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International Education Trend Issues
Published by PT. BATARI EDU CALYA
ISSN : -     EISSN : 29630878     DOI : https://doi.org/10.56442/ieti
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
International education is facing various challenges and trends that are affecting the way students receive their education and the way institutions provide it. These include globalization and mobility, technology and online learning, cost and accessibility, student safety and security, diversity and inclusion, and cultural, linguistic, and other differences in curricula and support services. These issues and trends continue to evolve as the field develops and changes
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 100 Documents
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Education at the Cultural Crossroads: Navigating Identity and Globalization in Southeast Asia Fahruddiana, Yosphia
International Education Trend Issues Vol. 3 No. 1 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i1.1055

Abstract

This study explores the role and challenges of education in navigating the cultural dynamics of identity in Southeast Asia amid the forces of globalization. Using a literature review approach, the article analyzes how educational systems in the region respond to rich cultural diversity, address the pressures of global homogenization, and facilitate the emergence of cultural hybridity in learning contexts. The main findings indicate that educational institutions in Southeast Asia serve as key arenas where negotiations between preserving local cultural heritage and adapting to global influences take place. Globalization poses significant challenges to curricula and pedagogy, particularly concerning the dominance of global languages and foreign cultural content, which may erode local uniqueness. However, adaptive efforts also exist, such as educational approaches that integrate traditional and global elements (hybridity), as well as the use of technology to promote local culture. This article emphasizes the urgency of educational policies that support cultural preservation through relevant curricula, teacher capacity building, and character education grounded in local values, while equipping students with global competencies. These insights are crucial for understanding how education can contribute to shaping the cultural identity of Southeast Asia's younger generation in an ever-evolving global landscape
Collaboration Management in the Center of Excellence Program at State Vocational High School 56 Jakarta Valentine, Stephany; Listyasari, Winda Dewi; Susanto, Teguh Trianung Djoko
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i1.1201

Abstract

This study examines collaborative management in implementing the Center of Excellence Vocational High School (SMK PK) Program in the Mechatronics Engineering Expertise Program at SMKN 56 Jakarta. Using a qualitative approach, data were collected through observations, documentation, and in-depth interviews from 2023 to 2024. The findings were analyzed using the P.O.A.C. (Planning, Organizing, Actuating, Controlling) managerial framework. The planning stage reflected systematic, needs-based efforts involving all school stakeholders. Organizing involved internal and external collaboration with partners such as PT. Unggul Semesta and PT. Panca Anugerah Sakti in budgeting and curriculum development. In 2023, all main activities were implemented, while in 2024, progress continued despite one pending activity. The controlling stage emphasized transparency, accountability, and sustainability through industry-based teacher certification. The results indicate that the collaborative management model at SMKN 56 Jakarta has been implemented effectively and offers potential for long-term sustainability.
Preparing for the IBDP: A Qualitative Evaluation of the Cambridge IGCSE Experience in ACS Jakarta Sugiarto, Lily Yuliani; Sugiarto, Sugiarto; Santosa, Heru
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i1.1202

Abstract

This study examines the implementation of the Cambridge International General Certificate of Secondary Education (IGCSE) curriculum at ACS Jakarta and its effectiveness in preparing students for the International Baccalaureate Diploma Programme (IBDP). With growing demand for international curricula in Indonesia’s Satuan Pendidikan Kerja Sama (SPK) schools, the study evaluates how IGCSE supports academic transition to IBDP. Using the CIPP (Context, Input, Process, Product) evaluation model, qualitative data were collected through interviews with school leaders, teachers, students, alumni, and parents. Findings show that while IGCSE provides strong academic grounding and subject continuity, it does not fully equip students with the research, writing, and independent learning skills required in IBDP. Stakeholders identified the need for better instructional alignment, skill-based scaffolding, and student-centered academic guidance. The study contributes to understanding international curriculum pathways in SPK schools and offers recommendations to strengthen the IGCSE-to-IBDP transition.
Development of Quran and Hadith-Based Interactive Learning Media Heriyanto, Imron; Rubai, Dede; Mukhlisin, Mukhlisin; Heryana, Rohman; Bustom, Ali Al; Nazriyah, Nazriyah
International Education Trend Issues Vol. 2 No. 2 (2024): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v2i2.884

Abstract

This paper aims to develop interactive learning media based on Quran and Hadith that can be used in learning in Islamic schools. This media is designed to increase students' understanding of religious values through a more engaging and interactive approach. The research method used is the qualitative descriptive method. The results of the study show that the learning media developed is effective in increasing students' understanding of Quran and Hadith material. In addition, students also show improvement in understanding and application of the values taught in the Quran and Hadith. The development of interactive learning media based on Quran and Hadith is an effective solution to improve the quality of religious learning in Islamic schools. This media not only helps students understand religious concepts, but also supports the application of these values in daily life.  
Teacher Readiness in the Face of the Fifth Industrial Revolution: A Human-Centred Technological Paradigm in Education Azim, Rabbimova
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i2.1262

Abstract

The advent of the Fifth Industrial Revolution (5IR) has ushered in a paradigm shift in education, emphasising the synergy between human intelligence and technological innovation. This study aims to analyze teacher readiness in adapting to the transformative demands of 5IR by employing a systematic literature review (SLR) method with a qualitative descriptive approach. The review synthesises findings from scholarly publications between 2019 and 2024, encompassing aspects such as digital literacy, pedagogical innovation, ethical awareness, and adaptive competence. Results reveal that teacher readiness in the 5IR era comprises four core dimensions: technological proficiency, pedagogical adaptability, psychological resilience, and ethical responsibility. Despite remarkable progress in digital pedagogy, substantial challenges persist, including disparities in digital literacy, inadequate infrastructure, and limited professional development opportunities. The findings also highlight that continuous professional training, collaboration among educators, and strategic partnerships between schools and the technology industry significantly enhance teacher preparedness. Teachers are urged to transform into “edupreneurs,” combining innovation, empathy, and ethical awareness to design inclusive and human-centered learning environments. Ultimately, teacher readiness for 5IR requires not only the mastery of digital tools but also the cultivation of humanistic and reflective pedagogical practices that sustain meaningful learning in a rapidly evolving world. This study contributes to the growing discourse on education transformation by offering a conceptual framework to guide teacher development programs in fostering resilient, innovative, and ethically grounded educators who can thrive in the technological and humanitarian dimensions of 5IR education.
Developing a Collaborative Inclusive Education Model for Children with Special Needs in Primary Schools: A Comparative Review of Practices in Southeast Asia Mariyam, Siti
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i2.1263

Abstract

Inclusive education has emerged as a central principle in ensuring equitable access to quality education for all children, including those with special needs (CWSN). This study employs a descriptive qualitative design based on a comparative literature review of inclusive education practices in Indonesia, Malaysia, and Thailand. Data were drawn from scholarly publications and policy documents between 2015 and 2024 retrieved from Google Scholar, ERIC, and Scopus databases. The findings reveal that inclusive education in primary schools has generally advanced through the admission of CWSN into regular classes but continues to be hindered by limited teacher competence and resource constraints. In response, this research proposes the Collaborative Inclusive Education Model (CIEM), emphasizing multi-stakeholder collaboration, differentiated instruction, and the cultivation of an inclusive school culture. The model promotes shared responsibility among teachers, special educators, parents, and the community in developing individualized learning plans that address diverse learner needs. Theoretically, CIEM reinforces humanistic education principles, while practically, it provides a framework for adaptive, participatory learning environments. The study concludes that collaborative and context-sensitive strategies are essential to advancing inclusive education reform in Southeast Asia.
Technology-Based Teacher Training and Enhancement of 21st-Century Competencies: A Systematic Review Manuel, Joshep E
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i2.1264

Abstract

The technological advancements of the 21st century have transformed educational paradigms, requiring teachers to shift from mere transmitters of knowledge to facilitators of dynamic, collaborative, and technology-driven learning environments. This article examines the role of technology-based teacher training in fostering the development of 21st-century competencies, including critical thinking, creativity, communication, collaboration (4Cs), and digital literacy. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, the study reviewed 27 empirical articles published between 2019 and 2025, sourced from Scopus, Google Scholar, ERIC, and DOAJ. The findings reveal that technology-based training enhances teachers’ digital literacy through the Technological Pedagogical Content Knowledge (TPACK) framework, promotes innovative pedagogical transformations such as flipped classrooms and project-based learning, and strengthens professional collaboration through Professional Learning Networks (PLNs). These outcomes underscore that practical training must go beyond technical proficiency to include pedagogical transformation and the cultivation of an innovative mindset. The article concludes that technology-based teacher training significantly enhances teachers’ capacity for 21st-century education and recommends contextually designed, sustainable training that is supported by educational policies and adequate digital infrastructure.
Digital Storytelling in Moral and Akhlaq Education: A Systematic Review of Strategies and Effectiveness Kusnindar, Dida Fatra; Prayitno, Teguh; Suprihat, Ade; Qomarudin, Qomarudin; Fatihah, Nur Trisna
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i2.1330

Abstract

This article aims to explore the strategies and effectiveness of digital storytelling (DST) in the context of moral and akhlak education. As the world becomes increasingly digital, educators are integrating technological tools to foster moral development in students. DST is one such tool that holds promise in enhancing the learning of moral values and ethics (akhlak). A systematic review was conducted using library research to analyze the existing literature on the application of DST in moral and akhlaq education. Relevant academic papers, books, and other scholarly articles published between 2015 and 2024 were reviewed. The research focused on examining different strategies for implementing DST and evaluating its effectiveness in promoting moral and ethical education. The review revealed that DST enhances student engagement, critical thinking, empathy, and ethical decision-making. Various strategies, including narrative-based learning, multimedia integration, and interactive storytelling, have proven effective in moral and akhlaq education. Additionally, DST fosters active participation, making learning more engaging and relevant to modern learners. The findings suggest that integrating DST into moral and akhlaq education can significantly improve the teaching and learning of ethical values. Educational institutions should consider adopting DST in their curricula to address the challenges of imparting moral education effectively in the digital age. Further studies are recommended to explore long-term effects and pedagogical frameworks for DST in this domain.
A Systematic Literature Review on the Integration of Digital Technology in Islamic Religious Education at Secondary Schools Amrulloh, Muhamad; Rajaminsah, Rajaminsah; Yudiyanto, Mohamad; Riyanti, Riyanti; Firdausi, Melisa Indah
International Education Trend Issues Vol. 3 No. 2 (2025): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v3i2.1331

Abstract

This article offers an in-depth review of how digital technology is being incorporated into Islamic Religious Education (IRE) at secondary schools. The primary goal of the study is to evaluate the latest trends, challenges, and impacts of using digital tools in teaching IRE. By analyzing research from 2015 to 2024, the review aims to provide a comprehensive understanding of how digital technologies can enhance IRE and identify key factors for successful integration. The research was conducted using a library-based approach, examining relevant academic publications. The findings show that although digital technology holds the potential to improve the quality of IRE, various challenges need to be overcome. These challenges include limited access to digital resources, insufficient teacher training, and varying levels of digital literacy among both educators and students. Despite these hurdles, the results suggest that digital tools can significantly increase student engagement, create more interactive learning experiences, and allow for personalized learning. The study’s implications stress the need for specialized professional development programs for teachers, better access to digital resources, and the integration of digital literacy into the curriculum. To fully realize the potential benefits of digital technology in IRE, it is crucial for schools and policymakers to focus on these areas.
The Role of Visual and Interactive Media in Teaching English to Elementary School Students: A Literature Review Siregar, Tiarnita Maria Sarjani Br.; Fadillah, Shyaillah; Azzahrawani, Fatharisa
International Education Trend Issues Vol. 4 No. 1 (2026): International Education Trend Issue
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v4i1.1386

Abstract

This study aims to examine the role of visual and interactive media in teaching English to elementary school students through a systematic literature review. Employing a qualitative approach, the study analyzes relevant scholarly publications from the past ten years. The findings reveal that visual and interactive media significantly contribute to enhancing students’ learning motivation, vocabulary acquisition, active participation, communication skills, and the development of meaningful learning environments. Visual media—such as images, flashcards, and videos—facilitate students’ comprehension of language concepts by presenting them in concrete and contextualized forms. Meanwhile, interactive media—including digital games and multimedia applications—encourage active engagement and collaborative learning experiences. Furthermore, the integration of these media reduces language anxiety and fosters an enjoyable classroom atmosphere. As a result, students demonstrate greater confidence in using English and increased involvement in learning activities. Therefore, the incorporation of visual and interactive media is essential for promoting effective, engaging, and meaningful English language instruction at the elementary school level.

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