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Rizal Fuadiy
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INDONESIA
Journal of Educational Research and Practice
Published by Yayasan Centre For Studying And Milieu Development Of Indonesia
ISSN : 30627613     EISSN : 30627605     DOI : 10.70376/jerp
Core Subject : Education,
Education
The Journal of Educational Research and Practice (JERP) is a peer-reviewed academic journal published by the CESMiD Foundation. JERP aims to provide a platform for scholars, researchers, educators, and practitioners in the field of education to disseminate their research findings, innovative practices, and theoretical perspectives. JERP publishes original research articles, literature reviews, empirical studies, and theoretical papers addressing various aspects of education. The journal covers a wide range of topics including, but not limited to: Educational Psychology Curriculum Development Teaching Methods and Strategies Assessment and Evaluation Educational Technology Educational Policy and Reform Teacher Professional Development Multicultural Education Special Education Lifelong Learning Higher Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 80 Documents
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Islamic Education Policy in Indonesia and Saudi Arabia: A Comparative Analysis of Philosophical, Legal, and Sociocultural Frameworks Yaurizqika Hadi, Mokhamad; Minatullah, Minatullah; Firdausih, Firdausih
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.409

Abstract

Islamic education policy plays a strategic role in shaping religious identity, governance, and social cohesion in Muslim-majority countries. Despite sharing Islam as a foundational reference, Indonesia and Saudi Arabia have developed distinct policy orientations shaped by divergent philosophical commitments, legal frameworks, and sociocultural contexts. Existing studies have primarily examined these systems in isolation or through a single analytical lens, leaving a limited comparative understanding of how multiple dimensions interact to shape Islamic education policy. This study addresses this gap by comparing Islamic education policies in Indonesia and Saudi Arabia through philosophical, juridical, and sociocultural perspectives. The study employed a qualitative-comparative approach based on library research. Data were collected from primary sources, including national education laws and official policy documents, as well as secondary sources such as peer-reviewed journal articles and academic books. Data were analyzed using qualitative content analysis to identify patterns of convergence and divergence across the three analytical dimensions. The findings reveal that Indonesia adopts an integrative and pluralistic model of Islamic education, combining Islamic values with a secular-constitutional framework that emphasizes religious moderation and social diversity. In contrast, Saudi Arabia implements a centralized and theologically uniform model grounded in Sharia-based governance and Salafi doctrinal orientation. Socioculturally, Indonesia’s multicultural context encourages adaptability, while Saudi Arabia’s relative homogeneity supports policy uniformity, albeit with gradual reforms under Vision 2030. This study contributes theoretically by proposing an integrative analytical framework that explains how philosophy, law, and sociocultural context jointly shape Islamic education policy. Practically, it offers insights for developing Islamic education systems that balance theological integrity with inclusivity and global educational demands.
Values Education in Curriculum Reform: A Qualitative Document Analysis of the Türkiye Century Maarif Model for Primary Education Gürhan, Ethem
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.413

Abstract

Values education has become a central concern in contemporary curriculum reforms as education systems seek to balance academic achievement with character and moral development. This study examines how values education is conceptualized and operationalized within the Türkiye Century Maarif Model (TYMM), a newly introduced national curriculum framework in Türkiye. Using a qualitative document analysis, this research examines official curriculum policy documents published by the Ministry of National Education, focusing on primary education. Data were examined through thematic analysis to identify the structure, scope, and pedagogical orientation of values education embedded in the curriculum. The findings reveal that TYMM positions values not merely as implicit moral principles but as structured learning outcomes integrated into competencies, learning processes, and assessment expectations. The model emphasizes a holistic framework linking virtues, values, and actions, thereby signaling a shift toward more systematic and measurable character education. This study contributes to the literature on curriculum reform and values education by providing an empirically grounded analysis of a national curriculum model. It offers implications for curriculum designers, policymakers, and educators seeking to strengthen values-based education in primary schooling.
Effects of Chemical Bonding Animation-Based Instruction on Secondary School Students’ Academic Achievements: A Quasi-Experimental Study Egiri, Yohanna Ogbu; Azi, Joseph Izang; Abdullahi, Aminu Muhammad
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.418

Abstract

Understanding chemical bonding presents a persistent challenge for secondary school students due to the abstract and subatomic nature of the concepts involved. This study examined the effectiveness of an animation-based instructional package in improving students' understanding of chemical bonding. A quasi-experimental pretest–posttest design was employed involving 160 Senior Secondary School II students drawn from eight public secondary schools in Nigeria. Students were assigned to either an experimental group that received animation-supported instruction or a control group that received conventional instruction. Data were collected using a researcher-developed multiple-choice achievement test and analyzed using independent-samples t-tests and one-way analysis of variance. The results indicated that students exposed to animation-based instruction achieved significantly higher posttest scores than those taught using conventional methods across all schools. In addition, no significant differences were found among the experimental groups across schools, suggesting that the instructional effect of the animation package was consistent across different educational contexts. These findings provide empirical evidence that animation-based instruction can effectively support students' understanding of abstract chemistry concepts and highlight its potential as a pedagogical tool for improving secondary school chemistry education.
Operationalizing ʿaql as Moral Reasoning in Islamic Education: A Multi-Site Qualitative Study in Indonesia Fathoni, Irgi Aqilul; Remanita, Yuan
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.398

Abstract

Moral reasoning is central to contemporary education, yet empirical studies rarely examine how the Islamic concept of ʿaql (reason) is operationalized within school practices. This comparative multi-site qualitative study investigates how moral reasoning is cultivated through Islamic education at two secondary schools in Tulungagung, Indonesia: SMK NU Tulungagung (vocational) and MA Al-Ma’arif Tulungagung (senior secondary). Data collection comprised non-participant classroom observations, semi-structured interviews with school leaders, teachers, and students, and analysis of curricular and institutional documents. Thematic analysis revealed an integrated pedagogical ecology in which dialogic classroom instruction, contextualized exemplars, reflective and problem-based tasks, structured extracurricular enactments of religious values, sustained teacher mediation, and formal competency articulation function as interlocking mechanisms for fostering moral reasoning. Both sites manifested these core mechanisms, though the pedagogical emphasis differed: the vocational site foregrounded applied problem-solving tied to everyday and occupational responsibilities, whereas the general secondary site emphasized doctrinal explication prior to application. By empirically operationalizing ʿaql as moral reasoning and demonstrating cross-contextual mechanisms, the study offers a transferable framework for faith-based curricula and teacher development that integrates ethical deliberation with cognitive and practical formation. Implications for policy and longitudinal research are discussed further internationally.
Character Education through Tapak Suci: A Qualitative Case Study in Indonesian Senior High School Hidayati, Eka; Siswanto, Deny Hadi; Susetyawati, Endang; Kintoko, Kintoko
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.402

Abstract

Character education is an increasingly prominent aim of contemporary schooling, yet the processes by which culturally and religiously grounded extracurricular programs shape student character remain under-examined in non-Western contexts. This qualitative case study examines how participation in Tapak Suci, a Muhammadiyah martial arts extracurricular activity, contributes to character formation at a private senior high school in Yogyakarta. Information was collected from 12 students, 4 coaches, and 2 school administrators via 18 semi-structured interviews, 40 hours of participant observation, and document analysis conducted between March and May 2025. Analysis followed Miles and Huberman’s interactive model with systematic thematic coding and triangulation across sources. Findings indicate that Tapak Suci supports the development of religious commitment, discipline, punctuality, responsibility, mutual respect, and self-control. These outcomes were sustained through regular training routines, explicit moral instruction, coach role-modelling, and organizational rituals that integrate practice with moral discourse. The study clarifies mechanisms by which extracurricular practice translates into enduring character dispositions and discusses limits to transferability given the single-site design. Implications include the value of aligning extracurricular structure with explicit character objectives and of training coaches as intentional character educators. This research contributes empirical evidence from an understudied cultural context and offers actionable recommendations for educators seeking to harness extracurriculars for character education.
Live Versus Video-Recorded Student Presentations: A Convergent Mixed-Methods Study of Confidence, Anxiety, and Engagement in Higher Education Ajiza, Masrurotul; Arafah, Feny
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.433

Abstract

This study used convergent mixed-methods to investigate whether live presentations and video-recorded presentations differentially affected undergraduate students' presentation confidence and anxiety and their level of engagement with presentations. A total of 35 students completed both a live and an edited video presentation; researchers used validated Likert scales to measure quantitative outcomes, which they analyzed through paired tests in JASP and thematic analysis of written reflections in NVivo. The video format produced increased task-specific confidence according to quantitative analysis, which showed a difference of 2.29, a large standardized effect size of 0.89, and a p-value below .001. The analysis revealed that no significant differences existed between the two presentation formats concerning presentation anxiety (paired t = 1.26, p = .216) or engagement (paired t = −1.36, p = .183); nonparametric analyses returned consistent results. The qualitative analysis of 35 reflections found six main themes, which included rehearsal and control, real-time interaction and feedback, technical workload, perceived fairness, affective effects, and logistics; the analysis showed that 26 participants linked rehearsal/control to increased confidence, while 24 participants showed the same link. The joint display connected the quantitative and qualitative data: the video condition provided confidence gains, which related to the students' reported chances for rehearsal and revision. At the same time, their anxiety and engagement levels changed based on their interactional and logistical circumstances. The research demonstrates how Self-Efficacy Theory applies to controlled mastery chances between recording and editing, leading to improved performance in specific tasks, while Social Presence Theory shows how people face choices between two options that affect their personal contact with others and the process of performance assessment. The practical implications require institutions to establish organized recording practice spaces, which create fairness in assessment through separate content assessment from production quality assessment. At the same time, they need to help students with technical problems to create equity in educational outcomes.
Centralized Adaptive Governance for Curriculum Development in Islamic Education under Society 5.0 Arifin, Misbahul; Khoir, Muhammad Ilzamul; Zahri N.A, Achmad
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.401

Abstract

This study examines how curriculum governance is enacted in Islamic education amid digital transformation in the Society 5.0 era. While existing literature emphasizes digital leadership and technological integration, limited attention has been given to how curriculum governance mediates the relationship between innovation and value-based education. Addressing this gap, the study investigates managerial processes, contextual constraints, and adaptive strategies in a madrasah undergoing curriculum restructuring. A qualitative case study design was employed, involving semi-structured interviews, participant observation, and document analysis. Data were analyzed using a thematic approach supported by QualCoder 3.8, enabling systematic coding and pattern identification across data sources. The findings reveal a governance paradox: curriculum management is structurally coherent yet operationally uneven. Strong leadership ensures alignment with Islamic values through centralized planning, implementation, and evaluation. However, adaptation to digital demands is mediated by disparities in teacher readiness, infrastructural limitations, and weak parent–school linkages. Consequently, curriculum implementation is adaptive but fragmented across instructional contexts. This study offers a novel contribution by reconceptualizing curriculum governance as centralized adaptive governance, demonstrating that adaptation in value-based educational systems is mediated through hierarchical structures rather than driven by decentralization. The findings extend curriculum and digital leadership literature by highlighting the need to balance institutional coherence with distributed pedagogical capacity.
The Structural and Thematic Evolution of Education for Sustainable Development Research in Asia: A Bibliometric and Network Analysis Mahala, Antarjyami; Chauhan, Bhavin
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.417

Abstract

Despite growing global commitment to the Sustainable Development Goals (SDGs), the development of Education for Sustainable Development (ESD) research remains uneven across regions, with limited understanding of its structural and thematic dynamics in Asia. Existing studies are largely descriptive and lack theoretical integration, particularly in explaining how knowledge production, collaboration, and thematic evolution interact within regional research systems. This study addresses this gap by examining the structural and thematic evolution of ESD research in Asia. Using a theory-informed bibliometric and network analysis, the study analyzes 1,700 Scopus-indexed journal articles published between 2019 and 2023. The analytical framework integrates performance indicators, coauthorship network analysis, and keyword co-occurrence mapping. The results reveal three key patterns: (1) a high concentration of research output in a small number of countries and institutions, indicating structural asymmetry; (2) moderately connected but highly modular collaboration networks, suggesting fragmented knowledge diffusion mediated by central actors; and (3) a thematic structure anchored in sustainability and SDGs, alongside the rapid emergence of digital learning and artificial intelligence. These findings suggest that ESD research in Asia is evolving as a semi-integrated knowledge ecosystem shaped by uneven research capacity and global policy influence. This study advances the literature by integrating structural, relational, and thematic dimensions within a theory-informed bibliometric framework. The findings provide practical implications for strengthening regional collaboration and aligning digital innovation with the transformative goals of sustainability education.
Education Policy as a Recursive System of Gendered Power: Evidence from Post-2021 Educational Restrictions in Afghanistan Nasiri, Bibi Zainab
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.436

Abstract

This study examines how education policy in Afghanistan operates as a system of gendered power following the 2021 policy restrictions, focusing on how these policies shape educational access, lived experiences, and adaptive responses among girls. The study employs a qualitative multi-level design, integrating semi-structured interviews with female students and teachers alongside documentary analysis of policy measures and international reports. Data were analyzed using reflexive thematic analysis supported by cross-source triangulation. The findings reveal that education policy functions as a recursive system in which institutional inequality and religious legitimation reinforce one another, producing psychological and socio-economic consequences. At the same time, participants demonstrate adaptive and resistant forms of agency, including informal and community-based learning practices. These dynamics indicate that exclusion, experience, and resistance are co-constitutive rather than sequential processes. The study contributes to theory by advancing a multi-level framework linking policy, lived experience, and agency. However, the relatively small sample size and limited access to policymakers constrain broader empirical generalization. This study offers a novel conceptualization of education policy as a recursive system of gendered power. By integrating social justice, community empowerment, and policy analysis, it provides a theoretically grounded and empirically supported framework for understanding educational exclusion in restrictive contexts.
Modular Learning and Educational Inequality in Rural Philippine Secondary Education Boocan, Aldrin
Journal of Educational Research and Practice Vol. 4 No. 1 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i1.439

Abstract

This study investigates modular learning, defined as self-paced, independent study using learning modules, as a dimension of educational inequality in rural Philippine secondary Education. It focuses on how students navigate learning amid limited instructional support, including direct guidance, feedback, and teaching interaction, as well as uneven access to resources. A qualitative descriptive design was employed. Data were collected through in-depth, face-to-face interviews with ten Grade 11 students at a geographically isolated public secondary school. Thematic analysis using QualCoder 3.8 identified patterns in learning strategies, instructional conditions, and affective responses. Students developed adaptive learning strategies, including repeated reading to reinforce understanding, incremental problem-solving by breaking complex problems into manageable steps, and selective help-seeking when necessary. These strategies partially compensated for reduced teacher mediation. Their effectiveness depended on instructional clarity, the availability and responsiveness of support, and students’ affective states. Autonomy served as a conditional resource, providing flexibility but also increasing cognitive and emotional demands. Academic performance resulted from the interaction among learning strategies, instructional conditions, and affective responses, leading to uneven outcomes within the same modular system. This study is limited by its small sample size, single rural context, and reliance on self-reported data. Future research should examine the proposed interactional framework across diverse settings and assess interventions that enhance instructional support in modular learning environments. This study reframes modular learning as an equity-related issue, challenging learning-style explanations and proposing an interactional framework. In this framework, learning outcomes result from the dynamic interplay among strategy, context, and affect. The study provides a context-sensitive perspective for designing more equitable and sustainable modular learning systems in rural settings.

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