The International Journal of Education Management and Sociology

Components Of Curriculum And Their Implementation At SMPIT Al Hudz Dzaq

Risma Wati — 2026-08-24

Curriculum is an essential component in the implementation of education that serves as a guideline for achieving learning objectives. This study aims to analyze the main components of the curriculum and their implementation at SMPIT Al Hudz Dzaq. The research uses a descriptive qualitative approach through observation, interviews, and documentation. The results show that curriculum implementation at SMPIT Al Hudz Dzaq is carried out through the integration of national education goals with Islamic values, the development of adaptive curriculum content, active learning strategies, and continuous evaluation. The components of objectives, materials, methods, and evaluation are systematically implemented to support the improvement of educational quality. These findings indicate that effective curriculum management plays an important role in shaping students who excel academically and possess Islamic character.

Artificial Intelligence (AI) In Malaysian Schools: A Scoping Review Of Teacher Readiness And Implementation Challenges (2020–2025)

Rosmalily Salleh — 2026-07-11

The rapid advancement of Artificial Intelligence (AI) is reshaping educational systems globally, raising pressing questions about implementation readiness, governance, and professional capacity. In line with the implementation of the Digital Education Policy by the Ministry of Education Malaysia, there is an increasing need to understand AI implementation readiness and the challenges associated with AI integration in schools. This study aims to map and synthesise existing literature on AI implementation readiness and related issues in Malaysian national schools between 2020 and 2025. A scoping review methodology guided by the PRISMA-ScR framework was employed. Literature was sourced from MyJurnal, Google Scholar, and ERIC databases. Thematic analysis identified three dominant themes: high levels of teacher interest accompanied by moderate technical competence, significant infrastructural disparities between urban and rural schools, and the absence of clear ethical guidelines governing AI use in classrooms. The findings indicate that while Malaysian teachers demonstrate positive attitudes towards the potential of AI to enhance learning, systematic support in terms of professional development, infrastructure, and policy remains insufficient.

Implementation of Total Physical Response (TPR) to Improve English Vocabulary of Grade 1 Elementary School Students in Tangerang Regency

Siti Mariyanah — 2026-08-14

English vocabulary is one of the fundamental skills for young learners, yet Grade 1 students often face difficulties in memorizing and recalling new words due to limited attention span and passive learning methods. This study aims to determine the effectiveness of the Total Physical Response (TPR) method in improving the English vocabulary mastery of Grade 1 elementary school students. This research employed Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. The subjects were 25 Grade 1 students at [Nama SD] in Bandung. Data were collected through vocabulary tests, observation sheets of student engagement, and teacher field notes. The results showed that the application of TPR significantly improved students’ vocabulary mastery. In the pre-cycle, the average vocabulary test score was 58.4 with 32% of students achieving the minimum mastery criteria. After Cycle 1, the average score increased to 71.2 with 68% completeness. In Cycle 2, the average score reached 84.6 with 92% of students achieving mastery. Student engagement also increased from “passive” in the pre-cycle to “very active” in Cycle 2, as observed from their enthusiasm in following physical commands and responding to instructions in English. It can be concluded that Total Physical Response is an effective strategy for teaching English vocabulary to Grade 1 students. TPR makes learning more enjoyable, reduces students’ anxiety in speaking, and aligns with young learners’ kinesthetic learning style. It is recommended that teachers integrate TPR activities such as “Simon Says”, “Follow the Command”, and role-play games in daily English lessons.

Efficiency of a Lean Post-COVID-19 Curriculum: A Strategic Analysis of Learning Depth and Educator Resilience

Anggi Fathoni Hidayat — 2026-08-24

The transition of the global education system in the post-COVID-19 era has prompted a paradigmatic shift from content-heavy curricula towards streamlined frameworks oriented around essential learning material. However, the efficiency of this streamlined model remains a subject of debate, caught between the demands for depth of competence and the adaptational burden placed upon educators in the field. This research seeks to re-examine the essence of efficiency in implementing streamlined curricula to optimise students' deep learning while simultaneously analysing its impact on teachers' workload and psychological well-being. Diverging from previous empirical designs, this study employs a qualitative methodology with a comprehensive Literature Review approach. The analysis synthesises various policy documents, international education reports, and reputable scientific literature published over the last decade (2016–2026). The desk research findings reveal the transformative dynamics of an essential curriculum in restoring the dignity of student learning and addressing learning loss without triggering educator burnout, provided it is supported by digital ecosystems and learning communities. The novelty of this research lies in the integration of adaptive technology variables and teacher agency as indicators of curricular efficiency dimensions frequently overlooked in conventional evaluative studies. These findings contribute to the formulation of an 'Agile Curriculum' model resilient to future disruptions. Practically, this study provides strategic recommendations for policymakers to harmonise teacher autonomy, administrative simplification, and the integrity of student understanding within the 'Kurikulum Merdeka' (Independent Curriculum) ecosystem, which has been fully implemented nationwide by 2026.

The Effect Of Green Financing, Corporate Social Responsibility and Cost Efficiency On The Profitability Of Manufacturing Companies In Indonesia: The Role Of Good Corporate Governance As A Moderation Variable

Yunita — 2026-07-19

This study aims to examine the Green Financing, Corporate Social Responsibility (CSR), and Cost Efficiency impact on Profitability, with Good Corporate Governance (GCG) as the moderator. This uses a Linear Regression and Moderated Regression Analysis. The population is the manufacturing companies listed on the IDX for the 2020-2024. Partial testing shows that CSR and cost efficiency affect profitability, while green financing does not have a significant influence. Simultaneous testing indicates that all variables significantly influence profitability. However, the test of variable moderation shows that GCG does not moderate the impact of green financing on profitability, but moderates the impact of CSR and cost efficiency on profitability significantly. This implies that strengthening CSR and achieving operational efficiency are key to driving increased company profitability, as reinforced by GCG.

School Administrative Digitalization: Cloud-Based Data Management Efficiency for Public Transparency

Haji Awg Asbol Bin Haji Mail — 2026-08-13

Background: The rapid shift toward digital governance has pressured educational institutions to move beyond manual administrative processes. Traditional data management often leads to fragmented information, slow reporting, and a lack of accountability to stakeholders. Research Objective: This study aims to analyze the implementation of school administrative digitalization and evaluate how cloud-based data management enhances operational efficiency and ensures public transparency. Methodology: This research employs a qualitative descriptive approach, conducting case studies at several educational institutions that have migrated to cloud-based systems. Data were collected through semi-structured interviews with school administrators, observation of digital workflows, and documentation analysis of public transparency reports. Results: The findings indicate that cloud-based digitalization significantly reduces administrative lead times by automating data entry and synchronization. Efficiency is achieved through real-time access to student records, financial reports, and academic progress. Furthermore, the integration of cloud platforms facilitates a "single source of truth," which minimizes data manipulation and allows for more accurate public disclosure, thereby increasing trust among parents and the community. Conclusion: Transitioning to cloud-based administration is not merely a technical upgrade but a strategic move toward professional and transparent school governance. The study suggests that while technical infrastructure is vital, the success of such systems depends heavily on the digital literacy of administrative staff.

Outcome-Based Education (OBE) Curriculum Development Strategy to Support Higher Education Key Performance Indicators (KPIs)

Lener Kristiyanto — 2026-08-18

The study employs a Systematic Literature Review (SLR) approach by examining a wide range of scholarly journal articles, books, government regulations, and policy documents related to the implementation of OBE and IKU in higher education. The findings indicate that OBE-based curriculum development can be effectively implemented through aligning the vision and mission of academic programs with graduate profiles and learning outcomes, developing comprehensive curriculum mapping, applying constructive alignment among learning outcomes, teaching and learning processes, and assessment methods, strengthening partnerships with the business sector, industry, and the community, and implementing a continuous quality improvement (CQI) system. These strategies contribute to improving the quality of teaching and learning, enhancing graduates' competencies, expanding experiential learning opportunities beyond the classroom, and strengthening academic governance in line with the achievement of the Higher Education Key Performance Indicators. Therefore, the successful implementation of an OBE-based curriculum requires strong institutional leadership, continuous professional development of academic staff, a robust internal quality assurance system, and active collaboration with multiple stakeholders to produce graduates who are adaptive, innovative, and globally competitive.

Implementation of Curriculum Development Foundations in Strengthening Learning at SMA Negeri 5 Tangerang

Hanindah — 2026-08-13

Curriculum development is an essential component of educational implementation because it serves as a guideline for achieving national education goals. This article aims to analyze the implementation of curriculum development foundations, including philosophical, psychological, sociological, and science and technology foundations, in educational practices at SMA Negeri 5 Tangerang. The article employs a descriptive-qualitative approach using a literature study based on curriculum development foundation materials. The findings indicate that the implementation of curriculum development at SMA Negeri 5 Tangerang has led to student-centered learning, character strengthening, digital literacy, project-based learning, and the development of an inclusive and adaptive school culture in response to contemporary changes. Curriculum development not only aligns with the demands of national education policies but also considers students’ needs and the social characteristics of the school environment.