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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. 4 (2024): November 2024" : 5 Documents clear
Morphophonemic Analysis in Children's Language (Youjigo) in The Gakuen Babysitters Manga (Vol. 1-3) Nur Rahmi Fauzah, Nunik; Luthfiyah Ghin, Virgy; Maulani, Septi Ayu
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.278

Abstract

This research discusses word formation in children's language variety (youjigo) in the Gakuen Babysitters manga (Volumes 1-3) through a morphophonemic review. The study aims to describe the word formation and morphophonemic processes in the children's language variety. Tsujimura's theory and Suzuki's theory are applied. The descriptive qualitative method is used with data sourced from conversations of toddler characters. Data were collected using the listen closely and take notes method and classified by morphophonemic processes. Results show 12 findings of youjigo words, primarily formed through borrowing. The morphophonemic process includes phoneme release (2), phoneme abbreviation (2), phoneme change (4), phoneme addition (2), and phoneme fusion (2), with no phoneme shift observed.
The Role of Parental and Community Support in Promoting English Language Learning in Rural Schools: A Qualitative Study Darma, Virga Putra; Apriani, Reni
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.283

Abstract

This study investigates the role of parental and community support in promoting English language learning (ELL) in rural schools. The study adopts a qualitative approach with two complementary methods: a phenomenological study and a case study. The phenomenological study involves semi-structured interviews with 20 rural students from different grade levels and 10 parents from different socioeconomic backgrounds to understand their lived experiences of ELL and the challenges and benefits they encounter. The case study involves a detailed analysis of one rural school that has implemented a successful ELL program with strong parental and community involvement. The case study uses multiple sources of data, such as observations, documents, and focus group discussions with teachers and community members, to examine the processes and outcomes of the ELL program. The study reveals that parental and community support can have positive effects on students’ ELL outcomes and opportunities, such as motivation, achievement, confidence, exposure, and access. However, the study also identifies some challenges and barriers that limit the potential of parental and community support, such as lack of resources, knowledge, skills, time, and trust. The study also highlights the diversity and variability of parental and community support across different contexts, such as grade levels, socioeconomic backgrounds, ethnic groups, and regions. The study also suggests some implications and recommendations for policy makers, educators, and stakeholders who are interested in enhancing ELL provision and quality in rural schools.
Commanding with Politeness: English Lecturers' Directives at Institut Prima Bangsa Rosalina, Utami
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.284

Abstract

In the context of communication, the role of politeness in fostering positive interaction between interlocutors and their conversation partners cannot be overstated. This research addresses the existing gap in understanding of politeness strategies across different regions in Indonesia, with a particular focus on the strategies employed by an English lecturer at Institut Prima Bangsa Cirebon. The objective of this study is to identify the positive politeness strategies employed by the lecturer through a qualitative, phenomenological approach with data collected through observation. The findings indicate that the lecturer predominantly utilises directive speech acts, including commands, requests, and suggestions, during classroom interactions. The results identify seven key positive politeness strategies in the lecturer's directive speech acts, as follows: (1) Using Affectionate Greetings, (2) Involving Interlocutors and Hearers in activities, (3) Employing Subtle Request Markers, (4) Incorporating Humor, (5) Including Elements of Praise, (6) Considering the Wishes of the Speech Partner, and (7) Seeking Agreement These strategies are not only essential for the maintenance of a respectful and inclusive learning environment but also for enhanced student engagement. By employing these politeness techniques, the lecturer ensures that students feel valued and motivated to participate without feeling pressured or uncomfortable. This study contributes to the broader understanding of the function of politeness in the context of language learning and teaching, with particular reference to the diverse cultural landscape of Indonesia.
The Evolution of Values-Based Education: Bringing Global Insights and Local Practices to a Sustainable Future Syafika, Wanda; Marwa, Nabilah
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.589

Abstract

This study presents a comprehensive narrative review of Values-Based Education (VBE) and its implementation across diverse global contexts. It aims to explore the effectiveness, challenges, and opportunities of VBE by synthesizing current literature on pedagogical approaches, curriculum design, teacher preparedness, and student outcomes. A systematic methodology was employed, involving searches in Scopus, Google Scholar, ERIC, and JSTOR using targeted keywords related to values-based, moral, and character education. Inclusion criteria focused on peer-reviewed studies from 2000 to 2024 that addressed formal education systems. The findings reveal that VBE enhances student engagement, promotes ethical reasoning, and strengthens character development when integrated into culturally responsive curricula. Effective VBE implementation is closely linked to supportive education policies, professional teacher training, and participatory evaluation mechanisms. Case studies from Indonesia, Finland, and Canada highlight how locally adapted values-based models contribute to improved academic outcomes and social cohesion. Nevertheless, challenges such as inconsistent policy frameworks, lack of teacher preparation, and cultural heterogeneity impede consistent application, especially in developing countries. This review underscores the urgent need for holistic educational reforms that institutionalize values-based learning. It recommends multi-stakeholder collaboration, curriculum innovation, and ongoing teacher development to embed values meaningfully into education systems. Future research should examine long-term impacts and context-specific strategies to optimize the global potential of VBE. These findings affirm that values integration is not only beneficial but essential for cultivating ethical and engaged citizens in an increasingly complex world.
Infrastructure and Innovation: Rethinking Digital Literacy for K-12 Learners Irvani, Asep Irvan; Anisah, Ani Siti; Masripah
Sinergi International Journal of Education Vol. 2 No. 4 (2024): November 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i4.701

Abstract

In the wake of accelerating digital transformation, this study investigates how digital infrastructure, competency frameworks, and policy implementation influence digital literacy in K-12 education. The study employs a narrative review methodology, synthesizing findings from diverse literature databases including Scopus, Web of Science, and Google Scholar. Using keywords such as "digital literacy," "K-12," "ICT integration," and "teacher digital competence," studies were screened based on inclusion criteria focusing on infrastructure, pedagogy, and policy. The review reveals that access to robust digital infrastructure significantly correlates with enhanced student engagement and digital skill acquisition. Countries with well-developed digital ecosystems exhibit stronger outcomes due to government investment, teacher training, and integrated curricular reforms. In contrast, developing countries face persistent challenges such as unequal infrastructure distribution, policy misalignment, and limited professional development opportunities. Notably, the study challenges the assumption that individual resistance is the primary barrier, emphasizing instead the structural nature of these obstacles. Recommendations include strengthening policy frameworks, increasing investment in rural connectivity, and implementing scalable teacher training programs. The study underscores the necessity for adaptive, data-driven, and equity-oriented interventions to close the digital divide and promote inclusive educational transformation. The findings offer strategic insights for policymakers, educators, and researchers seeking to build resilient digital learning environments.

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