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Building a Profession from the Ground Up: A Longitudinal Study of Teacher Professional Development and Pedagogical Innovation in Papuan Private Schools Iis Sugandhi; Arya Ganendra; Aaliyah El-Hussaini; Gayatri Putri; Evelyn Wang; Anita Havyasari; Muhammad Hasan
Enigma in Education Vol. 3 No. 1 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i1.90

Teacher quality is the most significant school-based determinant of student success, yet fostering professional excellence in remote and culturally diverse regions like Papua, Indonesia, presents profound challenges. Private schools often fill critical educational gaps but their teachers can be professionally isolated. This study addressed the gap in long-term, evidence-based research on teacher professional development (TPD) in this unique context. A three-year (2021-2024) concurrent mixed-methods longitudinal study was conducted. The study involved 50 teachers from a network of five private schools in urban, semi-rural, and remote highland regions of Papua. A comprehensive TPD program, focusing on student-centered learning and culturally responsive pedagogy, was implemented. Quantitative data were collected annually using the Teacher Pedagogical Knowledge Test (TPKT), the Teacher Self-Efficacy Scale (TSES), and a structured Classroom Observation Protocol. Qualitative data were gathered through semi-structured interviews, teacher reflective journals, and focus group discussions with Professional Learning Communities (PLCs). Quantitative data were analyzed using repeated measures ANOVA, while qualitative data were analyzed thematically. The longitudinal quantitative analysis revealed statistically significant improvements across all three years. Mean TPKT scores increased from 48.5 (SD=11.2) at baseline to 79.8 (SD=8.5) at endline (F(2, 98) = 157.2, p <0.001). Teacher self-efficacy scores also showed significant growth (F(2, 98) = 112.9, p <0.001). Classroom observations confirmed a marked shift from teacher-centered to student-centered practices. Qualitative findings identified three core themes: (1) "From Transmission to Facilitation: A Pedagogical Awakening," detailing the shift in teachers' core beliefs about learning; (2) "The Power of the Collective," highlighting the crucial role of PLCs in sustaining motivation and collaborative problem-solving; and (3) "Navigating the Cultural Interface," illustrating the teachers' journey in adapting curriculum to be more culturally responsive. In conclusion, sustained, context-specific, and collaborative TPD can foster profound and lasting improvements in teacher knowledge, self-efficacy, and classroom practice, even in highly challenging environments. The findings advocate for a shift away from isolated, short-term workshops towards integrated, long-term models that prioritize peer collaboration and cultural relevance, revealing a clear pathway from knowledge acquisition to a transformed professional identity.

The Power Imbalance Personified: A Mixed-Methods Analysis of Senior-to-Junior Bullying in Indonesia's Medical Residency Programs Alex Putra Pratama; Henry Clifford; Ahmad Erza; Ericca Dominique Perez; Fakhrul Setiobudi; Dedi Affandi; Lestini Wulansari; Fachrudin Sani; Vita Amanda; Zahra Amir
Enigma in Education Vol. 3 No. 1 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i1.92

Bullying within medical residency is a pervasive global issue with severe consequences for residents' mental health and patient safety. In Indonesia, where hierarchical structures in medicine are deeply entrenched, senior-to-junior bullying is a significant yet under-investigated problem. This study aimed to analyse the prevalence, forms, and lived experiences of bullying perpetrated by senior residents against their junior counterparts in Indonesian medical residency programs. A sequential explanatory mixed-methods design was employed. In the quantitative phase, an anonymous online survey was distributed to 584 junior medical residents across five major teaching hospitals in Indonesia. The survey included the validated Negative Acts Questionnaire-Revised (NAQ-R) and questions on demographics and specialty. In the qualitative phase, 25 junior residents who reported high levels of bullying were purposively selected for in-depth, semi-structured interviews to explore their experiences. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were subjected to reflexive thematic analysis. Quantitatively, 81.3% (n=475) of junior residents reported experiencing at least one bullying behaviour weekly. The most common forms were work-related, such as excessive workloads and meaningless tasks, and personal humiliation. Year of residency was significantly associated with bullying exposure. Qualitatively, four major themes emerged: (1) ‘The Hierarchy as an Unassailable Mandate for Abuse’; (2) ‘The Pedagogy of Fear: Bullying as a Misguided Educational Tool’; (3) ‘Silent Suffering and the Armour of Complicity’; and (4) ‘The Perpetuating Cycle: Victims on a Trajectory to Becoming Perpetrators’. The qualitative findings revealed that bullying was often rationalised by seniors as a necessary part of medical training. In conclusion, senior-to-junior bullying is alarmingly prevalent and deeply embedded in the culture of Indonesian medical residency programs. It is personified through a profound power imbalance, rationalised as an educational necessity, and sustained by a culture of silence. Urgent, multi-level interventions focusing on systemic change, faculty training, and robust confidential reporting systems are imperative to dismantle this destructive cycle.

Archipelagic Consciousness: Reimagining National Identity Through Local and Maritime Histories in Indonesian Primary Education Firzan Dahlan; Grace Freya Purba; Farah Faiza; Amir Serikova; Danila Adi Sanjaya; Yuniarti Maretha Pasaribu; Susi Diana; Christian Napitupulu; Maya Enderson; Emir Abdullah
Enigma in Education Vol. 3 No. 1 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i1.93

The formation of national identity in Indonesia, the world's largest archipelagic state, has historically been dominated by a centralized, terrestrial-focused historical narrative that often marginalizes the rich diversity of local and maritime histories. This study addressed the gap in understanding how a pedagogical shift towards these histories could foster a more inclusive and interconnected sense of nationhood, termed 'Archipelagic Consciousness', among young learners. A quasi-experimental, mixed-methods study was conducted over one academic semester in four primary schools across Indonesia. A total of 180 fifth-grade students participated, divided into an experimental group and a control group. The experimental group received a pedagogical intervention based on local hero narratives, inter-island trade routes, and project-based learning focused on maritime culture. Data were collected using a validated pre-test/post-test 'Archipelagic Consciousness Inventory' (ACI), supplemented by qualitative data from focus group discussions and student portfolio analysis. Quantitative data analysis revealed a statistically significant, large-effect-size improvement in the ACI scores for the experimental group compared to the control group. Qualitative findings corroborated these results, with major themes emerging that included the validation of local identity as integral to the national story, a conceptual shift from viewing the sea as a barrier to a connector, and an enhanced appreciation for inter-regional cultural diversity. In conclusion, the pedagogical model centered on local and maritime histories was highly effective in cultivating Archipelagic Consciousness. Integrating these narratives into primary education offers a potent pathway for reimagining Indonesian national identity as a dynamic, interconnected, and pluralistic tapestry, moving beyond a monolithic, land-based conception. This study provides empirical support for curriculum reform aimed at fostering a more resilient and inclusive national identity.

Frugal Innovation in Education: Designing and Evaluating Low-Bandwidth, Asynchronous Learning Systems for Remote Indonesian Schools Hesti Putri; Maya Enderson; Jasmila Tanjung; Matilda Munoz; Sarah Armalia; Jovanka Andina; Kevin Setiawan; Sudarto Sudarto; Khalil Jibran; Jasmine Alieva
Enigma in Education Vol. 3 No. 1 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i1.95

The promise of educational technology (EdTech) to democratize learning in Indonesia is consistently undermined by a profound digital divide, particularly in remote and archipelagic regions where internet connectivity is poor and infrastructure is limited. This study explores the application of frugal innovation principles as a direct and context-aware strategy to address this challenge. A multi-phase, mixed-methods Design-Based Research (DBR) methodology was employed over 18 months. The study involved the collaborative design, development, and implementation of "Lentera," a low-bandwidth, asynchronous, and offline-first learning system, in six remote primary schools in the Maluku Islands. A quasi-experimental design compared three intervention schools with three control schools over one academic year. Data collection was extensive, including pre- and post-intervention literacy and numeracy assessments, System Usability Scale (SUS) surveys, system usage logs, semi-structured interviews with 18 teachers, and over 80 hours of classroom observation. Data were analyzed using a two-level Hierarchical Linear Model (HLM) to account for the clustered nature of students within schools. The Lentera system demonstrated high feasibility and positive user adoption, with offline peer-to-peer sharing proving to be a critical feature for content distribution. Quantitative analysis revealed a statistically significant and substantial improvement in learning outcomes for the intervention group in both literacy (γ = 11.85, p < 0.001) and numeracy (γ = 12.91, p < 0.001) compared to the control group, after controlling for pre-test scores. The mean System Usability Scale (SUS) score was 78.5, indicating well-above-average usability. Qualitative findings, drawn from a wide range of teacher interviews and classroom observations, highlighted the system's effectiveness in supporting student-centered, differentiated instruction and fostering teacher collaboration, aligning with the core principles of Indonesia's Kurikulum Merdeka. The study provides compelling evidence that frugal innovation, embodied in a context-aware learning system, presents a viable, effective, and scalable pathway to enhancing educational quality and equity in resource-constrained environments.

Learning from Neighbors: A Comparative Policy Analysis of Tax Education Integration in the High School Curricula of Indonesia and Malaysia Hanifah Yasin; Idris Atmaja; Iqbal Anugerah; Dian Rahayu; Muhammad Hasan; Grace Olivia Silalahi; Selma Fajic; Fitriyanti Fitriyanti; Darlene Sitorus; Harun Urrashid
Enigma in Education Vol. 3 No. 1 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i1.96

Nations across Southeast Asia are grappling with the challenge of enhancing tax compliance to fund national development. This study addresses this issue by examining the divergent policy pathways for high school tax education in two neighboring countries: Indonesia and Malaysia. While both nations recognize the importance of cultivating tax awareness among youth, their approaches to curriculum integration differ significantly. This study employed a qualitative comparative policy analysis. The research systematically examined and contrasted official policy documents from Indonesia’s Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) and the Directorate General of Taxes (DJP), with those from Malaysia’s Ministry of Education (KPM) and the Inland Revenue Board of Malaysia (IRBM). The analysis focused on four key dimensions: policy rationale, curricular placement, institutional collaboration, and implementation strategy. Data was sourced from national curriculum frameworks, ministerial decrees, tax authority publications, and strategic plans issued between 2019 and 2024. A thematic analysis was conducted to identify and compare the core characteristics of each nation's approach. The analysis revealed two distinct models. Malaysia has pursued a formal, centralized integration model, embedding tax education as a mandatory topic within the Form 5 Mathematics curriculum since 2021. This ensures universal and systematic delivery by teachers. In contrast, Indonesia has adopted an emerging, decentralized model characterized by extracurricular outreach programs, such as Pajak Bertutur, led by the DJP. While Indonesia's new Kurikulum Merdeka presents significant opportunities for formal integration, its implementation remains ad-hoc and dependent on regional initiatives. Malaysia’s strategy offers a clear model of systemic integration that Indonesia could learn from. However, Indonesia’s Kurikulum Merdeka and its emphasis on project-based learning provide a unique opportunity to embed tax education more holistically as a component of civic and economic literacy, rather than solely as a mathematical exercise. The study concludes that for Indonesia to advance its tax education agenda, a more robust and operational partnership between the DJP and Kemendikbudristek is essential to transition from sporadic outreach to sustainable, curriculum-integrated education.

Green Skills Readiness and Curriculum Alignment in Indonesian Vocational Schools (SMK): Evidence for Blue Economy and National Sustainability Competency 2045 Harun Urrashid; Arya Ganendra
Enigma in Education Vol. 3 No. 2 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i2.115

The integration of green skills within vocational education curricula is a critical prerequisite for achieving sustainable development objectives, particularly in maritime nations such as Indonesia. This cross-sectional study, conducted from January to June 2024, examined green skills readiness and curriculum alignment with blue economy and sustainability frameworks among 312 teachers at Indonesian Vocational High Schools (Sekolah Menengah Kejuruan, SMK) across five regions, recruited through stratified random sampling. Data were collected using validated instruments — the Green Skills Readiness Scale (GSRS; Cronbach's α = 0.87) and the Curriculum Alignment Scale (CAS; α = 0.84) — and analyzed using descriptive statistics, Pearson correlation, chi-square tests, effect size measures, and multivariable logistic regression. The overall green skills readiness score was moderate (mean 64.4 ± 7.6; range 41.0–87.4), while curriculum alignment remained below the adequate threshold (mean 53.9 ± 7.4). Curriculum alignment was the only statistically significant factor independently associated with high green skills readiness (OR = 2.27; 95% CI: 1.80–2.87; p < 0.01; Nagelkerke R² = 0.23; model AUC = 0.81), indicating that teachers in well-aligned schools had 2.27 times greater odds of demonstrating high readiness. Blue Economy Alignment was the most deficient subscale (mean 49.4 ± 17.3). These findings highlight a critical structural gap in current SMK curricula and underscore the need for targeted national curriculum reform aligned with Indonesia's 2045 sustainability agenda and the blue economy imperative.

Indigenous Knowledge Systems and Curriculum Transformation: A Cross-Sectional Study of Faculty Readiness in Indonesian Higher Education Andi Fatihah Syahrir; Desiree Montesinos; Farah Faiza
Enigma in Education Vol. 3 No. 2 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i2.116

Higher education institutions worldwide face the challenge of integrating Indigenous Knowledge Systems into curricula historically shaped by Western epistemological paradigms, yet empirical evidence on the factors influencing faculty readiness for such integration remains limited, particularly in Southeast Asian contexts. This cross-sectional mixed-methods study examined faculty attitudes, institutional resistance, and curriculum transformation readiness related to Indigenous Knowledge Systems integration among 412 faculty members at six higher education institutions in major Indonesian cities, complemented by 28 in-depth interviews. Participants completed validated instruments assessing IKS integration attitudes, curriculum transformation readiness, perceived institutional resistance, teaching self-efficacy for IKS, and student cultural competency. Significant disciplinary differences were observed across all outcomes, with Social Sciences faculty reporting the highest integration attitudes (4.12 ± 0.71) and Engineering faculty the lowest (2.87 ± 0.89; F(3, 408) = 42.67; p < 0.001). Faculty with prior IKS training demonstrated significantly higher readiness (3.89 ± 0.72 vs. 2.96 ± 0.88; p < 0.001; Cohen’s d = 1.16). Multivariate logistic regression identified prior IKS training (OR = 3.87; 95% CI: 2.48–6.04), Social Sciences discipline (OR = 3.21; 95% CI: 1.78–5.79), and low institutional resistance (OR = 2.56; 95% CI: 1.72–3.81) as the strongest independent predictors of high integration readiness. These findings highlight the critical role of faculty professional development and institutional support in advancing curriculum decolonization in Indonesian higher education.

Evaluating Generative AI as a Pedagogical Tool for Creative Problem-Solving in University Classrooms Hesti Putri; Khalil Jibran
Enigma in Education Vol. 3 No. 2 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i2.117

This study investigated the effectiveness of generative artificial intelligence (AI) as a pedagogical tool for enhancing creative problem-solving (CPS) skills and divergent thinking (DT) among undergraduate students. A quasi-experimental pretest-posttest control group design was employed with 120 education students at a private university in Palembang, Indonesia. Participants were assigned to an experimental group (n = 60) that engaged in a 12-week AI-assisted learning intervention within an Educational Psychology course, and a control group (n = 60) receiving conventional instruction. Creative problem-solving was measured using the Creative Problem-Solving Performance Inventory (CPSPI, α = 0.89), while divergent thinking was assessed through an adapted Torrance Tests of Creative Thinking (TTCT, ICC = 0.91). Results from mixed ANOVA revealed a significant interaction effect for CPS, F(1,118) = 89.34, p < .001, partial η² = 0.431. MANOVA confirmed significant multivariate differences across all outcome measures, Pillai’s V = 0.482, F(5,114) = 21.24, p < .001. Large effect sizes were observed for CPS (Hedges’ g = 1.66) and DT (Hedges’ g = 1.18). These findings suggest that structured integration of generative AI into university pedagogy can substantially improve students’ creative problem-solving and divergent thinking capacities.

Effectiveness of High-Fidelity Simulation on Creative Clinical Reasoning Among Nursing Students: A Quasi-Experimental Study Danniel Hilman Maulana; Karina Chandra; Maria Rodriguez
Enigma in Education Vol. 3 No. 2 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i2.118

High-fidelity simulation has become a key pedagogical strategy in nursing education, yet its specific effect on creative clinical reasoning remains underexplored, particularly in Southeast Asian higher-education contexts. The aim of this study was to evaluate the effectiveness of high-fidelity simulation on creative clinical reasoning, clinical judgment, and self-efficacy among nursing students. This quasi-experimental pre-test/post-test control group study, conducted at a private university in Palembang, Indonesia, evaluated its effectiveness among ninety final-year nursing students allocated to a simulation group (n=46) receiving four structured high-fidelity simulation sessions over eight weeks or a control group (n=44) receiving conventional case-based learning. Outcomes were measured using the Health Sciences Reasoning Test, a Creative Clinical Problem-Solving Scale, the Lasater Clinical Judgment Rubric, and the General Self-Efficacy Scale, with all scores standardized to a 0–100 metric, and analyzed using paired t-tests, independent t-tests, and ANCOVA with pre-test covariates. The simulation group demonstrated significantly greater improvements than controls in clinical reasoning (mean difference 16.2, 95% CI 13.8–18.6, p<0.001, Cohen’s d=1.98), creative problem-solving (15.5, p<0.001, d=2.10), self-efficacy (14.5, p<0.001, d=1.73), and clinical judgment (16.3, p<0.001, d=2.12); ANCOVA confirmed significant group effects (partial η²=0.322–0.375), and a positive dose-response correlation was observed (r=0.72, p<0.001). High-fidelity simulation was highly effective in enhancing creative clinical reasoning and related competencies, with large effect sizes supporting its systematic integration into nursing education curricula.

CultuSTEM: A Culture-Based Pedagogical Model for Fostering Creativity in Secondary STEM Classrooms Iis Sugandhi; Evelyn Wang; Firzan Dahlan
Enigma in Education Vol. 3 No. 2 (2025): Enigma in Education
Publisher : Enigma Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61996/edu.v3i2.119

This study investigated the effectiveness of CultuSTEM, a culture-based pedagogical model integrating local culinary heritage with STEM education, in fostering creativity among secondary school students. A quasi-experimental pretest-posttest control group design was employed with 136 Grade 10 students (68 experimental, 68 control) from two public secondary schools in Palembang, Indonesia. The experimental group participated in a 10-week CultuSTEM intervention comprising five thematic modules—fermentation science, thermal dynamics in traditional cooking, spice preservation chemistry, recipe scaling mathematics, and cooking tool engineering—each delivered through a four-phase instructional cycle: Cultural Immersion, Scientific Inquiry, Creative Challenge, and Reflective Synthesis. The Creative Thinking Skills Test, adapted from the Torrance Tests of Creative Thinking, served as the primary outcome measure. MANOVA results revealed a significant multivariate effect (Pillai’s V = 0.412, F(3,132) = 30.84, p < 0.001). ANCOVA analyses, with Bonferroni correction, confirmed that the experimental group significantly outperformed the control group on creative thinking (F(1,133) = 142.68, p < 0.001, partial η² = 0.518), STEM achievement (F(1,133) = 78.42, p < 0.001, partial η² = 0.371), and cultural appreciation (F(1,133) = 45.86, p < 0.001, partial η² = 0.256). Hedges’ g effect sizes ranged from 0.76 to 1.31 across outcome variables, indicating large practical significance. These findings suggest that culturally grounded STEM instruction can substantially enhance creative thinking while simultaneously improving academic performance and cultural engagement.

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Abdullah Hanif

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enigma.institute.center@gmail.com

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+6285161620145

Journal Mail Official
editor.enigma.education@gmail.com

Editorial Address
Jl. Sirnaraga, 8 Ilir, Ilir Timur III, Palembang, South Sumatera, Indonesia

Location
Kota palembang,

Sumatera selatan

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Abdullah Hanif

Contact Email enigma.institute.center@gmail.com

Phone +6285161620145

Journal Mail Official editor.enigma.education@gmail.com

Editorial Address Jl. Sirnaraga, 8 Ilir, Ilir Timur III, Palembang, South Sumatera, Indonesia

Location Kota palembang, Sumatera selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Abdullah Hanif

Contact Email
enigma.institute.center@gmail.com

Phone
+6285161620145

Journal Mail Official
editor.enigma.education@gmail.com

Editorial Address
Jl. Sirnaraga, 8 Ilir, Ilir Timur III, Palembang, South Sumatera, Indonesia

Location
Kota palembang,

Sumatera selatan

INDONESIA