4 Faculty of Education

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Browsing 4 Faculty of Education by Author "Andar Nubowo"

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    Evaluating social cohesion in Nigerian junior secondary school English language and civic education textbooks : content analysis and teachers’ perceptions
    (Universitas Islam Internasional Indonesia, 2025-07-31) Alaba, Bello Ridwan; Tati Lathipatud Durriyah; Andar Nubowo
    Nigeria’s issue of social cohesion intensified with the unification of over 250 ethnic groups, each with distinct languages, religions, and cultural beliefs. Empirical evidence indicates that Nigeria is not a socially cohesive nation, which contributes to its slow development and progress. Education has proven to be a double-edged sword, serving as a potential instrument for social cohesion or social disharmony. Therefore, it is imperative to research social cohesion within the education sector. Consequently, this study aims to evaluate the contents of Nigerian junior high school textbooks and gather teachers’ perceptions of the textbooks they use in their classrooms. Specifically, six civic education textbooks and six English studies textbooks have been selected from all six geopolitical zones in Nigeria, implying two textbooks from each zone. Additionally, six junior high school teachers were purposively selected to share their thoughts on the contents of the textbooks. To provide a clear trajectory, three research questions are formulated: (1) How do the textbooks portray social cohesion and inclusivity? (2) To what extent do the textbooks promote the elements of social cohesion? (3) How do the teachers perceive the contents of the textbooks concerning social cohesion? A mixed-method content analysis was employed to answer research questions 1 and 2, whereas a qualitative approach was used for question 3. The significance of this study is substantial. First, it will address an important gap in existing literature regarding social cohesion and education in the Nigerian context by examining selected textbooks. Second, it will encourage Nigerian educational researchers to conduct studies on social cohesion that focus on curriculum, textbooks, and teacher training. Third, it can serve as a springboard for establishing a textbook review agency and guide authors and publishers in selecting inclusive content. Lastly, it will help safeguard students from internalizing anti-social, biased, and stereotypical values, while also facilitating teacher training. The analysis was conducted using an adapted social cohesion analytical framework. A semi-structured interview was conducted with the participants via Google Form and WhatsApp for follow-up questions, where necessary. The author discussed the findings from social identity theoretical perspectives, revealing that the textbooks do not adequately promote social cohesion and inclusivity. They unfairly represent religions, ethnic groups, and gender by adopting a majoritarian approach, creating a ‘we vs. them’ situation. Illustrations or representations of minority groups are limited, and there are stereotypical portrayals of men, the Yoruba tribe, and Islam. However, there is an effort to promote a united Nigeria with the representation of national images and icons to depict unity. Teachers’ interview results show that textbooks take the majoritarian approach, which they submit can be corrected by representing diverse perspectives. Future research studies should be conducted on evaluating a single-subject textbook, selecting from each state and the Federal Capital Territory, as well as class observations. Moreover, all images and texts, such as examples, classwork, and assignments, should be included for analysis. It could also include evaluating the authors’ relation to tribes, ethnicity, or religious representations.
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    Exploring the relationship of spiritual intelligence (SI) and learning and innovation skills (LIS) among undergraduate students for the 21st century education
    (Universitas Islam Internasional Indonesia, 2025-08-05) Muhamad Maulana; Destina Wahyu Winarti; Andar Nubowo
    This study aims to explore the relationship between spiritual intelligence and learning and innovation skills in the era of 21st education, among undergraduate students in higher education. The background of this research is driven by the necessity to prepare future generations who possess not only technical skills but also the ability to navigate moral and ethical challenges in an increasingly complex society. The methodology employed is a convergent parallel mixed methods design, integrating both quantitative and qualitative approaches in a balanced manner. Quantitative data was collected through a structured survey involving 274 undergraduate Islamic education students coming from different Islamic universities, while qualitative data was obtained through semi-structured interviews with a purposively selected 5 students representing each university. The survey instruments measured the dimensions of spiritual intelligence—critical existential thinking, personal meaning making, transcendental awareness, and conscious state expansion—and learning and innovation skills—critical thinking, creativity, communication, and collaboration—ensuring a comprehensive understanding of the constructs. This methodological structure allows for robust analysis of the interplay between these two variables, and understanding of how spiritual intelligence can impact students' learning and innovation skills. The findings of study revealed a high positive predictive relationship between Spiritual Intelligence and Learning and Innovation Skills among undergraduate students, specifically Personal Meaning Making (PMM) as a key sub-dimensions of Spiritual Intelligence, found to have positively correlated on all Learning and Innovation Skills' sub-dimensions. This fundamental relationship illustrates the importance of a student's spiritual depth in developing their learning capability, critical thinking and problem solving, creativity and innovation, communication, and collaboration, a discovery consistent across studies by different genders and phases of study. Qualitatively, students perceived these concepts to be interconnected for well-rounded development, but identified significant challenges for the development of these in an integrated manner in the university context, particularly in organizational support and observed disjunctions between academics and spiritual development. Together, these findings provide vital understanding for developing holistic educational programs that enhance cognitive and spiritual growth, to manage the gaps and challenges identified and to better prepare students to deal with the complexities of modern life.