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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 55 Documents
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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.
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.
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.
The Role of Incentives in Increasing Scientific Publications and Their Impact on Lecturer Career Development at Bina Darma University Wati, Bungsu Widias; Helmi, Sulaiman
Sinergi International Journal of Education Vol. 3 No. 3 (2025): August 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i3.468

Abstract

Improving the academic productivity of lecturers is one of the main focuses of universities in addressing the challenges of globalization in education. Scientific publications play a strategic role in supporting lecturer career development while enhancing the institution's reputation. This study aims to analyze the effect of incentives on increasing scientific publications and their impact on the career development of lecturers at Bina Darma University. A quantitative approach was used with a survey involving 61 faculty members. Data were analyzed using SmartPLS 4. The results show that incentives do not significantly influence scientific publications or career development, while scientific publications positively affect career development. These findings suggest the need for administrative reform and enhanced research facilities to improve the effectiveness of incentive policies.
Internal Function and Categories of Adverb Phrases in Tolitoli Language Saputra, Nur Salim; Partiwi, Ririn; Rojuli, Safin
Sinergi International Journal of Education Vol. 3 No. 3 (2025): August 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i3.806

Abstract

Tolitoli is a regional language spoken in Central Sulawesi, which still has a significant number of native speakers despite experiencing cultural fluctuations. Efforts are needed to protect and preserve this local language. This study aims to classify and describe adverbial phrases in the Tolitoli language using a qualitative descriptive method with observation, recording, and note-taking techniques. Data were collected from interviews with native speakers in Ginunggung Village, as well as relevant literature. The findings show that the dominant adverbial phrase patterns in Tolitoli are T-H-T (Modifier-Head-Modifier) and T-T-H (Modifier-Modifier-Head), with the modifier often appearing after the head, as seen in noosa laus (too slow). These phrases are categorized into three main types: manner, degree, and time, with degree adverbial phrases being the most dominant. Double modifiers are used to emphasize intensity or quality. These findings enhance our understanding of the syntax of the Tolitoli language and contribute to the knowledge of linguistic diversity in Indonesia.
Tracing The Shifting Goals and Curriculum Trends in English Language Teaching (2015-2025): A Systematic Literature Review and Bibliometric Analysis Puspitaningsih, Indah; Maula Jasmine, Shyifa; Fuadiyah, Fia; Suhartono, Anugrah; Chelsea Kimberly, Abigael; Rosalina, Utami
Sinergi International Journal of Education Vol. 3 No. 3 (2025): August 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i3.821

Abstract

This study conducts a systematic literature review and bibliometric analysis to investigate the shifting goals and curriculum trends in English Language Teaching (ELT) from 2015 to 2025. Drawing upon a dataset of 92 articles retrieved from the Scopus database, the study identifies influential themes, key authors, dominant approaches, and emerging conceptual developments in the field. The findings reveal a major shift from traditional grammar-based instruction to communicative, reflective, and context-responsive teaching methodologies. Five primary thematic clusters are identified: instructional innovation, intercultural communication, sustainable integration, affective and psychological dimensions, and institutional reform. Furthermore, the study underscores the increasing significance of teacher professionalism, learner autonomy, and interdisciplinary approaches in shaping modern ELT curricula. Data visualization was carried out using VOSviewer, and the review process adhered to PRISMA standards to ensure methodological transparency and rigor. This comprehensive analysis offers valuable insights into how ELT has evolved in response to global educational demands and 21st-century challenges. It provides a strategic foundation for future research, curriculum development, and pedagogical innovation within the dynamic landscape of language education.
Analyzing Teachers' Feedback and Challenges on Students' Speaking Skills at Smp Negeri 16 Mataram Muhammad Hulaipi Rais; Soni Ariawan; Suhandra, Ika Rama; Septiyana, Himayatinnisa
Sinergi International Journal of Education Vol. 3 No. 3 (2025): August 2025
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v3i3.514

Abstract

Teacher feedback plays a crucial role in enhancing students' speaking skills, motivation, and confidence in learning English as a foreign language (EFL). This study aims to investigate the types of feedback provided by English teachers and the challenges they encounter in offering feedback at SMP Negeri 16 Mataram. Using a qualitative research approach, data were collected through interviews with 2 teachers and 5 students. The findings reveal that teachers primarily used positive and constructive feedback to encourage students’ participation and improvement. However, teachers face several challenges, including students' lack of interest, low motivation, and difficulties in pronunciation and grammar. This study highlights the need for effective feedback strategies and interactive teaching methods to enhance student engagement and learning outcomes. 

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