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Review of International Journal Education and School Leadership (RITEDUL)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 30897491     DOI : -
Core Subject :
Review of International Journal Education and School Leadership (RITEDUL) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Review of International Journal Education and School Leadership (RITEDUL): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
Arjuna Subject : -
Articles 20 Documents
 1   2 
THE EVOLUTION OF LANGUAGE TEACHING APPROACHES: FROM TRADITIONAL METHODS TO TECHNOLOGY-BASED LEARNING Imelda Imelda; Ignatius Septo Pramesworo; Fety Surfaifel
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769381

Abstract

The evolution of language teaching approaches has undergone a significant shift from traditional methods towards technology-based learning. Traditional methods such as grammar-translation and audio-lingual focus on memorising grammar rules and mastering vocabulary, but are often less effective in improving practical communication skills. Technological developments provide solutions to these limitations through the integration of digital tools such as learning apps, interactive multimedia, and technology-based simulations. This technology-based approach offers varied content, personalisation of learning materials, and flexibility in time and place of learning. This evolution reflects a response to the evolving needs of learners and the potential of technology to create more inclusive, engaging and effective language learning in the modern digital era.
SYSTEMATIC LITERATURE REVIEW: INTEGRATION OF THE 'ADAT BASANDI SYARAK, SYARAK BASANDI KITABULLAH' (ABS-SBK) VALUES IN CHARACTER EDUCATION FOR ELEMENTARY SCHOOL STUDENTS Fikra Nabhan; Yanti Fitria; Adrias; Fitrawati
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769306

Abstract

Effective character education in elementary schools must be rooted in local wisdom to ensure moral, cultural, and intellectual balance. The Minangkabau philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) serves as a moral compass that unites religious and cultural dimensions in shaping students’ character. This study aims to synthesize the implementation, assessment, and main challenges of integrating ABS-SBK values into character education in elementary schools across West Sumatra. Using the Systematic Literature Review (SLR) method, data were systematically collected, analyzed, and synthesized from recent academic studies (2018–2025). Findings show that ABS-SBK integration occurs through curriculum contextualization in Islamic Religious Education (PAI), Science and Social Studies (IPAS), Language, and Arts. These subjects infuse values such as Raso Pareso, Baso Basi, and Adat Salingka Nagari to foster empathy, respect, environmental care, and social responsibility. Character assessment employs holistic methods such as portfolios, attitude rubrics, and project-based evaluations aligned with the Kurikulum Merdeka.  However, several critical challenges remain: erosion of values due to modernization and globalization, digital gaps that reduce real social interaction, inconsistent teacher training, and limited documentation of local learning materials. The study concludes that effective ABS-SBK integration requires strategic mitigation through teacher professional development, digital ethics education, curriculum innovation, and strengthened collaboration among schools, customary institutions, and religious bodies. This integration ensures that character education not only transmits knowledge but also nurtures the moral and cultural identity of the Minangkabau generation.
THE RELEVANCE OF ISLAMIC EDUCATION MANAGEMENT PRINCIPLES TO MODERN MANAGEMENT PARADIGMS: A LITERATURE STUDY IN THE CONTEXT OF INDONESIAN EDUCATION Sofia Nur; Dwi Priyanto; Yulian Purnama
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769322

Abstract

This study aims to analyze the relevance of Islamic education management principles to modern management paradigms in the context of Indonesian education, employing a qualitative approach based on systematic literature reviews. Islamic management principles such as amanah, shura, 'adl, and ihsan were found to have a significant contribution in building school leadership that has integrity, participation, and is morally oriented. Literature analysis also shows that these values have a strong conceptual fit with modern management theories, including transformational leadership, distributed leadership, and value-based leadership. Despite the challenges of integration influenced by differences in normative and pragmatic orientations, the study's findings indicate that the two paradigms can be combined to form a hybrid leadership model that is relevant to the character of Indonesian education. This research makes a theoretical contribution by offering an integrative perspective that broadens the understanding of value-based leadership, while also opening up opportunities for more empirical and practical follow-up research. Practically, the results of this study provide strategic recommendations for school leaders, educational institutions, and policymakers on developing ethical, adaptive, and contextually relevant educational governance.
THE TRANSFORMATION OF ISLAMIC VALUES-BASED EDUCATION MANAGEMENT: A CRITICAL ANALYSIS OF THE IMPLEMENTATION OF THE MERDEKA CURRICULUM AND THE ISLAMIC LEADERSHIP PARADIGM IN EDUCATIONAL INSTITUTIONS Syaiful Bahri Djamarah; Suhana binti Sarkawi
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769329

Abstract

The transformation of Islamic values-based education management is a strategic step in strengthening the direction of national education to be in line with the spiritual and moral goals of the nation. This study aims to critically analyse how the implementation of the Merdeka Curriculum can be integrated with the principles of Islamic education management, as well as how the Islamic leadership paradigm plays a role in the transformation process. Through library research, this study examines various scientific sources in the form of books, journals, and official documents relevant to the theme of Islamic education management and the Merdeka Curriculum policy. The results of the study show that the Merdeka Curriculum, with its principles of flexibility and independence, is in line with Islamic values such as tauhid, amanah, adil, and ihsan, which emphasise a balance between intellectual and moral intelligence. Meanwhile, the Islamic leadership paradigm based on the values of shiddiq, amanah, tabligh, and fathanah is an important factor in directing the transformation of education management to be character-building, visionary, and oriented towards the benefit of the people. The synergy between the Merdeka Curriculum and Islamic leadership produces a holistic, competitive, and spirituality-based educational management model, capable of producing a generation that is knowledgeable, moral, and adaptive to the developments of the times.
INNOVATION AND DEVELOPMENT OF MULTIMODAL LEARNING MEDIA: A LITERATURE STUDY ON THE INTEGRATION OF PRINT, AUDIOVISUAL, AND COMPUTER TECHNOLOGY TO IMPROVE THE QUALITY OF 21ST CENTURY LEARNING PROCESSES Zulvia Trinova; Mowafg Masuwd; Aslan Aslan
Review of International Journal Education and School Leadership Vol. 2 No. 1 (2025): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.17769360

Abstract

This study aims to systematically examine the concepts, theories, and practices of multimodal learning media innovation as a strategy for improving the quality of 21st-century learning. This study uses a library research method by examining various scientific sources such as journals, proceedings, and textbooks that discuss the integration of print, audiovisual, and computer technology media. The results of the study show that multimodal learning is based on the Cognitive Theory of Multimedia Learning and the social semiotics approach, which emphasises the importance of combining various modes of communication in constructing meaningful understanding. The integration of print, audiovisual, and computer technology media produces pedagogical synergy that can strengthen motivation, improve cognitive effectiveness, and support collaborative and independent learning. The application of multimodality in learning media design has been proven to support the development of 21st-century competencies such as critical thinking, creativity, communication, and digital literacy. Thus, multimodal learning media can become a strategic foundation for the renewal of a modern education system that is adaptive to technological developments and the learning needs of students.
THE IMPACT OF FLIPPED CLASSROOM ON STUDENT ACADEMIC FOR SPEAKING SKILLS Nasywa Kamilah; Farah Fadhilah; Nazwa Khalifatunnisa; Naf’an Tarihoran
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005343

Abstract

The purpose of this study was to examine how the flipped classroom paradigm affects students' speaking skills and academic achievement. This study used a quantitative research methodology to investigate how the flipped classroom approach impacts students' perceptions and learning experiences in speaking classes. A total of 110 students who had used this learning style participated in the study. A fifteen-item Likert-scale questionnaire was used to collect data on learning experiences, classroom interactions, speaking confidence, and technique efficacy. Descriptive statistics, such as percentages, means, medians, and standard deviations, were used to analyze the collected data. According to the study results, the majority of students had positive opinions about the flipped classroom approach, particularly in terms of better comprehension of speaking materials, higher engagement in class, and increased confidence in speaking. Furthermore, it was found that the flipped classroom resulted in a more dynamic and student-centered learning environment. Consequently, the study found that the flipped classroom approach successfully increased students' motivation to learn English and their speaking skills. The results also showed that language learning outcomes can be significantly improved by combining technology with interactive learning techniques.
SCHOOL ACCREDITATION SYSTEM: DEFINITION OF ACCREDITATION, BASIS FOR IMPLEMENTATION, AND SCOPE Muhammad Ridho; Faisal; Husnul Yaqin; Hilmi Mizani
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005361

Abstract

This research critically examines the conceptualization of school accreditation, the legal foundations of its implementation, and its scope within the context of national education governance, with a focus on analyzing the role of the National Accreditation Board for Schools and Madrasahs as an independent evaluative body under the coordination of the Ministry of Education, Culture, Research, and Technology. Adopting a qualitative paradigm through a systematic literature review design, this research analyzes a corpus of regulatory documents, particularly Law No. 20 of 2003 along with related regulations on National Education Standards, as well as a curated synthesis of scientific literature from reputable journals and academic publications. The findings indicate that accreditation operates on multiple levels: in addition to serving as an instrument of external verification across the eight domains of educational standards (graduate competencies, curriculum content, teaching practices, educator resources, infrastructure, institutional management, funding allocation, and assessment systems), this practice also functions as a mechanism for continuous quality improvement within the school ecosystem. Therefore, the integrity of the accreditation process—which prioritizes objectivity and transparency—is a fundamental prerequisite for maintaining public accountability and enhancing stakeholders’ trust in quality educational services.
THE TRANSFORMATION OF LANGUAGE LEARNING THROUGH DIGITAL LITERACY: AN ANALYSIS OF THE ROLE OF TECHNOLOGY AND ARTIFICIAL INTELLIGENCE IN ENHANCING STUDENTS’ LANGUAGE COMPETENCE IN THE ERA OF INDEPENDENT LEARNING Fitria Meisarah; Didi Sudrajat; Dedi Sukma Wijaya
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005405

Abstract

This article analyses the transformation of digital literacy-based language learning through the role of technology and artificial intelligence (AI) in enhancing students’ language competencies in the era of the Merdeka Belajar Curriculum. Using a descriptive-analytical literature review approach, it was found that digital literacy is revolutionising the learning paradigm from teacher-centred to student-centred through interactive media such as e-books, collaborative platforms, and problem-based projects that holistically hone the four language skills. AI technology, through chatbots, speech recognition, and automated writing evaluation, provides adaptive learning, instant feedback, and gamification that boosts motivation and learning efficiency by up to 40%, despite facing challenges such as the digital divide, teacher competence, and academic ethics. This transformation supports the vision of the Pancasila Student Profile towards the golden generation of 2045, with recommendations for digital pedagogy training, equitable infrastructure, and strict AI regulations.
THE TEACHING PROFESSION IN THE DIGITAL AGE: A LITERATURE REVIEW ON TEACHER COMPETENCIES, THE CHALLENGES OF TECHNOLOGICAL TRANSFORMATION, AND STRATEGIES FOR EDUCATORS’ PROFESSIONAL DEVELOPMENT Busnawir; Mohammad Ahmad Bani Amer
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005673

Abstract

The digital age has fundamentally transformed the paradigm of the teaching profession, demanding comprehensive transformation in teachers’ competencies, the management of technological transformation challenges, and innovative professional development strategies. This literature review examines four core teacher competencies (pedagogical, professional, social, and personal) integrated with digital literacy through the TPACK and DigCompEdu frameworks, demonstrating that teachers in the digital age act as facilitators of adaptive learning and technology innovators. The analysis reveals key challenges including the digital divide, limited rural infrastructure, teacher resistance to adaptation, and administrative burdens that hinder the implementation of hybrid learning. Effective professional development strategies include practice-based ICT training, professional learning communities, microlearning platforms, and public-private collaboration for universal connectivity. Policy implications include flexible curriculum reform based on the ‘Merdeka Belajar’ initiative, equitable investment in digital infrastructure, and the strengthening of national digital literacy. These findings underscore the urgency of a holistic approach to cultivating competitive 21st-century educators, with recommendations for longitudinal empirical research to measure the effectiveness of AI and the metaverse in Indonesian education.
ADAPTIVE TRANSFORMATIONAL LEADERSHIP IN THE DIGITAL AGE: A LITERATURE REVIEW OF STRATEGIES EMPLOYED BY LEADERS OF ISLAMIC EDUCATIONAL INSTITUTIONS IN ADDRESSING CULTURAL AND TECHNOLOGICAL CHANGE Syaiful Bahri Djamarah
Review of International Journal Education and School Leadership Vol. 2 No. 2 (2026): Review of International Journal Education and School Leadership (RITEDUL)
Publisher : CV. Adiba Aisha Amira

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20005814

Abstract

The digital age presents a dual challenge for Islamic educational institutions: technological disruption and the cultural shifts of Generation Z. This literature review analyses the concept of adaptive transformational leadership as a hybrid model that integrates the four dimensions of Bass & Riggio with the adaptive principles of Heifetz et al. Key strategies include the transformation of Sharia-compliant digital infrastructure, upskilling teachers through the Google Educator Islami certification, a digital-religious literacy curriculum, Sharia-compliant gamified blended learning, and an Islamic balanced scorecard for data analytics. Findings indicate a 28–40% improvement in academic performance, strengthened digital ethics, and enhanced organisational cultural resilience within madrasahs. Strategic recommendations include digital prophetic leadership and an anti-misinformation “Islamic Cyber Patrol” to drive madrasah transformation towards Indonesia Emas 2045.

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