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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. 2 No. 3 (2024): August 2024" : 5 Documents clear
The Effectiveness of Using the Google Form Application on Completing Student Assignments with Project-Based Learning A. Nongko, Pahenra; La Ndibo, Yaman; Said, Hasmira; Rohmiati, Rohmiati; Saranani, Muhammad Saifuddin
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.266

Abstract

This study focuses on the needs of holistic and integrated 21st century learning to develop thinking skills in stages. The low achievement of Indonesian education, as shown by the results of the Program for International Student Assessment (PISA), confirms that only a few students have high-level thinking skills. This study aims to describe the effectiveness of using Google Forms based on Project-Based Learning (PjBL) in increasing student activity in making course assignments. The method used is a quasi-experimental design with a single group pre-test and post-test design. The results of the study indicate that the use of Google Forms based on PjBL is effective in increasing student activity and creativity in completing assignments. The implication of this study is that the use of digital media such as Google Forms can be a useful tool in supporting the learning process, especially in increasing activity and creativity in various courses.
Strengthening Professional Learning Communities Through Policy and Institutional Support in Diverse Educational Contexts Rizqi, Putri Umrotur; Syafika, Wanda
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.587

Abstract

This narrative review explores the role of Professional Learning Communities (PLCs) in enhancing teacher competencies across various educational settings. The study aims to synthesize empirical evidence on the effectiveness of PLCs in promoting professional development and improving instructional practices. Literature was collected from databases such as Scopus, ERIC, and Google Scholar using keywords including "Professional Learning Community," "teacher competency development," and "collaborative learning." Articles published within the last ten years were reviewed, with inclusion criteria focused on peer-reviewed studies addressing teacher development in PLC contexts. Findings indicate that PLCs significantly improve reflective teaching, collaborative lesson planning, and formative assessment practices. Teachers engaged in PLCs report higher confidence and demonstrate more adaptive and student-centered pedagogies. Institutional support, leadership, and policy alignment emerge as critical enablers of PLC success. However, systemic challenges—including funding constraints, inconsistent policies, and insufficient training—limit their effectiveness, especially in low-resource contexts. The discussion highlights evidence-based strategies such as integrating PLCs into national education frameworks, investing in continuous training, and leveraging technology for virtual collaboration. The review concludes by emphasizing the need for context-sensitive implementation and further research on teacher experiences within PLCs. These insights can inform policy and practice aimed at fostering inclusive and sustainable professional learning cultures in education.
Breaking Boundaries in Inclusive Education: A Narrative Review of Pedagogical, Technological, and Policy Practices and Challenges in Regular Schools Malizal, Zelynda Zeinab; Rahman, Najib Aulia
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.588

Abstract

Inclusive education for children with special needs is a central principle in global education reform, aiming to ensure equitable access and participation in mainstream schooling. This narrative review explores current practices, challenges, and innovations in inclusive education, synthesizing insights from international literature. Using a structured search across databases such as Scopus, PubMed, Google Scholar, ERIC, and JSTOR, the review identifies key factors influencing inclusive learning: teacher training, educational technology, family engagement, curriculum flexibility, policy frameworks, and funding. Findings indicate that personalized learning technologies, when supported by trained educators, enhance student engagement and academic performance. Teachers who undergo inclusive pedagogical training demonstrate higher confidence and competence in addressing diverse learner needs. Family involvement and community support emerge as critical enablers of social and emotional development in inclusive settings. Moreover, flexible curricula and supportive policies correlate with improved student outcomes. However, persistent barriers remain, including lack of funding, infrastructural limitations, societal stigma, and inconsistent implementation of inclusive policies. This review emphasizes the need for comprehensive policy reforms, sustained investments in teacher development, adaptive curricula, and cross-sector collaboration. It also highlights the importance of equity-driven technology integration to address existing disparities. Future research should prioritize longitudinal and participatory studies that reflect the lived experiences of students with special needs. The study underscores that achieving truly inclusive education requires systemic transformation supported by cultural change, educational equity, and collaborative partnerships.
Realizing Ethical and Equitable Assessment in Global Education Through Artificial Intelligence Christyodetaputri, Jihaan Haniifah; Marwa, Nabilah
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.590

Abstract

Artificial Intelligence (AI) is reshaping the landscape of educational assessment, offering opportunities to improve accuracy, efficiency, and learner personalization. This narrative review explores recent empirical literature to evaluate the implementation, challenges, and global perspectives of AI in educational assessments. The review synthesizes findings from a comprehensive literature search across major academic databases, including Scopus, PubMed, and Google Scholar, using targeted keywords related to AI-enhanced assessment. Studies were selected based on inclusion criteria emphasizing relevance to AI-driven assessment systems across diverse educational contexts. Results indicate that AI significantly improves assessment accuracy, reduces educator workload, and enhances learner engagement through adaptive feedback. Comparative evidence shows high congruence between AI-generated and human grading outcomes, with students responding positively to real-time feedback systems. Global case studies from the United States, Finland, China, and India illustrate varying approaches to AI integration, shaped by policy, infrastructure, and cultural context. However, ethical concerns such as algorithmic bias, data privacy, and the diminishing role of human judgment remain persistent barriers. The discussion highlights the importance of ethical frameworks, professional development, and inclusive policies to ensure equitable AI implementation. This review underscores the need for proactive strategies, including bias audits and stakeholder collaboration, to address existing challenges. By aligning AI tools with pedagogical goals and ethical standards, educational institutions can leverage AI to create more effective and inclusive assessment practices.
Bridging the Digital Divide: A Narrative Review of Teacher Professional Development in the 21st Century Anisah, Ani Siti; Siti, Sopa; Holis, Ade
Sinergi International Journal of Education Vol. 2 No. 3 (2024): August 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i3.699

Abstract

The rapid digitalization of education has placed new demands on teacher competence and institutional support systems. This narrative review aims to synthesize empirical evidence on digital competence development among teachers and analyze the systemic factors that influence the success of training programs. A structured literature synthesis was conducted across peer-reviewed sources focusing on digital readiness, training models, infrastructure, and policy frameworks. Findings reveal significant disparities in digital competence influenced by teacher age, region, and educational level. Teachers in urban settings generally demonstrate higher digital skills due to better infrastructure and support. Systemic barriers such as limited funding, rigid organizational structures, and inadequate policy backing contribute to uneven training outcomes. However, programs that integrate technical, pedagogical, and content knowledge (TPACK), with sustained mentoring and reflective practices, show considerable promise in improving digital integration. School culture and leadership further impact teacher confidence, with collaborative environments promoting innovation. This study underscores the urgency of reforming digital training strategies through inclusive and adaptive models that address both technical and emotional aspects of teaching in the digital era. Policy recommendations include expanding access to infrastructure, enhancing mental health support, and investing in hybrid and personalized professional development. The findings contribute to global discourse on education reform and provide a roadmap for bridging the digital divide in diverse learning environments.

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