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All Journal Journal of Pedagogy and Education Science Buletin Edukasi Indonesia
Moruk, Selviana
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Literature Review on Longitudinal Study of Improving Numerical Literacy at Elementary Education Moruk, Selviana; Sulisworo, Dwi
Buletin Edukasi Indonesia Vol. 3 No. 03 (2024): 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/bei.v3i03.757

Abstract

Numerical literacy is a fundamental skill in early childhood education, influencing later academic performance and cognitive development. A growing body of research has identified several factors that contribute to the development of numeracy skills, including home learning environments, executive function, socio-emotional skills, and socio-economic status. Understanding these factors is crucial for developing effective interventions that support children’s numeracy growth, especially in elementary education. This literature review synthesizes findings from longitudinal studies published between 2010 and 2024, focusing on the impact of home numeracy environments, executive function, socio-emotional skills, and socio-economic factors on early numeracy development. A total of five studies, with sample sizes ranging from small cohorts to large national samples, were analyzed. These studies employed longitudinal designs, assessing children over multiple years to capture the development of numeracy skills from preschool through elementary education. The review highlights the critical role of home learning environments, parental education, and socio-emotional skills in shaping children’s numeracy development. It also identifies bidirectional associations between cognitive and emotional skills, underscoring the need for integrated approaches to numeracy instruction. Socio-economic status was found to indirectly impact numeracy development, with home literacy and numeracy environments mediating this relationship. Long-term effects of early home-based learning on arithmetic fluency were also observed, emphasizing the importance of fostering supportive environments early in education. This review concludes that targeted interventions in home environments, as well as strategies that integrate cognitive and socio-emotional support, can significantly enhance numerical literacy outcomes in elementary education. Further research is needed to address gaps in understanding how these factors interact across diverse cultural and socio-economic contexts.
Challenges of Information Technology and Cultural Integration in Education in Timor-Leste Moruk, Selviana; Noronha, Alise de Fatima
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): 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/bei.v4i02.942

Abstract

The integration of information technology in education presents significant opportunities to improve access, equity, and quality in learning. However, in developing countries like Timor-Leste, the process faces complex challenges that are both infrastructural and cultural. This study aims to explore the key barriers to implementing educational technology in Timor-Leste through a structured literature review. Using a qualitative descriptive approach, 15 core publications were selected from a total of 225 sources retrieved from the Dimensions database. Thematic analysis identified five central issues: limited technological infrastructure, inadequate teacher readiness, restricted access to digital resources, cultural resistance, and weak institutional collaboration. Findings reveal that rural and border regions suffer from minimal internet connectivity, lack of digital devices, and low digital literacy among educators. Moreover, cultural factors—such as the perception of technology as an external influence and the undervaluing of local wisdom—create resistance to educational innovation. The study highlights the importance of integrating local cultural values into digital curricula, implementing targeted ICT training for teachers, and promoting inclusive, multicultural education. Policy implications suggest that long-term investment in infrastructure, community-based strategies, and formalized partnerships between institutions are essential to ensure successful digital transformation in education. The findings provide a framework for designing culturally responsive and sustainable education policies in Timor-Leste and similar contexts.
Theoretical Perspectives on Educational Transformation Modeling: Ethno-Sociological Approaches and Value Strengthening in Futuristic Learning Moruk, Selviana; Sulisworo, Dwi; Susanti, Ani; Ximenes, Joao
Journal of Pedagogy and Education Science Vol 4 No 03 (2025): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.00898

Abstract

Education plays a crucial role in shaping societal values, particularly in the context of globalization and technological advancements. This study explores the transformation of education through an ethno-sociological approach, emphasizing integrating cultural values into futuristic learning. The research aims to develop a conceptual framework that strengthens local cultural values while adapting to modern educational trends.  Using a literature review and conceptual analysis, this study examines key factors influencing education, including social, cultural, and economic aspects, as well as the role of technology in learning. The findings highlight that ethno-sociological education fosters inclusivity, cultural preservation, and social cohesion. The proposed model integrates value-based education with technological advancements, ensuring that learning remains holistic and culturally relevant. However, policy constraints, digital divides, and resistance to change must be addressed to ensure successful implementation.  The study recommends a balanced integration of technology and traditional educational values, policy adjustments to support inclusive and value-based learning, and developing teacher training programs incorporating ethno-sociological perspectives. Future research should explore empirical applications of this model to assess its effectiveness in diverse educational settings. 
Co-Authors Ani Susanti Noronha, Alise de Fatima Ximenes, Joao