Indonesian Journal of Innovative Teaching and Learning

Philosophical Appraisal of Curriculum Design as Nigeria’s Educational Social Contract: A Systematic Review

Emmanuel Lucas nwachukwu — 2026-08-31

Background: Curriculum design in Nigeria is usually treated as a technical administrative task, yet it represents the foundational commitments of the state under its educational social contract. Objective: This systematic review evaluates whether contemporary Nigerian curriculum design fulfills the epistemic obligations owed to citizens using social contract theory. Method: Guided by PRISMA principles, a search across seven databases identified 62 relevant publications from 2017 to 2026. Forty core sources underwent full thematic synthesis, while 22 sources provided theoretical framing. Results: Five analytical themes emerged: the widespread policy practice gap, persistent colonial knowledge hierarchies, epistemic flaws in language policies, tensions between democratic ideals and transmission pedagogy, and the interdependence of curriculum, assessment, teacher education, and language reform. Conclusion: The failure of the Nigerian educational social contract is structural and philosophical rather than administrative. Successive post independence revisions remain symbolic, preserving inherited colonial epistemologies. Sustainable reform demands systemic epistemological reconstruction, addi-tive multilingualism, and transformed pedagogical practice. Contribution: This study introduces epistemic obligation as a vital dimension of state responsibility, shifting the curriculum reform paradigm in post colonial contexts from simple policy revision toward fundamental epistemological reconstruction.

Energy Quest: A Quasi-Experimental Study of Game-Based Learning on Conceptual Understanding of Mechanical Energy in Secondary Physics Education

Aldrin Boocan — 2026-08-31

Background: Many secondary students struggle with abstract concepts and formula reliance in mechanical energy. Objective: This study evaluated Energy Quest, a curriculum-aligned card game, to enhance Grade 9 students' conceptual understanding and problem-solving skills in kinetic and potential energy. Method: Employing a quasi-experimental pretest–posttest non-equivalent control group design, 77 students across two intact classes participated. The experimental group (n = 40) engaged in structured game-based learning, while the control group (n = 37) received conventional instruction over two weeks. Data were collected using a validated 20-item achievement test α = 0.860) and analyzed via paired and independent samples t-tests and Cohen's d. Result: Posttest performance significantly favored the experimental group ($M = 16.40, SD = 1.74$) over the control group (M = 13.20, SD = 1.23), t (75) = 9.26, p < .001. The intervention demonstrated an extraordinarily large effect size (d = 2.11), indicating substantial learning gains. Conclusion: Structured game-based learning effectively strengthens conceptual understanding and problem-solving abilities beyond conventional teaching methods. Contribution: This study provides empirical evidence that low-cost, non-digital, and curriculum-aligned instructional innovations can successfully bridge persistent physics learning gaps, offering a scalable pedagogical solution for resource-constrained science classrooms.

Optimizing Learning Quality through KAIZEN Principles in an Islamic Junior High School

Fachril Bachtiar Firmansyah — 2026-08-31

Background: Improving learning quality in Islamic schools requires an approach oriented toward continuous improvement through simple, consistent, and structured habits. The Kaizen principle offers a quality enhancement framework that emphasizes continuous improvement through small, gradual, and sustainable refinements. Objective: This study aims to analyze the application of Kaizen principles in optimizing learning quality through student affairs programs at MTsN 4 Klaten. Method: The study uses a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, descriptive data presentation, and drawing conclusions. Results: The improvement of learning quality was supported by habituation of discipline, cleanliness, religious activities, achievement development, and technology-based student progress monitoring. This implementation reflects Kaizen principles through process consistency, gradual improvement, data utilization, and continuous evaluation. However, program evaluation still needs strengthening, student involvement remains uneven, and program innovation needs to be developed to prevent stagnation. Conclusion: Kaizen principles can support the optimization of learning quality through systematic and sustainable management of student affairs programs. Contribution: This research contributes to strengthening the study of Islamic educational management and provides a practical overview of Kaizen application in improving learning quality in Islamic schools.

Reconceptualizing Test Instruments in Islamic Religious Education: Integrated Written, Oral, and Performance Assessments for Holistic Evaluation

Ladina Aulia — 2026-08-31

Background: Assessment in Islamic Religious Education (IRE) relies heavily on written tests focusing on cognitive achievements, limiting holistic evaluation of students' competencies. Objective: This article aims to reconceptualize IRE test instruments by integrating written, oral, and performance assessments into a comprehensive evaluation approach. Method: A qualitative library research method was employed, systematically analyzing scholarly literature, academic books, and educational regulations related to IRE assessment. Results: Findings demonstrate that written tests effectively measure knowledge mastery and analytical thinking. Oral tests evaluate conceptual understanding, verbal communication, and religious recitation skills. Performance assessments measure practical worship skills and daily application of Islamic values. Integrating these three instruments enables an all-encompassing evaluation across cognitive, affective, and psychomotor domains. Conclusion: Reconceptualizing IRE assessments requires a balanced, authentic evaluation system that provides accurate representations of learning outcomes while supporting the holistic development of students' religious character. Contribution: This study contributes a conceptual framework that bridges the gap in IRE evaluation literature by offering a unified multi-method assessment model to enhance educational validity and practice.

Grounded Theory in Practice and Learning: Reflexivity and Innovative Approaches for Modern Qualitative Studies

Michael Mncedisi Willie — 2026-08-31

Background: Grounded theory remains a foundational qualitative methodology for generating theories from empirical data; however, researchers frequently face challenges regarding paradigmatic variations, literature management, and analytical rigor. Objective: This study synthesizes seminal and contemporary literature to clarify core methodological choices, structural tensions, and emerging digital adaptations in grounded theory practice. Method: A comprehensive synthesis of scholarly literature was conducted, examining methodological divergences between Glaserian, Straussian, and constructivist frameworks alongside innovative extensions such as netnography. Results: The analysis highlights critical operational choices in coding procedures, theoretical sampling, literature review timing, and the integration of digital data environments. Researcher positionality and reflexivity emerge as essential mechanisms for maintaining trustworthiness throughout analysis. Conclusion: Embracing methodological pluralism and reflexive documentation enhances transparency and theoretical depth, equipping qualitative researchers to develop rigorous, contextually meaningful theories. Contribution: This study contributes an integrative conceptual framework bridging traditional grounded theory traditions, reflexive practice, and netnographic inquiry. This provides a practical pedagogical guide for operationalizing reflexivity and maintaining methodological transparency when analyzing digitally mediated social interactions.

The Utilization of Digital Platform Based Learning as a Strategy to Enhance the Effectiveness of Islamic Religious Education Learning

Ahmat Shabil — 2026-10-10

Background: The rapid evolution of educational technology requires modern Islamic Religious Education to integrate digital learning platforms to maintain instructional relevance and pedagogical efficacy. Purpose: This study aims to analyze the utilization of digital platform-based learning as a pedagogical strategy to enhance the effectiveness of Islamic Religious Education. Method: This study employs a qualitative library research design using systematic literature synthesis. Secondary data were collected from 46 peer reviewed empirical and conceptual articles published between 2020 and 2026 indexed in academic databases including Google Scholar, Garuda, and ERIC. Data analysis was carried out through thematic content analysis involving data reduction, thematic clustering, and narrative synthesis. Results: Digital platforms increase student engagement, facilitate understanding of abstract religious concepts, expand access to Islamic resources, and support interactive learning. However, effectiveness depends on teachers’ digital competence, balanced time use, and consistent value mentoring. Conclusion: Digital platform-based learning functions as a viable strategy to enhance instructional quality in Islamic Religious Education when digital efficiency is harmonized with affective spiritual value internalization. Originality/Value: This study provides meaningful conceptual and pedagogical contributions to the field of Islamic education and instructional technology by synthesizing empirical evidence regarding the integration of digital platforms into religious instruction that has previously focused predominantly on general secular subjects. These findings map operational challenges, clarify the dual dynamics between digital accessibility and spiritual value internalization, and serve as a strategic reference for curriculum developers, madrasah administrators, and teacher training programs in designing twenty first century religious pedagogies.

Implementing the Group Investigation Cooperative Learning Strategy to Improve Junior High School Students Critical Thinking Skills in Islamic Religious Education

Shinta Destriansyih — 2026-10-12

Background: Developing twenty first century critical thinking skills in Islamic Religious Education within rural inclusive schools encounters persistent challenges related to passive student participation. Objective: This study aims to describe the improvement of students critical thinking skills and academic achievement through the implementation of the Group Investigation cooperative learning strategy. Method: A Classroom Action Research design following the Kemmis and McTaggart spiral model was conducted across two cycles involving thirty seventh grade students at SMPN 36 PKLK Kaur. Data collection employed Higher Order Thinking Skills based tests, systematic observation sheets, and interviews, analyzed through combined quantitative and qualitative approaches. Results: The findings demonstrated a significant increase in the critical thinking mean score from 60 at baseline to 70 in Cycle I, reaching 85 in Cycle II, with classical mastery percentage surging from 30 percent to 90 percent. Conclusion: The Group Investigation strategy effectively boosts student analytical, evaluative, and interpretive competencies within heterogeneous classrooms. Originality/Value: This study pioneers an empirical advancement in the field of Islamic Religious Education Learning Methodology and Inclusive Education by revealing significant cognitive enhancements across analytical, evaluative, and interpretive reasoning through peer tutoring mechanisms within heterogeneous classrooms in a rural inclusive school facing educational resource constraints, an institutional setting that remains scarcely investigated. These findings enrich empirical evidence and serve as a strategic reference for designing adaptive instructional frameworks and formulating inclusive pedagogical policies in resource limited schools.

Sources and Strategies for Developing Islamic Cultural History Instructional Materials in Madrasahs: A Systematic Literature Review

Sinfia Mudawamah — 2026-10-11

Background: Advances in information technology have driven digital transformation across education, including the subject of Islamic Cultural History (Sejarah Kebudayaan Islam / SKI) in madrasahs, which requires innovative teaching materials to remain relevant to modern learners. Objective: This article aims to analyze various sources and strategies for developing diverse, contextual, and technology-based SKI instructional materials. Method: This study employs a literature review method by collecting, coding, and synthesizing secondary data from ten published scientific journal articles. Results: Effective development of SKI instructional materials relies on integrating national curricula, implementing active learning models (such as project-based learning), utilizing digital media and gamification (e.g., Educaplay and e-learning modules), accommodating student characteristics, and applying research and development (R&D) methodologies (such as the 4D or Borg & Gall models). Conclusion: Technology-based instructional innovations and contextual approaches significantly enhance student engagement, motivation, and comprehension of Islamic historical values. This article provides theoretical and practical contributions as a reference framework for Islamic Education (PAI) teachers and madrasah curriculum developers in designing adaptive, interactive, and effective SKI materials in the digital era. Originality/Value: This review article offers comprehensive novelty in the field of Islamic education and madrasah curriculum development by synthesizing the evolving literature on sources and strategies for designing contextual, technology-based Islamic Cultural History (SKI) instructional materials, an area previously underexplored through a systematic lens. This study maps existing theoretical and methodological gaps while serving as a strategic reference that contributes to developing an adaptive instructional framework and guiding future research agendas on digital media integration in Islamic history education.