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INDONESIA
EDUCATIO : Journal of Education
Published by STAI Miftahul Ula
ISSN : 25798383     EISSN : 25798405     DOI : -
Core Subject : Education, Social,
Education Environmental Science Social Sciences
EDUCATIO is a multi-disciplinary, peer-refereed open-access journal which has been established for the dissemination of state-of-the-art knowledge in the field of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning.
Arjuna Subject : -
Articles 223 Documents
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Some Interventions for Sustainability Leveraged Mechanical Engineering Education Kapil Gupta; Shailendra Pawanr; Mfundo Nkosi
EDUCATIO : Journal of Education Vol 10 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

Embedding Sustainable Development Goals (SDGs) into engineering education is critical to prepare engineers who are both technically skilled and socially responsible. Universities and nations are increasingly evaluated by their contributions toward SDGs, making sustainability a central element of modern curricula. Integrating sustainability not only fosters economic growth, environmental protection, and social impact but also encourages learners to balance technical excellence with societal welfare. Quality education, as emphasized in SDG 4, is achieved when engineering programs move beyond technical training to encourage values of responsibility, ethics, and sustainability in future engineers. Sustainability-integrated engineering curricula require awareness, knowledge-building, involvement, and collaboration attempts. This article covers some important aspects of embedding sustainability in engineering education. With the help of showcasing the activities on sustainability-integrated teaching, learning, and projects, conducted at one of the leading international Pan African universities, this article aims to disseminate the concept of sustainable engineering education and encourages future interventions to establish the field further.
Analysis of the Efficacy of SEMLM in the Learning System in Indonesia Muhammad Hasan Abdillah; Iskandarsyah Siregar; Sabzali Musa Kahn; Irma Indrayani
EDUCATIO : Journal of Education Vol 10 No 2 (2025): November 2025
Publisher : STAI Miftahul Ula Nganjuk

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Abstract

The aim of this research project is to determine whether Indonesian high school students can understand both English and Chinese well through the Simultaneous English–Mandarin Learning (SEMLM) model. This need for two-language competence arises from a global context in which English is the dominant language of science and international communication; yet Mandarin is becoming more visible in Southeast Asia due to geographical changes driven by China’s economic and political awakening. Traditional language teaching in Indonesia has prioritised English, or else has various foreign languages simply following one another, leaving no chance for comprehensive bilingual development among our children. It was a mixed-method study conducted at three schools in Jakarta and Bandung. Data were collected using standardised assessments (Cambridge PET, HSK Level 2), classroom observation and interviews with teachers and students. The study found that simultaneous learners showed improvements in both languages that were more balanced and deeper than those of students following a sequence, with effect sizes of 0.83 for English and 0.76 for Mandarin. Qualitative data from students’ language strategies reveal that they actively applied methods across languages, such as comparing grammars between Mandarin and English, code-switching, or translanguaging, to understand a particular concept more deeply without their minds being overloaded. Supported by cross-linguistic transfer, cognitive interdependence theory, and research on optimal cognitive load management, the study's screen reveals that it is possible to integrate both languages into a single instructional model. The students may, in fact, fare better metalinguistically, staying alert and responding more quickly. The study also recommends long-term research, the adaptation of digital teaching materials, and broader teacher training to ensure the sustainability of this model across different educational contexts
Instilling the Value of Independence in New Students at the Elementary School of the Tahfidzul Qur’an Islamic Boarding School in Ponorogo Riza Ashari
EDUCATIO : Journal of Education Vol. 11 No. 1 (2026): May 2026
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v11i1.2027

Abstract

This research aims to explore the process of instilling independence values among new students at Pondok Pesantren Tahfidzul Qur'an Al-Muqaddasah, as well as the obstacles encountered during this process. The need for independence development arises from the transitional nature of children aged 6-7 years entering elementary school, who must adapt to boarding life away from parents while maintaining Qur'anic memorization commitments. Traditional educational approaches in Indonesia often prioritize academic achievement over character development, leaving limited opportunities for systematic independence cultivation among young children. This qualitative research employed a descriptive design, conducted at three sites within the pesantren in Ponorogo, East Java. Data were collected using participant observation, in-depth semi-structured interviews with 15 informants (including teachers, room supervisors, administrators, and students), and documentation analysis. Thematic analysis followed the interactive model of Miles, Huberman, and Saldaña. The study found that the pesantren employs five interconnected approaches habituation, experiential learning, emotional engagement, functional application, and role modeling operationalized through progressive responsibility systems, structured daily schedules, and supportive physical environments. Approximately 80% of new students achieved significant independence gains within the first academic year, though substantial obstacles emerged including homesickness (affecting 78% of students), emotional immaturity, cognitive developmental limitations, home-environment disparities, and institutional constraints such as limited human resources and curriculum demands. The findings extend Erikson's psychosocial theory, Vygotsky's sociocultural framework, and attachment theory by demonstrating how structured educational environments can effectively facilitate independence development through appropriate scaffolding and emotional support. The study recommends the implementation of progressive responsibility systems, systematic emotional support through mentoring relationships, supportive physical environment design, parent education programs, and adequate resource allocation to ensure the sustainability of independence education across different educational contexts

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