Contextual ISMUBA Textbook Use and Its Social Welfare Relevance in an Urban Muhammadiyah Primary School
DOI:
https://doi.org/10.70211/wesw.v3i3.695Keywords:
ISMUBA, Contextual Learning, Textbook Evaluation, Primary Education, Student Engagement, Child WelfareAbstract
This study evaluated a contextual Al-Islam, Muhammadiyah Studies (Kemuhammadiyahan), and Arabic (ISMUBA) Phase C textbook used in an urban Muhammadiyah primary school and examined how its classroom use may relate to child social welfare. A quantitative-first mixed-methods design drew on a two-school score comparison (30 pupils per school), a response questionnaire completed by 15 textbook users, interviews with school leaders, teachers, and pupils, and four classroom observations. The focal-school mean was 84.28, compared with 79.81 at the comparison school. The available summary reported t = 1.945, df = 29, p = 0.061, and N-gain = 0.222. Because raw pairing information and matched pretest-posttest records were unavailable, the inferential test and gain statistic could not be independently verified. Student responses were favourable (grand mean 4.49/5.00). Interviews and observations showed contextual tasks, participatory discussion, media use, and reflection on social conduct. Taken together, the findings support a cautious conclusion about textbook usability and classroom enactment, not a causal effect on wellbeing, inequality, or peaceful coexistence. Future studies should use transparent longitudinal designs and direct measures of equity- and welfare-related outcomes.
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