cover
Article Per Year (5 Year)
All
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
Enigma in Education
Published by Enigma Institute
ISSN : 30265827     EISSN : 30265827     DOI : https://doi.org/10.61996/edu
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Focus Enigma in Education focused on the development of education fields for human well-being. Scope Enigma in Education publishes articles which encompass all aspects of education fields, especially all type of original articles, review articles, narrative review, meta-analysis, systematic review, mini-reviews and book review.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
 1   2   3 
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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.

Page 3 of 3 | Total Record : 25

 1   2   3 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 1 (2025): Enigma in Education Vol. 2 No. 2 (2024): Enigma in Education Vol. 2 No. 1 (2024): Enigma in Education Vol. 1 No. 2 (2023): Enigma in Education Vol. 1 No. 1 (2023): Enigma in Education