Archives

  • April 2025
    Vol. 13 No. 1 (2025)

    EDITORIAL

    The April 2025 issue of the Indonesian Journal of Curriculum and Educational Technological Studies (IJCETS) presents a diverse and thought-provoking collection of research articles that reflect the evolving landscape of education in both local and global contexts. This volume features interdisciplinary studies that bridge pedagogical innovation, technology adoption, cultural identity, and learner-centred strategies, collectively contributing to the broader discourse on educational transformation in the 21st century. In this volume, we present six articles authored by scholars from Nigeria, Ethiopia, the Philippines, and Indonesia, demonstrating that our journal is internationally recognised within the global academic community.

    This volume opens with a study by Amosa Isiaka Gambari et al., which examines the impact of collaborative learning in flipped classrooms on physics education retention among Nigerian secondary students. Their findings underscore the effectiveness of technology-enabled, active learning approaches in enhancing scientific understanding. Complementing this, Amsalu Molla Getahun highlights the need for teacher education reforms in Ethiopia, emphasising pedagogical competence for 21st-century skills such as global and local connectedness through culturally responsive instruction.

    Technological advancement in education is further explored by Genelyn R. Baluyos and Joel Tapayan Aclao, who analyse how AI adoption, research skills, and statistical knowledge influence graduate students’ productivity in the Philippines. In Ethiopia, Mandado Gizachew investigates the correlation between study habits and academic achievement, reaffirming the value of self-regulated learning in higher education. Meanwhile, Adeyemi Adepapo and colleagues study the influence of social media on adolescents’ communication skills in Nigeria, revealing both its potential and pitfalls, and calling for targeted digital literacy interventions.

    The final article by Dwi Ayu Ningrum et al. offers a phenomenological inquiry into the indigenous ecological curriculum of the Sedulur Sikep community in rural Java, Indonesia. Framed within Schiro’s social reconstructionist perspective, their study reveals a curriculum rooted in ecological consciousness and resistance to industrial exploitation. This work significantly enriches the discourse on culturally grounded curriculum development in the Indonesian educational context.

    Together, these six articles reflect a wide array of pedagogical innovations and scholarly commitments to inclusivity, contextual relevance, and future-ready learning. Whether through flipped classrooms, AI-enabled research, or indigenous ecological wisdom, each contribution affirms the transformative potential of education grounded in local realities and global aspirations. We extend our sincere gratitude to the authors, reviewers, and editorial team for their dedication to maintaining scholarly excellence. We invite readers to engage critically with the research presented in this issue and to contribute further to the vibrant academic conversations shaping education today.

    Editor-in-Chief
    Indonesian Journal of Curriculum and Educational Technological Studies (IJCETS)
    Vol. 13 No. 1 | April 2025

  • November 2024
    Vol. 12 No. 2 (2024)

    Dear Readers,

    This volume features six articles from Indonesian and Nigerian scholars, covering three main topics: blended learning, curriculum development, and literacy and numeracy.

    In blended learning, Hafwa and Nafi’ah’s article “Blended Learning Research in Indonesia” (2018–2023) provides a bibliometric analysis of trends, challenges, and opportunities, emphasizing technology integration and teacher training. Bolakale et al.’s work “Effects of Blended Learning and Peer Tutoring on Genetics Achievement” demonstrates significant student performance improvements. Amalia’s study “The Positive Impact of Telegram Bots on Student Learning During On-the-Job Training” highlights how Telegram bots enhance engagement and outcomes.

    Regarding curriculum development, Ardiyanti’s literature review work, “The Strengths and Weaknesses of the BIPA Curriculum” (2018–2023) evaluates Indonesia’s foreign language curriculum, noting its structured approach while recommending greater adaptability. In literacy and numeracy, Nisa and Jaya’s article “The Role of Creative Learning Resource Design in Enhancing Literacy and Numeracy Skills” explores how innovative resources in the Kampus Mengajar program improve student skills. Similarly, Puspitasari and Budisantoso’s work “Teachers’ Perceptions of the Kampus Mengajar Program” highlights its benefits and challenges, such as limited time and resources.

    These studies offer valuable insights into educational innovation, curriculum development, and strategies for improving literacy and numeracy, emphasizing both opportunities and challenges in these fields.

    Editors

  • April 2024
    Vol. 12 No. 1 (2024)

     

    Dear readers,

    In this volume, we explore key issues in pedagogy, curriculum development, and digital learning tools, focusing strongly on the Merdeka curriculum and technology’s role in education.

    Candra & Wahzudik’s work “Teachers' Interpretation of the Merdeka Curriculum as a Policy Innovation” examines how educators perceive and adapt to this reform. Kusuma’s article “Utilisation and Impact of the Merdeka Mengajar Platform” highlights how digital platforms, particularly the Guru Penggerak program, support teachers. Meanwhile, Marcella & Sandy’s “Bibliometric Analysis of Research Trends in Curriculum Development During COVID-19” offers a broader perspective on global educational shifts.

    The role of technology in fostering self-directed learning is also emphasized. Rahmadani et al.’s “Assessing Learning Effectiveness Through Learning Management Systems” reviews five years of digital learning trends, while Prayogi & Prihatin’s “Improving Students’ Self-Directed Learning Through Visual Novel Games” explores gamification as an engagement tool. Beyond curriculum and technology, Olorunleke et al.’s “Cultural Beliefs’ Influence on Students’ Learning of Livestock Production” examines how traditional beliefs shape vocational education, highlighting the importance of cultural context.

    Together, these studies offer valuable insights into curriculum innovation, technology integration, and sociocultural influences in education. With contributions from both Indonesian and Nigerian scholars, this volume adds to the global discourse on educational development.

    Editors