Indonesian Journal of Education (INJOE) 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 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.
Copyright (c) 2025 Indonesian Journal of Education (INJOE)
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
INTERPERSONAL COMMUNICATION BETWEEN TEACHERS AND STUDENTS IN FACILITATING THE TEACHING AND LEARNING PROCESS
Effective communication is a key element in creating a productive and conducive learning environment. This research uses the literature study method to analyze the impact of teachers' communication competence and classroom culture on the learning process. The study revealed several important findings. First, teachers' ability to deliver material clearly and listen to students actively can increase students' participation and engagement in the classroom. Second, respect for learners' socio-cultural backgrounds can prevent misunderstanding and create an inclusive learning atmosphere. Third, emotional support from teachers has been proven to increase students' motivation to learn and help minimize behavioral problems in the classroom. Therefore, teachers' communication competence needs to be continuously improved to maximize the learning process.
THE ROLE OF SYSTEMATIC CONTROL AND EVALUATION SYSTEMS IN IMPROVING THE EFFECTIVENESS OF PUBLIC POLICY: A LITERATURE REVIEW
This study aims to analyse the role of systematic control and evaluation systems in improving the effectiveness of public policy through a literature review method. Control systems are seen as mechanisms that ensure policy implementation is in line with plans, prevent deviations, and maintain accountability. Meanwhile, systematic evaluation plays a role in providing data-based assessments of the relevance, effectiveness, efficiency, and impact of policies, while also providing constructive feedback for future policy improvements. The study findings indicate that the integration of these two mechanisms creates a continuous learning cycle that strengthens the policy formulation and implementation processes. Thus, the consistent, adaptive, and evidence-based application of control and evaluation systems is key to achieving effective, transparent, and accountable public policy governance.
PREPARING STUDENTS AS AGENTS OF SOCIAL CHANGE: ANTI-RACISM AND ANTI-ETHNOCENTRISM EDUCATION THROUGH A SOCIAL JUSTICE- BASED CURRICULUM
This study aims to analyse the role of anti-racism and anti-ethnocentrism education within a social justice-based curriculum framework as an effort to prepare students to become agents of social change. The background of this study is based on the urgency of building critical awareness and inclusive attitudes amid increasing social challenges resulting from racial and ethnic discrimination. The method used is library research through a systematic review of academic literature, previous studies, educational policy documents, and examples of curriculum implementation in various contexts. The results of the study indicate that integrating anti-racism and anti-ethnocentrism values into the curriculum can strengthen students' social awareness, empathy, and critical thinking skills regarding issues of injustice. The success of implementation requires participatory learning strategies, support from competent teachers, and an inclusive school environment. This study recommends strengthening teacher training, selecting multicultural teaching materials, and formulating education policies that prioritise social justice to ensure the sustainability of positive impacts on society at large.
EDUCATIONAL TRANSFORMATION IN INDONESIA: REVIEWING THE POLICY LANDSCAPE AND LEARNING OUTCOMES
Educational transformation in Indonesia is a response to global dynamics, technological developments, and the demands of 21st-century competencies. This study aims to comprehensively review the national education policy landscape and analyse learning outcomes as the impact of policy implementation, using a literature review method. Data sources include academic literature, official government reports, previous research findings, and national and international education statistics. The findings indicate that policies such as the Merdeka Curriculum, education digitalisation programmes, strengthening vocational education, and improving teacher capacity have contributed positively to improving literacy, numeracy, critical thinking skills, and digital competencies among students. However, challenges such as infrastructure gaps, regional disparities in quality, and uneven teacher quality still limit the optimisation of learning outcomes. These findings underscore the need for policy continuity and consistency, strengthening access equity, aligning the curriculum with the job market, and integrating character education to ensure that educational transformation produces globally competitive generations while contributing to sustainable national development.
GOVERNMENT EFFORTS TO REALISE EDUCATIONAL EQUITY THROUGH TEACHER REDISTRIBUTION AND DIGITAL INFRASTRUCTURE IMPROVEMENT: A LITERATURE REVIEW ON STRATEGIES AND CHALLENGES IN REDUCING URBAN AND RURAL EDUCATIONAL DISPARITIES IN INDONESIA
Educational equity in Indonesia still faces significant challenges, particularly regarding quality and access disparities between urban and rural areas. This study employs a literature review method to analyse the government's strategies in reducing these disparities through two main approaches: teacher redistribution and digital infrastructure improvement. The findings indicate that teacher redistribution programmes, such as the Frontline Teachers programme and the placement of civil servant teachers (PNS/PPPK), have improved the teacher-student ratio and brought qualified educators to remote areas. Meanwhile, strengthening digital infrastructure through the Palapa Ring project, school digitisation, and the provision of technological devices have opened up more equitable access to online learning. However, the implementation of these two efforts still faces challenges such as teacher resistance to placement in remote areas, limited supporting facilities, low digital literacy, and limitations in basic infrastructure such as electricity and internet connectivity. This study concludes that the success of educational equity requires integrated policy synergy, local government involvement, and support from various stakeholders to ensure the sustainability of the programme.
INTEGRATING ISLAMIC VALUES IN BUILDING INDEPENDENCE AND MORALITY IN CHILDREN IN THE ERA OF RAPID TECHNOLOGICAL DEVELOPMENT
Rapid technological developments have brought significant changes to children's learning patterns, behaviour, and character. Although these developments open up great opportunities to expand knowledge and skills, challenges such as moral degradation, declining independence, and exposure to negative content pose real threats. This study aims to analyse strategies for integrating Islamic values in building independence and morality in children in the digital age, using a qualitative descriptive literature review method. Data were obtained from relevant literature, including books, journal articles, and previous studies, which were then analysed using content analysis. The results of the study indicate that Islamic values—such as Amanah (trustworthiness), Tawhid (monotheism), honesty, responsibility, and Ukhuwwah (brotherhood)—play a fundamental role in shaping the character of independent and moral children amid technological advances. The effectiveness of integrating these values is greatly influenced by the involvement of parents, educational institutions, and the social environment through creative and adaptive approaches, such as the use of interactive Islamic digital media, education based on role models, and Islamic digital literacy. This study recommends collaborative strategies that leverage technology as a tool to strengthen Islamic values, enabling children to grow into a generation of intelligent, independent, and morally upright Muslims in the digital age.
STRENGTHENING TEACHER COMPETENCE THROUGH CONTINUOUS TRAINING IN THE ERA OF EDUCATIONAL TRANSFORMATION(LITERATURE REVIEW)
This study examines the role of continuous professional development (CPD) in strengthening teacher competencies in the era of educational transformation. Using a literature review approach, this study synthesises findings from recent studies, policies, and best practices to identify strategies, challenges, and opportunities in the implementation of continuous training programmes for teachers. The findings reveal that teacher competency improvement is influenced by the integration of pedagogical, professional, social, and personal skills, all of which require continuous updating in line with curriculum reforms, technology integration, and changing student needs. This study reveals the dual nature of the era of educational transformation: on the one hand, it presents challenges in the form of unequal access to training, high teacher workload, and resistance to change; on the other hand, it opens up opportunities through digital learning platforms, cross-institutional collaboration, and personalised training assisted by artificial intelligence. These findings underscore the importance of strong policy support, relevant training materials, and collaboration among stakeholders to build an inclusive, adaptive, and sustainable CPD ecosystem that can improve the overall quality of teaching and educational outcomes.
CONTINUOUS IMPROVEMENT CYCLE-BASED EVALUATION: AN EFFECTIVE CONTROL STRATEGY FOR PROGRAMME SUCCESS
This study aims to analyse the application of continuous improvement cycle-based evaluation and its integration with effective control strategies in order to increase the chances of programme success. The method used is a literature review with a descriptive-analytical approach, which examines concepts, theories, and empirical findings from various scientific sources such as journals, books, and research reports. The results of the study indicate that the application of a continuous improvement cycle model, such as Plan-Do-Check-Act (PDCA), enables program evaluation to be carried out systematically, adaptively, and repeatedly, so that weaknesses can be identified and corrected quickly. Meanwhile, effective control strategies—including the establishment of clear performance indicators, continuous monitoring, proactive risk management, strong governance, and the use of technology—can strengthen the evaluation process and ensure the efficient achievement of programme objectives. The synergy between these two approaches not only improves programme performance and quality but also fosters an organisational culture that is responsive, accountable, and quality-oriented. These findings have important implications for programme managers across sectors to adopt an integrated evaluation-control framework as a long-term management strategy.
IMPLEMENTATION OF STUDENT-CENTRED LEARNING MODEL TO IMPROVE INDEPENDENCE AND 21ST CENTURY SKILLS
This study aims to examine in depth the implementation of student-centred learning as a strategy to improve learning independence and 21st century skills. The method used is a literature review with a qualitative descriptive approach, utilising various recent academic sources such as scientific journals, books, and relevant conference proceedings. The findings indicate that student-centred learning is effective in developing independence by granting students autonomy to set goals, choose strategies, and evaluate their own learning. Additionally, this model has proven to support the mastery of 21st-century skills, such as critical thinking, creativity, communication, collaboration, digital literacy, and problem-solving abilities. Factors contributing to the successful implementation include the role of teachers as facilitators, the use of educational technology, and a collaborative and contextual learning environment. However, challenges remain, particularly regarding teacher readiness, resources, and student readiness differences. Overall, the implementation of student-centred learning is considered relevant to the demands of modern education and capable of making a significant contribution to the development of competent and adaptive independent learners in the global era.
CURRICULUM FLEXIBILITY IN THE DIGITAL AGE: EFFORTS TO BUILD EDUCATION THAT IS RESPONSIVE TO CHANGE
Technological developments in the digital era demand fundamental transformations in the education system, particularly in terms of curriculum. This study aims to examine the concept and dimensions of curriculum flexibility in the digital era and strategies for building education that is responsive to change. Using a literature review method, this study analyses various scientific sources, including journals, books, research reports, and relevant policy documents. The findings reveal that curriculum flexibility encompasses continuous adjustments to content, teaching methods, media, and assessment, taking into account technological advancements, 21st-century competency requirements, and local and global contexts. Implementation strategies for responsive education include the integration of information and communication technology, enhancing educators' competencies, strengthening partnerships with industry, implementing project-based learning, and policies that support curriculum innovation. This study emphasises that curriculum flexibility is a crucial foundation for building an adaptive, inclusive, and sustainable education system, while also preparing students to become lifelong learners ready to face the challenges and opportunities of the future.
DYNAMICS OF MOBILE DEVICE ADDICTION AND COMMUNICATION GAPAMONG COUPLES IN OGUN STATE: THE ROLE OF LANGUAGE
The widespread incorporation of mobile devices into everyday life has created new challenges in interpersonal interactions, especially among couples. This study investigated the dynamics of mobile device addiction and its effects on communication gaps, emphasising the mediating function of language in Ogun State, Nigeria. The research utilised a descriptive survey design with 110 intentionally chosen couples (N = 220 persons). Data were gathered through a structured questionnaire and analysed utilising Pearson's correlation and Chi-square tests. The findings indicated a substantial positive correlation between mobile device addiction and communication deficits among couples (r = .411, p < .05), implying that excessive mobile usage diminishes emotional intimacy and mutual comprehension. The language employed in mobile- mediated contacts significantly affected relationship comprehension (χ² = .000, p < .05), suggesting that casual, unclear, or emotionally neutral digital language leads to communication failures. The research concludes that language serves as a vital intermediary in the relationship between mobile device addiction and communication quality. These findings underscore the necessity for interventions in communication literacy, the establishment of digital boundaries, and the incorporation of mobile communication dynamics into relationship counseling frameworks. The study recommends that couples should establish consensual guidelines for mobile phone usage during shared activities (e.g., meals, and bedtime) to minimise distractions and improve the quality of face-to-face communication.
INNOVATION IN TECHNOLOGY TRANSFER FOR SUSTAINABLE GROWTH IN THE TEACHING AND LEARNING OF ISLAMIC STUDIES IN EKITI STATE, NIGERIA
Driving innovation is an important aspect of a successful teaching and learning in the universities. A lecturer who cannot engage in innovation cannot contribute to a meaningful growth in a given society. The paper examines the aims and objectives of Islamic Studies, the relevance of Islamic Studies in Nigeria, clarification of major concepts, different technological advancements in Nigeria and genesis of Islamic Studies in Ekiti State, Nigeria. Findings reveal that Islamic Studies is facing a lot of challenges in Ekiti State universities in term of low number of lecturers, inadequate instructional materials, enrollment of students and language barrier on the parts of students and lecturers. Our recommendations include constant use of internet to download the latest materials on Islamic Studies, employment of more qualified lecturers to teach Islamic Studies, locally provision of more teaching aids and other instructional materials, and creation of awareness to the parents, guardians and wards on the importance of Islamic Studies and the need to study it.
THE ROLE OF RISK MANAGEMENT IN IMPROVING THE QUALITY OF EDUCATION IN ACADEMIC INSTITUTIONS
This research aims to examine the role of risk management in improving the quality of education in academic institutions through a literature review approach. The complexity of the challenges faced by educational institutions, ranging from operational uncertainty to policy changes and global dynamics, demands the implementation of effective and structured risk management strategies. This study collects and analyzes scientific literature from various leading sources, such as Scopus, Google Scholar, and ProQuest, spanning the years 2015–2025. The analysis was carried out thematically to identify implementation trends, supporting and inhibiting factors, as well as strategic implications of risk management on the quality of education. The results of the study show that risk management contributes significantly to achieving educational quality through improving governance, data-based decision making, and strengthening an adaptive organizational culture. Implementing strategies such as risk identification, mitigation, risk communication and regular evaluation has been proven to increase institutional resilience to crises and dynamics of change. This study recommends integrating risk management into education policies and strengthening institutional capacity as important steps towards a quality, sustainable and competitive education system
THE IMPACT OF DIGITAL LITERACY PROGRAMS ON STUDENTS' CRITICAL ABILITIES IN VOCATIONAL HIGH SCHOOLS (SMK)
This research aims to examine the role of digital literacy in enhancing the critical thinking skills of Vocational High School (SMK) students, with a focus on information analysis, creativity, and problem-solving skills in the technological era. The study was conducted using a systematic literature review method on journal articles, proceedings, books, and research reports published within the last 5–10 years. The analysis results show that digital literacy helps students effectively find, evaluate, and utilize information, as well as improve their ability to identify valid arguments and avoid false information. Additionally, digital literacy serves as a driver of creativity, enabling students to design innovative solutions to real-world problems in vocational fields, including thru the integration of technology in project-based learning. Identified challenges include infrastructure limitations, a lack of teacher training, and the digital divide among students, necessitating strategies to strengthen digital literacy programs in schools. This research recommends developing education policies that support equitable access to technology, enhance teacher competency, and foster cross-sector collaboration to strengthen digital literacy in vocational high schools. These findings are expected to serve as a reference for schools, teachers, and policymakers in designing effective digital literacy programs to equip students with critical thinking and adaptability skills in response to technological advancements.
LEARNING INNOVATION THROUGH EDUCATIONAL GAMES IN INCREASING ELEMENTARY SCHOOL CHILDREN'S INTEREST IN LEARNING
Technological advancements and changes in children's learning patterns necessitate innovative teaching methods that can enhance elementary school students' interest in learning. One form of innovation widely used is educational games, whether in digital form, board games, role-playing, or gamification. This research is a literature review aimed at analyzing the role of educational games in increasing elementary school children's interest in learning, as well as identifying supporting factors and challenges in their implementation. The research method used is a literature study, reviewing various relevant sources such as journals, books, and research reports. The study results indicate that educational games can increase intrinsic and extrinsic motivation, foster curiosity, and create a more enjoyable learning environment. Additionally, games also encourage active student engagement and strengthen social interaction within the classroom. Factors supporting the successful implementation of educational games include teacher support, creativity, the availability of infrastructure, and collaboration with parents. However, the challenges faced include time constraints, teacher readiness, media costs, and alignment with learning outcomes. Therefore, a sustainability strategy needs to be prepared so that educational games can be effectively integrated into learning. This research suggests the need for further study regarding the effectiveness of digital educational games and their integration into the Merdeka Belajar curriculum.
THE INFLUENCE OF AUDIO-VISUAL LEARNING MEDIA ON EARLY CHILDHOOD LANGUAGE DEVELOPMENT
This research aims to examine the influence of audio-visual learning media on early childhood language development through a literature review approach. Language development in early childhood is an important aspect that forms the basis for children's subsequent communication, thinking and learning abilities. Audio-visual media, which combines elements of sound and images, is believed to be able to provide effective stimulation in improving children's language skills, both from the receptive (hearing and understanding) and expressive (speaking and expressing ideas) aspects. This study analyzes various scientific sources such as journals, books and articles in the last ten years, using a content analysis and thematic synthesis approach. The study results show that audio-visual media can enrich children's language environment, expand vocabulary, and help understand language structures contextually, especially if their use is accompanied by interaction with teachers or parents. However, the effectiveness of this media is very dependent on the quality of the content, duration of use, and the active involvement of the companion in the learning process. Thus, audio-visual media has great potential to become an effective learning aid if applied appropriately and wisely in early childhood education
FLIPPED CLASSROOM: EFL STUDENTS' PERCEPTIONS OF USING INSTAGRAM REELS TO BOOST SELF-CONFIDENCE IN SPEAKING SKILLS
The integration of mobile-assisted language learning (MALL) with EFL, Flipped Classroom, Instagram Reels, MALL, Speaking Confidence. flipped classroom strategies offers opportunities to strengthen English as a Foreign Language (EFL) learners’ speaking confidence. This study examines the use of Instagram Reels as an additional medium to support speaking practice among first- semester Public Administration students at STIA Lancang Kuning, Indonesia. Thirty students were selected purposively to participate in this qualitative descriptive study. Data were gathered through semi-structured interviews, classroom observations, and analysis of student-produced Reels. The learning process followed three stages: pre-class learning through YouTube videos, in-class discussions and activities, and post-class speaking tasks on Instagram Reels. Findings show that 80% of students experienced greater confidence in speaking English through repeated recording and reflection. About 75% reported higher engagement due to the creative nature of the activity, and 70% believed Reels helped them understand the material in a more engaging and relevant way. Technical challenges, such as application errors or device limitations, were reported by 60% of students but were generally manageable. Students emphasized that the combination of pre-class preparation and the informal atmosphere of social media reduced their anxiety and encouraged them to speak more frequently. This study indicates that Instagram Reels can serve as an effective platform for contextual speaking practice when integrated into a flipped classroom. Teachers are encouraged to explore similar approaches, while further research may investigate its long-term influence on oral proficiency and strategies to address technical issues.
THE ROLE OF ISLAMIC EDUCATION IN ENHANCING TOLERANCE AND HARMONY AMONG RELIGIOUS COMMUNITIES
This study aims to examine the role of Islamic education in improving tolerance and harmony among religious communities through a literature review. Islamic education not only instils values of faith but also teaches the importance of mutual respect and peaceful coexistence amid diversity. This study examines the concept of Islamic education related to tolerance and harmony, as well as the implementation of Islamic education in fostering these attitudes through curriculum, teaching methods, and religious social activities. The results of this study indicate that Islamic education can be an eflective medium in shaping an inclusive generation that is able to accept diflerences and actively maintain harmony in society. Thus, Islamic education has a strategic contribution in maintaining peace and harmony among religious communities in a pluralistic society.
ANALYSIS OF THE ROLE OF ISLAMIC EDUCATION IN PREVENTING RADICALISM AMONG YOUNG PEOPLE
The phenomenon of radicalism among young people poses a serious threat to social harmony and security in Indonesia. Islamic Religious Education (PAI) has a strategic role in protecting young people from the influence of radical ideologies through the instilling of values of moderation, tolerance, and inclusivity. This study uses a literature review method to examine theories, concepts, and previous research findings related to the role of PAI in preventing radicalism. The analysis focuses on the integration of Islamic values of moderation in the curriculum, the role of teachers as facilitators, challenges in implementing PAI, and solutions for optimising the role of religious education. The results of the study indicate that PAI is effective in shaping moderate character when supported by synergy between schools, families, and communities, as well as the strengthening of digital literacy. This study provides recommendations for curriculum development and educator competencies to optimise the role of PAI in preventing radicalism and maintaining religious harmony among youth.
IMPLEMENTATION OF PROBLEM-BASED LEARNING METHODS IN IMPROVING STUDENTS' UNDERSTANDING OF THE CONCEPT OF TAWHIDIN JUNIOR HIGH SCHOOL
This study discusses the implementation of Problem-Based Learning (PBL) in improving students' understanding of the concept of monotheism in junior high school. This method was applied to create an active and collaborative learning atmosphere through problem solving that is relevant to students' daily lives. The results showed that the application of PBL was able to significantly improve students' engagement, motivation, and understanding of the basic concepts of monotheism. The learning process began with problem identification, group discussions, solution presentations, and joint reflection. Through this approach, students not only gained cognitive understanding of tauhid theory but also honed their critical thinking, communication, and application of tauhid values in their lives. Thus, the PBL method can be recommended as an effective alternative in tauhid education at the junior high school level to achieve the holistic and contextual goals of Islamic Education.
THE RELATIONSHIP BETWEEN CURRICULUM AND EDUCATIONAL POLICY IN IMPROVING HUMAN RESOURCE QUALITY: A LITERATURE REVIEW
This study aims to examine in depth the relationship between curriculum and education policy in efforts to improve the quality of human resources (HR) in Indonesia. Using a literature review approach, this study analyses theories, concepts, and previous research findings related to curriculum development, education policy formulation, and their implications for HR quality. The findings indicate that synergy between adaptive curricula and responsive education policies is a key factor in shaping competent, innovative, and competitive human resources in the global era. Strategic policies that emphasise the relevance of curricula, the professionalism of educators, and equitable access to education can accelerate the sustainable transformation of human resource quality. This study recommends the need for evaluation and cross-sectoral collaboration in curriculum and policy development to produce high-quality human resources that align with societal needs and national development demands.
IMPLEMENTATION OF THE 2025 PROJECT-BASED AND DIGITAL LITERACY CURRICULUM: OPPORTUNITIES, CHALLENGES, AND ITS IMPACT ONSTUDENT ADAPTABILITY IN THE GLOBAL ERA
The implementation of the 2025 project-based and digital literacy curriculum marks a major transformation in Indonesia's education system to address the challenges of globalisation and technological acceleration. This study aims to examine in depth the opportunities and challenges that arise in the implementation of this curriculum, as well as to analyse its impact on students' adaptability. Through the strengthening of project- based learning, students are encouraged to be active, collaborative, creative, and able to think critically in solving real-world problems. The integration of digital literacy enables students to access, understand, and utilise technology productively and ethically. However, the implementation process faces obstacles such as infrastructure gaps, limited teacher competencies, and cultural resistance to change. The study findings indicate that this curriculum has the potential to enhance students' adaptability, digital literacy, and character, although it still requires sustained support, intensive training, and strengthened collaboration among stakeholders. This research recommends synergy between schools, the government, and the community to ensure the success of curriculum reform and students' readiness to face the dynamic global era.
PERCEPTION AND EFFECTIVENESS OF CHATGPT AS AN ENGLISH LEARNINGASSISTANT IN THE CONTEXT OF VOCATIONAL EDUCATION
The rapid development of artificial intelligence (AI) has brought new opportunities to the field of education, especially in language learning. One of the most widely discussed tools is ChatGPT, an AI-based platform capable of generating human-like responses through natural language processing. This study explores how vocational students perceive the use of ChatGPT as a learning companion and examines how effective it is in supporting their English writing skills. Using a descriptive quantitative method, data were collected from 40 students in the Computer Engineering program at Politeknik Unggulan Cipta Mandiri. The results show that most students view ChatGPT as easy to use and helpful, particularly in improving sentence structure, enriching vocabulary, and correcting grammar. While the tool was generally well-received, some students still faced difficulties in crafting prompts that lead to accurate responses. These findings suggest that, with proper guidance and ethical training, ChatGPT can be meaningfully integrated into vocational English learning to enhance student engagement and writing performance.
COMPARISON OF THE IMPLEMENTATION OF THE 2013 CURRICULUM AND THE MERDEKA CURRICULUM IN INDONESIAN SCHOOLS: A LITERATURE REVIEW ON THE TRANSITION PERIOD TOWARDS A SINGLE NATIONAL CURRICULUM
This study is a literature review that discusses the comparison of the implementation of the 2013 Curriculum and the Merdeka Curriculum in Indonesian schools during the transition period towards a single national curriculum. The background of this study is based on the dynamics of national curriculum changes that aim to improve the quality of education and adapt education to the needs of the times. The study aims to analyse the main similarities and differences between the 2013 Curriculum, known for its standardised structure, thematic learning, and administrative assessment, and the Merdeka Curriculum, which offers flexibility, character development through the Pancasila Student Profile, project-based learning, and more reflective assessment. The research method used is a literature review with content analysis of relevant literature, policy documents, and research findings. The results indicate that the 2013 Curriculum emphasizes the regularity and uniformity of the learning process, while the Merdeka Curriculum provides greater freedom for innovation, educational autonomy, and a focus on character development and critical thinking skills among students. The transition to a single national curriculum presents challenges in terms of resource readiness, teacher training, and differences in infrastructure and understanding across regions. The research conclusions emphasise the importance of socialisation, equitable training, and policy support during the transition process to ensure that national educational goals are achieved optimally across all educational institutions.
THE ROLE OF TEACHERS IN IMPROVING DIGITAL LITERACY AND ETHICAL USE OF SOCIAL MEDIA AMONG STUDENTS: A LITERATURE REVIEW
This study aims to discuss the central role of teachers in improving digital literacy and instilling ethical social media use among students through a literature review. Digital transformation has required teachers to not only master technological competencies but also integrate them creatively into the learning process. Teachers act as facilitators, mentors, and role models in shaping students' digital character, including guiding students to behave wisely and responsibly when using social media. Teachers' efforts include integrating digital literacy into the curriculum, providing training on social media ethics, fostering critical thinking towards information, and collaborating with parents and the school community. This study uses a literature review method by analysing literature related to the role of teachers, digital literacy strategies, and social media ethics education. The results of the review indicate that the success of digital literacy and social media ethics is greatly influenced by the capacity, innovation, and leadership of teachers. Thus, teachers are the key to creating a generation of students who are digitally literate and ethical in the virtual world.
THE UTILISATION OF ARTIFICIAL INTELLIGENCE, INTERNET OF THINGS, AND VIRTUAL/AUGMENTED REALITY IN ENHANCING THE EFFECTIVENESSAND EFFICIENCY OF LEARNING: A LITERATURE REVIEW
The rapid development of digital technology has brought fundamental changes to the world of education, particularly through the use of Artificial Intelligence (AI), Internet of Things (IoT), and Virtual and Augmented Reality (VR/AR). This literature study aims to examine the role and impact of these three technologies in improving the effectiveness and efficiency of learning. The findings reveal that AI enables personalised learning materials, automated assessment, and real-time analysis of students' achievements, making the learning process more responsive and adaptive to individual needs. IoT creates an integrated learning environment, enabling monitoring of learning conditions, optimisation of resources, and improved access and inclusivity. Meanwhile, VR/AR provides immersive learning experiences that strengthen the understanding of abstract concepts, increase learning motivation, and support the development of students' practical skills without real risk. Despite their many potential benefits, the adoption of these three technologies also faces challenges related to infrastructure, digital literacy, data security, and human resource readiness. The integration of AI, IoT, and VR/AR has proven to be a key driver of educational innovation, but a comprehensive implementation strategy is necessary to maximise their impact on improving the quality of education in the digital age.
OPTIMISING STUDENT INTEREST AND TALENT DEVELOPMENT THROUGH INTRACURRICULAR LEARNING OPTIONS AND THEMATIC PROJECTS IN THE MERDEKA CURRICULUM
This study aims to explore the optimisation of student interest and talent development through the selection of intraschool learning and thematic projects in the Merdeka Curriculum. The method used is a literature review, analysing various scientific references, books, policy documents, and research findings related to the implementation of the Merdeka Curriculum in schools. The Merdeka Curriculum provides freedom and flexibility to students to choose subjects, learning pathways, and involvement in thematic projects based on the Pancasila Student Profile, thereby facilitating the strengthening of students' interests and talents individually. Through a combination of adaptive intraschool learning and thematic projects based on collaboration and creativity, the development of students' potential is expected to be optimal. However, implementation in the field still faces challenges in terms of teacher readiness, facilities, assessment, and parent participation. This study highlights the importance of synergy among stakeholders as well as policy innovation and teacher training to ensure the success of interest and talent development in a dynamic, adaptive, and child-centred educational ecosystem.