Indonesian Journal of Education (INJOE) | E-ISSN: 2810-059X 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 Indonesian Journal of Education (INJOE): 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.
THE DYNAMICS OF MORAL EDUCATION IN THE FAMILY AND SCHOOL: SYNERGY OR CONFLICT OF VALUES AMIDST THE PLURALISM OF CONTEMPORARY INDONESIAN SOCIETY
This study aims to analyse the dynamics of moral education within the family and school amidst the pluralism of contemporary Indonesian society, focusing on whether there is synergy or conflict of values in the character formation of students. It employs a literature review (library research) using a qualitative-descriptive approach. The findings indicate that the dynamics of moral education are dialectical: on the one hand, value synergy can be achieved when families and schools build authentic collaboration through open communication, shared role modelling, coordinated value instillation, and inclusive normative agreements that result in the consistent and profound internalisation of character in children. On the other hand, value conflicts remain a significant structural challenge, stemming from a clash of paradigms between the family’s religious-traditional values and the school’s secular-universal values, generational dissonance between parents and Generation Z, as well as the influence of moral relativism from social media and globalisation, which has the potential to trigger a moral identity crisis and deviant behaviour. This study concludes that pluralism can serve as social capital or a source of moral fragmentation, depending on the institutional and cultural capacity to bridge value differences through dialogue and transformation. Strategic recommendations include the reformulation of policies supporting tripartite collaboration (family-school-community), strengthening teachers’ capacity in multicultural education, and empowering parents as strategic partners in shaping the character of a Generation Z that is adaptive yet principled.
Copyright (c) 2026 Indonesian Journal of Education (INJOE)
REVITALISING MORAL EDUCATION IN THE DIGITAL AGE: STRATEGIES FOR CHARACTER BUILDING AMONG GENERATION Z AMIDST THE TIDE OF DISINFORMATION AND THE DECLINE OF ETHICAL SOCIAL MEDIA USE
This study aims to analyse the revitalisation of moral education in the digital age as a strategy for character building among Generation Z amidst the tide of disinformation and the erosion of social media ethics. The method employed is a literature review (library research) using a descriptive-analytical qualitative approach. The findings indicate that traditional moral education, which is instructional and abstract in nature, is no longer effective in addressing the complex moral challenges of the digital space; consequently, a paradigm shift is required towards an approach that is contextual, participatory, and grounded in authentic digital experiences. Twelve character-building strategies were identified as a synergistic supporting ecosystem: (1) strengthening critical digital literacy, (2) internalising the values of Pancasila through creative content, (3) digital project-based learning, (4) simulations of digital moral dilemmas, (5) intergenerational digital parenting, (6) transforming schools into value ecosystems, (7) utilising AI for educational interventions, (8) strategic partnerships with social media platforms, (9) authentic assessment based on digital portfolios, (10) social and cultural movements for digital ethics, (11) integration of counselling and mental health services, and (12) national and international collaborative networks. The success of this strategy is not measured solely by a reduction in the statistics of ethical violations, but rather by the emergence of Generation Z possessing moral resilience—the moral fortitude to navigate the digital space critically, ethically, and autonomously. This study concludes that the revitalisation of moral education is an existential imperative to ensure that Indonesia’s digital transformation produces a generation that is not only technologically proficient but also possesses strong character, is critical of manipulation, empathetic, and committed to digital justice as the foundation of 21st-century democracy.
MARRIAGE CONTRACTS IN CIVIL LAW: LEGAL SAFEGUARDS FOR CHILDREN’S EDUCATION COSTS IN THE ERA OF EDUCATIONAL AUTONOMY
This article analyses marriage contracts under Indonesian civil law as a strategic legal instrument for securing the costs of children’s education in the era of educational autonomy through the Merdeka Curriculum, with two main focuses: (1) the status of marriage contracts under Articles 139–185 of the Civil Code, Article 29 of the Marriage Law, and Constitutional Court Decision No. 69/PUU-XIII/2015, which permits postnuptial agreements; and (2) the potential of specific clauses, such as escrow funds and proportional contributions, to protect children’s rights in accordance with Article 41 of the Marriage Law and Article 9 of the Child Protection Law, in the face of the challenge of variable costs resulting from personalised education. This normative legal research utilises a literature review of legislation, court rulings, and legal literature to conclude that marriage agreements can reduce post-divorce disputes and ensure the continuity of children’s education, in line with Article 31 of the 1945 Constitution and Nadiem Makarim’s ‘Merdeka Belajar’ vision.
THE INTEGRATION OF VIRTUAL REALITY (VR), AUGMENTED REALITY (AR) AND GAMIFICATION IN DEVELOPING INTERACTIVE SIMULATIONS FOR THE VISUALISATION OF ABSTRACT CONCEPTS IN SCIENCE EDUCATION
Teaching abstract concepts in science, such as atomic structure, chemical reactions and biological systems, often faces fundamental challenges due to the limitations of conventional visualisation methods, resulting in low levels of conceptual understanding and student motivation. This article aims to outline the integration of Virtual Reality (VR), Augmented Reality (AR), and gamification in developing interactive simulations to visualise these abstract concepts in an immersive and engaging manner. The methods employed include a literature review relevant to the TPACK model, the SAMR model, and Mayer’s multimedia principles. The research findings indicate that VR creates a fully immersive environment for microscopic and macroscopic scientific exploration, whilst AR overlays interactive 3D elements onto real-world contexts; both enhance spatial ability by up to 45% and memory retention by up to 80%. The integration of gamification through badge mechanics, quests, and leaderboards reinforces intrinsic and extrinsic motivation in line with Self-Determination Theory, with a 93% increase in cognitive-emotional-behavioural engagement and an N-gain score of 0.63–0.78 in the Indonesian case study. The synergy of these three technologies, framed by TPACK-SAMR-Mayer, transforms science learning from passive and abstract to active and concrete, preparing students for the Merdeka Curriculum and the Society 5.0 era. Strategic recommendations include TPACK-gamification-based teacher training, the development of an open-source content repository in Indonesian, subsidies for mobile AR devices, and longitudinal research into long-term impacts. This integration marks a paradigm shift towards immersive science education that is personalised, adaptive, and globally competitive.
ISLAMIC RELIGIOUS EDUCATION IN THE DIGITAL AGE: THE TRANSFORMATION OF AI-BASED AND ADAPTIVE LMS LEARNING APPROACHES
Rapid developments in digital technology have driven a fundamental transformation in Islamic Religious Education (IRE), demanding the adaptation of learning approaches relevant to the characteristics of Generation Z and the demands of the Society 5.0 era. This article aims to critically examine the transformation of PAI learning approaches through the integration of Artificial Intelligence (AI) and adaptive Learning Management Systems (LMS) as a response to the challenges of the digitalisation of Islamic education. This study employs a qualitative method using a literature review approach. The findings indicate that the integration of AI in PAI offers precise personalised learning through intelligent chatbots for discussions on fiqh and akhlak, an automated evaluation system based on deep learning for Qur’anic memorisation, and adaptive content generated by generative AI. Meanwhile, adaptive LMS facilitates responsive learning differentiation tailored to the diversity of students’ potential, creating a holistic educational ecosystem integrated between school and home, and enhancing learning engagement through gamification based on Islamic values. However, the implementation of these two technologies faces complex ethical and structural challenges, including the risk of AI hallucinations, the privacy of students’ spiritual data, the digital infrastructure gap between urban and rural areas, and the low digital competence of some PAI teachers. This article concludes that the success of digital transformation in Islamic Education requires a triple-helix synergy between artificial intelligence, the human wisdom of teachers, and an ethical framework based on maqashid al-shariah to ensure that technology functions as a wasilah (means) that strengthens the sacred mission of Islamic education, rather than as a ghayah (end) that reduces the essence of spirituality. Proposed policy implications include strengthening madrasah digital infrastructure, implementing continuous teacher training programmes, and developing a data governance framework based on the principles of hifz al-'ird and hifz al-'ilm.
PEDAGOGICAL STRATEGIES FOR ENHANCING EMERGENT WRITING SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS
Emergent writing is a foundational aspect of early literacy that begins with children’s initial attempts at symbolic representation and progresses through developmental stages toward conventional writing. This examined pedagogical strategies for enhancing emergent writing skills among pre-primary school pupils. A descriptive survey design was adopted, involving 100 pre-primary school teachers selected from ten schools. Data were collected using a validated questionnaire (TPEQ) with a reliability coefficient of 0.81. Findings revealed that while teachers actively supported activities such as scribbling, phonetic spelling, and the use of instructional materials, there were notable gaps in creating consistent writing opportunities, providing guided interaction, and fostering positive teaching attitudes. Pedagogical practices such as demonstration, use of diverse materials, and play-based approaches significantly contributed to pupils’ writing development. However, limited emphasis on interactive and child-centered strategies constrained optimal outcomes. The study concludes that effective teacher roles, attitudes, and pedagogical methods are critical in promoting emergent writing skills. It recommends continuous teacher training, improved classroom environments, integration of play-based learning, and provision of adequate instructional materials to enhance early writing development.
THE APPLICATION OF PROJECT-BASED LEARNING TO ENHANCE CREATIVITY AND COLLABORATIVE SKILLS AMONG PRIMARY SCHOOL PUPILS IN THE ERA OF THE MERDEKA CURRICULUM
This study aims to analyse the implementation of the Project-Based Learning (PjBL) model in enhancing the creativity and collaborative skills of primary school pupils in the era of the Merdeka Curriculum. It employs a literature review (library research) using a descriptive qualitative approach. The findings indicate that PjBL, when integrated with the principles of the Merdeka Curriculum—through flexible time allocation, differentiated learning, and the Pancasila Student Profile Strengthening Project (P5)—significantly enhances pupils’ creativity across the indicators of fluency, flexibility, originality, and elaboration of ideas. Furthermore, PjBL is also effective in developing collaborative skills through mechanisms of positive interdependence, individual accountability, and structured group reflection. Empirical evidence from various studies reports a 35–45% increase in students’ creativity and collaboration scores following the implementation of PjBL over 8–12 weeks. Although challenges such as time constraints, variations in student ability, and the complexity of assessment remain, strategic solutions including continuous teacher training, the provision of adaptive project modules, and the use of assessment technology can overcome these obstacles. It is concluded that PjBL is a relevant and evidence-based pedagogical approach for fostering the Pancasila Student Profile—creative, collaborative, and ready to face the challenges of the 21st century.
VR/AR-BASED INTERACTIVE MULTIMEDIA CONTENT: A SYSTEMATIC REVIEW OF ITS IMPACT ON ENGAGEMENT AND LEARNING OUTCOMES IN THE AI ERA
The development of Virtual Reality (VR) and Augmented Reality (AR) technologies integrated with artificial intelligence (AI) has opened up a new paradigm in interactive and adaptive immersive learning. This article presents a systematic review of the latest empirical evidence regarding the impact of VR/AR-based interactive multimedia content on learner engagement and learning outcomes in the AI era. The research findings indicate that VR/AR can enhance engagement across its three dimensions—cognitive, affective, and behavioural—through mechanisms such as a sense of presence, deep interactivity, and AI-facilitated adaptive personalisation. In terms of learning outcomes, VR/AR produces medium to large effect sizes (g = 0.50–0.85) on conceptual understanding, procedural skills, and knowledge transfer, particularly in domains requiring spatial visualisation and the simulation of complex procedures. The integration of AI reinforces these effects through adaptive learning pathways, real-time feedback, and precise learning analytics. However, this effectiveness is moderated by critical factors such as task type, students’ prior knowledge, duration of exposure, instructional design quality, and infrastructure readiness. In conclusion, the synergy between VR/AR and AI holds transformative potential for education, yet requires a holistic, pedagogy-based implementation approach that considers ethical and social sustainability aspects.
A PROPOSED TRAINING PROGRAM FOR EMPLOYING CHATGPT ARTIFICIAL INTELLIGENCE APPLICATIONS FOR FACULTY MEMBERS AT THE UNIVERSITY OF JORDAN BASED ON CONNECTIONIST THEORY
This study aimed to design a proposed training program based on connectivist theory for employing artificial intelligence applications (ChatGPT) among faculty members at the University of Jordan. The study adopted a mixed-methods approach, including a quantitative analysis through a questionnaire administered to 332 faculty members, and a qualitative analysis through interviews with 15 faculty members to identify the standard specifications of the program. The results indicated that the majority of faculty members emphasized the importance of formulating clear, applicable, and measurable general and specific objectives (93.5%), identifying the target group and its training needs (80%), and ensuring continuous assessment and feedback (80%). The primary goals of the program identified as developing research skills, improving the educational process, and empowering learning (66.7%). Participants also highlighted that the training program should be flexible, have content aligned with trainees’ skills and needs, enhance interaction and participation, and promote critical thinking and problem solving. The program should focus on developing research, communication, and collaboration skills to keep pace with technological advancements. Furthermore, the study stressed the importance of integrating social, cultural, and ethical standards to ensure the program’s effectiveness and sustainability. The study recommended designing training content that encourages active and interactive learning, formulating clear and specific objectives, creating a flexible learning environment using technology and AI tools, and implementing continuous evaluation to collect feedback and improve program effectiveness.
BLOCKCHAIN FOR DIGITAL CERTIFICATION: A SYSTEMATIC REVIEW OF SECURITY, INTEROPERABILITY AND ADOPTION IN INDONESIAN HIGHER EDUCATION
The forgery of academic diplomas and certificates is a chronic problem that undermines the credibility of Indonesian higher education, whilst conventional centralised verification systems have proven to be vulnerable to manipulation, inefficiency, and single points of failure. This article presents a systematic review of the potential of blockchain technology as a secure, interoperable, and widely adoptable digital certification infrastructure in Indonesian higher education. The research method employed in this study is a literature review. The findings indicate that blockchain significantly enhances the integrity of academic credentials through asymmetric cryptographic mechanisms, immutable hash functions, and a distributed architecture that eliminates the need for a central verification authority. Cross-institutional and cross-border interoperability is ensured by global standards such as Blockcerts and W3C Verifiable Credentials, which enable lifelong credential portability. However, adoption in Indonesia remains hindered by digital infrastructure disparities across regions, a shortage of blockchain-competent human resources, regulatory uncertainty regarding the legal validity of digital diplomas, and organisational cultural resistance. This article recommends a three-phase implementation roadmap—pilot (2026–2027), scaling (2028–2029), and maturity (2030+)—which requires national coordination through a higher education blockchain consortium, strategic investment in human resource capacity building, and regulatory harmonisation to establish legal certainty. With a holistic and collaborative approach, Indonesia has the opportunity to become a regional leader in blockchain-based digital certification, realising a higher education ecosystem that is transparent, accountable, and globally competitive.
ISLAMIC EDUCATION MANAGEMENT FACING INDUSTRY 4.0 AND SOCIETY 5.0: INNOVATIVE LEADERSHIP TRANSFORMATION STRATEGIES BASED ON ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGY, WEB PLATFORMS, AND VIRTUAL REALITY TO OPTIMISE INSTITUTIONAL PERFORMANCE BASED ON A REVIEW OF THE LATEST LITERATURE
This study examines the transformation of Islamic education management in facing the challenges of Industry 4.0 and Society 5.0 through innovative leadership strategies based on artificial intelligence (AI) technology, web platforms, and virtual reality (VR). Using a literature review approach, the results show that the synergy of these technologies optimises the performance of Islamic educational institutions, despite the challenges of infrastructure and digital ethics. This study concludes that transformational leadership based on maqasid sharia is the key to creating a holistic educational ecosystem that is efficient, inclusive, and relevant to the digital era. Recommendations include digital literacy training for leaders, productive waqf funding for infrastructure, and further empirical research to validate the model. This study contributes to the development of contemporary Islamic education management theory that combines spirituality with technological innovation for the benefit of the community.
Copyright (c) 2025 Indonesian Journal of Education (INJOE)
SYNERGY BETWEEN EDUCATIONAL TECHNOLOGY AND ISLAMIC RELIGIOUS EDUCATION: EFFORTS TO REALISE CHARACTER-BASED LEARNING, SPIRITUAL VALUES, AND RESPONSIVENESS TO THE CHALLENGES OF THE 21ST CENTURY DIGITAL CIVILISATION
This study examines the synergy between educational technology and Islamic Religious Education (IRE) as a strategic effort to realise character-based learning, spiritual values, and responsiveness to the challenges of the 21st-century digital civilisation. Using a descriptive qualitative approach based on literature review, the study analyses the integration of digital platforms such as blended learning, adaptive AI, and Qur'anic-based interactive media in the formation of Islamic character. The main discussion covers the synergy between technology and PAI in strengthening the values of trustworthiness, ihsan, and piety in virtual spaces, as well as implementation and challenges such as the digital divide, negative content distractions, and dehumanisation of interactions, which are overcome through Islamic digital literacy and hybrid spiritual sessions. The results confirm that this synergy produces an adaptive Muslim generation that combines technological skills with akhlakul karimah (good character), becoming the foundation of holistic national education in the Society 5.0 era.
OPTIMISING ONLINE AND HYBRID LEARNING TO IMPROVE THE QUALITY OF EDUCATION AND STUDENT LEARNING EXPERIENCES: A LITERATURE REVIEW ANALYSIS IN THE CONTEXT OF THE MODERN DIGITAL EDUCATION ENVIRONMENT
This article presents an analysis of the optimisation of online and hybrid learning to improve the quality of education and student learning experiences in the context of a modern digital education environment. The research uses a literature review method. The results show that the hybrid learning model has great potential in combining the advantages of face-to-face and online learning, thereby creating a more humanistic, flexible, and student-centred learning experience. The integration of appropriate pedagogical approaches and the planned use of digital technology can support the achievement of better education quality and build a sustainable learning ecosystem. This study recommends strengthening the capacity of educators, developing policies that support digital transformation, and conducting further testing in diverse empirical contexts to refine the model for optimising online and hybrid learning.
AI INTEGRATION IN LEARNING SYSTEMS: LITERATURE REVIEW ANALYSIS ON TEACHING OPTIMISATION THROUGH VIRTUAL TUTORS, DATA ANALYSIS, AND AUTOMATED EDUCATIONAL MATERIAL CREATION
The development of artificial intelligence (AI) has brought a new paradigm in the world of education by introducing learning systems that are more adaptive, efficient, and learner-centred. This study aims to analyse the role of AI in optimising the learning process through the application of virtual tutors, learning analytics, and the automation of educational material creation. The research method used is library research by reviewing various existing scientific sources. The results show that the integration of AI in education can improve learning personalisation, strengthen data-based decision making, and increase efficiency in academic content development. AI-based virtual tutors enable real-time feedback and individual guidance, while learning analytics help teachers understand students' needs more accurately. On the other hand, the automation of teaching material creation using generative technology increases teachers' time effectiveness and expands access to relevant and contextual learning resources. However, the implementation of AI requires serious attention to ethical issues, data validity, and potential algorithmic bias so that this technology can truly be beneficial in a fair and sustainable manner. This study emphasises that collaboration between human intelligence and artificial intelligence is key to building an innovative, inclusive, and meaningful future education ecosystem.
THE USE OF ARTIFICIAL INTELLIGENCE AS A PERSONAL TUTOR IN EDUCATION: A LITERATURE REVIEW ON PERSONALISATION AND ADAPTATION OF LEARNING MATERIALS BASED ON STUDENT DATA ANALYSIS
The development of artificial intelligence (AI) technology has brought significant changes to the education sector, particularly in efforts to create more personalised and adaptive learning systems. This study aims to examine the use of AI as a personal tutor in education through a literature review approach that focuses on two main aspects, namely personalisation and adaptation of learning materials based on student data analysis. Using a literature review method from various reliable academic sources, this study analyses the role of AI in understanding student learning behaviour, adjusting learning content, and providing data-based automatic feedback. The results of the study show that the application of AI tutors can improve the effectiveness, efficiency, and relevance of the learning process while expanding access to quality education. However, issues of data ethics and privacy, algorithmic bias, and digital infrastructure readiness are important challenges that need to be addressed. This study emphasises that the integration of AI in education must be oriented towards human-machine collaboration by balancing technological, pedagogical, and ethical aspects in order to create a sustainable and humanistic learning experience.
EVALUATION OF THE EFFECTIVENESS OF TECHNOLOGY-BASED LEARNING PROCESSES AND OUTCOMES IN IMPROVING STUDENT COMPETENCE, MOTIVATION, AND ENGAGEMENT: A LITERATURE REVIEW OF DIGITAL ASSESSMENT MODELS IN THE ERA OF EDUCATION 4.0 TRANSFORMATION
This study is a literature review that evaluates the effectiveness of technology-based learning processes and outcomes in improving students' competence, motivation, and engagement through digital assessment models in the era of Education 4.0 transformation. This study analyses the relationship between AI-based adaptive assessment, learning analytics, and authentic assessment with student development, supported by learning motivation theory and learning evaluation models. The main findings show a significant positive impact of digital assessment on these three dimensions, with student engagement as the main connecting factor, although it is influenced by teacher readiness and technological infrastructure. This study presents a simple conceptual framework for the development of better digital assessment, along with practical suggestions for educators and policymakers in Indonesia.
OPTIMISING THE USE OF MEDIA AND LEARNING TECHNOLOGY IN EDUCATION: A LITERATURE REVIEW OF FACTORS AFFECTING THE ADOPTION AND DIFFUSION OF INNOVATION IN IMPROVING THE EFFECTIVENESS OF THE TEACHING AND LEARNING PROCESS
This study is a literature review that analyses the optimisation of the use of learning media and technology in educational settings through an understanding of the factors that influence the adoption and diffusion of innovation to improve the effectiveness of the teaching and learning process. Based on a review of Rogers' Diffusion of Innovations theory, the Technology Acceptance Model (TAM), and TPACK, it was found that the main factors include performance expectancy, effort expectancy, social influence, facilitating conditions, and obstacles such as infrastructure limitations and digital skills. Optimisation strategies include continuous teacher training, inclusive infrastructure development, blended learning, and national policies such as Merdeka Belajar (Freedom of Learning) that support pedagogical-technological integration. The results of the study show that a multifactorial holistic approach can accelerate the S-shaped adoption curve, increase student engagement, academic achievement, and personalisation of learning through data-driven evaluation. The practical implications provide recommendations for educators and policymakers to address the digital divide, while the theoretical implications enrich the framework of educational technology adoption in the Indonesian context. This study emphasises the need for evidence-based interventions for adaptive and inclusive 21st-century educational transformation.
ISLAMIC EDUCATION AT JUNIOR HIGH SCHOOL LEVEL: DIFFERENCES IN CURRICULUM STRUCTURE, LEARNING METHODS, AND THEIR IMPACT ON STUDENTS' UNDERSTANDING OF ISLAMIC CONCEPTS
This study analyses the differences in curriculum structure and teaching methods in Islamic Religious Education at public junior high schools, private Islamic junior high schools, and modern Islamic boarding schools, as well as their impact on students' understanding of Islamic concepts. Using a descriptive-comparative qualitative literature review approach, the study compares the national Merdeka Curriculum, which focuses on the fundamentals of faith and jurisprudence, with the expansive private model, which includes Arabic memorisation and Arabic language, as well as pesantren-based mastery learning using classical Islamic texts. Teaching methods varied from conventional es in public schools, student-centred through discussion-projects in private schools, to hybrid sorogan-bandongan in Islamic boarding schools. The results show a gradation of understanding, with state schools excelling in breadth but lacking in depth, private schools integrating cognitive and affective learning, and Islamic boarding schools dominating in higher-order thinking skills, supported by a positive correlation between curriculum intensity and concept retention. A hybridised curriculum is recommended to optimise holistic Islamic literacy.
EDUCATIONAL METAVERSE PLATFORMS AS NEW LEARNING FRONTIERS: OPPORTUNITIES, RISKS, AND PEDAGOGICAL IMPLICATIONS
This study explores the emerging role of educational metaverse platforms as transformative learning frontiers by synthesizing findings from recent literature on virtual, augmented, and immersive learning environments. Using a systematic literature review method, the research analyzes theoretical developments, empirical evidence, and pedagogical models that frame the integration of metaverse technologies into contemporary education. The findings reveal that educational metaverses offer significant opportunities for enhancing experiential learning, social presence, collaboration, and student engagement through immersive simulations and personalized learning pathways. However, the literature also highlights critical risks related to data privacy, digital inequality, cybersecurity, psychological effects, and pedagogical misalignment when immersive technologies are not implemented responsibly. The study further identifies important pedagogical implications, including the need for new instructional designs, teacher digital competencies, ethical guidelines, and inclusive access frameworks to ensure meaningful learning outcomes. Overall, the research contributes to a deeper understanding of how metaverse-based learning ecosystems can be developed and governed to support effective, equitable, and ethical education in the digital era.
THE INFLUENCE OF SOCIAL STRATIFICATION ON ACCESS TO INCLUSIVE EDUCATION IN INDONESIA
This study analyses the influence of social stratification on access to inclusive education in Indonesia, where economic, geographical, and cultural inequalities are major barriers for children with special needs from vulnerable groups. Using a descriptive qualitative approach with literature studies and secondary data analysis from journals and Ministry of Education and Culture policies, the findings show that poor families in rural areas experience low participation due to high costs, lack of infrastructure, and social stigma, despite regulations such as the National Education Law. The implications weaken social mobility and inclusive human resource development; recommendations include proportional budget allocation, massive teacher training, and anti-discrimination campaigns for equitable access to education.
TRANSLANGUAGING PEDAGOGY IN MULTILINGUAL ELT CLASSROOMS: STUDENT IDENTITY, STRATEGY USE, AND ACHIEVEMENT
This study explores the implementation of translanguaging pedagogy in multilingual English Language Teaching (ELT) classrooms, focusing on its influence on student identity construction, strategic language use, and academic achievement. Through a literature-based approach, this research synthesizes findings from previous empirical and theoretical studies to analyze how translanguaging functions as an instructional paradigm that validates learners’ linguistic repertoires and promotes more equitable learning environments. The review reveals that translanguaging supports positive identity affirmation by enabling students to draw on their full linguistic resources, thus fostering a sense of belonging and reducing linguistic anxiety. In terms of strategy use, existing studies demonstrate that translanguaging enhances metalinguistic awareness, deepens comprehension, and facilitates flexible language negotiation practices that strengthen communicative competence. The literature also shows that the integration of translanguaging practices contributes to improved academic achievement, particularly through scaffolding complex tasks and enhancing engagement in multilingual settings. Overall, the synthesis highlights that translanguaging pedagogy serves as a transformative framework for multilingual ELT classrooms by bridging linguistic diversity with instructional effectiveness, thereby supporting learners’ holistic linguistic and academic development.
AN ANALYSIS OF POLITENESS STRATEGIES ON CHARACTER TORI VEGA IN NICKELODEON COMEDY SERIES “VICTORIOUS”
This study aims to analyze the types of politeness strategies and contextual factors influencing their selection by the character Tori Vega in the Nickelodeon comedy series, Victorious. Communication is fundemental for social beings, and politeness is crucial for maintaining harmonious social interactions. While many studies focus on politeness strategies, few examine them in the context of American comedy series. Using a qualitative research approach and interpretative content analysis, this study collects data from the dialogue of Tori Vega across the first 10 episodes of Victorious season 1. The theoritical framework is based on Brown and Levinson’s (1987) politeness theory, which includes Positive Politeness, Negative Politeness, Bald On-Record, and Off-Record Strategies. The findings indicate that Tori Vega employs all four strategies in her interactions. For instance, She uses Positive Politeness for compliments (e.g., “Oh my God, You’re fantastic!”), Bald On-Record for direct assertion, and Off-Record for indirect communication and sarcasm to save face or create humor. Contextual factors like social distance, self-esteem maintenance, and the need for clarity influence her strategy selection. The research contributes to pragmatics by exploring politeness in pop culture media.
TEACHER'S PERSPECTIVES ON THE USE OF READING COMPREHENSION STRATEGIES IN SMP NEGERI 35 MEDAN
This study aimed to explore the perspectives of an experienced English teacher on reading comprehension strategies at SMP Negeri 35 Medan. A descriptive qualitative design was employed to collect data through a semi-structured interview with a Year 9 English teacher with over fifteen years' experience. The findings revealed that the teacher employed student-centred strategies that emphasised higher-order thinking skills. These strategies included symbol and image-based learning, open-ended questioning, multimedia integration and flexible instructional adaptation. The selection of strategies was guided by students' learning styles, persistence, and readiness rather than by ability grouping. The study also identified key challenges in reading instruction, such as students' overreliance on digital tools without achieving genuine comprehension, and the limited availability of technological resources. Assessment practices focused on linguistic accuracy, particularly tense usage, and structural completeness, evaluated through various products, such as written texts, videos, and performances. The results showed that effective reading comprehension instruction in Indonesian English as a foreign language (EFL) contexts needs to balance cognitive demands with practical constraints, prioritising analytical and critical thinking over memorisation. This study sheds light on how experienced teachers navigate the complexities of reading instruction and provides practical implications for teacher development and instructional improvement in junior high school settings.
MODERN ISLAMIC BOARDING SCHOOLS AS PILLARS OF ISLAMIC EDUCATION IN RIAU
Islamic education in Riau has a long history rooted deeply in the culture and traditions of Malay society. Islamic boarding schools (pesantren), as the oldest Islamic educational institutions, have played a strategic role in shaping the character, morals, and Islamic identity of the community. This study aims to examine the development of pesantren in Riau from historical, social, and cultural perspectives, as well as to analyze the differences between traditional and modern pesantren in addressing contemporary educational challenges. This study employs a library research method by collecting data from literature, journals, and other written sources. The results show that traditional pesantren focus on education based on classical Islamic texts (kitab kuning) and spiritual values, while modern pesantren integrate religious and general curricula with the utilization of technology. This adaptation enables pesantren in Riau to preserve Islamic values while simultaneously functioning as relevant social institutions in the era of globalization. This study affirms that modern pesantren in Riau serve as an important pillar in strengthening Islamic education that is moderate, competitive, and rooted in local wisdom.
VIRTUAL REALITY IN MADRASAH LEARNING: EVALUATING THE IMPACT ON QUR'ANIC MEMORIZATION AND ENGAGEMENT
This study aims to evaluate the impact of using Virtual Reality (VR) technology in madrasah learning, specifically on improving Quran memorization and student engagement. Using a literature review method, this study identified and analyzed various empirical studies, academic reports, and publications related to the integration of VR in technology-based Islamic and general education. The study's results indicate that VR has significant potential to enhance immersive learning experiences, helping students visualize the context of Quranic verses, and improving focus and memory retention through multisensory stimulation. Furthermore, the use of VR in madrasah learning has been shown to increase student motivation and engagement by providing an interactive and engaging learning environment. However, challenges such as limited infrastructure, device costs, teacher training requirements, and ethical issues related to the use of technology in religious education remain significant concerns. This study emphasizes the need for a structured approach and supportive policies to ensure the effective, sustainable, and consistent implementation of VR in Quranic learning in madrasahs.
REFRAMING ISLAMIC VALUES IN EDUCATION MANAGEMENT: EVALUATING THE MERDEKA CURRICULUM THROUGH AN ISLAMIC LEADERSHIP LENS
The transformation of education in Indonesia through the Independent Curriculum emphasizes flexibility, differentiatory learning, and character strengthening. However, its implementation in Islamic educational institutions requires a more in-depth study of how Islamic values are represented and integrated in learning practices. This research aims to evaluate the Independent Curriculum from the perspective of Islamic leadership and offer a framework for reframing Islamic values in education management. Using a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis in schools and madrassas that implemented the Independent Curriculum. Thematic analysis reveals that the integration of Islamic values, such as amanah, adl, ikhtiyar, and ihsan, remains partial and highly dependent on teachers' initiative and the school leadership culture. The findings also confirm that leaders who practice Islamic leadership principles are able to create a more ethical, collaborative, and character-oriented learning culture. This research proposes a model of integrating Islamic values at three levels: curriculum, learning practices, and school leadership. Overall, this study highlights the importance of harmonizing national curriculum policies with Islamic values, as well as the need for more systematic guidelines to support the implementation of the Independent Curriculum in the Islamic education context.
ENGLISH TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION AT SMA SWASTA AL MAKSUM
This study aimed at investigating the teacher strategies and the implementation of those strategies in teaching reading comprehension at SMA Swasta Al-Maksum Deli Serdang Sumatera Utara. The research conducted uses descriptive qualitative research to collect data from semi-structured interviews and classroom observation techniques involving one English teacher teaching eleventh-grade students. The result of this study shows that several strategies such as Note-taking (highlighting critical vocabulary, guiding students to write difficult words with meanings and examples), Peer tutoring (helping less able readers, pairing stronger and weaker students, small-group discussion to interpret texts collaboratively), Game learning (motivating reading activities, vocabulary and comprehension games, point and reward system to promote active participation), YouTube video materials (providing visual reinforcement, selecting topic-related videos, pre-teaching vocabulary, post-video tasks linking visual content to reading texts). These strategies contribute to addressing problems such as limited literacy skills, low student motivation, and varied levels of comprehension. Consequently, this study provides insight into learning strategies to be adopted to improve learning processes in EFL language learning despite adverse learning conditions such as minimal language literacy skills in learning institutions.
THE IMPACT OF DIGITAL TOOLS ON IMPROVING LITERACY: A SYSTEMATIC LITERATURE REVIEW
This study aims to evaluate the impact of digital tools on improving literacy through a systematic literature review. The results of the study show that digital tools, such as e- books, educational applications, and online learning platforms, have great potential to improve student literacy by providing flexible access and a variety of relevant reading sources. Digital tools also offer interactive features that can increase student engagement and understanding, as well as provide instant feedback that aids the learning process. However, this study also identifies several challenges, including the digital divide and the potential for disruption that can result from uncontrolled use of digital tools. Optimising the benefits of digital tools for improving literacy requires collaboration from various parties, such as teachers, parents, and education policymakers, as well as adequate training for educators. Overall, when used correctly, digital tools can make a significant contribution to improving student literacy.
LITERATURE REVIEW: THE EFFECT OF PROJECT-BASED LEARNING ON STUDENT MOTIVATION AND ACHIEVEMENT IN SCIENCE
Project Based Learning (PBL) is a student-centred educational approach where learners acquire knowledge and skills through in-depth investigation of complex and authentic problems or challenges. In PBL, students are actively engaged in a long-term learning process, working collaboratively to design, develop and produce real products or solutions, while integrating multiple disciplines and developing 21st century skills. The research method in this study is literature. The results showed that PBL was consistently positively correlated with increased student intrinsic motivation and academic achievement in science. However, the review also identified challenges in implementing PBL, including the need for careful planning and adequate support. Thus, PBL offers a promising approach to improving the quality of science education, with significant potential to prepare students for the real-world demands of the modern era.
STRENGTHENING THE CHARACTER OF PANCASILA THROUGH THE INTEGRATION OF HUMANITARIAN VALUES (STUDY OF MEGA BUANA UNIVERSITY STUDENTS)
This study is entitled “Strengthening Pancasila Character Through Integration of Human Values (Study of Mega Buana University Students)” and aims to examine how the humanitarian values in Pancasila are integrated into the lives of students and their impact on character formation. Pancasila, especially the second principle, emphasizes the importance of a just and civilized humanitarian attitude, but its implementation among students still faces challenges such as intolerance and individualism. Through a descriptive qualitative approach, this study collects data from in-depth interviews, observations, and documentation studies of Mega Buana University students. The results of the study indicate that students' understanding of the values of humanity in Pancasila is still diverse, and its application in everyday life is influenced by social, educational, and campus cultural environmental factors. The integration of human values in academic and extracurricular activities has been shown to have a positive impact in shaping the character of students who are more caring, fair, and socially responsible. This study concludes that the integration of human values in the curriculum and campus activities needs to be improved to form a generation of students based on the values of Pancasila, especially in facing today's social challenges.
Ilyas, Aqila Afifah L, Muh. Farhan Ekafriansyah, Muh. Arfaqsad Alfarizky