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PPSDP International Journal of Education
Published by Perkumpulan Program Studi Doktor Pendidikan
ISSN : 28303229     EISSN : 28295196     DOI : https://doi.org/10.59175/pijed
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The PPSDP International Journal of Education is published by Perkumpulan Program Studi Doktor Pendidikan with E-ISSN: 2829-5196 and P-ISSN: 2830-3229. This journal is an interdisciplinary publication of original research and writing on education that publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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Global Research Trends in Technology-Enhanced Learning (2020–2024): A Bibliometric Mapping Analysis Nurfadilah, Nurfadilah; Nurlina, Nurlina; Bancong, Hatono
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.714

Abstract

This study analyzes global research trends on Technology-Enhanced Learning (TEL) from 2020 to 2024 using a bibliometric mapping approach. Data were extracted from the Scopus database with the query TITLE-ABS-KEY (“technology-education” AND “learning”), yielding 747 valid documents consisting of journal articles, conference papers, and book chapters. The analysis employed Microsoft Excel, VOSviewer, and Biblioshiny to examine publication performance, collaboration networks, and thematic evolution. Results indicate a steady growth of research output, reflecting an increasing global commitment to educational transformation driven by digital innovation and artificial intelligence. The United States, China, and India emerged as the most productive countries, while leading sources such as Computers & Education and Educational Technology Research and Development dominated the publication landscape. Keyword co-occurrence mapping revealed seven thematic clusters, with e-learning, artificial intelligence, digital pedagogy, and STEM education as the most prominent themes. The findings highlight a paradigm shift from emergency remote learning during the pandemic to a sustainable integration of technology into pedagogical design. This study provides a foundational map for researchers and policymakers to navigate the evolving intellectual structure of TEL and highlights underexplored areas such as ethical AI implementation in Global South contexts and the limited empirical evidence on teacher readiness for advanced learning analytics.
Bridging Culture and Cognition: Deep Learning Strategies in Local-Wisdom-Based IPAS Classrooms Hasan, Hasan; H, Nursalam; Syamsuddin, Agustan
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.736

Abstract

Global educational reforms increasingly emphasize critical thinking, yet Indonesian elementary schools continue to face challenges in realizing this shift within the Merdeka Curriculum. A key gap persists between curriculum expectations and classroom practice, especially in integrating local wisdom with deep learning approaches. This descriptive qualitative study involved 41 teachers and 77 students through interviews, focus group discussions, observations, and document analysis, framed by the FRISCO reasoning model. The findings show that teachers understand core deep learning principles linking, reflection, and evidence-based reasoning but their implementation is constrained by limited time, uneven technological access, and varying student readiness. Integrating local wisdom through environmental practices, folklore, and cultural traditions significantly increased student engagement and improved critical thinking (N-gain = 0.47), although technology remained underutilized for inquiry-based tasks. These results underscore the need for continuous professional development and the design of culturally grounded learning resources that synergize local content, the FRISCO framework, and technology to achieve curriculum goals. The novelty of this study lies in its holistic integration of cultural knowledge, deep learning pedagogy, and a structured reasoning framework within the Merdeka Curriculum context. Its contribution provides empirical evidence and a conceptual model for developing context-responsive IPAS learning designs that connect technology, culture, and higher-order thinking.
The Evolving Landscape of Collaborative Writing in Literacy Education: A Systematic Bibliometric Review (2016-2025) Syakur, Abdan; Sulfasyah, Sulfasyah; Bahri, Aliem
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.772

Abstract

This study aims to explore the global landscape of research on Collaborative Writing in Literacy Education through a systematic bibliometric analysis. Using 364 Scopus-indexed publications from 2016 to 2025, the study maps trends in publication growth, influential authors, productive countries, and thematic evolution. Data were collected through a TITLE-ABS-KEY search with the keywords “collaborative writing” and “literacy” and analyzed using Microsoft Excel, VOSviewer, and Biblioshiny. The results indicate a steady increase in scholarly output, with the United States, United Kingdom, and Canada as dominant contributors, and emerging research from China, Indonesia, and Australia. The most active authors, including Ann Hill Duin and Isabel Pedersen, advanced studies on digital and academic literacy integration. Thematic mapping identified digital literacy, academic writing, and teacher education as core areas, while AI-assisted writing and critical literacy represent emerging trends. The study’s novelty lies in providing a comprehensive bibliometric synthesis that integrates thematic, co-authorship, and keyword analyses to reveal intellectual linkages and future directions. Practically, it guides educators and policymakers in adopting collaborative and technology-enhanced pedagogies that foster critical, digital, and reflective literacy. This study contributes to a deeper understanding of how collaboration transforms literacy learning in a digitally connected world.
Design-Based Learning in Undergraduate Engineering Education: A Systematic Conceptual Review of Implementation, Impact, and Challenges Fang, Chen; Dantes, Gede Rasben; Dantes, Kadek Rihendra; Wahyuni, Dessy Seri
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.774

Abstract

This conceptual review synthesises and critically analyses recent literature on Design-Based Learning (DBL) in undergraduate engineering education. It examines how DBL is defined, how it is implemented and assessed, what strengths and recurring challenges are reported, and what these imply for teaching, programmes, and future research. A document-based search in Scopus, Web of Science, and Google Scholar identified English, peer-reviewed studies published between 2018 and 2024; a small number of earlier design-oriented works were retained to anchor key concepts. The review shows that DBL is characterised by iteration on an authentic design brief, structured reflection, and collaboration, and that when these elements and their assessment are explicit, DBL supports student engagement, problem solving, and the early formation of engineering identity. It also notes implementation problems across settings, especially heavy assessment load, limited opportunity for multiple iterations within fixed timetables, and team tasks that reproduce participation hierarchies. By isolating DBL’s pedagogical identity from related approaches such as PBL and CBL, the review offers a balanced account and proposes an E–I–P–R alignment and a research agenda for longitudinal, multi-site, moderator-sensitive studies.
A Grounded Theory Analysis of Blended Learning as a Dual Stimulus for Critical Thinking and Self-Regulated Learning Rima, Rosmania; Juniardi, Yudi; Syafrizal, Syafrizal
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.659

Abstract

This qualitative case study explores the intricate relationship between self-regulated learning (SRL) and critical thinking in a blended learning environment. Using a case study approach, the research aims to develop a substantive theory that explains the pedagogical mechanisms underlying the effectiveness of this modality. Data was collected from 34 participants through a 55-item SRL questionnaire, student interviews, and document analysis of critical thinking test results based on Ennis’s indicators. The study followed the core procedures of grounded theory, including open, axial, and selective coding. The findings led to the development of the Integrated Critical Stimulation conjecture, which posits that blended learning is a uniquely synergistic approach that effectively fosters critical thinking. This synergy is a “dual stimulus,” where the face-to-face component provides crucial scaffolding and real-time feedback, and the online component offers a space for autonomous practice and deep reflection. The study’s most significant finding is that this synergy is particularly effective for students with moderate SRL abilities, who benefit from the balanced support and autonomy the blended model provides. The conjecture suggests that a deliberate and strategic integration of modalities, tailored to student characteristics, is key to developing critical thinking skills.
The Interplay of Pedagogical Competence, Digital Literacy, and Learning Facilities in Enhancing Learning Quality: A Correlational Study in Indonesian High Schools Satiri, Satiri; Hanafi, M. Syadeli; Muhyidin, Asep
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.667

Abstract

Learning quality is crucial for improving the overall quality of education in Indonesia. This study aims to to analyze the relationship between pedagogical competence, digital literacy, and the utilization of learning facilities and learning quality in public senior high schools (SMA Negeri) in Serang Regency, Banten. A quantitative research approach was employed using Spearman correlation analysis on data collected from 294 respondents through random sampling across various public senior high schools in Serang Regency. Data were gathered through questionnaires, then analyzed using statistical methods (SPSS), data presentation, and conclusion drawing. The findings indicate that pedagogical competence, teachers’ digital literacy, and the utilization of learning facilities contribute to improving learning quality. The relationship between Teachers’ teacher competences (X1) and Learning Quality (Y) is 0.552. Teachers’ Digital Literacy (X2) has a correlation value of 0.527, and Utilization of Learning Facilities (X3) has a correlation value of 0.460. The multiple correlation value (Rₛ) is 0.652, with a coefficient of determination (Rₛ²) of 0.425. The calculated F-value (Fcalculate) of 71.64 is greater than the F-table value (Ftable) of 2.63 at a significance level of 0.05. The implications of this research highlight that the success of enhancing learning quality in public senior high schools in Serang Regency depends not only on curriculum policy but also on teachers’ commitment to improving their teaching quality through enhanced competence, digital literacy skills, and consistent use of learning facilities. The novelty in this research is relevance to 21st century challenges, Focused on Indonesian public high schools, emphasis on teachers’ digital literacy, measurement of learning facility utilization, and non-parametric approach with Large-Scale Likert Data. The contribution of this research is learning quality as a synergy of pedagogy, literacy, and facility use, expands quantitative non-parametric educational research, practical: supports teacher training in digital-based teaching, guides local governments to enhance learning through digital literacy and school facility optimization.
Reconstructing Islamic Education in the Modern Era: A Systematic Literature Review on Philosophical Foundations and Curriculum Challenges Lelaini, Lelaini; Arisma, Sulastri; Atnelie, Mike; Muyanti, Tri; Anggraini, Gusti
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.713

Abstract

This study aims to examine the philosophical foundations of Islamic education and their role in shaping individuals who are intellectually competent, morally upright, and socially as well as spiritually responsible. Using a Systematic Literature Review (SLR) approach, this research systematically identifies and analyzes academic literature related to the fundamental concepts, scope, and influence of Islamic education philosophy on curriculum development and the Islamic education system. The results show that Islamic education philosophy emphasizes the balance between intellectual, spiritual, and moral aspects as a unified framework in the educational process. The study also identifies major challenges in applying Islamic educational philosophical principles in the modern era, including educational dualism, the impact of globalization, and the insufficient integration of Islamic values within existing curricula. These findings imply the urgent need for reconstructing the Islamic education system to ensure its relevance to contemporary developments while maintaining its essential values. The novelty of this study lies in its updated synthesis of recent literature, which provides a comprehensive mapping of current philosophical discourse in Islamic education. Meanwhile, its contribution is reflected in offering a structured analytical foundation that educators, policymakers, and curriculum developers can use to design integrative and adaptive Islamic education curricula.
Emerging Research Trends in Experiential Learning in Higher Education: A Scopus Database Bibliometric Analysis Mertayasa, I Komang; Pandang, Abdullah; Arismunandar, Arismunandar; Ansar, Ansar
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.716

Abstract

This study aims to map global research developments on experiential learning (EL) in higher education by employing a bibliometric approach. Experiential learning has gained increasing attention as a transformative pedagogy that connects theoretical understanding with real-world application. Research data were collected from the Scopus database for the years 2023–2025 and analyzed using VOSviewer and Biblioshiny to examine publication trends, citation patterns, author productivity, and thematic clusters. The findings reveal a sharp and consistent increase in EL-related publications worldwide, with the United States, Canada, and the United Kingdom emerging as the most productive countries, while Southeast Asia—particularly Indonesia—shows relatively limited contributions. The analysis also identifies several emerging thematic clusters, including the integration of EL with immersive technologies such as artificial intelligence, virtual reality, and the metaverse, as well as applications in service learning, entrepreneurship education, and authentic assessment. The novelty of this study lies in its focused examination of the 2023–2025 publication period, capturing the latest global trends shaped by digital transformation and sustainability agendas. Practically, the results highlight the need for stronger institutional and policy support to systematically embed EL within higher education curricula. Overall, this study contributes to strengthening evidence-based, student-centered learning and informs future research opportunities in experiential education.
The Role of School Principals’ Managerial Competence in Improving Educational Performance: A Systematic Literature Review and Implications for Disadvantaged Regions Halima, Halima; Ampa, Andi Tenri; Azis, Fatimah
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.790

Abstract

This systematic literature review synthesizes empirical findings published between 2018 and 2025 on the influence of school principals’ managerial competencies planning, organizing, directing, and controlling on educational performance in Indonesia. Using qualitative content analysis, evidence was gathered from Scopus-indexed journals, Sinta-accredited national journals, and reputable conference proceedings. The review consistently indicates that managerial competence significantly enhances teacher performance, learning quality, and student achievement, with studies reporting improvements of 25–40% through effective academic supervision, strategic planning, and resource management. Key mechanisms identified in the literature include structured instructional supervision, collaborative human-resource development, and data-driven decision-making processes that strengthen school climate and organizational efficiency. Although the review does not draw on primary data from any specific region, the synthesized evidence offers conceptual insights for disadvantaged or remote areas such as Mamuju Regency, where infrastructural limitations, resource constraints, and post-disaster vulnerabilities have been widely documented in national reports. The literature suggests that adaptive managerial strategies emphasizing supervision, planning, and climate-building may help address such contextual challenges. The review concludes that strengthening principal preparation, certification, and ongoing managerial training is essential for improving educational outcomes and reducing regional disparities. Future empirical research is recommended to examine how these competencies operate within the unique contextual realities of regions like Mamuju, thereby validating and refining the implications derived from this synthesis.
Scrolling Into Stagnation: A Qualitative Study on the Perceived Effects of ‘Brain Rot’ Among Students’ Communication Skills Donaldo, Karen
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.823

Abstract

This qualitative study investigates the perceived effects of the phenomenon colloquially known as “brain rot” on students’ communication skills. The term refers to the decline in cognitive and expressive functions resulting from prolonged exposure to passive digital content, particularly on social media platforms. Using semi-structured interviews with purposively selected students, this study sought to understand how excessive screen time influences verbal expression, social interaction, vocabulary development, and overall communication behaviour. Findings revealed recurring themes including reduced attention span, increased reliance on meme-based or short-form expressions, diminished face-to-face interaction confidence, and a perceived deterioration in critical thinking and vocabulary richness. While students acknowledged the benefits of digital connectivity, many reported feelings mentally fatigued and less articulate during offline conversations. These insights suggest that the overconsumption of fast-paced, visually stimulating content may gradually undermine fundamental communication abilities. The study concludes that “brain rot” is not merely a humorous online term but a reflection of a growing concern over digital media’s influence on essential life skills. It recommends the implementation of media literacy education, balance in screen time, and the reinforcement of traditional communication practices in educational settings.

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