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.
LEXICAL COMPLEXITY IN ENGLISH LISTENING MATERIALS OF THE CAKE APPLICATION
Lexical complexity plays an important role in determining the linguistic characteristics and difficulty of English listening materials. This study examines lexical complexity in English listening materials presented in the Cake Application, with particular attention to lexical diversity, lexical density, and lexical sophistication. A descriptive qualitative approach was employed, using listening transcripts, students’ vocabulary findings, observations, and interviews as sources of data. The analysis focused on Type-Token Ratio (TTR), the proportion of content words, and the occurrence of sophisticated or less frequent vocabulary. The results indicated that the listening materials demonstrated relatively diverse vocabulary, with an average TTR of 64%. The lexical density analysis produced an average score of 51.6%, with scores ranging from 39% to 61%, suggesting a moderate to relatively high concentration of meaningful lexical items. In terms of lexical sophistication, several intermediate and less frequent words, including exactly, journey, canoe, horrible, embarrassed, and ambiance, were identified. These findings indicate that the Cake Application provides authentic listening input with varied lexical features and a manageable level of lexical challenge. Therefore, the density; lexical sophistication; Cake Application; listening materials potential as a supplementary digital resource for English listening instruction and vocabulary development.
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THE IMPLEMENTATION OF INTERACTIVE DIGITAL ENCYCLOPEDIA MEDIA TO ENHANCE PRIMARY SCHOOL STUDENTS' IPAS LEARNING MOTIVATION
This study aims to describe the learning motivation of fifth-grade students in the IPAS subject and to examine the application of interactive learning media based on a digital encyclopedia to improve that motivation. The research problem stems from the low learning motivation of fifth-grade students at SD Negeri 279 Palakka, which is caused by the reliance on static, conventional printed media. This study employed a qualitative approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted across two cycles involving 25 fifth-grade students. Quantitative data were obtained from learning motivation questionnaires and cognitive learning tests, while qualitative data were collected through classroom observation sheets. Data were analysed descriptively and comparatively between cycles. The results show that the pre-action motivation score averaged only 23.44 with 8% classical completeness. Motivation increased to 29.08 (48%) in Cycle I and rose sharply to 34.04 (84%) in Cycle II after classroom management improvements were implemented. Cognitive learning outcomes similarly improved, reaching 88% classical completeness by the end of Cycle II. The study concludes that interactive learning media based on a digital encyclopedia effectively and sustainably improves the learning motivation of fifth-grade students in the IPAS subject.
EFFECTIVENESS OF THE JIGSAW TYPE COOPERATIVE LEARNING MODEL IN IMPROVING THE MATHEMATICS LEARNING OUTCOMES OF GRADE V ELEMENTARY SCHOOL STUDENTS
Primary school pupils’ mathematics learning outcomes remain a concern, particularly when learning is dominated by lectures and individual assignments with limited peer interaction. This study aims to describe pupils’ mathematics learning outcomes before and after implementing the Jigsaw cooperative learning model and to examine its effect on Year 5 pupils at SDN 91 Pacongkang, Liliriaja Sub-district, Soppeng Regency. This quantitative study employed a one-group pre-test-post-test pre-experimental design involving 16 Year 5 pupils selected through saturation sampling. Data were collected using achievement tests and observation sheets and analysed using descriptive statistics, the Paired Sample T-Test, and N-Gain analysis. The results showed that the mean pre-test score was 51.88, with no pupil achieving the minimum pass mark. During implementation, the Jigsaw model, involving expert group discussions and peer teaching, encouraged highly enthusiastic pupil participation. The mean post-test score increased to 81.25. The Paired Sample T-Test yielded a t-value of 17.278 with a significance level of 0.000, indicating a significant difference between pre-test and post-test scores. The average N-Gain score was 0.6262, categorised as moderate and reasonably effective. Therefore, the Jigsaw cooperative learning model significantly and reasonably effectively improves pupils’ mathematics learning outcomes.
ANALYSIS OF DAYAH EDUCATION BUDGETS IN SUPPORT OF ACCREDITATION ASSESSMENT VALIDATION FOR DAYAH EDUCATION IN ACEH PROVINCE
This study aims to analyze the development of the Dayah education budget in supporting the validation of accreditation assessments for Dayah education in Aceh Province during 2022–2025. This research employed a qualitative approach with a descriptive research design. Data were collected through documentation studies of the Budget Implementation Documents (DPA), Performance Reports (LKj) of the Aceh Dayah Education Office, decisions of the Aceh Dayah Accreditation Board (BADA), and other supporting documents. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results show that the Dayah education budget fluctuated during 2022–2025. Despite the fluctuations, the budget continued to support institutional development, educational facilities, and accreditation programs. The number of accredited Dayahs also increased from 271 institutions in 2022 to 1,195 institutions in 2025. The study concludes that the Dayah education budget plays an important supporting role in improving institutional readiness for accreditation assessment validation. However, accreditation outcomes are also influenced by institutional governance, administrative completeness, human resource quality, and the commitment of each Dayah.
THE RELEVANCE OF VOCATIONAL AND HIGHER EDUCATION TO INDUSTRY NEEDS: A CRITICAL REVIEW OF THE SKILLS GAP AMONG GRADUATES AND ‘LINK-AND-MATCH’ STRATEGIES
The relevance of vocational and higher education to industry needs is a key issue in human resource development and enhancing national competitiveness. Technological change, digitalisation, automation and the dynamics of the world of work demand graduates who not only possess academic knowledge but also master technical competencies, digital literacy, communication skills, problem-solving abilities, collaboration and adaptability. However, a gap still exists between graduate competencies and industry needs, caused by curricula that are not yet responsive, limited practical facilities, educators’ lack of industry experience, students’ lack of work experience, and sub-optimal industry involvement in the educational process. This article aims to critically analyse the nature and causes of the graduate competency gap and to examine strategies for strengthening the ‘link-and-match’ between educational institutions and industry. This study employs a literature review using a descriptive-qualitative approach. The findings indicate that strengthening ‘link-and-match’ requires the alignment of curricula based on industry needs, project-based learning, relevant work placements, the involvement of practitioners, the enhancement of teachers’ and lecturers’ competencies, certification based on occupational standards, the strengthening of partnerships, and the utilisation of tracer studies and labour market data. ‘Link-and-match’ must not be limited to administrative relationships but must be realised as a strategic partnership that is measurable, sustainable, and focused on graduate quality and career sustainability. In this way, vocational education and higher education can produce graduates who are competent, adaptable, innovative, ethical, and capable of responding to changing industry needs.
RELIGIOUS MODERATION IN ISLAMIC EDUCATION AS A STRATEGY FOR COUNTERING RADICALISATION AND STRENGTHENING CHARACTER: A LITERATURE REVIEW
Radicalism and intolerance are challenges that must be addressed through a systematic, humanistic and sustainable educational approach. Islamic education plays a strategic role in instilling a balanced understanding of religion whilst shaping the character of learners to be tolerant, fair, inclusive and opposed to violence. This study aims to analyse religious moderation in Islamic education as a strategy for countering radicalisation and as a tool for strengthening pupils’ character. The study employs a literature review using a qualitative-descriptive approach. The findings indicate that religious moderation can be implemented through the integration of the values of wasathiyah, tolerance, justice, commitment to the nation, respect for local culture, and an anti-violence stance into the curriculum and the learning process. Religious moderation can also be reinforced through dialogic learning, teachers’ exemplary behaviour, religious and digital literacy, social conditioning, and an inclusive school culture. Thus, Islamic education based on religious moderation not only serves to prevent the spread of radical ideologies but also contributes to the character development of pupils who are religious, critical, humanistic, responsible, and capable of living harmoniously in a pluralistic society.
MODELS OF ISLAMIC RELIGIOUS EDUCATION IN THE 21ST CENTURY: A SYSTEMATIC SYNTHESIS OF EXPERIENCE-BASED, LOCAL WISDOM AND TRANSFORMATIVE PEDAGOGICAL APPROACHES
Islamic Religious Education (IRE) in the 21st century faces existential challenges due to social, technological and cultural transformations occurring at an exponential rate, particularly in educating Generations Z and Alpha, who are digital natives. This study aims to develop a 21st-century PAI learning model through a systematic synthesis of three main approaches: experience-based approaches, local wisdom, and transformative pedagogy. The research method employed a literature review. The results indicate that the integration of these three approaches yields a holistic, contextual, and transformative PAI learning model. The experience-based approach provides a concrete medium for the internalisation of values through direct practice; local wisdom provides a sociocultural context that grounds universal Islamic values in local realities; and transformative pedagogy ensures that learning produces a profound and sustainable transformation of perspective through critical reflection and the reintegration of new perspectives. The 21st-century PAI learning model developed encompasses the integration of Project-Based Learning, Inquiry-Based Learning, the Flipped Classroom, and technology-based approaches, combined with the ‘niteni, niroke, nambahi’ strategies from Javanese local wisdom and Mezirow’s ten phases of transformative learning. The implementation of this model requires a paradigm shift for teachers from being knowledge transferors to becoming facilitators and designers of learning experiences, as well as a commitment from all stakeholders to realise Islamic Education that not only fosters cognitive development but also shapes character, spirituality and transformative social awareness.
DEVELOPMENT OF ARTIFICIAL INTELLIGENCE-BASED ADAPTIVE LEARNING MEDIA TO SUPPORT INCLUSIVE EDUCATION FOR PUPILS WITH DIVERSE LEARNING NEEDS
Inclusive education requires the availability of learning resources capable of accommodating the diversity of pupils’ abilities, characteristics, learning styles and individual needs. Conventional learning resources, which tend to be uniform, have not yet been fully able to provide a flexible and personalised learning experience, particularly for pupils with diverse learning needs. This article aims to analyse the concept, design and implementation of Artificial Intelligence (AI)-based adaptive learning resources in support of inclusive education. This study employs a literature review using a descriptive-qualitative approach, analysing various scientific articles, academic books, reports from educational institutions, and relevant policy documents. The findings indicate that AI can help tailor content, difficulty levels, learning pace, presentation formats, activities, assessments, and feedback based on students’ profiles and progress. Adaptive learning media can also support accessibility through text-to-speech, speech-to-text, transcripts, visualisations, language simplification, and personalised learning recommendations. However, its implementation still faces challenges in the form of infrastructure limitations, teachers’ competence readiness, the digital divide, algorithmic bias, data security, and the need for human supervision. Therefore, the development of AI-based adaptive learning tools must be grounded in the principles of inclusive education, Universal Design for Learning, data protection, equity, transparency, and collaboration between teachers, pupils, parents, technology developers, and policymakers. When implemented responsibly, AI can serve as a strategic tool for creating learning experiences that are more personalised, flexible, accessible, and responsive to pupils’ diverse learning needs.
STRENGTHENING ISLAMIC CHARACTER IN ISLAMIC EDUCATION AMID TECHNOLOGICAL DISRUPTION: A CRITICAL ANALYSIS OF THE IMPLEMENTATION OF MORAL EDUCATION AND DIGITAL ETHICS IN SCHOOLS
Technological disruption in the digital age presents complex challenges for Islamic Religious Education (PAI) in shaping pupils’ Islamic character, whilst simultaneously opening up innovative opportunities for strengthening moral values through digital media. This study aims to critically analyse the implementation of moral and digital ethics education in PAI lessons in schools, as well as to identify the challenges and strategies for strengthening Islamic character amidst technological disruption. The method employed was a literature review using a qualitative-descriptive approach, in which data were collected through the search, identification, analysis and synthesis of various relevant academic sources. The research findings indicate that the implementation of digital ethics and moral education in PAI has been carried out through various models, such as the integration of Islamic values into technology-based learning, teachers serving as exemplary role models (uswah hasanah), the utilisation of digital platforms for daily moral guidance, and strategic collaboration between schools and parents. However, this implementation still faces significant challenges, including low digital literacy among PAI teachers, technological distractions that divert pupils’ attention, a lack of supervision from parents and teachers, exposure to negative content, and social media addiction that hinders the internalisation of moral values. The recommended strategies for strengthening Islamic character include the integration of Islamic values into every digital learning activity, strengthening teachers’ role as role models in the digital space, the development of digital literacy grounded in Islamic values covering cognitive, technical, ethical and spiritual dimensions, close collaboration between schools and families, and the application of a reflective-dialogic learning approach that emphasises critical discussion of digital ethical dilemmas. Through a comprehensive, holistic and sustainable approach, Islamic Religious Education (PAI) can be transformed from merely the transfer of religious knowledge into a vehicle for character development that equips learners with digital competencies and ethical awareness to become responsible digital citizens of noble character who contribute positively to society in the Society 5.0 era.
INEQUALITIES IN ACCESS TO AND QUALITY OF EDUCATION IN INDONESIA: A SYSTEMATIC REVIEW OF STRUCTURAL FACTORS AND THEIR IMPLICATIONS FOR EDUCATIONAL EQUITY
Inequality in access to and quality of education in Indonesia is a persistent and multidimensional structural problem, which hinders the realisation of educational equity and social justice for all Indonesians. This article aims to present a systematic review of the structural factors causing inequality in access to and quality of education in Indonesia, as well as to analyse their implications for educational equity. The method employed is a literature review using a systematic review approach. The findings indicate that educational inequality in Indonesia is driven by the complex interaction of geographical factors (archipelagic conditions and remoteness), economic factors (poverty and income inequality), institutional factors (decentralisation and local capacity), policy (budget allocation, school zoning, teacher recruitment), socio-cultural (gender norms, awareness of the importance of education), and governance (accountability and data utilisation). The implications of these structural factors for educational equity include barriers to access for vulnerable groups (3T regions, poor families, people with disabilities, minorities), disparities in the quality of learning and learning outcomes, limited intergenerational social mobility, threats to social justice and national cohesion, and negative impacts on national competitiveness and the achievement of the SDGs. Consequently, educational inequality in Indonesia is not merely a technical issue, but a structural problem requiring fundamental reform in resource allocation, educational governance, affirmative action policies, school leadership, inclusive pedagogy, and social norms. Strong political commitment and cross-sectoral collaboration are prerequisites for realising fair and inclusive educational equity for all Indonesian children.
TEACHER COMPETENCIES AND IRRELEVANT TEACHING METHODS: A CRITICAL ANALYSIS OF THE GAP BETWEEN TRAINING AND TEACHING PRACTICES AND ITS IMPACT ON STUDENT MOTIVATION TO LEARN
This article aims to critically analyze the relationship between teacher competencies, irrelevant teaching methods, and their impact on student learning motivation. Through a literature review using a critical analysis approach to scientific literature, this study identifies systemic gaps between teacher training and classroom teaching practices, as well as their implications for student engagement and motivation. The results of the analysis reveal that teacher professional development (TPD) programs, which have been implemented for more than four decades, have not succeeded in significantly transforming teaching practices due to theoretical training designs, program fragmentation, a lack of ongoing mentoring, and evaluations that are not impact-based. Irrelevant teaching methods—characterized by a teacher-centered, monotonous, and decontextualized approach—contribute 55.94% to low student motivation, which leads to decreased academic achievement, low participation, and barriers to the development of 21st-century competencies. This article recommends a comprehensive approach to bridge this gap, including the redesign of practice-based training, the implementation of impact-based evaluation, the adoption of student-centered methods, and the creation of a school environment that supports innovation. Systemic transformation in teacher professional development and teaching practices is an urgent imperative for improving student learning motivation and the overall quality of education.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE PERSONALISATION OF DIGITAL LEARNING: A SYSTEMATIC REVIEW OF CURRICULUM ADAPTATION AND PUPILS’ ACADEMIC ACHIEVEMENT
This study aims to examine the role of artificial intelligence in the personalisation of digital learning through a systematic review of curriculum adaptation and pupils’ academic achievement. Artificial intelligence is increasingly being applied in education due to its ability to analyse pupils’ learning data in real time, adapt learning materials, and provide relevant feedback tailored to individual needs. Through a personalised approach, AI enables the learning process to become more adaptive, flexible and learner-centred. The findings indicate that AI contributes to supporting curriculum adaptation by tailoring content, the pace of learning and learning strategies to better suit learners’ characteristics. Furthermore, AI also has a positive impact on pupils’ academic achievement by enhancing their understanding of the subject matter, their motivation to learn and their engagement in the learning process. Nevertheless, the implementation of AI in education still faces challenges such as data privacy, infrastructure readiness, teacher competence, and the digital divide. Therefore, the integration of AI into digital learning must be carried out wisely, ethically, and sustainably in order to provide optimal benefits for improving the quality of education.
IMPACT OF TEACHER-LEARNERS RELATIONSHIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA
This study examined the effect of teacher-student relationship on academic performance of business education students at Awka South, Local Government Area of Anambra state. The descriptive survey research design was used and guided by three research questions. Data were gathered by a structured questionnaire from the respondents, followed by the mean and SD analysis. The study employed descriptive survey design that was administered to 200 public junior secondary students from 10 schools that were randomly selected in Awka South. There was a reliability coefficient of 0.83 using a data collection instrument that was validated according to a 15 item questionnaire. Data analysis was carried out using mean and standard deviation, and the criterion for the acceptance was 2.50. It was found that positive teacher-student relationships have a significant positive effect on Academic Achievement, because friendly teachers make students interested in the subject (Mean = 2.85) and listening to the student's opinion improves students' motivation in the classroom (Mean = 3.00). On the other hand, the lack of positive relationship creates great problems, such as high classroom anxiety (Mean = 3.20) and students not seeking help when confused (Mean = 2.93). In order to create a better classroom climate, the respondents agreed that setting up models of fair, non-threatening environments (Mean = 3.30) and providing models of interactive group projects (Mean = 3.03) are highly effective. Regular constructive feedback was not seen as one of the main factors (Mean = 2.25). The study found that supportive emotional climates play a significant role in being able to achieve the maximum success in Business Education. On this basis, it is recommended that targeted professional development opportunities for business educators be provided in order to develop a set of approaches that are accessible to students, and that institutions have clear guidelines that encourage safe, interactive, and equitable learning environments.
IMPLEMENTATION OF THE MERDEKA CURRICULUM TO IMPROVE THE QUALITY OF EDUCATION IN INDONESIA
This study aims to describe the implementation of the Merdeka Curriculum in improving the quality of learning in Indonesia. The method used is a literature review examining various relevant sources, such as scientific journals, books, and educational policy documents. The results of the review indicate that the Merdeka Curriculum provides educational institutions and teachers with the flexibility to design learning that is more flexible, contextual, and student-centered. The implementation of this curriculum also encourages the use of diagnostic assessments, differentiated instruction, and projects to strengthen the Pancasila Student Profile, which contribute to the development of students’ competencies and character. However, its implementation still faces a number of challenges, such as teacher readiness, limited infrastructure, and regional disparities. Overall, the Merdeka Curriculum has great potential to improve the quality of learning in Indonesia if it is implemented consistently, collaboratively, and supported by sustainable policies.
DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE IN TRANSFORMING LANGUAGE LEARNING IN THE INDEPENDENT LEARNING ERA
This study examines the role of digital literacy and artificial intelligence in transforming language learning in the era of independent learning. It applies a qualitative library research approach by reviewing recent peer-reviewed studies published within the last five years and indexed in reputable academic databases. The literature was selected based on its relevance to digital literacy, AI literacy, language competence, learner autonomy, technology-enhanced learning, and ethical issues in education. Data were analyzed through thematic content analysis involving identification, classification, comparison, and synthesis of key findings. The results show that digital literacy is a fundamental prerequisite for the effective and responsible use of artificial intelligence in language learning. AI-supported tools, including chatbots, adaptive platforms, automated feedback systems, speech recognition, and generative applications, can improve learning flexibility, personalization, engagement, motivation, and access to continuous language practice. These technologies contribute to the development of vocabulary, grammar, writing, reading, listening, speaking, and pronunciation skills while supporting learners in planning, monitoring, and evaluating their own learning. However, the study also identifies challenges related to inaccurate information, algorithmic bias, privacy, plagiarism, overdependence, unequal access, and the declining originality of learners’ work. Therefore, artificial intelligence should be positioned as a pedagogical support tool rather than a substitute for teachers, human interaction, and critical thinking. The study concludes that the successful integration of digital literacy and AI requires clear pedagogical design, teacher guidance, ethical standards, process-based assessment, and equitable digital infrastructure. Such integration can strengthen language competence and develop autonomous, reflective, adaptive, and responsible learners in contemporary education.
A COMPARATIVE ANALYSIS OF INCLUSIVE EDUCATION POLICIES IN DEVELOPING COUNTRIES: A SYSTEMATIC LITERATURE REVIEW OF IMPLEMENTATION AND CHALLENGES
This article presents a comparative analysis of inclusive education policies in developing countries through a systematic literature review of their implementation and associated challenges. Inclusive education is viewed as a strategic effort to guarantee the right to education for all students without discrimination; however, its implementation in developing countries still faces various obstacles, such as limited human resources, insufficient teacher training, inaccessible infrastructure, limited funding, and social stigma toward students with special needs. The study’s findings indicate that the success of inclusive education implementation is significantly influenced by policy consistency, school readiness, government support, and the involvement of the community and parents. Furthermore, there is a significant gap between policy formulations at the national level and actual practices on the ground. Therefore, it is necessary to strengthen teacher capacity, provide adequate facilities and infrastructure, ensure sustainable funding, and establish more comprehensive evaluation mechanisms so that inclusive education can be implemented effectively and equitably.
PROBLEM-BASED LEARNING IN CHEMISTRY EDUCATION: ITS IMPACT ON UNIVERSITY STUDENTS’ CRITICAL THINKING SKILLS IN INDONESIA
This study aims to analyze the application of Problem-Based Learning (PBL) in chemistry education and its impact on students' critical thinking skills in Indonesian universities. The research uses a qualitative approach with a literature study method through searching for articles on Scopus, Web of Science, ScienceDirect, ERIC, and Google Scholar published in the period 2021–2026. The literature selection process was carried out in a structured manner based on the principles of PRISMA 2020 by considering the suitability of the topic, the context of higher education, the application of PBL, and the measurement of critical thinking skills. Data were analyzed using thematic content analysis through the stages of reduction, grouping, comparison, interpretation, and synthesis. The results of the study show that PBL consistently has a positive influence on students' ability to interpret problems, analyze information, evaluate evidence, formulate inferences, provide scientific explanations, and self-regulation. The effectiveness of PBL is strongest when learning uses authentic problems, investigative activities, collaborative discussions, solution presentations, metacognitive reflection, and technology support. However, the impact of PBL is not uniform because it is influenced by initial knowledge, student motivation, group dynamics, problem quality, lecturer facilitation ability, duration of intervention, and assessment instruments used. This study concludes that PBL is a relevant approach to strengthen critical thinking skills in chemistry learning, but its implementation requires systematic planning, scaffolding, and evaluation. Further research is recommended to use more robust experimental designs, cross-university samples, longer durations, and standardized critical thinking instruments so that the findings have better validity and generalization. These findings provide a conceptual basis for lecturers and study program managers to design chemistry learning that is contextual, participatory, evidence-based, inclusive, sustainable, and oriented towards complex real-world problem-solving.
HARMONISING TECHNOLOGY AND TRADITION: DEVELOPING AN AI-BASED EARLY CHILDHOOD EDUCATION LEARNING MODEL ROOTED IN LOCAL VALUES
Background: Early Childhood Education (PAUD) forms the foundation for the character development and intellectual growth of future generations. In the era of digital transformation, artificial intelligence (AI) offers significant opportunities to enhance the quality of learning, yet it also poses risks of cultural homogenisation and the loss of local identity. In Indonesia, the diversity of local wisdom represents an asset that has not yet been systematically integrated into educational technology innovations. This study aims to develop and test an ECE learning model that harmonises artificial intelligence technology with the values of Indonesia’s local wisdom, as well as to analyse its impact on children’s development and its relevance to the global context. The study employs a mixed-methods design with an exploratory and descriptive approach. Quantitative data were collected via a survey of 320 early childhood educators across 8 provinces, whilst qualitative data were obtained through in-depth interviews with 45 informants (educators, cultural experts and technology developers) as well as observations at 16 early childhood education institutions. Data analysis was conducted using descriptive and inferential statistics, as well as thematic analysis. It was found that only 22.5 per cent of early childhood education institutions utilised digital content based on local culture, whilst 78.1 per cent expressed an urgent need for materials relevant to the children’s environment. The model developed was shown to increase children’s interest in learning by 34.2 per cent and their understanding of cultural values by 41.7 per cent following a six-month implementation period. This AI-based learning model, grounded in local wisdom, effectively addresses local challenges and offers solutions for other countries facing similar dilemmas. This innovation is novel in that it integrates the principles of knowledge equity and cultural sustainability into the 21st-century education system.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) IN CHEMISTRY ON STUDENTS’ CRITICAL THINKING SKILLS: A LITERATURE REVIEW ON ITS IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION INSTITUTIONS
Critical thinking skills are a fundamental competence required of students in the 21st century, particularly in the study of chemistry, which is abstract in nature and requires a deep conceptual understanding. This study aims to analyse the effectiveness of Problem-Based Learning (PBL)-based chemistry education on students’ critical thinking skills at Indonesian universities through a systematic literature review. The results indicate that PBL has been proven to be effective in enhancing students’ critical thinking skills, with an average N-Gain score of 0.71 in the high category and a 31 per cent increase in cognitive learning outcomes. The PBL framework, comprising five stages (problem orientation, learning organisation, individual and group investigation, presentation of results, and process evaluation), provides a systematic learning structure to develop the six indicators of critical thinking according to Facione, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The implementation of PBL in Indonesian higher education institutions faces challenges such as limited learning time, a heavy curriculum load, variations in lecturers’ competence, and a lack of supporting facilities. However, PBL still offers advantages in making chemistry learning more contextual, encouraging independent learning, and developing collaborative skills and problem-solving in real-world situations. This study recommends the development of more valid PBL-integrated chemistry teaching materials, the integration of digital technology into PBL implementation, and the need for lecturer training to optimise their role as facilitators in PBL-based chemistry learning.
THE EFFECT OF SHOWING SHORT VIDEOS ON CHILDREN'S LISTENING SKILLS
This study investigates the impact of short video presentations on children's listening skills. Early childhood is a critical period for brain and language development. With the rise of digital technology, short videos from platforms like YouTube and TikTok have become prominent in children's lives. This research aimed to determine the effect of watching short videos on listening skills among students at UPT Satuan Pendidikan SDN Pusungmalang I in Pasuruan Regency. A quantitative approach was used, involving 28 students selected through simple random sampling. Data were collected via observations, questionnaires, literature study, and internet research, and analyzed using normality, linearity, heteroscedasticity tests, and simple linear regression analysis. Results indicated that short videos significantly enhance children's listening abilities, including pronunciation, comprehension, and accuracy. However, challenges such as limited internet access and technical issues were noted. The study concludes that short videos positively influence listening skills and recommends integrating them into educational programs to optimize learning outcomes.
FACTORS AFFECTING CONFIDENCE IN SPEAKING ENGLISH AMONG ELEMENTARY STUDENTS
This research aimed to analyze the factors that contribute to a lack of self-confidence in English speaking among students. It also sought to present possible strategies to help students overcome this lack of self-confidence. The study used a qualitative research approach and was conducted at SDN Singosari. The participants were the English teacher and fifth-grade students at SDN Singosari during the 2023/2024 academic year. Data was collected through observations and interviews. The data analysis involved three steps: data reduction, data display, and drawing conclusions. The findings revealed that the key factors leading to a lack of self-confidence in speaking English were anxiety, shyness, fear of making mistakes, and insufficient vocabulary. To address these issues, the study proposed several potential strategies, including lowering students' anxiety in the classroom, improving their vocabulary, boosting their self-confidence, and facilitating group discussions.
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.
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.