Review of International Journal Education and School Leadership
Journal Title: Review of International Journal Education and School Leadership Initials: RITEDUL Frequency: 6 Bulanan (2 kali setahun) Online ISSN: 3089-7491 Editor in Chief: Assoc. Prof. Dr. Aslan, M.Pd.I DOI: Zenodo European Union Publisher: CV. ADIBA AISHA AMIRA Review of International Journal Education and School Leadership (RITEDUL) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Review of International Journal Education and School Leadership (RITEDUL): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
INNOVATION AND DEVELOPMENT OF MULTIMODAL LEARNING MEDIA: A LITERATURE STUDY ON THE INTEGRATION OF PRINT, AUDIOVISUAL, AND COMPUTER TECHNOLOGY TO IMPROVE THE QUALITY OF 21ST CENTURY LEARNING PROCESSES
This study aims to systematically examine the concepts, theories, and practices of multimodal learning media innovation as a strategy for improving the quality of 21st-century learning. This study uses a library research method by examining various scientific sources such as journals, proceedings, and textbooks that discuss the integration of print, audiovisual, and computer technology media. The results of the study show that multimodal learning is based on the Cognitive Theory of Multimedia Learning and the social semiotics approach, which emphasises the importance of combining various modes of communication in constructing meaningful understanding. The integration of print, audiovisual, and computer technology media produces pedagogical synergy that can strengthen motivation, improve cognitive effectiveness, and support collaborative and independent learning. The application of multimodality in learning media design has been proven to support the development of 21st-century competencies such as critical thinking, creativity, communication, and digital literacy. Thus, multimodal learning media can become a strategic foundation for the renewal of a modern education system that is adaptive to technological developments and the learning needs of students.
Copyright (c) 2025 Review of International Journal Education and School Leadership
THE TRANSFORMATION OF ISLAMIC VALUES-BASED EDUCATION MANAGEMENT: A CRITICAL ANALYSIS OF THE IMPLEMENTATION OF THE MERDEKA CURRICULUM AND THE ISLAMIC LEADERSHIP PARADIGM IN EDUCATIONAL INSTITUTIONS
The transformation of Islamic values-based education management is a strategic step in strengthening the direction of national education to be in line with the spiritual and moral goals of the nation. This study aims to critically analyse how the implementation of the Merdeka Curriculum can be integrated with the principles of Islamic education management, as well as how the Islamic leadership paradigm plays a role in the transformation process. Through library research, this study examines various scientific sources in the form of books, journals, and official documents relevant to the theme of Islamic education management and the Merdeka Curriculum policy. The results of the study show that the Merdeka Curriculum, with its principles of flexibility and independence, is in line with Islamic values such as tauhid, amanah, adil, and ihsan, which emphasise a balance between intellectual and moral intelligence. Meanwhile, the Islamic leadership paradigm based on the values of shiddiq, amanah, tabligh, and fathanah is an important factor in directing the transformation of education management to be character-building, visionary, and oriented towards the benefit of the people. The synergy between the Merdeka Curriculum and Islamic leadership produces a holistic, competitive, and spirituality-based educational management model, capable of producing a generation that is knowledgeable, moral, and adaptive to the developments of the times.
THE RELEVANCE OF ISLAMIC EDUCATION MANAGEMENT PRINCIPLES TO MODERN MANAGEMENT PARADIGMS: A LITERATURE STUDY IN THE CONTEXT OF INDONESIAN EDUCATION
This study aims to analyze the relevance of Islamic education management principles to modern management paradigms in the context of Indonesian education, employing a qualitative approach based on systematic literature reviews. Islamic management principles such as amanah, shura, 'adl, and ihsan were found to have a significant contribution in building school leadership that has integrity, participation, and is morally oriented. Literature analysis also shows that these values have a strong conceptual fit with modern management theories, including transformational leadership, distributed leadership, and value-based leadership. Despite the challenges of integration influenced by differences in normative and pragmatic orientations, the study's findings indicate that the two paradigms can be combined to form a hybrid leadership model that is relevant to the character of Indonesian education. This research makes a theoretical contribution by offering an integrative perspective that broadens the understanding of value-based leadership, while also opening up opportunities for more empirical and practical follow-up research. Practically, the results of this study provide strategic recommendations for school leaders, educational institutions, and policymakers on developing ethical, adaptive, and contextually relevant educational governance.
SYSTEMATIC LITERATURE REVIEW: INTEGRATION OF THE 'ADAT BASANDI SYARAK, SYARAK BASANDI KITABULLAH' (ABS-SBK) VALUES IN CHARACTER EDUCATION FOR ELEMENTARY SCHOOL STUDENTS
Effective character education in elementary schools must be rooted in local wisdom to ensure moral, cultural, and intellectual balance. The Minangkabau philosophy of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) serves as a moral compass that unites religious and cultural dimensions in shaping students’ character. This study aims to synthesize the implementation, assessment, and main challenges of integrating ABS-SBK values into character education in elementary schools across West Sumatra. Using the Systematic Literature Review (SLR) method, data were systematically collected, analyzed, and synthesized from recent academic studies (2018–2025). Findings show that ABS-SBK integration occurs through curriculum contextualization in Islamic Religious Education (PAI), Science and Social Studies (IPAS), Language, and Arts. These subjects infuse values such as Raso Pareso, Baso Basi, and Adat Salingka Nagari to foster empathy, respect, environmental care, and social responsibility. Character assessment employs holistic methods such as portfolios, attitude rubrics, and project-based evaluations aligned with the Kurikulum Merdeka. However, several critical challenges remain: erosion of values due to modernization and globalization, digital gaps that reduce real social interaction, inconsistent teacher training, and limited documentation of local learning materials. The study concludes that effective ABS-SBK integration requires strategic mitigation through teacher professional development, digital ethics education, curriculum innovation, and strengthened collaboration among schools, customary institutions, and religious bodies. This integration ensures that character education not only transmits knowledge but also nurtures the moral and cultural identity of the Minangkabau generation.
THE EVOLUTION OF LANGUAGE TEACHING APPROACHES: FROM TRADITIONAL METHODS TO TECHNOLOGY-BASED LEARNING
The evolution of language teaching approaches has undergone a significant shift from traditional methods towards technology-based learning. Traditional methods such as grammar-translation and audio-lingual focus on memorising grammar rules and mastering vocabulary, but are often less effective in improving practical communication skills. Technological developments provide solutions to these limitations through the integration of digital tools such as learning apps, interactive multimedia, and technology-based simulations. This technology-based approach offers varied content, personalisation of learning materials, and flexibility in time and place of learning. This evolution reflects a response to the evolving needs of learners and the potential of technology to create more inclusive, engaging and effective language learning in the modern digital era.
APPLICATION OF LEARNING MANAGEMENT SYSTEMS (LMS) IN DISTANCE EDUCATION: A LITERATURE REVIEW
The application of Learning Management Systems (LMS) in distance education plays an important role in supporting teaching and learning in the digital era. This article reviews various literatures to evaluate the effectiveness, benefits, and challenges faced in using LMS. The review shows that LMS can improve the flexibility and quality of learning by providing various digital features such as material storage, evaluation system, and online communication. However, LMS implementation is also faced with a number of obstacles such as limited internet access, lack of technological literacy, and cost factors. In conclusion, the success of LMS implementation is highly dependent on educational policy support, user training, and adequate infrastructure readiness. With the right attention and management, LMS has great potential to optimise distance education and promote inclusivity in the education system.
Application of Learning Management Systems (LMS)
SOCIAL AND EMOTIONAL IMPACT OF ONLINE EDUCATION: A LITERATURE ANALYSIS
Online education has become an increasingly popular learning method, especially in the digital and post-pandemic era. However, its impact on learners' social and emotional aspects is still a topic that needs further research. This literature analysis aims to understand the effect of online education on students' social interaction and emotional well-being. The results show that online education can lead to social isolation due to limited face-to-face interaction and affect students' interpersonal skills. In addition, emotional aspects such as stress, anxiety and technology adaptation challenges are significant impacts, although some students are able to experience benefits such as increased self-confidence. The conclusion of this analysis emphasises the need for a holistic approach that includes social support, interactive programmes and teaching strategies that focus on emotional wellbeing to maximise the potential of online education.
NUMERACY FOR STEM EDUCATION: TRENDS AND EFFECTIVE PRACTICES
Numeracy is an essential component in STEM (Science, Technology, Engineering and Maths) education that supports students' critical and analytical thinking skills. Research reveals that high numeracy skills are closely related to success in learning and applying STEM concepts. Current trends in STEM education emphasise an interdisciplinary approach, where theory is combined with real-world applications through methods such as problem-based learning and the use of educational technology. Effective practices in numeracy teaching involve collaboration, communication, and innovation development, and emphasise the importance of equal access to education for all students. The implementation of this strategy is expected to build a young generation that is capable of facing global challenges in the technological era.
MANAGEMENT OF SCHOOL COMMUNITY RELATIONSHIP PROGRAM IN INCREASING COMMUNITY PARTICIPATION AT SMAN 1 AMPANA KOTA, TOJO UNA-UNA REGENCY
The Management of School–Community Relations Program to Enhance Community Participation (At SMAN 1 Ampana Kota). This research aims to describe: (1) the planning of the school–community relations program; (2) the implementation of the school– community relations program; (3) the impact of the school–community relations program; and (4) the supporting and inhibiting factors of the school–community relations program. This study uses a qualitative approach. Data collection techniques include interviews, documentation studies, and observations. The data analysis process involves data collection, data condensation, data presentation, and conclusion drawing. The results of the study show that: (1) The planning of the school–community relations program at SMAN 1 Ampana Kota is carried out through several stages, including planning, socialization, activity implementation, and evaluation. The school applies a collaborative approach with the community to achieve the program’s objectives; (2) The implementation of the school–community relations program involves the active roles of teachers and school staff in organizing activities and building effective communication with the community to foster active participation and support the sustainability of the program; (3) The impact of the school–community relations program on community participation includes increased community involvement in various school activities, such as parent meetings, social events, and school facility improvements. Moreover, this program has also shifted community perceptions about education. The community is increasingly aware of the importance of their contributions in supporting their children's education, which is reflected in their growing participation in school-organized activities; (4) The supporting and inhibiting factors of the school–community relations program include supporting factors such as awareness of the program's benefits, open communication between the school and the community, and the success of previous activities. Inhibiting factors include the community's limited time, lack of understanding of the program’s objectives, and geographical distance, which makes it difficult for some community members to attend school events. To overcome these obstacles, the school has taken measures to adjust activity schedules, improve socialization about the program's objectives, and provide better access for community members.
management of school–community relations program
THE EFFECTIVENESS OF PROJECT-BASED LEARNING IN IMPROVING ORAL COMUNICATION SKILLS IN ENGLISH
This study analyzes the aspects of Project-Based Learning (PjBL) effectiveness in improving students’ oral communication skills in the English Language Education Study Program (ELESP) at Universitas Negeri Gorontalo. It specifically aims to identify which aspects of PjBL are most effective in improving students’ oral proficiency in oral communication skills in ELESP at Universitas Negeri Gorontalo. This research employed a descriptive qualitative method, and data were collected through classroom observations and interviews with five students and one lecturer. The classroom observations were analyzed based on the six phases of the PjBL syntax, while interview data were coded using indicators of oral communication, including verbal elements, paralinguistic features, and non-verbal cues. The combined analysis revealed three major aspects contributing to PjBL’s effectiveness: (1) Student Engagement and Active Participation, (2) Challenges in Target Language Usage, and (3) Communication Skills Development. The findings demonstrate that consistent and structured PjBL implementation improves students’ language use, collaboration, confidence, and interactive communication. The study concludes that PjBL is an effective instructional approach for developing oral communication skills in professional and academic contexts.
CURRICULUM CONCEPT MODEL: HUMANISTIC CURRICULUM MODEL
The Humanistic Curriculum provides solutions for educating students to find their own identity. With the Humanistic curriculum, students are taught to show their potential human nature as individuals that is not touched by other curricula. A person is judged by his character and actions. If the attitude and characteristics are good then it is said that someone has a good personality, and vice versa. However, a person's personality can change anytime and anywhere. Because personality is formed partly due to environmental factors. A person's personality can be seen and felt throughout their life. Therefore, the human personality is said to be a unity in the human soul and body. Learning does not have to be defined as subjects that must be covered, but something that is more meaningful for life, taught in ways that are demonstrative and relevant for students. The Humanistic Curriculum offers other options in relation to subject matter and personality formation.
Copyright (c) 2024 Review of International Journal Education and School Leadership
A curriculum in a broad sense is defined as a teaching program at an educational level. Whereas in the narrow sense, it is a subject for several hours of lessons. The curriculum design must fulfill two requirements, namely (1) conformity between the curriculum and the demands, needs, conditions, and development of society; (2) compatibility between curriculum components, namely the content according to the objectives, the process according to the content and objectives. The sources of making a curriculum consist of science, society, immortality and divinity, knowledge, and learners. The considerations that underlie the making of a curriculum design are scope, sequence, continuity, integration, articulation, and balance. The curriculum component consists of four elements, namely the objective component, the teaching material component, the strategy component, and the evaluation component.
CURRICULUM: FUNCTION, RELATIONSHIP BETWEEN EDUCATION AND TEACHING
The curriculum plays an important role in education both in educational institutions and in the community. The curriculum plays a role in shaping students ready to go into society. That way the curriculum must contain a conservative role so that students are able to transmit the cultural values of society so that students are able to preserve the cultural values of society and are not influenced by foreign cultures, creative roles so that students become more creative, innovative and constructive when facing various problems or conditions to be resolved and critical and evaluative roles so that students are able to filter cultural values that are still relevant to the times or conditions of society. The curriculum is closely related in education. Curriculum that is closely related in education. Where the curriculum is also a tool for developing education both through school education institutions, madrasas and Integrated Islamic Schools which have different educational goals. Where schools emphasize more knowledgeable students, madrasas that emphasize students have a strong religious foundation and the Integrated Islamic School emphasizes both broad knowledge which is fortified with strong religious knowledge.
MODERN ISLAMIC BOARDING SCHOOL CURRICULUM AND ITS EXAMPLE IN SAMBAS (PONPES MUHAMMAD BASUNI IMRAN)
This article was prepared with the aim of discussing the curriculum of modern Islamic boarding schools and an example of this is in Sambas district, namely, Muhammad Basuni Imran Islamic boarding school. By using the research library research method, the research results show that Muhammad Basuni Imran Islamic Boarding School refers to the Minister of Religion Decree Number 183 of 2019 concerning Islamic Education and Arabic Curriculum in Madrasah that the PAI and Arabic language curriculum in madrasah is gradually directed towards preparing students who have competence in understanding the principles of the Islamic religion, both related to moral beliefs, sharia and the development of Islamic culture, thus enabling students to carry out their religious obligations properly regarding their relationship with Allah SWT as well as fellow humans and the universe.
TEACHER COMPETENCE AND STUDENT PSYCHOMOTOR EVALUATION: CURRICULUM IMPLEMENTATION IN SCHOOLS
This article aims to investigate the relationship between teacher competence and students' psychomotor evaluation in the context of curriculum implementation in schools. A quantitative approach was used to collect data from teachers and students in several schools. The research instruments consisted of questionnaires to measure teachers‘ perceptions of their competencies and observations to assess students’ psychomotor levels. The results showed that teachers‘ competence has a significant influence on students’ psychomotor evaluation. Teachers who have high competence tend to provide more effective teaching, better facilitate students' psychomotor development, and provide more constructive feedback. In addition, it was found that good curriculum implementation can strengthen the relationship between teacher competence and students' psychomotor evaluation. These findings highlight the importance of developing teachers‘competencies in supporting students’ learning, especially in the psychomotor aspect. The practical implications of this study emphasise the need for continuous training and development for teachers to improve their teaching quality and enhance students' psychomotor evaluation.