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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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The Development of a Digital-Based Educational Quality Ecosystem at SMK Bhineka Karawang Wahyudin, Undang; Nurlailasari, Ella; Permana, Hinggil; Irwansyah, Ridwan
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.v3i3.837

Abstract

This study analyzes the development of a digital-based educational quality ecosystem at SMK Bhineka Karawang, Indonesia, focusing on enabling factors, challenges, and strategies to sustain digital transformation in vocational education. The research is driven by the urgency of educational digitalization in the industry 4.0 era, which demands the integration of leadership, teacher competence, infrastructure, policies, and school culture. A qualitative case study design was applied through in-depth interviews with eight informants (the principal, vocational teachers, and IT staff) selected purposively, supported by document analysis, and examined using thematic analysis. The findings highlight three key themes with measurable indicators: (1) leadership commitment and policy alignment, evident in digital planning documents and resource allocation; (2) teacher digital competence and continuous professional development, reflected in participation rates in digital training; and (3) infrastructure readiness and integration challenges, measured by facility availability and system interoperability. The results indicate that the success of a digital ecosystem requires a systemic approach that combines leadership vision, teacher empowerment, and well-coordinated infrastructure support. This study enriches the limited literature on digital transformation in Indonesian vocational schools by presenting an empirically grounded framework. It offers guidelines for practice, including leadership training in digital change management, differentiated teacher development programs, and sustainable infrastructure planning aligned with pedagogical goals.
The Relationship Between Learning Motivation and Learning Outcomes at Teratai Kindergarten in Kendari City A. Nongko, Pahenra; Said, Hasmira; Amalia, Wa Ode Sari; Rohmiati; Salma, Sitti
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.v3i4.847

Abstract

Learning motivation is a key factor that affects children's learning outcomes, including in early childhood education. This study aims to analyze the relationship between learning motivation and children's learning outcomes in Teratai Kindergarten, Kendari City. The research method uses a quantitative approach with a correlational design. The sample consisted of 30 class B children selected through purposive sampling technique. Data were collected using validated learning motivation questionnaires, as well as documentation of learning outcomes from student development reports. Data analysis was carried out by descriptive statistics, normality test, linearity test, and Pearson correlation test. The results showed a positive and significant relationship between learning motivation and children's learning outcomes (r = 0.682, p < 0.01). These findings indicate that children with higher levels of learning motivation tend to have better learning outcomes. Furthermore, it reinforces the view that learning strategies that promote intrinsic motivation, provide challenges appropriate to the child's development, and offer rewards for effort contribute to improved academic achievement. This study recommends the active role of teachers and parents in building a learning environment that supports children's motivation from an early age.
From Co-Teaching to Virtual Reality: The Transformative Potential of Multidisciplinary Education: Malizal, Zelynda Zeinab
Sinergi International Journal of Education Vol. 1 No. 1 (2023): May 2023
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v1i1.881

Abstract

The growing complexity of educational and professional challenges highlights the need for multidisciplinary approaches in higher education. This review synthesizes recent evidence on their integration, effectiveness, and challenges across diverse contexts. Literature was systematically retrieved from Scopus, Web of Science, and Google Scholar using keywords such as multidisciplinary education, interdisciplinary learning, transdisciplinary approaches, educational practice, and collaborative learning. Inclusion criteria focused on peer-reviewed studies within the last fifteen years that examined multidisciplinary design, implementation, or outcomes. Findings revealed that integrative models such as problem-based learning and co-teaching significantly enhanced students’ problem-solving, collaboration, and critical thinking skills. Digital technologies, including Virtual Reality and Learning Analytics, were shown to facilitate experiential learning and provide data-driven feedback, although disparities in access limited their global applicability. In health education, multidisciplinary teams improved clinical competence and interpersonal collaboration, while systemic barriers such as rigid institutional frameworks, insufficient resources, and cultural hierarchies constrained wider adoption, particularly in developing contexts. Policy frameworks and institutional leadership were identified as key enabling factors, with European models offering examples of effective integration. Despite these advances, gaps remain in longitudinal research and comparative cross-national studies. The review concludes that deliberate policy reforms, investment in infrastructure, and faculty development are necessary to overcome barriers and fully realize the transformative potential of multidisciplinary education.
The Influence of Lesson Planning, Teaching Methods, and Assessment Instruments on the Pedagogical Competence of Microteaching Student Teachers at FEB UNY Ali Muhson; Kiromim Baroroh; Tejo Nurseto; Ahmad Chafid Alwi; Pangestika, Ratna Rosita
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.v3i4.932

Abstract

The study employs Structural Equation Modeling–Partial Least Squares (SEM-PLS) to analyze measurement validity, reliability, and structural relationships among variables within a theoretically grounded framework. An integrated structural model is proposed to examine three core instructional dimensions lesson planning, teaching methods, and assessment instruments using SEM. This approach addresses a methodological gap in microteaching research, which has predominantly relied on descriptive or quasi-experimental designs and has rarely examined latent variables or indirect effects. A quantitative explanatory design was implemented through a cross-sectional survey involving 169 microteaching students selected using proportional random sampling. Data were collected using validated Likert-scale questionnaires and analyzed with SEM-PLS. The results indicate that teaching methods have the strongest positive effect on pedagogical competence, followed by assessment instruments. Conversely, lesson planning demonstrates a significant but negative direct effect, suggesting that its influence on pedagogical competence may function indirectly through teaching methods and assessment practices. Furthermore, lesson planning and assessment instruments significantly affect teaching methods, highlighting the interdependence among instructional components. The study concludes that pedagogical competence develops through an interconnected system involving planning quality, instructional implementation, and assessment literacy. These findings emphasize the importance of integrative instructional design, authentic assessment training, and reflective teaching practices in microteaching. Overall, improving pedagogical competence requires the simultaneous development of planning, teaching, and assessment as mutually reinforcing elements of effective instruction.
Systematic Literature Review: The Role of Education in Reducing Economic Inequality and Poverty Afandi, Muhammad Roestam; Siswanto; Adelakun, Najeem Olawale
Sinergi International Journal of Education Vol. 4 No. 1 (2026): February 2026
Publisher : Yayasan Sinergi Kawula Muda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/education.v4i1.893

Abstract

Education is widely recognized as a key driver of economic development and social mobility. However, disparities in access and quality of education remain significant challenges in many developing countries, including Indonesia, which may limit its potential to reduce poverty and economic inequality. This study aims to systematically examine the role of education in reducing poverty and economic inequality using a Systematic Literature Review (SLR) approach. The review analyzed 19 empirical studies published between 2017 and 2025 obtained from Garuda, Neliti, Google Scholar, and Sinta databases using the PRISMA procedure. The findings show that education consistently contributes to poverty reduction by improving human capital, expanding employment opportunities, and strengthening social mobility. However, its impact on reducing economic inequality is more conditional and depends on equitable access, quality of education, and supportive public policies. The novelty of this study lies in integrating empirical evidence that simultaneously analyzes education as a mechanism influencing both poverty reduction and inequality mitigation, while identifying contextual factors that shape this relationship in developing countries. These results highlight that inclusive and equitable education policies are essential for achieving sustainable and inclusive economic development.

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