Vol. 14 No. 1 (2026): May 2026

Editorial

Curriculum Responsiveness and Educational Technology in Changing Learning Contexts

Volume 14, Number 1, 2026 of the Indonesian Journal of Curriculum and Educational Technology Studies brings together six articles that reflect a shared concern: how curriculum and educational technology can respond meaningfully to changing learners, institutions, and social contexts.

The issue opens with an exploration of Said Hamid Hasan’s curriculum thought, emphasizing curriculum as a culturally grounded and adaptive response to societal challenges and future human development. This concern with contextual responsiveness continues in the study of Understanding by Design in an inclusive school, which highlights tensions among national standards, local values, assessment, and learner diversity. At the higher education level, the redesign of the Sharia Economic Law curriculum shows the importance of aligning graduate profiles, learning outcomes, disciplinary needs, and institutional capacity in the context of OBE and Industry 4.0.

Three other articles focus more directly on educational technology. The study on RME-based interactive multimedia demonstrates how accessible digital tools can make mathematics more contextual and interactive. The article on computer-based and board instructional games for peace education shows that game-based learning can improve performance, with computer-based games producing the strongest outcomes. Meanwhile, the study of Padlet-supported collaborative learning indicates that satisfaction with an LMS is influenced not only by its technical features but also by the quality of interaction and collaboration it enables.

Taken together, the papers underline three central ideas: context matters, alignment matters, and technology is most valuable when it serves clear pedagogical purposes. Curriculum goals, assessment, instructional strategies, learner needs, and technological tools must work coherently rather than independently.

We hope this issue encourages further scholarship that is theoretically grounded, context-sensitive, and responsive to the practical challenges of curriculum and educational technology in contemporary education.

Editorial Team
Indonesian Journal of Curriculum and Educational Technology Studies
Volume 14, Number 1, 2026