily English lessons.
Outcome-Based Education (OBE) Curriculum Development Strategy to Support Higher Education Key Performance Indicators (KPIs) Lener Kristiyanto; Asmat Junaedi; Muhammad As'ad; Hendi Muslim; Mustofa Kamil
The International Journal of Education Management and Sociology Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study employs a Systematic Literature Review (SLR) approach by examining a wide range of scholarly journal articles, books, government regulations, and policy documents related to the implementation of OBE and IKU in higher education. The findings indicate that OBE-based curriculum development can be effectively implemented through aligning the vision and mission of academic programs with graduate profiles and learning outcomes, developing comprehensive curriculum mapping, applying constructive alignment among learning outcomes, teaching and learning processes, and assessment methods, strengthening partnerships with the business sector, industry, and the community, and implementing a continuous quality improvement (CQI) system. These strategies contribute to improving the quality of teaching and learning, enhancing graduates' competencies, expanding experiential learning opportunities beyond the classroom, and strengthening academic governance in line with the achievement of the Higher Education Key Performance Indicators. Therefore, the successful implementation of an OBE-based curriculum requires strong institutional leadership, continuous professional development of academic staff, a robust internal quality assurance system, and active collaboration with multiple stakeholders to produce graduates who are adaptive, innovative, and globally competitive.

Page 17 of 17 | Total Record : 163

 13   14   15   16   17 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 5 No. 4 (2026): July - August : The International Journal of Education Management and Sociology Vol. 5 No. 3 (2026): May - June : The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology Vol. 5 No. 1 (2026): January - February : The International Journal of Education Management and Sosi Vol. 4 No. 6 (2025): November-December : The International Journal of Education Management and Socio Vol. 4 No. 5 (2025): September - October : The International Journal of Education Management and Soc Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology Vol. 4 No. 2 (2025): March - April : The International Journal of Education Management and Sociology Vol. 4 No. 1 (2025): January - February : The International Journal of Education Management and Sosi Vol. 3 No. 6 (2024): November-December : The International Journal of Education Management and Socio Vol. 3 No. 5 (2024): September - October : The International Journal of Education Management and Soc Vol. 3 No. 4 (2024): July-August : The International Journal of Education Management and Sociology Vol. 3 No. 3 (2024): May -June : The International Journal of Education Management and Sociology Vol. 3 No. 2 (2024): March - April : The International Journal of Education Management and Sosiology Vol. 3 No. 1 (2024): January - February : The International Journal of Education Management and Sosi Vol. 2 No. 6 (2023): November - December : The International Journal of Education Management and Sos Vol. 2 No. 5 (2023): September – October : The International Journal of Education Management and Sos Vol. 2 No. 4 (2023): July - August : The International Journal of Education Management and Sosiology Vol. 2 No. 3 (2023): May - June : The International Journal of Education Management and Sosiology Vol. 2 No. 2 (2023): March - April : The International Journal of Education Management and Sosiology Vol. 2 No. 1 (2023): January - February : The International Journal of Education Management and Sosi Vol. 1 No. 2 (2022): November - December : The International Journal of Education Management and Sos Vol. 1 No. 1 (2022): September - October : The International Journal of Education Management and Sos More Issue