Darulfunun Institute

Institute for Development, Research and Initiatives (IDRIS)

Tag: educational technology

  • Visual-Based Information Technology as a Predictor of Islamic Religious Education Learning in the Merdeka Curriculum

    » AL-IMAM: Journal on Islamic Studies, Civilization and Learning Societies

    Digital technologies are increasingly used to support student-centered instruction under Indonesia’s Merdeka Curriculum, yet quantitative evidence from Islamic Religious Education (IRE) remains limited. This study examined the association between visual-based information technology and IRE learning. A cross-sectional explanatory survey involved 40 participants (33 students and 7 IRE teachers) purposively selected from one public junior secondary school. Two eight-item questionnaires used a four-point Likert scale, and internal consistency was acceptable for visual-based information technology (Cronbach’s ? = 0.799) and IRE learning (? = 0.778). Data were analyzed using descriptive statistics, assumption tests, a two-tailed Pearson correlation with 5,000-sample bias-corrected and accelerated bootstrapping, and simple linear regression. Mean scores were 23.80 (SD = 5.85) for visual-based information technology and 24.15 (SD = 5.66) for IRE learning. Regression residuals were normally distributed (W = 0.959, p = 0.150), and no significant deviation from linearity was detected, F(16, 22) = 1.545, p = 0.170. A strong positive correlation was found, r = 0.861, p < 0.001, BCa 95% CI [0.764, 0.929]. Visual-based information technology significantly predicted IRE learning, B = 0.833, SE = 0.080, ? = 0.861, t = 10.454, p < 0.001, explaining 74.2% of the variance (R² = 0.742). The findings indicate a substantial association, but causal interpretation is limited by the single-school, cross-sectional, self-report design.

  • Digital Leadership of School Principals in Strengthening the Learning Ecosystem in the Era of the Merdeka Curriculum at Primary Schools

    » Perwakilan: Journal of Good Governance, Diplomacy, Customary Institutionalization and Social Networks

    The digital leadership of school principals plays a crucial role in strengthening the learning ecosystem in the era of the Merdeka Curriculum, especially in primary schools that are adapting to the use of educational technology. The Merdeka Curriculum emphasizes flexibility, project-based learning, and the use of digital tools to support more independent and meaningful learning processes. In this context, school principals act as digital leaders who not only manage schools but also guide the technological vision, enhance teacher competencies, and foster an innovative and responsive school culture in line with digital developments.This study employed a quantitative descriptive approach through surveys conducted with 120 primary school teachers across three districts/cities. The findings revealed three key results. First, 78% of teachers reported an improvement in their competency in using learning applications following the implementation of digital leadership policies by school principals. Second, 72% of schools reported increased collaboration between teachers and parents through school digital platforms, which positively impacted student engagement in learning. Third, 81% of principals utilized digital data (learning dashboards, online assessments, and daily reports) for faster decision-making regarding students’ learning needs. These findings reinforce that digital leadership significantly contributes to the successful implementation of the Merdeka Curriculum and creates a learning ecosystem that is inclusive, adaptive, and relevant to the demands of 21st-century education.