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Sinergi International Journal of Education
Published by YAYASAN SINERGI KAWULA MUDA
ISSN : -     EISSN : 29884926     DOI : 10.61194/education
Core Subject : Education,
Education
Sinergi International Journal of Education with ISSN Number 2988-4926 (Online) published by Yayasan Sinergi Kawula Muda, published original scholarly papers across the whole spectrum of educations. The journal attempts to assist in the understanding of the present and potential ability of education to aid in the recording and interpretation of international education practices.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2023): November 2023" : 5 Documents clear
Improving Reading Interest of Net Generation Cadets Through the Development of Innovative Library Facilities and Infrastructure Endrawati, Rizki Ocsera; Rumani, Daniel Dewantoro; Hariri, Ahmad; Prasojo, Genny Luhung; Wibowo, Untung Lestari Nur
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.86

Abstract

This study explores boosting the reading interest of net generation cadets through innovative library facility and infrastructure development. The independent variable is library facility and infrastructure development, while the dependent variable is next generation cadets' reading interest. Quantitative research employing the Likert scale gathered data from Indonesian Flight Academy cadets in Banyuwangi. Descriptive analysis reveals a positive impact of library facility and infrastructure development on cadets' reading interest, supported by high mean and median values. Inferential statistical analysis further confirms a significant relationship between these factors. These findings significantly contribute to understanding factors influencing net generation cadets' reading interest. Practical implications advocate increased investment in innovative library facility and infrastructure, including relevant book additions, technology for information access, and comfortable reading spaces. Identifying additional influencing factors and promoting literacy programs and reading habit development are recommended. In conclusion, innovative library facility and infrastructure development critically enhance net generation cadets' reading interest. Regular evaluation and updates of implemented facilities, programs, and policies are essential, requiring collaboration among educational institutions, libraries, government, and the community for optimal results in improving reading interest. in one or two sentences.
Bridging the Gap: A Systematic Review of Policy and Practice in Technology-Enhanced Learning in Secondary and Higher Education Malizal, Zelynda Zeinab; Rizqi, Putri Umrotur
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.570

Abstract

Integrating educational technology has transformed learning methodologies, enhancing student engagement and academic performance. This study investigates the role of digital literacy, interactive media, and problem-based learning in improving education. A systematic literature review was conducted using Google Scholar, Scopus, and Web of Science to analyze trends and challenges in technology-based education. The findings reveal that interactive learning environments significantly enhance critical thinking, student motivation, and content retention. However, systemic barriers such as unequal access to digital resources, inadequate teacher training, and policy limitations hinder effective implementation. Comparative analysis with international studies highlights the need for tailored approaches in different educational contexts. The discussion underscores the necessity for policy reforms, increased investment in digital infrastructure, and collaborative efforts between educators and technology providers. This study concludes that while educational technology offers immense potential, overcoming systemic challenges is crucial for maximizing its benefits. Future research should focus on the long-term effects of technology in education and its impact on student development across diverse learning environments.
Educational Equity in a Globalized Era: Comparative Insights from Southeast Asia and Other Developing Regions Widaningsih; Rahman, Najib Aulia
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.582

Abstract

Globalization continues to reshape education systems worldwide, compelling national governments to reassess and reform their educational policies. This study explores how globalization affects national education policy across social, economic, and governance dimensions. Using a systematic narrative review methodology, literature was collected from Scopus, PubMed, and Google Scholar using targeted keywords such as "globalization in education," "educational policy," and "academic mobility." Inclusion criteria focused on empirical and conceptual studies published between 2000 and 2024. The findings are organized around three primary social, economic, and policy-related factors. Social dynamics, including family structure and cultural values, significantly influence educational access and outcomes. Economic conditions such as household income and unemployment directly shape educational opportunities, while policy frameworks and international regulations determine how countries respond to global educational trends. The study highlights disparities between developed and developing countries in both policy implementation and outcomes. It also emphasizes the systemic barriers that hinder education reforms, including inadequate infrastructure, regulatory misalignments, and limited stakeholder participation. The discussion suggests that effective policy requires localization of global frameworks, inclusive governance, and investments in technology and equity. In conclusion, addressing these challenges demands coordinated action, context-aware policy adaptation, and further interdisciplinary research to enhance educational equity in a rapidly globalizing world.
Teacher Digital Literacy and Instructional Innovation in Southeast Asia: Comparative Insights from Global Educational Systems Mariana, Rina Rifqie; Nurjanah, Nunung
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.583

Abstract

This narrative review explores the critical role of teacher digital literacy in shaping effective pedagogy and student engagement within 21st-century education. The study aims to synthesize empirical findings and global perspectives on the development, challenges, and implications of digital competence among educators. Using a systematic literature analysis, sources were drawn from Scopus, Google Scholar, ERIC, and related databases, focusing on studies from 2019 to 2024. Keywords included teacher digital literacy, ICT in education, and technology integration. The review identifies significant associations between teachers’ digital skills and their ability to adopt innovative, student-centered teaching methods. It further highlights challenges such as infrastructural deficits, inconsistent training, and policy limitations, especially in socioeconomically disadvantaged and geographically remote settings. Comparative analysis reveals that nations with structured professional development and supportive policies show higher digital competence and better learning outcomes. Best practices include collaborative learning communities, curriculum integration frameworks like TPACK, and sustained investment in educational infrastructure. The review concludes that developing teacher digital literacy requires coordinated policy, targeted funding, and culturally responsive training. These efforts are essential to address persistent digital divides and build equitable, inclusive educational systems capable of adapting to future technological demands.
Optimizing Learning Through Artificial Intelligence: Evaluating the Impact of Adaptive Learning Technologies on Student Outcomes SH, Ummi Aminah; Supriyono, Nanda Meg Ryan Puspitasari
Sinergi International Journal of Education Vol. 1 No. 3 (2023): November 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i3.584

Abstract

The integration of Artificial Intelligence (AI) into adaptive learning environments presents a promising approach to transforming education by personalizing instruction and improving learner outcomes. This narrative review investigates how AI technologies have been applied in educational settings to support adaptive learning and examines the effectiveness, user readiness, technological infrastructure, and policy considerations surrounding implementation. A structured literature search was conducted using Scopus and Google Scholar, employing Boolean operators to identify recent peer-reviewed studies on AI, adaptive learning, and education. Selected articles were analyzed to extract themes related to pedagogical effectiveness, student engagement, real-time feedback mechanisms, and system-level enablers and constraints. The findings reveal that AI significantly enhances learning by enabling customized content delivery, real-time analytics, and automated instructional support. Evidence from multiple contexts confirms improvements in student achievement and engagement, while educators benefit from reduced administrative workload and more targeted interventions. However, systemic challenges remain, including digital infrastructure gaps, insufficient teacher training, data privacy concerns, and disparities in technology access, particularly in developing regions. This review underscores the need for comprehensive educational policies that promote equitable AI access, robust ethical frameworks, and sustained professional development. Future research should focus on measuring socio-emotional impacts and refining assessment models for AI-enhanced learning. Addressing these areas will be essential to fully realize the benefits of AI in creating inclusive and adaptive learning environments.

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