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International Journal of Education Research and Development
Published by Corolla Education Center
ISSN : 27754766     EISSN : 27753689     DOI : https://doi.org/10.52760/ijerd
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
International Journal of Education Research & Development (IJERD) is an open access peer reviewed research journal which provides a platform for the researchers, academicians, professional, practitioners and students to impart and share knowledge in the form of high quality empirical and theoretical research papers, case studies, literature reviews and book reviews about education. The scopes of this journal are education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. International Journal of Education Research & Development (IJERD) welcomes papers concerned with the research and practice of teaching and learning at all levels: elementary and secondary schools; teacher education and teacher development; higher education and adult education; and education in the community or workplace.
Arjuna Subject : Umum - Umum
Articles 67 Documents
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Implementation of the Tahfidz Program in Strengthening the Character Values of MTSN Students in Madiun Fadeli Fadeli; Muh. Nur Rochim Maksum; Triono Ali Mustofa
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.149

Abstract

This study aims to analyze the implementation of the tahfidz program in strengthening student character values in MTsN 3 Madiun and MTsN 2 Madiun. The research uses a qualitative paradigm with a type of field research and a phenomenological approach. Data was collected through in-depth interviews, non-participant observations, and documentation with informants consisting of madrasah heads, tahfidz teachers, PAI teachers, students, and parents. Data analysis uses interactive model analysis, while data validity is carried out through triangulation and member check. The results of the study show that the two madrassas have different but equally effective tahfidz program implementation models in shaping the Qur'ani character of students. MTsN 3 Madiun implements a religious habituation approach through school culture that emphasizes examples, worship routines, and flexible tahfidz activities, while MTsN 2 Madiun implements a more structured program system with memorization targets, monitoring through mutaba'ah books, tasmi' evaluation, and parental involvement. Character internalization takes place through three dimensions of character according to Thomas Lickona, namely moral knowing, moral feeling, and moral action. The main supporting factors include religious leadership, teacher commitment, and a conducive school environment, while inhibiting factors include differences in students' abilities, academic burden, and psychological pressure from a strict evaluation system.
Artificial Intelligence-Based Islamic Education Management: Madrasah Governance Innovation in the Digital Era Didi Kosmanto; Yusman Haris; Jenny fransiska; Idi Warsah; Jumira Warlizasusi; Eka Apriani; Destriani Destriani
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.150

Abstract

The accelerating pace of digital transformation has heightened the demand for governance innovation in Islamic education institutions, particularly madrasahs striving to balance managerial effectiveness with ethical accountability. Although existing literature has explored digitalization in Islamic education, empirical research that explicitly addresses Artificial Intelligence-Based Islamic Education Management as a form of madrasah governance innovation remains limited. This study aims to investigate how AI-based Islamic education management is implemented and how it contributes to governance innovation in the digital era. A qualitative case study design was employed in selected madrasahs that have initiated digital transformation and adopted AI-supported management systems. Participants included madrasah principals, vice principals, senior teachers, academic coordinators, and information system operators who were directly involved in governance and managerial decision-making. Data were collected through semi-structured interviews, non-participant observations, and document analysis. The data were analyzed thematically to identify recurring patterns related to governance practices and innovation processes. The findings demonstrate that Artificial Intelligence-Based Islamic Education Management enhances governance effectiveness by enabling data-driven decision-making, improving administrative efficiency, and strengthening transparency and accountability in line with Islamic ethical values such as amanah and shūrā. Nevertheless, challenges related to digital literacy, infrastructure readiness, and ethical concerns regarding data use remain evident. The study implies that while AI-based management offers substantial potential for madrasah governance innovation, its sustainability depends on institutional capacity building, ethical governance frameworks, and supportive policy environments.
A Systematic Literature Review of Managing Universal and Vocational Secondary Education in a Plural System: Equity Challenges, Implementation Readiness, and the Integration of Islamic Education Deny Haryadi; Revi Permanasari; Hedi Herdiana; Idi Warsah; Eka Apriani; Irwan Fathurrochman
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.148

Abstract

Universal secondary education policies particularly free secondary schooling and the removal of school fees together with efforts to strengthen vocational secondary education, have become central to education reform in many developing countries. However, wider access does not necessarily lead to better quality or greater equity. This systematic literature review brings together research on policy design, governance, implementation capacity, and secondary education outcomes, with special attention to plural systems that include public, private, and faith-based providers, including Islamic education ecosystems. The review groups the evidence into four main areas: (1) policy design and governance; (2) equity, inclusion, and participation; (3) implementation capacity, including financing, teachers, and accountability; and (4) outcomes and transitions, such as learning achievement, employment opportunities, empowerment, and social cohesion. Overall, the findings suggest that these reforms usually raise enrolment, but gender, socio-economic, and regional inequalities often remain. Lower household costs can help substantially, but they do not always improve retention when social norms, indirect costs, and structural barriers continue to limit participation. Rising enrolment can also place pressure on school capacity and learning quality. In vocational education, outcomes tend to improve when curricula reflect labour market needs and are supported by industry partnerships, good teaching, and regular curriculum updates.
Educational Problems in Indonesian Islamic Boarding School: A Systematic Review of Curriculum Barriers, Digital Obstacles, And Institutional Responses Revi Permanasari; Deny Haryadi; Hedi Herdiana; Lukman Asha; Ifnaldi Ifnaldi; Dina Hajja Ristianti
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.151

Abstract

This systematic literature review synthesizes empirical findings on educational issues in Indonesian Islamic boarding schools (pesantren), with emphasis on curriculum implementation barriers, digital limitations, and institutional responses. Drawing on peer-reviewed journal articles and using a structured, transparent review process, the study examines the relationship between classroom practices, technological readiness, and institutional governance. The findings show that curriculum barriers arise across several dimensions, including student readiness, teaching approaches, and conceptual understanding, and are often reinforced by the tendency of institutions to prioritize religious subjects over general subjects. Digital transformation offers both opportunities and challenges, as limited resources, weak managerial support, and resistance to technology continue to constrain integration. Quantitative evidence indicates that structured digital literacy management accounts for a substantial share of students’ literacy outcomes, underscoring the importance of institutional capacity. Institutional responses generally involve leadership-based modernization, stronger program governance, and teacher professional development through supervision. However, the literature remains constrained by the dominance of case studies, limited contextual scope, and short-term evaluation designs. Overall, the review concludes that sustainable reform in pesantren depends on alignment among curriculum integration, digital readiness, governance strengthening, and preservation of institutional identity, while future research should adopt longer-term and comparative approaches.
The Synergy of Talking Stick Strategy and Motivation in Developing Senior High School Students’ Speaking Proficiency Rio Ahmad Wildan; Darmawan Budiyanto; Heru Setiawan
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.126

Abstract

This study was aimed to find out: (1) whether or not there was significant difference on students’ speaking skill between the students who were taught by using talking stick strategy and those who were taught by using lecturer strategy, (2) whether or not there was significant difference on students’ speaking skill between motivated students and unmotivated students, 3) whether or not there was any effect of interaction between talking stick strategy and motivation on speaking skill. The study used a factorial design with a population of 400 tenth-grade students of SMA NEGERI 11 Palembang in the 2024-2025 school year. There were 62 students in the sample, 31 students in the experimental group, and 31 students in the control group. The analysis of the data revealed a significant difference in speaking skills, as evidenced by the result of the Independent Samples T-Test, in which the significance value (0.001) was less than α (0.05). This indicated an improvement in students' speaking skills. However, the Two-Way ANOVA results showed that students’ motivation by itself did not have a significant impact, with a significance value (.696) Interestingly, the interaction between the Talking Stick strategy and motivation was found to be significant (0.003). The findings led to the conclusion that the Talking Stick strategy was successfully to improved students’ speaking skills regardless of their motivation level, and there was a significant interaction between teaching strategy and motivation in influencing speaking outcomes.  
Building Speaking Confidence Through English Competitions: Non-English Department Students' Lived Experiences Zahra Kamilah Ramadhani; Nova Lingga Pitaloka
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.163

Abstract

Confidence in speaking is a crucial aspect of English communication, particularly for non-English major students who often struggle to express themselves. This study aimed to understand the lived experiences of non-English major students in developing their speaking confidence through participation in English competitions. This study employed a qualitative approach involving several participants who had experience in participating in oral English competitions. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify key patterns and themes. The findings showed that participants initially had low levels of speaking confidence, which were influenced by factors such as fear of making mistakes, limited vocabulary, and concern about pronunciation. However, their confidence gradually improved through repeated participation in English competitions. In addition, English competitions shaped students’ speaking confidence by providing a supportive learning environment, real-life speaking experiences and opportunities to receive feedback. These findings indicated that English language competitions played a significant role in supporting the development of speaking confidence among non-English-major students.
TRANSFORMASI ORGANISASI PENDIDIKAN ISLAM MELALUI KEPEMIMPINAN ADAPTIF DI KABUPATEN REJANG LEBONG Usman Alamsyah; Supriadi; Ayup
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.165

Abstract

The transformation of Islamic education organizations is a strategic need in the face of global disruption, the development of digital technology, and social changes in modern society. This study aims to analyze how adaptive leadership plays a role in encouraging the transformation of Islamic education organizations in madrassas and Islamic schools in Rejang Lebong Regency, Bengkulu Province. The research uses a qualitative approach with a case study design on several Islamic educational institutions. Data collection was carried out through in-depth interviews, participatory observations, and documentation studies. Data analysis uses the interactive model of Miles, Huberman, and Saldaña which includes data reduction, data presentation, and conclusion drawn. The results of the study show that adaptive leadership has a significant contribution to the transformation of Islamic education organizations through strengthening innovative organizational culture, digitizing educational administration, developing human resource competencies, improving the quality of learning, and strengthening collaboration between education stakeholders. Adaptive leadership allows Islamic educational institutions to build organizational flexibility in the face of changing modern educational environments without abandoning spiritual values and Islamic identity. In addition, research has found that the success of organizational transformation is influenced by leaders' ability to build participatory communication, collective learning, and responsive decision-making to adaptive challenges.

Page 7 of 7 | Total Record : 67

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