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
 2   3   4   5   6 
OBE System Explanations – An Implementation of Cognitive Domain on Theory Course Md. Foisal Haque
Sinergi International Journal of Education Vol. 3 No. 4 (2025): November 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i4.273

Abstract

This research explains the OBE (Outcome-Based Education) system by implementing cognitive domain levels in the geotechnical engineering theory course. For this reason, the two program outcomes (POs) are proposed to evaluate the performance of students by achieving the threshold value of course outcome (TVCO) to obtain marks of individual course outcome (CO) considered for the mid-term and final exams. The minimum 70 % mark obtained in an individual CO is considered for achieving the TVCO according to the grade point values of the grading system. Most students are not achieving TVCO because of improper knowledge of pre-requisite courses, the lower voice of the teacher, absent minds of students during class, lack of practice on complex problems at home, etc. So, some remedial measures are taken to overcome these limitations such as mandatory to compete for the pre-requisite courses before taking the relevant higher level course, using a mouth-piece to increase the voice of the teacher, sharing some interesting issues with students to remove absent mind, try to more practice by proper utilizing time in home, etc. However, there is a scope to enhance this research in the future by applying other domains of the OBE system to the theory and lab courses.
Enhancing Civic Education Outcomes of Fifth Grade Students through the Make a Match Cooperative Model at MIS Persiapan Negeri Namlea Sundu, Nur Santi; Saimima, Raihana; Latukau, Jubaid
Sinergi International Journal of Education Vol. 3 No. 4 (2025): November 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i4.506

Abstract

This study addresses the issue of inadequate learning outcomes in Civics among fifth-grade students at MIS Persiapan Negeri Namlea, Buru Regency. The research aimed to explore the effectiveness of the Make a Match cooperative learning model in improving students' Civics learning outcomes. A qualitative research approach was employed, using classroom action research (CAR) methodology, which involved iterative cycles of planning, implementation, observation, and reflection. The participants were 48 fifth-grade students (27 boys and 21 girls). Data collection methods included observations, tests, and summaries. Data analysis was conducted through data reduction, presentation, and conclusion drawing. The findings showed a significant improvement in student engagement and learning outcomes. In Cycle I, only 35.41% of students met the Minimum Completeness Criteria (KKM), while in Cycle II, 81.25% of students achieved the KKM, demonstrating the effectiveness of the Make a Match model in enhancing student learning outcomes.
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.
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.
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.
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.
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.
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.

Page 4 of 6 | Total Record : 55

 2   3   4   5   6 

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