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All Journal TOFEDU: The Future of Education Journal Journal Emerging Technologies in Education
Prihartanto, Adrianus
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Integration of Dental Health into School Curriculum: A Comparison of Models from 5 Countries Sutrisman, Henny; Padua, Shirley A; Sicat, Alvin S; Ramadhona, Rossa; Simanjuntak, Rosmerry; Kusumo, Bayu; Prihartanto, Adrianus
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.521

Abstract

Dental health among school-aged children is a critical issue that directly impacts quality of life and academic achievement. This article examines models for integrating dental health education into school curricula in Indonesia and other countries to formulate effective strategies for the national context. The methodology involves a literature review with an international comparative study approach. The analysis reveals that countries such as Finland, Japan, Malaysia, and New Zealand have successfully implemented relevant, effective, and sustainable intervention models. Drawing from these best practices, this article recommends developing a hybrid model for Indonesia that integrates daily thematic activities, collaboration with healthcare professionals, and active engagement of parents and communities within the education system.
Integrating Eye Health into Educational Curriculum: A Systematic Review of School Based Vision Care Initiatives Simanjuntak, Rosmerry; A. Padua, Shirley; Prihartanto, Adrianus; Sutrisman, Henny; Kusumo, Bayu; Purnamawati, Purnamawati; Ramadhona, Rossa
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.523

Abstract

Vision is foundational to children’s learning and development, yet millions of school-aged children suffer from undiagnosed or untreated vision problems. Despite the critical role of vision in academic achievement, eye health is rarely integrated into school curricula globally. This study presents a systematic literature review of recent evidence (2020–2024) on the integration of eye health into educational curricula, analyzing models, stakeholder roles, barriers, and measurable impacts. Using PRISMA guidelines, 35 peer-reviewed articles were selected through searches on Scopus, PubMed, ERIC, and Google Scholar. Thematic analysis was conducted to identify dominant trends across curriculum integration models, educator and optometrist roles, policy constraints, and outcomes. Findings reveal that integrated models where eye health is embedded into science or health subjects enhance students’ knowledge and behavior. Teachers trained in basic visual screening significantly improve early detection. Cross-sector collaboration between health and education authorities boosts sustainability. Key barriers include policy misalignment, funding gaps, and cultural beliefs about eyewear. Programs in India, Australia, and South Africa show strong outcomes in literacy improvement, academic gains, and cost-effectiveness. Integrating eye health into education is not merely a health intervention but a strategic investment in equity and academic potential. Policymakers must prioritize vision care within school health frameworks by empowering educators, engaging optometrists, and contextualizing approaches to local needs.
The Wellbeing of Medical Students: A Comprehensive Review of Psychological, Academic, and Social Determinants Tjhin, Purnamawati; Sicat, Alvin S; A. Padua, Shirley; Sutrisman, Henny; Simanjuntak, Rosmerry; Kusumo, Bayu; Prihartanto, Adrianus; Ramadhona, Rossa
The Future of Education Journal Vol 4 No 5 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i5.557

Abstract

The wellbeing of medical students has emerged as a critical issue within medical education. High academic demands, prolonged study hours, and competitive environments contribute significantly to psychological distress, including depression, anxiety, and burnout. This systematic literature review synthesizes findings from 48 peer-reviewed studies published between January 2021 and April 2025 to explore the psychological, academic, and social determinants of wellbeing among medical students. Results indicate that maladaptive perfectionism, lack of emotional regulation, and inadequate support systems are key risk factors. Technological interventions, such as mobile-based mindfulness training and online counseling platforms, offer promising but limited solutions unless integrated into broader institutional frameworks. The review concludes by proposing a multidimensional model that combines curriculum reform, psychological resilience training, structured social support, and ethical use of technology to promote holistic student wellbeing.
Competency-Based Education in Multicultural Classrooms: Designing Culturally Responsive Teaching Strategies Prihartanto, Adrianus; Padua, Shirley A; S Sicat, Alvin; Simanjuntak, Rosmerry; Sutrisman, Henny
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2221

Abstract

Culturally diverse classrooms are increasingly the norm in many education systems worldwide, presenting both opportunities and challenges for equitable teaching and learning. Competency-Based Education (CBE), which emphasizes mastery of skills over time spent in instruction, holds significant promise in addressing student diversity. However, without culturally responsive strategies, CBE may fall short in meeting the learning needs of students from varied cultural and linguistic backgrounds. This study aims to explore how culturally responsive pedagogy can be effectively integrated into the design of CBE frameworks in multicultural secondary school classrooms. The research employed a qualitative design using a multiple case study approach across three multicultural urban schools. Data were collected through classroom observations, teacher interviews, and analysis of instructional materials. Thematic analysis was used to identify effective culturally responsive strategies that aligned with core CBE principles. Findings revealed that successful integration involved differentiated assessment models, contextualized learning tasks, and inclusive curriculum design that reflected students’ cultural identities. Teachers who employed these strategies observed increased learner engagement, self-regulation, and performance. The study concludes that aligning CBE with culturally responsive teaching enhances its effectiveness in multicultural settings. It recommends embedding cultural relevance as a core component in CBE-based teacher training and curriculum development.
Co-Authors A. Padua, Shirley Henny Sutrisman, Henny Kusumo, Bayu Padua, Shirley A Purnamawati Purnamawati Purnamawati Tjhin, Purnamawati Ramadhona, Rossa S Sicat, Alvin Sicat, Alvin S Simanjuntak, Rosmerry