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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. 2 (2025): May 2025" : 5 Documents clear
Game-Based Learning for the Digital Age: A Narrative Review across Educational Levels Usman, Asep Tutun; Anisah, Ani Siti; Marwah, Sopa Siti; Holis, Ade
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.697

Abstract

This narrative review investigates the effectiveness of gamification in improving student engagement and academic performance across educational levels. The study aims to explore how gamified learning environments influence cognitive, behavioral, and emotional aspects of learning. A structured narrative methodology was employed, synthesizing empirical evidence from global studies, including quantitative and qualitative data, to identify key themes and trends in gamified education. Findings indicate that gamification significantly enhances student engagement, participation, and learning outcomes through the use of points, badges, leaderboards, and real-time feedback. These elements align with classical learning theories such as behaviorism and constructivism, and when designed in accordance with self-determination principles, promote intrinsic motivation and learner autonomy. The integration of gamification is particularly effective when adapted to students' cognitive development levels, demonstrating differentiated impact across primary, secondary, and tertiary education. However, systemic challenges such as infrastructure limitations, teacher preparedness, and policy gaps hinder optimal implementation. The discussion emphasizes the need for comprehensive policy support, investment in digital infrastructure, and professional development for educators. The study concludes that gamification is a powerful pedagogical approach when applied strategically, offering a transformative path toward inclusive, interactive, and effective education.
The Synergy of Moderate Islam and Curriculum Reform in Character Education Masripah; Mohammad, Yufi
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.702

Abstract

This study explores the integration of moderate values in character education through a narrative review of current literature, with a specific focus on Islamic educational settings such as madrasahs. The aim is to understand how character formation can be effectively achieved through a synthesis of religious traditions and modern pedagogical innovations. The review adopts a narrative method to critically examine key thematic patterns, drawing from empirical studies and qualitative insights. Results reveal that integrating moderate religious values with educational curricula enhances moral development, social tolerance, and holistic student character. Educators play a crucial role, particularly through narrative teaching methods and curriculum innovations that align with cultural contexts. Systemic factors such as rigid policies, bureaucratic institutional structures, and social disparities are identified as major challenges. The discussion advocates for reformative actions, including decentralizing education policy, improving teacher training, and incorporating digital and project-based learning. This review enriches existing academic discourse by emphasizing narrative and emotional engagement, providing a holistic framework for educational reform. The study concludes that character education must be dynamic, culturally adaptive, and grounded in moderate values to effectively respond to contemporary global and local educational demands.
Inclusive Policy Design for Transformative Education: A Global Synthesis of Teacher Identity Formation in Resource-Constrained Contexts Fitriyah, Aidatul
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.703

Abstract

This study explores how teacher professional identity and autonomy evolve within global education systems undergoing sociopolitical, cultural, and technological change. Anchored in the Critical Agency Framework, the study synthesizes recent empirical and theoretical research to examine how policy structures, cultural norms, and digital infrastructure shape teacher agency. It highlights how teachers navigate professional expectations within centralized systems, community traditions, and resource disparities. This study employed a hybrid approach integrating systematic review protocols with narrative synthesis. Academic sources were retrieved from Scopus, PubMed, and Google Scholar using structured searches and citation tracking. Peer-reviewed studies were selected for relevance to teacher identity and autonomy, covering diverse contexts including Mexico, Vietnam, China, and Finland. The findings highlight the necessity of integrated policy approaches that treat teachers as co-constructors of reform and recognize the socio-cultural and infrastructural contexts in which they operate. Effective educational change depends not only on institutional mandates but on authentic collaboration, cultural responsiveness, and investments in teacher capacity. This study contributes to the literature by offering a global, multi-layered analysis of how systemic structures shape the lived professional experiences of teachers. It underscores the importance of moving beyond one-size-fits-all policy frameworks and calls for adaptive, inclusive, and equity-driven reforms.
Application of Nusa and Rara Audio Visual Media in Planting Religious Character of Children in Group B Aba KindergartenTirtajaya Amik, Zakiah Magfiratul; Rahayu, Meggi; Idris, Mustamin; Ayuningtias, Fitriani; Salam, Abdul
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.764

Abstract

The problem in this research is how to instill religious character in group B1 children through the animated audio visual media Nussa and Rara. This research is Classroom Action Research (PTK) which applies audio-visual media in cultivating children's religious character. Subject this research is child group B1 TK ABA Tirtajaya Regency Banggai Which amounted to 10 child, 5 man And 5 Woman. Study This done in two cycle Which each consists from two meeting session. Activity learning consists from four level that is planning, implementation activity, observation And reflection. Method collection data through interview, sheet observation And documentation. After that, data analyzed with method descriptive-qualitative And descriptive-quantitative. At the pre-action stage, the percentage of classical completeness obtained was 10% or consisted of 1 child who was included in the BSB (Very Well Developed) category and as many as 9 children did not meet these criteria. Furthermore, the classical completeness percentage was obtained at 30% or 3 children in the BSB (Very Well Developed) category and 7 children had not met these criteria in the first cycle of action, meeting I, then the researcher carried out the first cycle of meeting II and obtained classical completeness of 50%, which means they did not meet the standard of classical learning completeness set at 75% and caused the researcher to continue the research action to the next cycle. In the second cycle of the first meeting, the researchers found that there were 7 children included in the BSB (Very Well Developing) category with a percentage of classical completion obtained of 70%, while in the second cycle of the second meeting the researchers found 9 children included in the BSB (Very Well Developing) category and 1 child in the BSH (Developing According to Expectations) category. It can be concluded that the application of audio visual media can instill religious character in the children of group B1 TK ABA Tiertajaya, Banggai Regency.
Increasing Children's Religious Values Through Method of Storying Stories of Islamic Figures in Group B Children Triyani
Sinergi International Journal of Education Vol. 3 No. 2 (2025): May 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i2.765

Abstract

This research aimed to determine whether the method of telling the stories of Islamic figures could increase the value of religiosity in group B at TK Aisyiyah Bustanul Athfal Tombiobong. The subjects in this study are group B children of Aisyiyah Bustanul Athfal Kindergarten aged 5-6 years, totaling 10 students, consisting of 3 male students and seven female students. This is a classroom action research that was carried out in two cycles. Each cycle consists of two meetings. Each cycle of learning activities consists of 4 stages: planning, implementing, observing, and reflecting. The data collection techniques in this study are observation sheets, interviews, and documentation. The data analysis technique uses descriptive analysis, which is both quantitative and qualitative. The overall assessment of students during the pre-action with three aspects, knowing God through his creation, getting used to worship, and behaving politely and politely, shows the average value of children's religiosity in the developing category (MB) 44.2%. Then in the first cycle of the first meeting, the average value of children's religiosity in the starting to develop (MB) category was 50%. In cycle I of the second meeting, the value of children's religiosity was developing according to expectations (BSH) 63.27%. At the first meeting of cycle II, it was still in the developing category as expected (BSH) at 72.5%. Then at the second meeting of cycle II, it became very well developed (BSB) at 84.2%. There was an increase from pre-action to cycle I of 19.07 and from cycle I to cycle II an increase of 20.93%. Based on the research above, it can be concluded that the method of telling stories of Islamic figures can be used to increase the religiosity value of children in group B at Aisyiyah Bustanul Athfal Tombiobong Kindergarten.

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