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Rizal Fuadiy
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jerp@cesmid.or.id
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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 76 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): Ongoing Issue
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): Ongoing Issue
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): Ongoing Issue
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): Ongoing Issue
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): Ongoing Issue
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): Ongoing Issue
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.

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