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Bridging the Gap: A Systematic Review of Policy and Practice in Technology-Enhanced Learning in Secondary and Higher Education Malizal, Zelynda Zeinab; Rizqi, Putri Umrotur
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.570

Integrating educational technology has transformed learning methodologies, enhancing student engagement and academic performance. This study investigates the role of digital literacy, interactive media, and problem-based learning in improving education. A systematic literature review was conducted using Google Scholar, Scopus, and Web of Science to analyze trends and challenges in technology-based education. The findings reveal that interactive learning environments significantly enhance critical thinking, student motivation, and content retention. However, systemic barriers such as unequal access to digital resources, inadequate teacher training, and policy limitations hinder effective implementation. Comparative analysis with international studies highlights the need for tailored approaches in different educational contexts. The discussion underscores the necessity for policy reforms, increased investment in digital infrastructure, and collaborative efforts between educators and technology providers. This study concludes that while educational technology offers immense potential, overcoming systemic challenges is crucial for maximizing its benefits. Future research should focus on the long-term effects of technology in education and its impact on student development across diverse learning environments.

Bridging the Gap in Lifelong Learning: Policy, Technology, and Access Rahman, Najib Aulia; Rizqi, Putri Umrotur
Sinergi International Journal of Education Vol. 2 No. 2 (2024): May 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i2.585

Lifelong learning is increasingly recognized as a cornerstone of equitable and sustainable education systems in the digital age. This narrative review explores the global trends, challenges, and policy implications of lifelong learning, with a focus on digital inclusion, adult education, and equitable access. Drawing on a systematic review of academic literature from databases such as Scopus and Google Scholar, the study synthesizes findings related to the role of digital technologies, inclusive strategies, and policy frameworks. The analysis reveals that while digital tools such as online learning platforms and AI-enabled systems offer significant potential to expand access and personalize learning, several systemic barriers persist. These include infrastructural deficits, low digital literacy, economic disparities, and cultural stigma toward adult education. Furthermore, while many policies support lifelong learning, their impact is often limited by lack of alignment with learners' socio-cultural realities. The discussion highlights the interplay of policy, economy, and culture in shaping lifelong learning outcomes and proposes several solutions, including inclusive policy design, cross-sector collaboration, and community-based education. The review concludes that lifelong learning must be reimagined through inclusive, flexible, and context-sensitive frameworks. Future research should address the limitations in empirical evidence on long-term outcomes and explore hybrid models tailored to resource-constrained settings. Such efforts are essential for building adaptive and inclusive education systems that empower individuals and promote social equity.

Strengthening Professional Learning Communities Through Policy and Institutional Support in Diverse Educational Contexts Rizqi, Putri Umrotur; Syafika, Wanda
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.587

This narrative review explores the role of Professional Learning Communities (PLCs) in enhancing teacher competencies across various educational settings. The study aims to synthesize empirical evidence on the effectiveness of PLCs in promoting professional development and improving instructional practices. Literature was collected from databases such as Scopus, ERIC, and Google Scholar using keywords including "Professional Learning Community," "teacher competency development," and "collaborative learning." Articles published within the last ten years were reviewed, with inclusion criteria focused on peer-reviewed studies addressing teacher development in PLC contexts. Findings indicate that PLCs significantly improve reflective teaching, collaborative lesson planning, and formative assessment practices. Teachers engaged in PLCs report higher confidence and demonstrate more adaptive and student-centered pedagogies. Institutional support, leadership, and policy alignment emerge as critical enablers of PLC success. However, systemic challenges—including funding constraints, inconsistent policies, and insufficient training—limit their effectiveness, especially in low-resource contexts. The discussion highlights evidence-based strategies such as integrating PLCs into national education frameworks, investing in continuous training, and leveraging technology for virtual collaboration. The review concludes by emphasizing the need for context-sensitive implementation and further research on teacher experiences within PLCs. These insights can inform policy and practice aimed at fostering inclusive and sustainable professional learning cultures in education.

Friendship, Culture, and Mental Health in Adolescence: A Review of Current Evidence Mudzakkir; Rizqi, Putri Umrotur
Psychosocia : Journal of Applied Psychology and Social Psychology Vol. 2 No. 3 (2024): July 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/psychosocia.v2i3.771

Adolescence is a critical developmental stage where friendship and social support networks significantly influence mental health and behavioral outcomes. This narrative review aims to examine the psychological and sociocultural determinants that shape adolescent peer relationships and their implications for emotional well-being. The review systematically identified relevant literature from databases such as Scopus, PubMed, and Google Scholar, using keywords related to social relationships, friendship, social support, adolescent mental health, and behavioral risks. Studies published between 2014 and 2023 were included based on predefined inclusion and exclusion criteria, focusing on empirical findings from qualitative, quantitative, and longitudinal studies. The findings demonstrate that psychological factors such as self-confidence and resilience are strongly associated with the development and sustainability of adolescent friendships. Resilient adolescents exhibit better conflict management and emotional regulation, resulting in stronger support networks. Simultaneously, sociocultural factors, including societal norms and cultural expectations, influence the structure of these networks, with collectivist cultures emphasizing familial and group-based ties, and individualist cultures favoring autonomy and self-selected relationships. Social support networks are shown to mitigate risks of depression and anxiety, especially when emotional quality and inclusivity are present. However, stigma surrounding mental health remains a significant systemic barrier. Peer-led community programs have demonstrated efficacy in strengthening social bonds and reducing isolation. The review concludes by advocating for culturally sensitive policies and educational programs that address stigma, enhance social integration, and promote mental resilience among youth.

Face Masks and Emotional Blindness: The Impact of Facial Occlusion on Emotion Recognition Among Indonesian Adolescents Rizqi, Putri Umrotur; Yasin, Muhammad
Psychosocia : Journal of Applied Psychology and Social Psychology Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/psychosocia.v3i3.799

The COVID-19 pandemic has transformed nonverbal communication by introducing face masks into daily interactions, particularly affecting adolescents during a critical phase of socioemotional development. This study investigates how face masks influence the accuracy and cognitive processing of basic facial emotion recognition among Indonesian adolescents. Employing a between-subjects experimental design, 200 adolescents aged 12–18 were randomly assigned to view masked or unmasked facial expressions depicting six basic emotions. Emotion recognition accuracy, reaction times, and confidence ratings were collected using the Labvanced platform. The results indicate that face masks significantly reduce the accuracy of emotion recognition, with the most pronounced impairments observed for disgust and fear. Reaction times were longer across all masked conditions, suggesting increased cognitive load. Anger and sadness, which are more discernible from the eye region, maintained relatively higher recognition rates. Adolescents employed compensatory strategies, such as focusing on the eye region and contextual cues, but these were insufficient to fully counteract the interpretive challenges introduced by masking. The findings have critical implications for adolescent mental health and educational environments. Impaired emotion recognition may contribute to social withdrawal, miscommunication, and emotional dysregulation, ultimately affecting academic performance and peer relationships. These challenges are further complicated by cultural norms in Indonesia that may discourage overt emotional expression. Prolonged mask-wearing may also disrupt the development of emotional intelligence and social cognition. Interventions that promote emotion literacy particularly those that address masked and ambiguous facial cues are recommended. Schools, parents, and policymakers should work collaboratively to support adolescents through targeted educational programs and culturally sensitive socioemotional training.

Meaningful Connections in Crisis: Exploring Motivational and Emotional Predictors of Online Prosocial Behavior Among Indonesian Youth Malizall, Zelynda Zeinab; Rizqi, Putri Umrotur
Psychosocia : Journal of Applied Psychology and Social Psychology Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/psychosocia.v2i4.814

The global COVID 19 crisis catalyzed a surge in online prosocial behaviors among youth, particularly in collectivist cultures such as Indonesia. This study investigates the motivational and psychosocial determinants that drive Indonesian youths to engage in public versus anonymous digital altruism. Drawing on survey data from 500 respondents aged 15–25, we employed structural equation modeling to examine how eudaimonic, extrinsic, and hedonic motivations influence online prosocial behavior, with empathy and trust in social platforms as mediating factors. Using validated psychological scales, our cross sectional analysis reveals that eudaimonic motivation significantly predicts anonymous prosocial actions, while extrinsic motivation is a primary driver of public acts. Hedonic motivation was found to be a weak and inconsistent predictor. Empathy and trust play critical mediating roles, facilitating the translation of motivation into behavioral outcomes. The findings suggest that public behavior is often shaped by reputational goals, whereas anonymous actions are rooted in intrinsic meaning making and emotional resonance. Our results support the implementation of culturally tailored digital interventions, such as gamification and peer mentoring systems, which promote eudaimonic engagement while addressing trust and empathy building in virtual environments. Methodological considerations include the limitations of self report bias and the need for mixed method validation. Future research should examine platform specific influences and cross cultural comparisons to deepen the theoretical understanding of youth digital altruism. These insights contribute to a more nuanced understanding of digital prosociality and offer strategic guidance for educators, policymakers, and digital platform designers aiming to foster meaningful online civic participation.

Visual Resistance and Social Change: Disability Arts as Cultural Intervention in Indonesian Media Landscapes Yasin, Muhammad; Malizal, Zelynda Zeinab; Rizqi, Putri Umrotur
Psychosocia : Journal of Applied Psychology and Social Psychology Vol. 2 No. 3 (2024): July 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/psychosocia.v2i3.816

This article explores the transformative potential of disability arts in Indonesia by analyzing how inclusive artistic practices challenge dominant media narratives that depict disability through pity, inspiration, or deficit. Employing a comparative qualitative approach, the study integrates discourse analysis of artworks by the Deaf Art Community and Kinanty Andini with media content review and focus group discussions before and after art exposure. The analysis reveals that disability arts foster narrative agency, shifting audience perceptions from stereotypical views to recognition of disabled individuals as empowered and creative agents. Inclusive artworks deploy symbolism, cultural authenticity, and emotional storytelling, enabling participants to engage with disability not as deficiency but as lived, multifaceted identity. Qualitative and quantitative shifts in sentiment evidenced by changes in audience descriptors and thematic coding highlight the potential of art-based interventions to reduce stigma. However, the study also notes limitations, including misinterpretation, co-optation, and inequities in access and representation. Cultural contexts significantly shape the reception of disability narratives, while digital platforms simultaneously democratize and constrain visibility. The study concludes that disability art, while not a panacea, is a critical catalyst for narrative transformation and cultural inclusion. Continued collaboration among artists, scholars, and institutions is necessary to ensure lasting impact and representation.

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