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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. 3 No. 1 (2025): February 2025" : 5 Documents clear
Effective Instructional Supervision and Quality Assurance in Business Education in Anambra Tertiary Institutions Anike, Dorathy Ogochukwu; A. N. Umezulike
Sinergi International Journal of Education Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i1.581

Abstract

Given the critical role both effective supervision and quality assurance play in enhancing educational outcomes, this research addresses the gap in empirical studies exploring their interrelationship in the context of business education. The study focuses on four public tertiary institutions in Anambra State: Nnamdi Azikiwe University, Chukwuemeka Odumegwu Ojukwu University, Nwafor Orizu College of Education, and the Federal College of Education (Technical). A total of 138 business education lecturers participated in the study, with data collected using the Supervision of Instruction Scale (SI) and the Quality Assurance Scale (QAS). The study adopted a correlation research design, and data were analyzed using Pearson’s Product Moment Correlation Coefficient. The results revealed a low positive relationship (r = 0.321) between planning of supervision and quality assurance in business education programmes; however, this relationship was not statistically significant (p = 0.124, greater than the 0.05 alpha level). The findings suggest that while there is some connection between planning and quality assurance, the relationship is not strong enough to be considered significant. The study concludes that effective supervision of instruction is crucial for ensuring quality assurance in business education, and recommends ongoing professional development for educators, increased institutional support for supervision, and policy reforms to strengthen quality assurance mechanisms in tertiary institutions.
Beyond Engagement: Integrating AR and VR for Inclusive Learning in K–Higher Education Maulidah, Ghoniyatul; Christyodetaputri, Jihaan Haniifah
Sinergi International Journal of Education Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i1.630

Abstract

This narrative review examines the integration of Augmented Reality (AR) and Virtual Reality (VR) technologies in education, with a focus on their impact, challenges, and implications for future research and policy. The study aims to evaluate how immersive learning environments contribute to improved engagement, conceptual understanding, skill development, and inclusivity across various educational levels. A systematic search of scholarly databases including Scopus, Web of Science, Google Scholar, and ERIC was conducted using a combination of targeted keywords. Inclusion criteria encompassed peer-reviewed studies published between 2015 and 2024 that analyzed AR/VR applications in formal education. The findings indicate that AR and VR significantly enhance motivation, academic performance, and practical competencies in students, especially within STEM, healthcare, and engineering disciplines. Comparative evidence shows notable advantages for learners using immersive tools versus traditional instruction. Furthermore, AR/VR applications support inclusive education by addressing the needs of students with learning difficulties. However, the review identifies persistent systemic barriers, including inadequate infrastructure, limited teacher training, and lack of strategic policy support, which impede broader adoption. This review underscores the urgent need for comprehensive policies, infrastructure investment, and sustained teacher development to harness the full potential of AR and VR in education. It calls for further interdisciplinary research to explore long-term outcomes, user experiences, and equitable access, thereby guiding effective integration of immersive technologies into future-ready educational systems.
Global Pathways: Contrasts and Convergences in Higher Education Internationalization Amirudin, Jafar; Ijudin; Masripah
Sinergi International Journal of Education Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i1.640

Abstract

The internationalization of higher education has become a critical strategy for enhancing institutional competitiveness, academic mobility, and global engagement. This study aims to compare approaches between developed and developing countries, examining key strategies, systemic barriers, and implications for global education equity. A narrative literature review was conducted using sources from Scopus, Google Scholar, and Web of Science, applying systematic inclusion and exclusion criteria. Keywords such as "internationalization of higher education," "global competitiveness," and "developing countries" guided the search process. The findings reveal that developed countries benefit from comprehensive policy frameworks, robust infrastructure, and institutional autonomy, enabling more effective implementation of internationalization practices. In contrast, developing countries face constraints related to funding, governance, and language proficiency, which hinder their global participation. Notable strategies such as student and faculty mobility, international academic partnerships, curriculum integration, and engagement with the academic diaspora emerged as essential yet unevenly applied. The role of government policy, particularly in facilitating international partnerships and improving language and digital competencies, is pivotal. Despite current efforts, the literature lacks sufficient longitudinal and comparative data, suggesting the need for further research that includes diverse geographic and institutional contexts. This study highlights the urgency for policy-driven, context-sensitive strategies to bridge global disparities and supports inclusive internationalization as a means to achieve balanced global higher education development.
Repositioning Emotional Wellbeing as a Core Pillar of Educational Policy: A Narrative Review Lestari, Putri Ayu; Safitri, Awalina Dea
Sinergi International Journal of Education Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i1.695

Abstract

Emotional wellbeing in the classroom has become an increasingly critical issue in contemporary educational policy. This narrative review investigates the role of curriculum-based interventions, teacher capacity, and school environment in promoting students' emotional wellbeing, drawing from global and interdisciplinary literature. Employing a structured narrative methodology, this review synthesizes evidence from empirical studies across developed and developing contexts, focusing on Social-Emotional Learning (SEL) frameworks and policy responses. The results demonstrate that integrated SEL programs significantly enhance students’ emotional regulation, reduce anxiety, and foster a supportive classroom climate. Effective implementation depends not only on curriculum design but also on teacher training, institutional commitment, and policy coherence. The discussion reveals systemic barriers, including resource limitations and cultural misalignment, which hinder sustainability. Comparative insights highlight that while developed countries benefit from structured national strategies and digital tools, developing contexts often rely on community-based, adaptive models. This study advocates for flexible policy design, intersectoral collaboration, and investment in teacher wellbeing as key strategies to improve intervention outcomes. Additionally, digital innovation and participatory policy development are recommended to bridge implementation gaps. The findings underscore the urgency of elevating emotional wellbeing within education systems and call for further longitudinal research on sustainable, context-responsive SEL initiatives.
Optimizing HyFlex Learning: Pedagogical, Technological, and Policy Perspectives Hidayati, Nur; Sindangsari, Laura Putri; Mustika, Nisa
Sinergi International Journal of Education Vol. 3 No. 1 (2025): February 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i1.700

Abstract

This narrative review explores the implementation, readiness, and impact of HyFlex (Hybrid-Flexible) learning models in higher education, a format increasingly adopted to support student-centered and technologically enriched learning. The objective is to synthesize empirical and conceptual literature to assess the model’s effectiveness and identify persistent challenges. Data was collected from Scopus, ERIC, Web of Science, and Google Scholar, using key phrases such as "HyFlex learning," "implementation challenges," and "student engagement in hybrid-flexible classrooms." Inclusion criteria focused on peer-reviewed studies published within the last five years. The review finds that successful HyFlex implementation depends on robust digital infrastructure, faculty adaptability, and targeted instructional strategies that support both in-person and online learners. Studies demonstrate increased student satisfaction, participation, and academic performance when these conditions are met. However, systemic issues such as unequal access to digital tools, limited institutional support, and insufficient policy frameworks remain significant barriers. Literature consistently suggests that faculty training, real-time feedback integration, and supportive policies are essential to optimizing the model’s impact. The study concludes that while HyFlex is a promising innovation, its success requires coordinated structural, technological, and pedagogical interventions. This paper advocates for stronger institutional and governmental policies, cross-unit collaboration, and ongoing research into student experience and faculty development to enhance the efficacy and equity of HyFlex learning environments.

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