Bulletin of Educational Management and Innovation

Evaluation of the Use of Interactive Flat Panel (IFP) as a 21st-Century Learning Innovation in Elementary Schools of Sleman Regency

Ahyar Nasukha, Akbar Al Masjid, Ardian Arief — Wed, 15 Jul 2026 00:00:00 +0700

Background: The 21st-century educational transformation demands a paradigm shift toward interactive, collaborative, and student-centered digital ecosystems. In response, the government distributed Interactive Flat Panel (IFP) media to elementary schools in Sleman Regency in December 2025 to boost instructional quality. However, post-distribution data indicates a prominent phenomenon where many schools and teachers have not yet optimally integrated this advanced technology into their daily learning processes.

Purpose: This study specifically aims to evaluate the effectiveness and usage patterns of IFP media as a 21st-century learning innovation in elementary schools across Sleman Regency. Additionally, it identifies the supporting and inhibiting factors influencing implementation based on curricular artifacts and documentary evidence to guide future strategic policy directions and teacher mentoring programs.

Method: This evaluative-empirical field research applied a mixed-methods approach. From 556 initial responses, data screening yielded 438 clean datasets, with link validation isolating 353 fully accessible cloud links and 85 restricted links. A micro-level content analysis was then conducted on a stratified random sample of 34 Lesson Plans using a Content Analysis Checklist Sheet, synthesizing descriptive quantitative and qualitative analysis streams through method triangulation.

Findings: The findings reveal a clear gap between high administrative reporting compliance and the depth of actual classroom technology integration. At the macro level, 19.41% of documents face first-order barriers due to locked cloud storage permissions. At the micro level, explicit instructional planning for IFP reached only 35.3% and is heavily dominated by teacher-centered, one-way patterns that relegate the device to the mere substitution level of the SAMR model.

When Caring Is Not Enough: The Promise and Limits of Socio-Emotional Classroom Management in Islamic Education

Fatia Putri Sholihah, Sadam Fajar Shodiq — Sun, 28 Jun 2026 00:00:00 +0700

Background: Although socio-emotional approaches are widely recognized as important for classroom management, limited research has examined how teacher-student relationships, emotional support, and behavioural regulation are enacted in everyday classroom practices. This gap is particularly relevant in Indonesian Islamic Education, where teachers are expected to foster not only academic achievement but also students’ moral and socio-emotional development. Therefore, this study explores the implementation of socio-emotional classroom management and its role in supporting effective learning environments.

Purpose: This study aims to explore the implementation of socio-emotional approaches in classroom management within Islamic Education learning at Indonesian junior high schools and to identify their contributions and challenges in fostering effective learning environments.

Method: This study employed a qualitative case study design. Data were collected through non-participant classroom observations conducted in four seventh-grade Islamic Education classes and analyzed thematically to identify recurring patterns and practices related to socio-emotional classroom management.

Findings: The findings revealed four major themes: positive teacher-student relationship building, teachers’ emotional responsiveness in creating a supportive classroom climate, adaptive instructional practices that enhance student engagement, and challenges in managing student behavior through socio-emotional approaches alone. The study found that socio-emotional practices promoted student participation, emotional safety, and positive classroom interactions. Nevertheless, the absence of a structured behavior management system reduced the effectiveness of classroom discipline. These findings suggest that effective classroom management in Islamic Education requires the integration of socio-emotional support with systematic behavioral and instructional strategies.

Why Similar Classroom Management Produces Different Student Engagement Outcomes in Islamic Schools?

Imelda Dwi Lestari, Sadam Fajar Shodiq — Sun, 28 Jun 2026 00:00:00 +0700

Background: Classroom management is widely recognised as a key factor influencing teaching effectiveness and student engagement. However, limited research has examined why similar classroom management strategies can yield different levels of student engagement within the same educational context.

Purpose: This study aims to investigate the implementation of classroom management practices and explore the factors contributing to variations in student engagement in Indonesian Islamic secondary schools.

Method: Using a qualitative case study design, data were collected through non-participant classroom observations conducted in four classes (IX B, VII F, VII E, and VII D) at SMP Muhammadiyah 1 Yogyakarta. Observations focused on classroom organisation, behaviour management, teacher-student interactions, and student participation in learning activities. Data were analysed using thematic analysis to identify recurring patterns and differences across the classrooms.

Findings: The findings revealed that teachers applied relatively similar classroom management strategies in all observed classes, including structured classroom organisation, time management, instructional routines, and behaviour regulation. Despite these similarities, substantial differences emerged in the levels of student engagement. Class VII E demonstrated the highest level of engagement, characterised by active participation, positive behavioural responses, and frequent interaction with the teacher, whereas Class IX B and VII D showed lower levels of engagement, characterised by passive participation, indifference, and limited responsiveness. These findings further demonstrate that teacher-student interactions and student behavioural responses play a crucial role in shaping engagement outcomes and help explain why similar classroom management practices result in differing levels of engagement.