Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal International Journal of Learning Reformation in Elementary Education Buletin Edukasi Indonesia
L.Y. Aminas
Musa-Asiah Foundation
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Development of E-Comics in Integrated Science and Religious Values for 5th Grade Students Zeva Adi Fianto; Fitri Indriani; L.Y. Aminas
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 02 (2023): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/ijlree.v2i02.75

Abstract

The context for this research project is the insufficient availability of innovative learning materials and the divide between general science and religious knowledge in education. In primary schools, science subjects are taught with a minimal use of technology for teaching materials. This study aimed to outline the steps taken, quality, and feasibility of e-comics in teaching integrated science and religious values to 5th-grade primary school students. The research process followed the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. Both qualitative and quantitative data were gathered to support the research. Qualitative data were collected through expert validation, teacher assessments, and feedback from the students who were the subjects of the study. The average score from expert validation, teacher assessments, and student feedback was 3.80. Based on this score, it can be concluded that the e-comic media is suitable for integrated science and religious education for 5th-grade primary school students and falls under the "Good" category for use.
Rural–Urban Educational Inequality in Cambodia: Challenges for Equitable Learning Access L.Y. Aminas; Mohd Zain Musa 
Buletin Edukasi Indonesia Vol. 5 No. 02 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002290

Abstract

Educational inequality between rural and urban communities remains a significant challenge in Cambodia despite ongoing educational reforms and infrastructure development initiatives. Urban schools, particularly those located in Phnom Penh, generally possess better educational facilities, stronger internet connectivity, more qualified teachers, and broader access to learning resources compared to rural schools. Conversely, many rural educational institutions continue to experience infrastructure limitations, shortages of qualified teachers, limited technological access, and socioeconomic barriers that influence students’ educational participation and learning outcomes. The COVID-19 pandemic further intensified these disparities through unequal access to online learning and digital technology. This study aims to explore forms of rural–urban educational inequality in Cambodia, identify factors contributing to unequal learning access, understand the experiences of educational stakeholders regarding educational disparities, and formulate recommendations for equitable educational policies. The study employs a qualitative descriptive approach to examine educational inequality from the perspectives and lived experiences of teachers, students, school principals, and local education officers. Data are collected through semi-structured interviews, observations, and document analysis in selected rural and urban schools. The findings are expected to reveal that educational inequality in Cambodia is strongly influenced by disparities in infrastructure, teacher quality, digital access, and socioeconomic conditions. The study also highlights how geographic location shapes students’ educational opportunities and learning experiences. Furthermore, the research emphasizes the importance of inclusive educational policies, equitable resource allocation, teacher professional development, and digital infrastructure expansion to support equitable learning access. This study contributes to the broader discussion of educational equity and rural educational development in developing countries.
Co-Authors Indriani, Fitri Mohd Zain Musa  Zeva Adi Fianto