Indonesian Journal of Curriculum and Educational Technology Studies
Indonesian Journal of Curriculum and Educational Technology Studies starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/jktp MIGRATION OFFICIAL STATEMENT HERE The Indonesian Journal of Curriculum and Educational Technology Studies (IJCETS) invites academics, researchers, teachers, and practitioners to submit their research manuscripts and book reviews for publication in our esteemed journal. IJCETS covers a wide range of topics in curriculum and educational technology studies, including but not limited to Curriculum inquiry and curriculum making Learning media and methods Contemporary educational theories and paradigms Digital technology and online learning Curriculum and educational technology for social change Please refer to our official author guidelines and manuscript template on our Online Journal System (OJS) platform. You can access and download the guidelines and template from the following link: https://journal.unnes.ac.id/sju/index.php/jktp/ IJCETS is published twice a year, in April and November. The journal is indexed by: Google Scholar, DOAJ, EBSCO, Sinta, and Garuda. IJCETS is published by the Department of Curriculum and Educational Technology, Faculty of Education and Psychology, Universitas Negeri Semarang (UNNES) in collaboration with the Indonesian curriculum developer association (HIPKIN), the Indonesian educational technology developer association (IPTPI), and the Indonesian educational technology study program association (APS-TPI). For inquiries, please feel free to contact our editorial team: ijcets@unnes.ac.id
Integrated TPACK–CRT learning design for elementary schools: Empirical study and conceptual framework development
21st-century learning demands integration between technology, pedagogy, content, and cultural context to make the learning process more meaningful, reflective, and inclusive. This research aims to analyze the needs of elementary school students and the readiness of teachers in implementing TPACK-CRT-based learning and to develop a conceptual design for TPACK-CRT learning as an integrative framework. The research employs a mixed-methods approach, combining quantitative and qualitative elements, involving 40 elementary school students and 3 teachers. Data was collected through questionnaires and the synthesis of TPACK and CRT theories, which were then analyzed using descriptive analysis and conceptual framework building. The results indicate that both student needs and teacher readiness fall into the high category; however, there are differences in orientation: students demand more contextual use of technology, while teachers demonstrate higher readiness in pedagogical and affective aspects. Based on the synthesis results, a conceptual design for TPACK-CRT learning was developed, comprising four main phases: contextual orientation, meaningful technology integration, cultural interaction and collaboration, and humanistic reflection and relevance. This research contributes to strengthening the theoretical framework of TPACK-CRT integration and provides practical guidance.
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Improving English oral communication through multimodal learning strategies for secondary school students
This report presents a conceptual framework for a multimodal learning platform designed to address critical educational needs in the 21st century: cultivating English speaking proficiency and instilling ethical digital citizenship. The proposed framework integrates visual, auditory, reading/writing, and kinesthetic instructional methods to create an engaging and inclusive learning environment. By leveraging the power of multimodal artificial intelligence (AI), the platform offers personalized, real-time feedback that promotes language acquisition and encourages responsible digital behavior. The framework is specifically tailored to the unique challenges and opportunities of the Indonesian educational context, aligning with national policies such as the Merdeka curriculum, while providing strategies to address issues of digital access and teacher professional development. The findings indicate that such an integrated, technology-driven approach can significantly enhance learning outcomes and prepare students to become informed, responsible, and effective global citizens.
Industry alignment in Japanese language vocational training in Indonesia
This study assesses the effectiveness of Japanese language training programmes within Indonesia’s vocational education system, with a focus on their alignment with labour market demands. As Japan faces workforce shortages, Indonesia has developed vocational language training to prepare candidates for employment abroad. Despite these initiatives, many programmes still prioritise grammar-based instruction over communicative and cultural competence. A descriptive, quantitative approach, utilising Likert-scale questionnaires, was complemented by semi-structured interviews and document analysis. The results indicate that, while institutional management and resources are adequate, curriculum relevance, practical communication skills, and collaboration with industry partners remain limited. The findings underscore the importance of revising curricula, enhancing teacher capabilities, and strengthening partnerships with Japanese employers to enhance employability outcomes. These implications extend to the broader development of Indonesia’s vocational education system, emphasising the need for responsive, industry-oriented training.
AI-based learning transformation in secondary schools: A systematic literature review study
This study examines the evolution of research on artificial intelligence (AI) in secondary school learning over the past few years. Using a Systematic Literature Review (SLR) method, 4,558 Scopus-indexed publications from 2019 to 2024 were analysed. The screening process adhered to the PRISMA framework, and VOSviewer was utilised to conduct bibliometric mapping, encompassing collaboration patterns, topic trends, and keyword groupings. Results indicate five dominant research themes. One cluster is heavily represented by medical and clinical research, which appears because many AI tools emerging in education originate from medical applications, such as simulations, automated assessment, and immersive technologies. The most relevant cluster focuses on adaptive learning, personalization, and data-driven curriculum design—areas directly connected to the context of secondary education. This review helps build a clearer conceptual map of AI-based learning innovation. Its key limitation is the exclusive use of Scopus; therefore, future studies should integrate additional databases for broader coverage.
Constructing an indigenous ecological curriculum: educational practices of the Sedulur Sikep community
This study examines how Sedulur Sikep Community (Samin) in Pati, as one of the indigenous community units that still adheres to their principle of not sending their children to formal schools, designs, implements, and develops an ecological education curriculum. The approach used in this research is qualitative, which focuses on the hermeneutic phenomenology method to analyse the position of their ecological education curriculum from the perspective of social reconstruction. Data in this study were obtained by utilising the observation method and informal in-depth interviews. The discussion of the research findings centres around two major issues: First, since 2006, the development of the ecological education curriculum of Sedulur Sikep Community in Pati has been an effort in response to the cement factory establishment plan that threatens their lives and livelihoods as peasants. Second, in addition to the threat of ecological damage, the Sedulur Sikep Community is also dealing with the challenges of peasant regeneration, both within and outside the community, where peasants are ageing and the younger generation is reluctant to inherit their parents’ way of life as peasants. This study offers a new insight by explaining the phenomenon of the indigenous community from the perspective of curriculum studies. Eventually, this article implies the need for Indonesia's national curriculum to address future ecological problems, besides the national and global food security challenges.
The relationship between study habits and academic achievement: the case of Ethiopian Adventist College
This study explored the relationship between study habits and academic achievement among undergraduate Accounting and Finance students at Ethiopian Adventist College. Employing a descriptive survey design, data was collected from a random sample of 206 first- and second-year students using questionnaires and their first-semester GPA records obtained from the college registrar. Statistical analyses, including Pearson correlation, t-tests, one-way ANOVA, and linear regression, were conducted at a 0.05 significance level. The findings indicated a significant positive correlation between study habits and academic performance. Among the three subcategories of study habits—time management, study attitude, and study methods—time management emerged as the strongest predictor of academic success. Additionally, first-year students outperformed second-year students academically, and significant differences in study habits were observed across students with varying GPA levels. Based on these findings, the study recommends enhancing guidance and counselling services and revisiting evaluation mechanisms to foster effective study habits and improve academic outcomes.
Influence of social media usage on the communication skills of adolescents in Abuja, Nigeria
As social media use increases, its role in adolescent self-expression and communication becomes increasingly significant. This study addresses a gap in the literature by examining social media usage and its relationship with communication skills among adolescents in Nigeria’s Federal Capital Territory. Using a cross-sectional survey design, data were collected from 145 adolescents through questionnaires, with reliability confirmed via test-retest (r = 0.76). Descriptive and inferential statistics revealed that WhatsApp is the most frequently used platform, followed by Facebook and Snapchat. Most participants reported daily use of social media for various purposes. A correlation was found between time spent on social media and self-rated communication skills, though opinions on its impact varied. These findings highlight the complex relationship between social media and adolescent communication, suggesting the need for targeted interventions. The study recommends the development of educational programs to improve adolescents' media literacy and promote healthier social media engagement.
Designing a Paulinity-based character education curriculum aligned with Indonesia’s Merdeka Curriculum
This study examines the development of a character education curriculum at Yayasan Paulus Makassar, grounded in the core Paulinity values: Excellence (Unggul), Creativity (Kreatif), Love (Kasih), and Mission (Misioner). Using a research and development approach, it follows Hilda Taba’s model: diagnosis of needs, formulation of objectives, selection of content, selection of learning experiences, organization of learning experiences, and evaluation. Data were collected through observations and in-depth interviews with teachers, students, and members of the curriculum team. The study's results identified that the main basis of curriculum development is the Catholic Church's universal values and the intention to develop students’ characters in line with the Merdeka curriculum policy. Moreover, the voices of the members of the educational community become the primary consideration in curriculum development. This study offers insight into curriculum design processes and emphasizes the importance of Indonesia’s national curriculum in addressing character development alongside scientific challenges.
Teachers' perceptions of the Kampus Mengajar program in enhancing student literacy and numeracy
The Kampus Mengajar Program is one of the initiatives designed by the government to address literacy and numeracy issues among students in Indonesia through collaboration between university students and elementary school teachers. This study aims to explore teachers' perceptions of the Kampus Mengajar program in improving student literacy and numeracy. The research used a descriptive qualitative approach with a phenomenological design. Data collection techniques included interviews, observation, and documentation at an elementary school in Denpasar, Bali. The results showed that, overall, teachers perceive the Kampus Mengajar program positively, as reflected in their enthusiasm and active support for its implementation. The teachers understand the program's purpose, which is to improve students' literacy and numeracy skills. However, challenges arose during implementation, such as limitations in addressing all students' needs and a reduced implementation schedule. The program is considered to have successfully met students' needs and positively impacted on their literacy and numeracy skills. The findings offer important implications for the future development and improvement of the Kampus Mengajar program.
The role of creative learning resource design in enhancing literacy and numeracy skills: A study of the Kampus Mengajar program
This study aims to explore the relationship between creativity in learning resource design and the improvement of literacy and numeracy skills among students in the Kampus Mengajar Program, Batch 7. Specifically, the study seeks to: 1) identify the correlation between creativity in learning resource design and literacy, and 2) examine the relationship between creativity in learning resource design and numeracy. Employing a quantitative research design, the study uses a product-moment correlation method with a non-probability sampling approach, consisting of 30 students. Data were collected through a Google Forms questionnaire, and prerequisite tests, including normality and linearity tests, were conducted. Hypothesis testing was performed using a correlation test. The results reveal a statistically significant positive relationship between creativity in learning resource design and literacy (Sig. = 0.027 < 0.05), as well as between creativity in learning resource design and numeracy (Sig. = 0.019 < 0.05). These findings suggest that creative learning resource design developed by students in the Kampus Mengajar program plays a key role in enhancing both literacy and numeracy skills in schools. The study contributes to the understanding of effective teaching strategies within the Kampus Mengajar Program and highlights the importance of creative approaches in addressing educational challenges.
Teachers' interpretation of the Merdeka curriculum as a policy innovation: A phenomenological exploration
The Merdeka Curriculum significantly changes Indonesia’s education system by granting schools flexibility in designing, implementing, and evaluating learning. This study examines teachers' acceptance of the curriculum, challenges encountered, and strategies for adaptation using a phenomenological qualitative approach. Data were collected through interviews, observations, and document analysis to explore teachers’ interpretations of the curriculum’s innovation attributes: relative advantage, compatibility, complexity, trialability, and observability. Findings indicate that the curriculum enhances learning flexibility and student motivation. Its compatibility with previous practices supports adaptation, though complexity arises from changes in work culture and administrative demands. Trialability is facilitated by mentoring and collaboration, while observability suggests improved student engagement, requiring further evaluation. This study recommends continuous training, resource support, and systematic monitoring to strengthen adoption, with active teacher participation for ongoing feedback.
Utilisation and impact of the Merdeka Mengajar Platform in the implementation of the Merdeka curriculum: lessons from Guru Penggerak
Indonesia’s education system has transformed with implementing the Merdeka Curriculum, supported by PMM to enhance teaching effectiveness. While Guru Penggerak teachers actively use PMM, variations exist in their level of engagement. This study uses a qualitative evaluative approach with the STAKE model to examine the utilization of PMM among Guru Penggerak and its impact in schools. Data was collected through interviews, observations, and document analysis. Findings indicate that Guru Penggerak firmly understands PMM, which is supported by schools through dedicated teams and infrastructure. PMM utilisation aligns with guidelines, and key features are effectively implemented. The platform positively impacts teachers’ skills and self-development. However, time constraints due to additional administrative duties pose challenges. These findings highlight the benefits and barriers of PMM, offering insights for optimising its implementation to enhance educational outcomes.
Cultural-beliefs’ influence on students’ learning of livestock production in Ogun State, Nigeria
The culture of students often influences how agricultural topics are learned. This study examined the impact of cultural beliefs senior secondary school agriculture students held on their livestock production learning in Ogun State, Nigeria. The study employed a survey research design guided by four research objectives. The population consisted of all senior secondary school agriculture students in Ogun State, and a multi-stage sampling technique was used to select participants. Data were collected using a researcher-designed questionnaire and analysed using mean and standard deviation. The findings revealed that parents, peers, and traditional religious leaders are the primary sources of students’ cultural beliefs. These beliefs, often expressed as taboos, rituals, and superstitions, significantly influence students’ learning of livestock production. To address this, sensitising teachers about the interaction between cultural beliefs and the teaching of scientific principles is recommended.
Teachers’ pedagogical competence in teaching 21st-century skills of global and local connectedness
This study employed a mixed-embedded research design, collecting data from teachers (n = 188) via a questionnaire and conducting in-depth interviews with ten participants. The primary aim was to analyse pedagogical competence in teaching 21st-century skills related to global and local connectedness at Tewodros II Secondary School in Ethiopia. The results indicated that teachers' competencies in fostering global and local connectedness were unsatisfactory, leading to challenges in cultivating these dimensions among students. The findings highlight the urgent need for targeted interventions in teaching global and local connectedness as part of 21st-century skills. Such efforts are essential to developing citizens equipped to navigate global and local challenges within the school environment and the wider society. Therefore, this research contributes significantly to bridging the global and local education issues.
Bibliometric Analysis of Research Trends in Curriculum Development Based on the COVID-19 Pandemic
The COVID-19 pandemic has driven significant changes in curriculum development, mainly through the accelerated integration of digital technologies, the contextualisation of core content with pandemic-related themes, and the adoption of flexible teaching methodologies. This study aims to analyse research trends in curriculum development influenced by the pandemic using a bibliometric approach based on Scopus data (2020–2024). The findings reveal increased research interest in immediate responses, such as online learning platforms and digital literacy training during 2020–2021, followed by long-term adaptations, including sustainable curriculum frameworks and inclusive stakeholder involvement. The study also identifies gaps in long-term digital integration strategies and variability in stakeholder engagement. These findings highlight the importance of flexibility, collaboration, and innovative technologies in building resilient and adaptive education systems. This research contributes to the theoretical discourse on adaptive curriculum design and offers practical insights for more inclusive and responsive educational policies and practices in addressing future crises.
Assessing learning eﬀectiveness through Learning Management Systems: trends from the last five years
This study analyses the inﬂuence of the Learning Management System (LMS) on learning eﬀectveness through bibliometric analysis over the past 5 years. Using Scopus and VOSViewer data, this study explores publicaton trends, journal and author contributons, and key topics in LMS research. Results show increased publicatons, with a peak of 219 documents in 2023. IEEE Access is the leading journal, and Computer Science dominates with 23.1% of publicatons. Two main clusters with 15 topics were identfed, “Learning System” being the focus. This research provides a comprehensive insight into the development of LMS in modern educaton and potental directons for future studies, contributng to the understanding of the role of LMS in improving the quality of educaton in the digital era.
Effects of blended learning and peer tutoring on genetics achievement among agricultural education students in North Central Nigeria
This study examined the effects of Blended Learning (BL) and Peer Tutoring (PT) on student achievement in genetics among agricultural education students in North Central Nigeria. Using a quasi-experimental design, 167 students from three education colleges were divided into experimental and control groups. The Genetics Achievement Test (GAT) and the Genetics Blended Learning Package (GBLP) assessed learning outcomes. Pre- and post-test results showed that students taught with BL and PT outperformed traditional methods, with BL being the most effective. Gender differences were also observed, with male students performing better across all methods. The study concludes that both BL and PT enhance learning and recommend their adoption. Additionally, schools should integrate innovative teaching methods and ICT tools to improve instruction in complex subjects.
Improving Students’ self-directed learning through visual novel games: its effectiveness and potential
The Merdeka Curriculum introduces Natural and Social Science (NSP)/Ilmu Pengetahuan Alam dan Sosial (IPAS) subjects to improve science literacy among primary school students. However, in one of the public elementary schools in Semarang, teachers still dominantly use the lecture method and textbooks, causing the science understanding of class 5A students in the 2023/2024 school year to remain low, as seen from the unsatisfactory results of daily tests and STS. This study aims to develop learning media through IPAS-based visual novel educational games with a Development Research approach using the ADDIE method and a one-group pretest-posttest research design. The sample consisted of 30 students from class 5A who were selected by purposive sampling. The game media was developed using the Ren'Py application and validated by media and material experts. The validation results showed the game had a very high level of validity. The effectiveness test showed increased self-directed learning with an N-Gain value of 0.73, indicating that the game is quite effective. The visual novel game ‘Earth and Environment’ is expected to help teachers overcome the limitations of digital media in IPAS learning and improve students' self-directed learning ability.
The positive impact of Telegram bot usage on supporting students' learning processes and outcomes during on-the-job training
This study explores the impact of using Telegram bots on student learning outcomes during the on-the-job training program for XI Software Engineering and Game Development program (PPLG) students in the 2023/2024 even semester, during which students missed direct learning. Using a quantitative correlation approach, data were collected through questionnaires, Telegram bot usage, and learning outcomes. The study involved 71 students from two XI PPLG classes, selected through saturated sampling. Data were analysed using normality, linearity, hypothesis tests, and Pearson product-moment correlation with SPSS 26. The results show a significant relationship between Telegram bot usage and learning outcomes, with a correlation of 0.821 (very strong, sig = 0.000 < 0.05). These findings suggest a potential for developing blended learning models that integrate Telegram bots during the on-the-job training program for students.
The strengths and weaknesses of the BIPA curriculum as an Indonesian teaching guideline for foreign speakers: A review of the literature 2018-2023
A robust standard in the language teaching process is crucial since this is the primary guidance in the Indonesian language for non-native speakers (BIPA). A systematic literature review of 64 journal articles from 2018 to 2023 reveals comprehensive teaching resources, the flexibility for lecturers to innovate, and incorporating local wisdom in learning materials for students’ cultural immersion, supporting language acquisition. However, weaknesses include overly broad content and insufficient guidance on promoting inclusivity, hindering students' diverse cultural backgrounds. I identified articles matching the selection criteria from titles, aims, methods, to findings. Based on these points, this article highlights more dynamic and adaptive curriculum development needs that respond to global demands. Future studies may focus on developing the curriculum, improving teacher training, and creating inclusive assessments aligned with language proficiency and character development goals to enrich and globalise the BIPA program, supporting the diverse needs of students in an interconnected world.
Indonesian language teaching for non-native speakers
Collaborative learning in flipped classrooms: enhancing physics education retention in Nigerian secondary schools
The study examined the impact of three ﬂipped modes of classroom collaborative learning strategies on secondary school students’ retention in Physics in Minna by employing a quasi-experimental design. A sample of 146 students (67 male and 79 female) from four randomly selected Senior Secondary Schools participated. The study formulated three research questions and corresponding hypotheses, tested at a 0.05 significance level. A validated 50-item multiple-choice Physics Achievement Test (PAT) with a reliability coefficient of 0.84 was used for data collection. ANCOVA was employed to analyse the hypotheses. Results indicated that ﬂipped classroom approaches significantly aﬀected students’ achievement and retention. Both male and female students benefited equally from these strategies. The study recommends implementing ﬂipped classroom techniques to enhance Physics instruction in Nigeria, along with training workshops for teachers on blended learning methods.
The influence of AI adoption, research skills, and statistical knowledge on graduate students’ statistical productivity
Ensuring statistical productivity is essential for enhancing research efficiency and quality. This study examined the correlation between Artificial Intelligence (AI) adoption, research skills, and statistical knowledge with statistical productivity among graduate students in Misamis Occidental during the academic year 2023–2024. Employing a descriptive-correlational design, 192 graduate students were selected through stratified random sampling. Data were collected using researcher-developed questionnaires and analysed using mean, standard deviation, Pearson correlation, and stepwise multiple regression analysis. The findings indicated high levels of AI adoption, research skills, and statistical knowledge, all of which were positively correlated with statistical productivity. AI engagement, research proficiency, and statistical expertise were significant predictors of statistical productivity. Active use of AI and a strong understanding of statistical concepts notably enhanced students’ ability to analyse and interpret data. To further improve productivity, it is recommended that school administrators establish research centres equipped with appropriate software and tools to support research and statistical analysis.
Blended learning research in Indonesia (2018–2023): A bibliometric analysis of trends, challenges, and opportunities
The bibliometric analysis of blended learning research in Indonesia from 2018 to 2023 reveals a transformative landscape influenced by the COVID-19 pandemic. This study examines scientific production, thematic evolution, and research dynamics surrounding blended learning, utilizing advanced bibliometric techniques and visualization tools. The findings indicate a significant surge in publications during 2020–2021, reflecting the educational sector's rapid adaptation to unprecedented disruptions. Through comprehensive keyword network analysis and citation patterns, the study uncovers multidimensional perspectives on blended learning, emphasizing technological integration, pedagogical innovation, and socio-cultural considerations. The research highlights a complex interplay between technological advancements, educational methodologies, and systemic challenges. Furthermore, the study spans multiple disciplines, including social sciences, physics, computer science, and engineering, demonstrating the interdisciplinary nature of blended learning implementation. Despite remarkable progress, critical barriers persist, including limitations in digital infrastructure, unequal technological access, and inadequate educator preparedness. These challenges underscore the need for strategic interventions to enhance the effectiveness of blended learning. By providing nuanced insights into Indonesia’s evolving educational landscape, this analysis highlights both opportunities and obstacles in implementing blended learning strategies across diverse educational contexts.