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Journal of Education Innovation and Curriculum Development
Published by Institute of Accounting Research and Novation
ISSN : -     EISSN : 2987565X     DOI : 10.35335/jeicud
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The Journal of Education Innovation and Curriculum Development embraces a range of methodological approaches in identifying and solving significant prioritised accounting issues. Submissions are encouraged across all areas on Educational Innovation and Curriculum Development Research and cognate disciplines. It is strongly recommended that authors specifically address how their research addresses the priority areas and how it impacts those who the research intends to affect. Journal of Education Innovation and Curriculum Development, is a Educational Innovation and Curriculum Development published since 2022 by Institute IARN. Journal of Education Innovation and Curriculum Development published 3 times a year (April, August and December), Each issue consists of a minimum of 5 articles, the scope of this journal is Educational Innovation and Curriculum Development Research and cognate disciplines.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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Development of an AI-Resilient Competency Assessment Model for Implementing Competency-Based Curriculum in the Generative AI Era Bernaldino Waltraud
Journal of Education Innovation and Curriculum Development Vol. 3 No. 3 (2025): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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Abstract

The rapid adoption of Generative Artificial Intelligence (GenAI) in education has created significant challenges for conventional assessment practices, particularly in determining whether students' submitted work genuinely represents their competencies. This study aims to develop an AI-Resilient Competency Assessment Model that maintains the validity and authenticity of competency-based assessment in an educational environment where GenAI is readily accessible. The study employed a Research and Development (R&D) approach using Design-Based Research (DBR). The development process consisted of needs analysis, theoretical and conceptual analysis, model development, expert validation, revision, pilot testing, empirical validation, and implementation evaluation. Data were collected through questionnaires, interviews, document analysis, focus group discussions, expert validation, and assessment implementation involving experts, teachers or lecturers, and students. The proposed model integrates eight key dimensions: authenticity, process-based evidence, higher-order thinking, AI transparency, AI literacy, oral defense, reflection, and competency demonstration. The model emphasizes authentic and contextualized tasks, documentation of students' learning processes, transparent disclosure of AI use, evaluation of products and performance, oral verification, and reflective learning. Expert validation and subsequent testing are used to determine the model's validity, reliability, practicality, and effectiveness. The findings indicate that AI-resilient assessment should move beyond dependence on final products and AI-detection technologies toward a multiple-evidence approach to competency judgment. The developed model provides a framework for schools, universities, vocational institutions, and educators to redesign competency-based assessment so that it remains meaningful, authentic, transparent, and relevant in the GenAI era. Future research should examine its implementation across different disciplines, educational levels, institutional contexts, and longitudinal settings.
The Role of Principal Curriculum Leadership in the Success of Technology-Based Curriculum Innovation: A Mixed-Methods Study Zulfiqar Syafiq; Mughni Mughni; Dhiya Dhiya
Journal of Education Innovation and Curriculum Development Vol. 3 No. 3 (2025): Dec: Education Innovation and Curriculum Development
Publisher : Institute of Accounting Research and Novation (IARN)

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Abstract

Technology-based curriculum innovation has become increasingly important in responding to changes in teaching, learning, and digital competencies. However, successful implementation depends not only on technological infrastructure but also on school leadership capable of aligning technology with curriculum objectives and supporting teachers through organizational change. This study aims to examine the role of principals' curriculum leadership in the successful implementation of technology-based curriculum innovation and to identify leadership practices that facilitate sustainable curriculum transformation. The study employed an explanatory sequential mixed-methods design involving 300 teachers from schools implementing technology-based curriculum innovation. Quantitative data were collected using a structured five-point Likert-scale questionnaire measuring principal curriculum leadership, teacher readiness, teacher digital competence, technology integration, and innovation success. Quantitative data were analyzed using descriptive statistics and PLS-SEM, while qualitative data were obtained through semi-structured interviews and document analysis and analyzed thematically. The findings indicate that principal curriculum leadership was high (M = 4.18, SD = 0.48) and had a positive and significant effect on technology-based curriculum innovation success (β = 0.612, t = 11.284, p < 0.001), explaining 52.8% of its variance (R² = 0.528). Teacher digital competence partially mediated this relationship (indirect effect = 0.309, p < 0.001). Qualitative findings identified strategic vision, teacher empowerment, resource provision, change management, and continuous monitoring as key leadership practices. Principal curriculum leadership plays a critical role in transforming technology adoption into sustainable curriculum innovation. Successful implementation requires strategic leadership, teacher empowerment, adequate resources, organizational support, and continuous evaluation.

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