Journal of Curriculum and Learning Technologies (JCLT-Krisno)

Designing a Methodological Framework for Assessing Teacher Readiness in Adaptive Curriculum Implementation within Indonesian Context

Zahid Zufar At Thaariq — 2025-11-20

Purpose: This methodological paper aims to design and theorize a comprehensive framework for assessing teacher readiness for adaptive curriculum implementation. It demonstrates the systematic development of a mixed-methods instrument, including a Likert-scale questionnaire and a semi-structured interview protocol, tailored to the Indonesian context.

Methodology: The mixed-methods approach guided the design of the instrument. A quantitative questionnaire was developed to measure the prevalence of readiness across five theoretically derived constructs. At the same time, a qualitative interview protocol was designed to explore the depth and nuance behind the quantitative findings. The constructs were derived from a robust synthesis of Reigeluth & Merrill's (1979) classes of instructional variables and Martin et al.'s (2020) adaptive learning model, reinterpreted through a "human-in-the-loop" lens for the Indonesian context.

Findings: The study presents a theoretically and contextually validated mixed-methods instrument that moves beyond ad-hoc questionnaires. The complementary quantitative and qualitative components ensure that the instrument captures both broad patterns and deep contextual insights, providing a holistic diagnostic tool with strong content and ecological validity.

Conclusion: This research provides a replicable mixed-methods framework for developing context-sensitive assessment tools in education. The resulting instrument provides policymakers and researchers with a valid means to assess teacher readiness through an approach that integrates statistical measurement with a rich qualitative understanding.

Value: This ultimately informs targeted interventions for the successful implementation of adaptive curricula in Indonesia and similar contexts.

Influence of Artificial Intelligence on Islamic Character Education

2025-12-09

Purpose: The purpose of this study is to examine how Artificial Intelligence (AI) influences Islamic character education, including its potential to strengthen key values and the challenges it may pose within the context of Education 4.0.

Study design/methodology/approach: This study employed a Systematic Literature Review (SLR) to examine the role of Artificial Intelligence (AI) in education and its impact on Islamic character development. Literature searches were conducted across major international and national databases, including Scopus, Web of Science, ERIC, Google Scholar, SINTA, and Garuda, using keywords such as AI in education, ethics, Islamic character, and digital integrity, to cover publications from 2016 to 2025. The inclusion criteria required studies to focus on AI in educational contexts, address ethical or character-related issues, be relevant to Islamic education, and be available in either English or Indonesian. Out of over 100 initial records, 35 studies met the criteria. Thematic analysis classified the findings into three main areas: (1) AI's potential to strengthen Islamic character values such as honesty, discipline, responsibility, and digital etiquette; (2) risks of character degradation, including plagiarism, technological dependency, and reduced intellectual autonomy; and (3) pedagogical and policy strategies grounded in Islamic values to ensure ethical AI integration in education.

Findings: The well-guided and value-oriented use of AI can enhance students' piety, learning discipline, and digital ethics by providing morally aligned content, promoting self-regulation, and fostering positive behavioral habits. However, uncontrolled or unguided use of AI poses risks, such as increased plagiarism, intellectual laziness, and digital dependency, which may weaken Islamic character values.

Research limitations/implications: This study is limited by its reliance on secondary data from existing literature, which may reflect varying contexts, methodologies, and technological readiness across different educational systems. The findings imply the need for Islamic value–based pedagogical designs and ethical frameworks when integrating AI in schools, ensuring that AI supports, rather than undermines, the character development mission of Islamic education.

Originality/value: This study offers novelty by examining the intersection of AI integration and Islamic character development, an understudied yet increasingly urgent area in Education 4.0. It provides a comprehensive synthesis of opportunities and risks, delivering actionable insights for educators, policymakers, and curriculum developers to align technological advancement with Islamic moral and ethical principles.

The Problem Based Learning as a Trigger for Critical Thinking Skills: A Literature Review

Septi Wulandari — 2025-12-11

Purpose: This paper aims to analyze the influence of the Problem-Based Learning (PBL) model on the enhancement of students’ critical thinking skills in biology learning. Critical thinking is essential for enabling students to understand biological concepts deeply, analyze natural phenomena, and solve problems logically.

Study design/methodology/approach: This study employs a literature review method using seven relevant national and international research articles. The review focuses on examining how PBL both in its pure form and when integrated with other approaches such as blended learning contributes to the development of critical thinking skills.

Findings: The findings indicate that PBL consistently has a positive impact on students’ critical thinking skills. The PBL syntax, including problem orientation, organization, investigation, presentation of results, and evaluation, effectively stimulates students to think analytically, reflectively, and argumentatively. Moreover, PBL fosters a more contextual and meaningful learning environment, encouraging active engagement and deeper conceptual understanding.

Research limitations/implications – This review is limited to seven articles, which may not fully represent the broader scope of PBL implementation across diverse educational contexts. Future studies could incorporate a larger and more varied set of sources or conduct comparative analyses across different educational levels.

Originality/value: This study provides a synthesized understanding of how PBL supports the development of critical thinking in biology education, highlighting its relevance as a pedagogical model to prepare students for the demands of 21st-century skills. The integration of PBL with contemporary instructional approaches demonstrates its adaptability and enduring value in modern science education.

The Impact of Technological Advancement on Student Character Development in the Digital Era

2025-12-14

Purpose –This study aims to explore the influence of technological advances on student character by analyzing how digital tools shape attitudes, behaviors, and value formation among learners. The study addresses the growing concern that rapid technological development may erode students' moral foundations, while also examining evidence that technology can strengthen positive character traits when used appropriately.

Design/methodology/approach – A systematic literature review (SLR) was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework to systematically analyze scientific articles published within the last five years. Data were retrieved using the keywords "character education" and "technological advances" through Google Scholar and ResearchGate. From an initial pool of search results, 10 peer-reviewed studies met the inclusion criteria and were selected for in-depth analysis. The PRISMA selection process involved four stages: identification, screening, eligibility assessment, and final inclusion. The selected articles were reviewed to identify patterns, themes, and theoretical perspectives regarding the role of technology in shaping student character.

Findings – The analysis of 10 studies reveals dual impacts of technological advancement on student character. On one hand, technology supports the development of responsibility, creativity, discipline, independence, and digital literacy when integrated through structured guidance. On the other hand, excessive or unguided use contributes to gadget addiction, decreased empathy, reduced motivation, and weakened social interaction. The findings confirm that technology itself is not the primary cause of character decline; rather, its effects depend on usage patterns, teacher supervision, parental involvement, and school policy implementation.

Research limitations/implications –Limitations relate to the scope of literature sources (n=10 studies) and the reliance on two digital databases (Google Scholar and ResearchGate), which may exclude relevant studies from regions with limited technological accessibility or those published in other academic databases. Future studies could incorporate empirical observations, expand the database sources, and include grey literature to strengthen the conclusions.

Originality/value – This study offers a balanced synthesis of recent literature by demonstrating that technological advancement acts as a neutral tool whose influence on character formation is determined by educational context and user behavior. The results provide valuable insights for educators and policymakers to design character education strategies that integrate technology responsibly and effectively. The main contributions of this study include: (1) a comprehensive PRISMA-based systematic review that consolidates current understanding of technology's dual role in character education; (2) identification of critical mediating factors (teacher supervision, parental involvement, and institutional policies) that determine whether technology enhances or undermines character development; and (3) evidence-based recommendations for stakeholders to maximize the positive potential of technology while minimizing its risks in educational settings.

Implementation of the Ubiquitous Learning Model in Improving the Writing Skills of PGMI Students

2025-12-17

Purpose: This study aims to examine the implementation of the Ubiquitous Learning model in teaching PGMI students to write short scientific papers and to analyze the implications, supporting factors, and obstacles to its implementation. This study was conducted to address the need for flexible, collaborative writing instruction that is in line with strengthening the digital literacy of prospective teachers in the era of technology-based education.

Study design/methodology/approach: This study used a descriptive qualitative approach with an implementative design. Learning activities were carried out over eight meetings by integrating the Google Classroom, WhatsApp, and Google Docs digital platforms. Data were collected through observation of the learning process, analysis of student writing assignments, and reflections and feedback during the activities. Data analysis was conducted thematically to identify patterns of implementation, learning implications, supporting factors, and obstacles that arose.

Findings: The results of the study show that the application of Ubiquitous Learning can increase student engagement in the writing process, strengthen academic collaboration, and improve the quality of writing in terms of coherence of ideas, paragraph structure, and the use of scientific references. Students also showed an increase in learning independence and self-efficacy in writing through a process of repeated revision and real-time feedback. However, this study found obstacles in the form of limited internet infrastructure in rural areas, poor time management among some students, and the emergence of digital anxiety in the early stages of online learning.

Research limitations/implications: The limitations of this study lie in the context of regions with uneven digital infrastructure, so that the results do not fully represent the conditions of universities with more established access to technology. The implications of the study emphasize the importance of digital infrastructure support, strengthening students' self-regulation abilities, and continuous pedagogical assistance in ubiquitous-based learning.

Originality/value: This study provides empirical contributions regarding the application of Ubiquitous Learning in scientific writing in higher religious education, emphasizing the integration of learning processes, academic collaboration, and the psychosocial aspects of students as efforts to develop 21st-century competencies.

Need Analysis for Developing 5E Learning Cycle-STEM Student Worksheets on Cell Biology for Grade XI Phase F

2025-12-20

Purpose: This study aims to analyze the need for developing Student Worksheets that implement the 5E Learning Cycle model integrated with a Science, Technology, Engineering, and Mathematics (STEM) approach on cell material for Grade XI Phase F students. This research responds to persistent teacher-centered biology instruction and limited availability of innovative worksheets that engage students in understanding abstract and microscopic cell concepts. The study argues that integrating the 5E Learning Cycle and STEM approach is necessary to support learning and development of 21st-century skills.

Study design/methodology/approach: The study employed a descriptive qualitative–quantitative needs analysis. Data were collected through semi-structured interviews with biology teachers, questionnaires distributed to Grade XI Phase F students, and document analysis of curriculum guidelines and existing learning materials. Quantitative data were analyzed using descriptive statistics in percentages, while qualitative data were analyzed through data reduction and interpretation.

Findings: The results show that more than half of the students experienced difficulties in understanding cell material, particularly in visualizing cell structures and cellular processes. Existing worksheets were procedural, content-focused, and lacked inquiry-based and interdisciplinary elements. Both teachers and students expressed a need for student-centered worksheets integrating the 5E Learning Cycle and STEM approach to improve engagement and conceptual understanding.

Research limitations/implications – This study was limited to a single school context, which may restrict generalizability, particularly in regions with limited technological resources.

Originality/value: This study provides empirical evidence supporting the urgency of developing STEM-integrated 5E-based worksheets for cell biology and serves as a foundation for instructional material development research.

Realizing Climate Action through Contextual Biology Learning: A Literature Review of Integrating Local Bird Data into Biodiversity Materials for Achieving SDG-13

2025-12-31

Purpose – This paper aims to analyze how the integration of local bird data in biodiversity learning materials can support the achievement of Sustainable Development Goal-13 (SDG-13) concerning climate action through contextual biology education. Climate change education requires approaches that connect global issues with local contexts to enhance students' ecological awareness and environmental responsibility.

Study design/methodology/approach – This study employs a literature review method using seven relevant national and international research articles. The review focuses on examining contextual learning approaches in biodiversity education, the use of local biological data as learning resources, and the integration of SDGs values in biology curricula, particularly SDG-13.

Findings – The findings indicate that integrating local bird data into biodiversity learning materials has significant potential to: (1) enhance the relevance and contextuality of biology learning; (2) strengthen students' ecological literacy; (3) build environmental care character; (4) support the implementation of independent curriculum and Pancasila Student Profile; and (5) provide real context for understanding climate change and its impacts on local ecosystems. Local birds serve as effective bioindicators for monitoring climate change impacts while enriching students' understanding of biodiversity at the genetic, species, and ecosystem levels.

Research limitations/implications – This review is limited to seven articles, which may not fully represent all aspects of contextual biodiversity learning and SDG-13 integration. Future studies could incorporate broader sources or conduct empirical research on the development of learning materials integrating local bird data.

Originality/value – This study provides a synthesized understanding of how contextual biodiversity learning through local bird data integration can become an effective strategy for SDG-13 achievement in secondary education. The integration demonstrates relevance for developing 21st-century competencies while fostering climate awareness and local environmental conservation values among students.