cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Novianita Rulandari
Contact Email
admin@sinergi.or.id
Phone
+6281289935858
Journal Mail Official
admin@sinergi.or.id
Editorial Address
Editorial Office Jl. Cikini Raya No.9, RT.16/RW.1, Cikini Kec. Menteng, Kota Jakarta Pusat Daerah Khusus Ibukota Jakarta 10330
Location
Kota adm. jakarta pusat,
Dki jakarta
INDONESIA
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 55 Documents
 1   2   3   4   5 
The Impact of Stationery Rewards on the Reading Frequency of Grade 4 Students: An Experimental Study Nuriana, Zulfa Ilma; Azzahro, Asri Fattia; Hanggara, Bayu Sukma; Aminah, Ummi
Sinergi International Journal of Education Vol. 2 No. 1 (2024): February 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i1.500

Abstract

This study investigates whether providing stationery rewards can increase the reading frequency of 4th-grade students at an elementary school in Wonorejo Village, Blitar Regency, East Java. The research adopts an experimental within-subject design, utilizing primary and secondary data sources. Primary data were collected through direct observations and structured interviews, while secondary data were obtained from relevant literature. The research applied a quantitative approach with a repeated-measures technique for analysis. Validity was ensured through controlled experimental conditions, and reliability was achieved through repeated trials over ten days. The results indicate that while the provision of rewards led to a temporary increase in reading frequency, the effect was not sustained once the intervention ceased. The discussion highlights the limitations of extrinsic motivation in sustaining long-term behavioral changes and suggests alternative strategies for improving reading habits. The study concludes that while rewards can serve as an initial motivator, a comprehensive approach integrating intrinsic motivation is necessary for lasting improvements. This research is significant as it provides insights into effective literacy development strategies in elementary education.
Enhancing Communicative Competence through Learner-Centered Approach in SMK Pharmacy Surabaya: A Study on Merdeka Curriculum Implementation Arkananta, Jonathan Abnerio; Rahman, Gohar
Sinergi International Journal of Education Vol. 2 No. 1 (2024): February 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i1.502

Abstract

This research provides an overview of Indonesia's education system, focusing on the 2022 (Merdeka Curriculum) and its emphasis on developing competencies and skills such as critical thinking, problem-solving, creativity, and collaboration. The research discusses the role of the curriculum in the teaching and learning process. It highlights the Learner-centered Approach as a comprehensive framework for designing English language learning activities through project-based learning (PBL). The study also examines Communicative Language Teaching (CLT) as a complementary approach to the Merdeka Curriculum in English language learning. The study uses a qualitative approach to investigate the effectiveness of communicative language teaching on the Merdeka Curriculum on SMK Farmasi Surabaya teaching and learning activity, with data collected through observations and interviews with students and teachers. The findings of this study will provide insights for language educators on the potential benefits of integrating communicative language teaching to enhance language learning outcomes.
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.
The Role of Teacher Training and Policy in Advancing Inclusive Education SH, Ummi Aminah; Supriyono, Nanda Meg Ryan Puspitasari
Sinergi International Journal of Education Vol. 2 No. 1 (2024): February 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i1.571

Abstract

This study examines the impact of teacher training and policy frameworks on the effectiveness of inclusive education through a systematic review of peer-reviewed literature. This study systematically reviews existing literature on inclusive education, examining key challenges, effective strategies, and policy implications. The review analyzed 68 peer-reviewed studies published between 2014 and 2024, selected from Scopus, Google Scholar, and PubMed. Inclusion criteria focused on studies addressing teacher preparedness, curriculum adaptation, or policy impacts on inclusive education. Studies without empirical data or relevance to students with special needs were excluded. Findings indicate that well-trained educators, robust policy frameworks, and adequate funding significantly enhance the effectiveness of inclusive education. Additionally, international comparisons reveal that countries with structured inclusive education policies achieve higher success rates in implementation. However, challenges persist, including inconsistencies in policy execution, limited resources, and gaps in teacher preparedness. Addressing these issues requires targeted interventions such as enhanced teacher training programs, increased funding, and greater collaboration among stakeholders. This study emphasizes the need for continued research on the long-term impacts of inclusive education and cross-cultural analyses to refine best practices. By addressing these challenges through evidence-based strategies, inclusive education can play a crucial role in promoting equity, diversity, and academic success for all learners.
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.
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.
Bridging the Gap in Lifelong Learning: Policy, Technology, and Access Rahman, Najib Aulia; Rizqi, Putri Umrotur
Sinergi International Journal of Education Vol. 2 No. 2 (2024): May 2024
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v2i2.585

Abstract

Lifelong learning is increasingly recognized as a cornerstone of equitable and sustainable education systems in the digital age. This narrative review explores the global trends, challenges, and policy implications of lifelong learning, with a focus on digital inclusion, adult education, and equitable access. Drawing on a systematic review of academic literature from databases such as Scopus and Google Scholar, the study synthesizes findings related to the role of digital technologies, inclusive strategies, and policy frameworks. The analysis reveals that while digital tools such as online learning platforms and AI-enabled systems offer significant potential to expand access and personalize learning, several systemic barriers persist. These include infrastructural deficits, low digital literacy, economic disparities, and cultural stigma toward adult education. Furthermore, while many policies support lifelong learning, their impact is often limited by lack of alignment with learners' socio-cultural realities. The discussion highlights the interplay of policy, economy, and culture in shaping lifelong learning outcomes and proposes several solutions, including inclusive policy design, cross-sector collaboration, and community-based education. The review concludes that lifelong learning must be reimagined through inclusive, flexible, and context-sensitive frameworks. Future research should address the limitations in empirical evidence on long-term outcomes and explore hybrid models tailored to resource-constrained settings. Such efforts are essential for building adaptive and inclusive education systems that empower individuals and promote social equity.
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.

Page 3 of 6 | Total Record : 55

 1   2   3   4   5 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): February 2026 Vol. 3 No. 4 (2025): November 2025 Vol. 3 No. 3 (2025): August 2025 Vol. 3 No. 2 (2025): May 2025 Vol. 3 No. 1 (2025): February 2025 Vol. 2 No. 4 (2024): November 2024 Vol. 2 No. 3 (2024): August 2024 Vol. 2 No. 2 (2024): May 2024 Vol. 2 No. 1 (2024): February 2024 Vol. 1 No. 3 (2023): November 2023 Vol. 1 No. 2 (2023): August 2023 Vol. 1 No. 1 (2023): May 2023 More Issue