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Buletin Edukasi Indonesia
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625742     EISSN : 29621674     DOI : https://doi.org/10.56741/bei
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Buletin Edukasi Indonesia is a peer-reviewed, open-access magazine that considers scholarly, research-based articles on all aspects of education. This journal aims to facilitate the regional exchange of education theory, and contributions from different educational systems and cultures are encouraged. The journal publishes research articles as well as review articles. As an open-access journal, all articles are immediately available to read and reuse upon publication.
Arjuna Subject : Umum - Umum
Articles 71 Documents
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Implementasi Projek Penguatan Profil Siswa Pancasila di Sekolah Dasar Menggunakan Kearifan Lokal Kuda Lumping dalam Suyoto; Triyono, Ageng; Ratnaningsih, Arum; Anjarini, Titi; Ngazizah, Nur; Pangestika, Rintis Rizkia
Buletin Edukasi Indonesia Vol. 4 No. 03 (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/IISTR.bei.001706

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui implementasi Projek Penguatan Profil Pelajar Pancasila (P5) tema kearifan Kuda Lumping kelas IV sekolah dasar di Purworejo. Penelitian deskriptif kualitatif digunakan. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Sumber data meliputi kepala sekolah, tim fasilitator, guru kelas IV, dan sampel siswa. Data dianalisis melalui tahap reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa desain P5 sekolah dasar di Purworejo mencakup tiga tahapan utama: (1) Perencanaan: Kepala sekolah membentuk tim fasilitator, mengidentifikasi kesiapan sekolah, menentukan dimensi dan tema, mengalokasikan waktu dalam blok mingguan, serta menyusun modul projek; (2) Pelaksanaan: Mempelajari sejarah dan makna, Diskusi dan kreasi, Kunjungan ke sanggar seni, membuat properti:, dan Pentas seni dan pementasan; (3) Evaluasi: Dilakukan melalui pelaporan hasil berupa rapor projek siswa serta evaluasi kegiatan melalui refleksi dan diskusi dua arah antara guru dan siswa. Dalam aksi nyata P5, orang tua siswa di sekolah dasar negeri di Purworejo berperan aktif dengan menyediakan sumber daya berupa alat dan bahan projek, mendampingi siswa di rumah, serta berpartisipasi aktif dalam pertemuan sekolah. Dapat disimpulkan implementasi P5 tema kearifan lokal Kuda Lumping kelas IV Sekolah Dasar Negeri di Purworejo dilaksanakan secara sistematis, mengintegrasikan kearifan lokal, serta melibatkan partisipasi aktif orang tua dan seniman lokal.
Achieving Work-Life Balance Among Millennial And Generation Z Employees: Challenges, Strategies, and Performance Implications Sulistiyani, Evi; Nuphanudin; Rifqi, Ainur
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.001814

Abstract

Work-life balance has emerged as a critical concern in contemporary organizational management, particularly as Millennial and Generation Z employees increasingly constitute the dominant workforce demographic globally. Despite widespread recognition of work-life balance, younger workers continue struggling to achieve balance amid economic pressures, digital connectivity demands, and evolving workplace expectations. This research examines work-life balance dynamics among Millennial and Generation Z employees, investigating relationships between organizational support, work-life balance, and multiple performance outcomes, while exploring generational differences in these relationships and identifying specific challenges, strategies, and organizational factors influencing balance. This study employed a sequential explanatory mixed-methods design combining quantitative surveys and qualitative semi-structured interviews. The quantitative phase collected data from 478 employees (289 Millennials, 189 Generation Z) across five Indonesian cities using validated instruments measuring work-life balance, organizational support, job performance, satisfaction, and well-being. Structural equation modeling analyzed relationships and tested mediation effects, while multigroup analysis compared generational differences. The qualitative phase involved 32 in-depth interviews exploring lived experiences, challenges, and coping strategies, analyzed through thematic analysis using NVivo software. Organizational support significantly predicted work-life balance (β=0.61, p<0.001), which positively influenced task performance, contextual performance, job satisfaction, and well-being. Job satisfaction partially mediates work-life balance effects on performance outcomes. Generational differences emerged, with work-life balance more strongly predicting task performance (β=0.38 vs. β=0.22, p=0.032) and well-being (β=0.51 vs. β=0.36, p=0.041) for Generation Z compared to Millennials. Qualitative findings identified five major challenges: excessive workload, digital connectivity demands, financial pressures, organizational inflexibility, and career advancement tensions. Participants employed boundary management, technology limitations, prioritization skills, and social support mobilization as coping strategies. Work-life balance critically shapes performance outcomes among younger employees, with generational distinctiveness requiring nuanced organizational approaches. Organizations must move beyond symbolic policies to authentic cultural transformation supporting work-life balance, particularly addressing Generation Z's heightened needs while maintaining strong organizational support structures benefiting all employees.
Parental Involvement and Socio-emotional Skills of the Kindergarten Pupils: A Correlational Study Bisin, Nurhajija K.; Yusop, Fatima Amisha I.; Mastul , Al-Rashiff Hamjilani
Buletin Edukasi Indonesia Vol. 4 No. 03 (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.v4i03.1862

Abstract

Academic achievement does not guarantee success in school; one must also work on establishing the students' socio-emotional abilities to interact with teachers and peers. Socio-emotional development describes the ways in which children learn to communicate and express their emotions, form bonds with others, and engage in social abilities. Prioritizing socio-emotional development in preschool and kindergarten is essential. The purpose of this study is to examine the influence of parental involvement and socio-emotional skills of the kindergarten pupils of Pagasinan Elementary School. This study utilized quantitative descriptive research design to investigate the socio-emotional skills of kindergarten pupils in Sanga-Sanga, Bongao, Tawi-Tawi. The research specifically examined the influence of parental involvement on the socio-emotional skills of these young learners, utilizing quantitative research methods for data analysis and interpretation. Parents of Pagasinan Elementary School are highly involved in various aspects of their children’s education. This includes fulfilling basic obligations, maintaining school-to-home communication, participating in school activities, and engaging in home learning activities. The kindergarten pupils possess strong socio-emotional skills as perceived by their teachers. Specifically, pupils show a high level of self-awareness and advanced level of self-management. There is moderate positive and statistically significant correlation between parents’ involvement and the socio-emotional skills of kindergarten pupils. As parents’ involvement, so does the socio-emotional of the pupils.
Reframing Student Mental Health and Well-Being in Post-Pandemic Education: A Global Opinion Grounded in Evidence Ibanga, Isaac John; Kumazhege, Stephen Z.; Emmanuel, Egunsola Abraham Olawuyi
Buletin Edukasi Indonesia Vol. 4 No. 03 (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/IISTR.bei.001889

Abstract

The COVID-19 pandemic has profoundly reshaped global education systems, not only disrupting learning processes but also intensifying long-standing concerns regarding student mental health and well-being. This article offers an opinion-based scholarly analysis supported by contemporary literature to critically examine the escalating mental health challenges faced by students in the post-pandemic era. Key issues include the surge in anxiety and depression, heightened academic pressure, digital overload, and the growing prevalence of bullying and cyberbullying. Drawing upon global evidence, this paper argues that educational systems have been insufficiently responsive to the psychosocial dimensions of learning, particularly in contexts where stigma and limited institutional support persist. Using a conceptual framework that integrates individual, pedagogical, digital, and systemic factors, this article synthesizes empirical findings and policy discourses to illuminate structural gaps in current educational practices. The results and discussion are organized into three thematic sub-sections addressing post-pandemic mental health trends, digitalization-related stressors, and systemic barriers to student well-being support. The paper concludes by advocating for a paradigm shift toward holistic, inclusive, and culturally responsive mental health strategies within education, emphasizing the urgency of embedding psychosocial well-being as a core educational priority rather than a peripheral concern.
Opportunities and Challenges of Generative AI in Shaping the Future of Education in Thailand: A Narrative Review Abdulwahab, Basel; Beungacha, Suhairee; Vehachart, Rungchatchadaporn
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.001999

Abstract

This narrative review examines the emerging role of Generative Artificial Intelligence (GenAI) in shaping the future of education in Thailand. Drawing on scholarly literature published between 2020 and 2025, the review synthesizes current trends, empirical findings, and conceptual discussions related to the integration of GenAI in educational systems. The analysis highlights key opportunities offered by GenAI, including personalized and adaptive learning experiences, intelligent tutoring systems, automated feedback, and support for educational innovation aligned with national digital transformation agendas. At the same time, the review identifies significant challenges that may hinder effective adoption, such as digital inequality, data privacy and ethical concerns, limited institutional infrastructure, and varying levels of teacher readiness and digital competence. By critically discussing these opportunities and challenges, the review provides a balanced perspective on GenAI implementation in the Thai context. The study concludes by offering strategic recommendations for policymakers, educators, and researchers to promote responsible, inclusive, and sustainable use of GenAI in advancing the quality and equity of education in Thailand.
Interactive STEAM-Based E-Modules in Chemistry Education: Implementation and Impact Nisa, Kartini Rahman; Wahyuningsih; Coa, Sri Astuti Rahman; Jayadin; Leto, Kristina Tresia
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.002007

Abstract

The abstract nature of chemical concepts, which are often intangible and not directly observable, makes chemistry learning challenging and can reduce overall learning quality. Integrating technology with interdisciplinary approaches, such as STEAM-based interactive e-modules, offers a promising solution to enhance chemistry education. This study aims to systematically map the implementation of STEAM-based e-modules and examine their impact on chemistry learning. A literature review method was employed, sourcing data from Google Scholar and Scopus using the keywords "STEAM E-Module" and "Chemistry Education." Findings indicate that STEAM e-modules are commonly implemented with digital tools such as Flipbook and ChemSketch, and adopt collaborative approaches incorporating Problem-Based Learning (PBL) and Project-Based Learning (PjBL) designs. The use of STEAM e-modules consistently demonstrates positive effects on students’ science literacy, academic achievement, conceptual understanding, scientific process skills, and critical thinking. These results highlight the effectiveness of interactive e-modules as a medium to enhance both cognitive and higher-order skills in chemistry education.
Facility Management in Supporting Scientific Writing Learning at SMAN 10 Surabaya Nuphanudin; Adelia, Nayla Dea; Feisya, Raya Naila; Arum, Zulfa Sekar
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.001843

Abstract

This study explores how facility and infrastructure management support scientific writing learning at SMAN 10 Surabaya. Scientific writing is a critical academic competence that requires not only cognitive and literacy skills but also an enabling learning environment supported by adequate educational resources. Using a descriptive qualitative approach, this research investigated the availability of facilities, the roles of teachers and students in facility utilization, and collaborative management strategies that contribute to learning quality improvement. Data were collected through semi-structured interviews with teachers, guidance counselors, school administrators, and students, complemented by direct observations of facility use and document analysis of school inventory and development plans. The findings reveal that SMAN 10 Surabaya provides baseline infrastructure, including a school library, computer laboratories, internet access, and digital learning resources, which collectively support students’ academic writing practices. However, limitations remain in terms of updated references, computer availability, and digital access consistency. Teachers play a pivotal role as facilitators by integrating digital academic tools such as Google Scholar, Mendeley, and online mentoring platforms to scaffold students’ writing development. Students actively engage in constructivist learning practices through exploration, collaboration, and iterative writing revisions. Furthermore, facility governance is strengthened through participatory planning, transparent procurement, routine maintenance, and continuous evaluation involving multiple stakeholders. Overall, the study concludes that strategic, collaborative, and adaptive facility management functions as a key enabler of scientific writing learning and educational quality enhancement.
Implementasi Pembelajaran Seni Rupa Melalui Kegiatan Mewarnai untuk Mengenalkan Jenis Warna pada Siswa Kelas II Putri, Dea Rahma; Shofyana, Nadia; Wijayanto, Wasis
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.001959

Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya studi yang mengkaji implementasi pembelajaran seni rupa melalui kegiatan mewarnai untuk mengenalkan jenis warna pada siswa kelas rendah Sekolah Dasar, padahal pembelajaran seni rupa memiliki dampak signifikan terhadap pemahaman konsep warna dan pengembangan kreativitas siswa. Tujuan penelitian ini adalah menilik pelaksanaan implementasi pembelajaran seni rupa melalui kegiatan mewarnai yang difokuskan pada pengenalan warna primer, sekunder, dan tersier serta melihat hasil implementasi tersebut terhadap pemahaman dan kreativitas siswa kelas II SD IT Al-Islamiyah. Metode yang digunakan adalah kualitatif deskriptif, dengan subjek penelitian Wali Kelas II SD IT Al-Islamiyah yang dipilih melalui teknik purposive sampling. Data dikumpulkan melalui wawancara dan dokumentasi, serta dianalisis menggunakan model Miles and Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pembelajaran seni rupa melalui kegiatan mewarnai dapat membantu siswa memahami unsur rupa (warna) secara konkret serta memberikan ruang bagi siswa untuk mengekspresikan ide dan kreativitas melalui eksplorasi warna. Temuan ini sejalan dengan tujuan penelitian dan memperkuat teori perkembangan kognitif Piaget yang menyatakan bahwa anak usia Sekolah Dasar berada pada tahap operasional konkret. Simpulan utama penelitian ini adalah kegiatan mewarnai merupakan strategi pembelajaran yang efektif, menyenangkan, dan bermakna dalam mengenalkan jenis warna serta mengembangkan kreativitas siswa. Implikasi penelitian ini meliputi aspek teoretis berupa pengayaan kajian pembelajaran seni rupa pada jenjang Sekolah Dasar, serta aspek praktis berupa rekomendasi bagi guru untuk merancang untuk pembelajaran seni rupa yang kontekstual dan sesuai dengan karakteristik perkembangan siswa.
Global Lessons from a Local Reform: An Opinion on Teacher-Centric Implementation of National Curricula Sana, Mazhar Sa’adi H.; Salih, Katrina S.; Mastul , Al-Rashiff Hamjilani
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.002009

Abstract

In an era of global educational reform, the success of national curriculum overhauls hinges on frontline teacher perception and capacity. This opinion article examines the Philippine MATATAG Curriculum implementation through a qualitative case study of elementary teachers, framing it as a microcosm of universal challenges in educational change. Utilizing a descriptive-qualitative design with semi-structured interviews, the study explores teacher perceptions, identified challenges, and emergent opportunities. The conceptual framework centralizes teacher perception as the lens through which implementation dynamics, challenges, and opportunities are filtered and understood. Findings reveal a significant pedagogical shift towards learner-centeredness and foundational skills, warmly received yet hampered by systemic barriers including ambiguous objectives, insufficient resources, and inadequate training. However, teachers concurrently identify potent opportunities for creative pedagogy, localization, and workload efficiency. The discussion argues that curriculum reforms globally must pivot from a top-down policy dissemination model to a teacher-empowering, support-oriented ecosystem. Successful implementation is less about curricular content perfection and more about structured, respectful engagement with the professional wisdom and practical realities of teachers. This article concludes that investing in robust, continuous support systems and honoring teacher agency are non-negotiable prerequisites for translating ambitious curricular blueprints into enhanced learning competencies worldwide.
Critiquing Scientific Articles and Popular Articles from the Perspective of Educational Curriculum Management Nuphanudin; Maulidiyah, Hikmatul; ilmiah, Agniyatul; Najwa, Febriana Azzimatun
Buletin Edukasi Indonesia Vol. 5 No. 01 (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.001853

Abstract

The ability to critically analyze scientific and popular articles is an essential part of critical literacy that supports the quality of higher education. This study aims to examine how curriculum management accommodates the development of critical article analysis skills among students. A qualitative descriptive study with a case study approach was employed, involving curriculum document analysis, interviews with lecturers and students, and classroom observations. The results reveal that the development of critical skills is more focused on scientific articles, while popular articles receive less attention in the curriculum. These findings emphasize the need to integrate the critical analysis of both types of articles simultaneously within curriculum management to enhance students’ critical literacy. This study contributes a conceptual model for integrating text criticism into higher education curriculum design.

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