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INDONESIA
Indonesian Journal of Education (INJOE)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 2810059X     DOI : -
Core Subject : Education,
Education
Indonesian Journal of Education (INJOE) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Indonesian Journal of Education (INJOE): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
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Search results for , issue "Vol. 5 No. 3 (2025)" : 36 Documents clear
STRENGTHENING TEACHER COMPETENCE THROUGH CONTINUOUS TRAINING IN THE ERA OF EDUCATIONAL TRANSFORMATION (LITERATURE REVIEW) Adi Mursalin; Imelda, Imelda; Aisyah, Aisyah
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study examines the role of continuous professional development (CPD) in strengthening teacher competencies in the era of educational transformation. Using a literature review approach, this study synthesises findings from recent studies, policies, and best practices to identify strategies, challenges, and opportunities in the implementation of continuous training programmes for teachers. The findings reveal that teacher competency improvement is influenced by the integration of pedagogical, professional, social, and personal skills, all of which require continuous updating in line with curriculum reforms, technology integration, and changing student needs. This study reveals the dual nature of the era of educational transformation: on the one hand, it presents challenges in the form of unequal access to training, high teacher workload, and resistance to change; on the other hand, it opens up opportunities through digital learning platforms, cross-institutional collaboration, and personalised training assisted by artificial intelligence. These findings underscore the importance of strong policy support, relevant training materials, and collaboration among stakeholders to build an inclusive, adaptive, and sustainable CPD ecosystem that can improve the overall quality of teaching and educational outcomes.
GOVERNMENT EFFORTS TO REALISE EDUCATIONAL EQUITY THROUGH TEACHER REDISTRIBUTION AND DIGITAL INFRASTRUCTURE IMPROVEMENT: A LITERATURE REVIEW ON STRATEGIES AND CHALLENGES IN REDUCING URBAN AND RURAL EDUCATIONAL DISPARITIES IN INDONESIA Novalia Rachmah; Indra Cahaya Tresna; Tommi, Tommi
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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Educational equity in Indonesia still faces significant challenges, particularly regarding quality and access disparities between urban and rural areas. This study employs a literature review method to analyse the government's strategies in reducing these disparities through two main approaches: teacher redistribution and digital infrastructure improvement. The findings indicate that teacher redistribution programmes, such as the Frontline Teachers programme and the placement of civil servant teachers (PNS/PPPK), have improved the teacher-student ratio and brought qualified educators to remote areas. Meanwhile, strengthening digital infrastructure through the Palapa Ring project, school digitisation, and the provision of technological devices have opened up more equitable access to online learning. However, the implementation of these two efforts still faces challenges such as teacher resistance to placement in remote areas, limited supporting facilities, low digital literacy, and limitations in basic infrastructure such as electricity and internet connectivity. This study concludes that the success of educational equity requires integrated policy synergy, local government involvement, and support from various stakeholders to ensure the sustainability of the programme.
EDUCATIONAL TRANSFORMATION IN INDONESIA: REVIEWING THE POLICY LANDSCAPE AND LEARNING OUTCOMES Aslan, Aslan; Moch Isra Hajiri
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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Educational transformation in Indonesia is a response to global dynamics, technological developments, and the demands of 21st-century competencies. This study aims to comprehensively review the national education policy landscape and analyse learning outcomes as the impact of policy implementation, using a literature review method. Data sources include academic literature, official government reports, previous research findings, and national and international education statistics. The findings indicate that policies such as the Merdeka Curriculum, education digitalisation programmes, strengthening vocational education, and improving teacher capacity have contributed positively to improving literacy, numeracy, critical thinking skills, and digital competencies among students. However, challenges such as infrastructure gaps, regional disparities in quality, and uneven teacher quality still limit the optimisation of learning outcomes. These findings underscore the need for policy continuity and consistency, strengthening access equity, aligning the curriculum with the job market, and integrating character education to ensure that educational transformation produces globally competitive generations while contributing to sustainable national development.
PREPARING STUDENTS AS AGENTS OF SOCIAL CHANGE: ANTI-RACISM AND ANTI-ETHNOCENTRISM EDUCATION THROUGH A SOCIAL JUSTICE-BASED CURRICULUM Sunnah, Sunnah; Gunawan Widjaja
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to analyse the role of anti-racism and anti-ethnocentrism education within a social justice-based curriculum framework as an effort to prepare students to become agents of social change. The background of this study is based on the urgency of building critical awareness and inclusive attitudes amid increasing social challenges resulting from racial and ethnic discrimination. The method used is library research through a systematic review of academic literature, previous studies, educational policy documents, and examples of curriculum implementation in various contexts. The results of the study indicate that integrating anti-racism and anti-ethnocentrism values into the curriculum can strengthen students' social awareness, empathy, and critical thinking skills regarding issues of injustice. The success of implementation requires participatory learning strategies, support from competent teachers, and an inclusive school environment. This study recommends strengthening teacher training, selecting multicultural teaching materials, and formulating education policies that prioritise social justice to ensure the sustainability of positive impacts on society at large.
THE ROLE OF SYSTEMATIC CONTROL AND EVALUATION SYSTEMS IN IMPROVING THE EFFECTIVENESS OF PUBLIC POLICY: A LITERATURE REVIEW Sunnah, Sunnah; Gunawan Widjaja
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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This study aims to analyse the role of systematic control and evaluation systems in improving the effectiveness of public policy through a literature review method. Control systems are seen as mechanisms that ensure policy implementation is in line with plans, prevent deviations, and maintain accountability. Meanwhile, systematic evaluation plays a role in providing data-based assessments of the relevance, effectiveness, efficiency, and impact of policies, while also providing constructive feedback for future policy improvements. The study findings indicate that the integration of these two mechanisms creates a continuous learning cycle that strengthens the policy formulation and implementation processes. Thus, the consistent, adaptive, and evidence-based application of control and evaluation systems is key to achieving effective, transparent, and accountable public policy governance.
FLIPPED CLASSROOM: EFL STUDENTS' PERCEPTIONS OF USING INSTAGRAM REELS TO BOOST SELF-CONFIDENCE IN SPEAKING SKILLS Muhalida Zia Ibhar; Ari Supriadi; Sofia Bella; Meisya Herdi Putri
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2025)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

The integration of mobile-assisted language learning (MALL) with flipped classroom strategies offers opportunities to strengthen English as a Foreign Language (EFL) learners’ speaking confidence. This study examines the use of Instagram Reels as an additional medium to support speaking practice among first-semester Public Administration students at STIA Lancang Kuning, Indonesia. Thirty students were selected purposively to participate in this qualitative descriptive study. Data were gathered through semi-structured interviews, classroom observations, and analysis of student-produced Reels. The learning process followed three stages: pre-class learning through YouTube videos, in-class discussions and activities, and post-class speaking tasks on Instagram Reels. Findings show that 80% of students experienced greater confidence in speaking English through repeated recording and reflection. About 75% reported higher engagement due to the creative nature of the activity, and 70% believed Reels helped them understand the material in a more engaging and relevant way. Technical challenges, such as application errors or device limitations, were reported by 60% of students but were generally manageable. Students emphasized that the combination of pre-class preparation and the informal atmosphere of social media reduced their anxiety and encouraged them to speak more frequently. This study indicates that Instagram Reels can serve as an effective platform for contextual speaking practice when integrated into a flipped classroom. Teachers are encouraged to explore similar approaches, while further research may investigate its long-term influence on oral proficiency and strategies to address technical issues.

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