Developing a Curriculum Synchronisation Model to Increase the Effectiveness of Competency-Based Learning

Wed, 21 Jan 2026 00:00:00 +0700

This study aims to develop and evaluate a curriculum synchronisation model between formal and non-formal education to optimise competency-based learning at the secondary school level. The research was motivated by the need to bridge the gap between competencies taught in schools and the skills required in the labour market and society. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected using purposive sampling through questionnaires distributed to 220 respondents, consisting of secondary school teachers, non-formal education managers, and students involved in integrated learning programs. In contrast, qualitative data were obtained through in-depth semi-structured interviews and non-participant classroom observation. Data were analysed using descriptive-inferential statistics and thematic analysis, while the validity of findings was ensured through methodological and source triangulation supported by expert judgment. The findings indicate that the implementation of the synchronised curriculum model increased students' overall competencies by 17%, with the most significant improvement observed in the psychomotor domain. Furthermore, 87% of respondents agreed that collaboration between formal and non-formal education is essential to enhance the relevance of learning. The study concludes that curriculum synchronisation effectively integrates theoretical and practical learning, strengthens institutional collaboration, and supports the implementation of competency-based education. These findings contribute theoretically to the development of integrative curriculum design and offer practical implications for adaptive and sustainable national education policies. However, this study is limited by its relatively short implementation period and its focus on a specific regional context, which may affect the generalizability of the findings.

Portrait of Islamic Religious Education Teachers in Educating Students in the Digital Era

Muhammad Azka Hafidzi, Dwi Istiyani — Mon, 02 Feb 2026 00:00:00 +0700

This research aims to describe the portrait of Islamic Religious Education (IRE) teachers in educating students in the digital era, particularly in relation to their roles, strategies, and challenges they face. This study employs a qualitative approach with a case study design, collecting data through semi-structured interviews with three IRE teachers, observation of learning in grades I–VI, and documentation of activities and school records. The validity of the data is guaranteed through triangulation of sources and techniques, while the analysis is carried out using the Miles, Huberman, and Saldana models through reduction, presentation, and conclusion drawn. The results of the study show that IRE teachers carry out complex roles, including instilling digital morals, guiding religious literacy, being role models in the use of technology, motivating students, and evaluating understanding through digital media. The strategies implemented include the use of digital teaching materials, such as videos, images, and animations; interactive and contextual learning methods; digital communication with parents; and teacher competency development. The weakness of this study lies in the limited number of informants and also only conducted in one school.

Journal of Islamic Education

Developing a Curriculum Synchronisation Model to Increase the Effectiveness of Competency-Based Learning

Portrait of Islamic Religious Education Teachers in Educating Students in the Digital Era