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Eduscape: Journal of Education Insight
Published by PT Penerbit Ilmiah Indonesia
ISSN : -     EISSN : 30265231     DOI : https://doi.org/10.61978/eduscape
Core Subject : Education,
Education
Eduscape: Journal of Education Insight is a journal published by Indonesian Scientific Publication, 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 5 Documents
 1 
Search results for , issue "Vol. 3 No. 1 (2025): January 2025" : 5 Documents clear
The Effectiveness of Teachers' Roles in Supporting Learning for Students with Special Needs in Inclusive Classes Malizal, Zelynda Zeinab; Rizqi, Putri Umrottur
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.385

Abstract

This study explores the effectiveness of teachers' roles in supporting the learning of students with special needs (ABK) in inclusive classes. Using a qualitative approach and case study method, data were collected through in-depth interviews, direct observation, and documentation in three inclusive schools in Indonesia and Malaysia. The research findings show that teachers are strategically motivators, facilitators, initiators, and mediators in supporting ABK learning. Teachers can modify the curriculum, teaching strategies, and classroom management based on students' individual needs. In addition, initial assessments are used to analyze student abilities so that learning can be adjusted. Teachers also utilize positive reinforcement, emotional validation, and personal guidance to increase learning motivation. The use of technology, such as TV and LCD, as well as creativity in creating simple learning media, also supports learning success. This study found that collaboration between regular teachers, special education teachers, and parents plays an important role in creating a conducive learning environment. This study contributes by adding perspectives on a holistic approach that integrates academic, social, and emotional aspects in inclusive education. Practical implications include the need for ongoing inclusive teacher training and the development of policies that support the management of inclusive education.
Bridging Divides in Digital Pedagogy: A Narrative Review of Emerging Tools and Inclusive Practices Masripah; Anisah, Ani Siti; Usman, Asep Tutun
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.932

Abstract

This study presents a narrative review of digital pedagogy and technology-enhanced learning, focusing on how emerging tools and pedagogical strategies influence higher education. The review analyzes both opportunities and challenges of integrating digital technologies into teaching and learning. A systematic methodology was applied, drawing on peer-reviewed literature indexed in Scopus, Web of Science, and Google Scholar, with keywords such as digital pedagogy, technology-enhanced learning, artificial intelligence in education, AR/VR in education, and digital divide. The inclusion criteria covered empirical studies, reviews, and case studies published between 2015 and 2025. The results highlight that artificial intelligence supports personalization and predictive learning outcomes, while augmented and virtual reality enhance student motivation and comprehension through immersive experiences. Teacher digital competence emerged as a decisive factor for successful adoption, yet disparities remain between developed and developing contexts. Inclusive and human-centered pedagogy plays a crucial role in ensuring equitable access, particularly for learners with diverse needs. Despite these benefits, systemic barriers such as infrastructural deficiencies, insufficient professional training, and ethical concerns about data privacy continue to limit implementation. To address these issues, the discussion emphasizes the importance of supportive policy frameworks, collaborative partnerships, and targeted investments. Future research should explore longitudinal and comparative perspectives to understand the long-term impact of digital pedagogy across diverse contexts. Overall, the findings stress the urgency of developing inclusive and sustainable strategies to ensure technology reduces, rather than deepens, educational inequities.
Enhancing Engagement and Learning Outcomes through E-Learning in Higher Education Mulvia , Rahmadhani
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.934

Abstract

This study provides a narrative review of e-learning platforms and their effectiveness in higher education, aiming to synthesize evidence on technological innovations, pedagogical models, student engagement, and learning analytics. A systematic search was conducted across Scopus, Web of Science, and Google Scholar, using keywords such as e-learning effectiveness, higher education, student engagement, learning outcomes, and e-learning platforms. Inclusion criteria focused on peer-reviewed studies addressing higher education contexts, student experiences, and measurable learning outcomes, with selected literature screened and thematically analyzed. Findings show that e-learning technologies—including artificial intelligence, virtual reality, and mobile platforms—significantly enhance personalization, interactivity, and learner motivation. Pedagogical models such as blended learning, active learning, and gamification foster collaboration, critical thinking, and improved performance. Student engagement and trust emerged as central factors, shaped by platform usability, content relevance, and faculty support. Moreover, learning analytics play a key role in identifying at-risk students and improving instructional design, although persistent concerns remain regarding data privacy and ethical issues. Systemic challenges, including weak infrastructure, insufficient institutional capacity, and limited policy support, hinder equitable implementation, particularly in developing regions. The review emphasizes the urgency of addressing these barriers through stronger policy frameworks, institutional investment, and inclusive pedagogy. Future research should employ longitudinal approaches and pay greater attention to marginalized groups. Overall, aligning technology, pedagogy, and systemic support can transform e-learning into a powerful driver of accessibility, equity, and educational quality worldwide.
Mobile Learning and Student Motivation: A Meta Analytic Comparison of Global and Indonesian Evidence Mariana, Rina Rifqie; Nurjanah, Nunung
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.1011

Abstract

Synthesizing Global and Indonesian Evidence on Mobile Learning and Student Motivation: A Meta Analytic Approach This study synthesizes evidence from 24 empirical studies (2010–2025) to examine the effect of mobile learning on student motivation. Using systematic review procedures (PRISMA 2020), the analysis compares global and Indonesian findings. The study includes RCTs and quasi-experiments across K-12 and higher education, focusing on student motivation measured by validated instruments. The methodology involved comprehensive searches across international (Scopus, ERIC, PubMed, ProQuest, DOAJ) and Indonesian (Garuda, SINTA) databases, followed by strict application of inclusion criteria aligned with the PICOS framework. Effect sizes were computed using Hedges’ g, with corrections for small sample bias. Moderator analyses explored the influence of app features (gamification, AR, adaptivity), educational level, regional context, and measurement instruments on motivational outcomes. Results show that mobile learning has a positive effect on student motivation, with stronger effects observed in Indonesian studies. Applications that feature adaptive learning, gamification, or AR yield greater motivational benefits. The findings are consistent across studies, suggesting robust evidence for the positive role of mobile learning. These findings are discussed within Self-Determination Theory and the ARCS model, highlighting the importance of culturally responsive and participatory design. The study acknowledges methodological limitations and suggests practical directions for inclusive and scalable mobile learning. The study concludes by advocating for scalable, inclusive mobile learning solutions that integrate motivational frameworks and cultural adaptability.
Enhancing Reflective Depth through Structured Video Mentoring in Indonesian Teacher Preparation Programs Chisbiyah, Lismi Animatul; Hidayati, Laili
Eduscape : Journal of Education Insight Vol. 3 No. 1 (2025): January 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i1.1014

Abstract

Reflective practice is crucial for pre-service teachers (PSTs) because it integrates theory and practice. Through reflection, PSTs can analyze their experiences, identify improvement areas, and strengthen pedagogical skills. Using a quasi-experimental mixed-methods design, 240 PSTs from three Indonesian teacher education institutions were divided into two groups: video-based mentoring and conventional mentoring. Reflective growth was measured using the Reflective Thinking Questionnaire (RTQ), Groningen Reflection Ability Scale (GRAS), and coded reflective journals. Mediation analysis assessed the role of mentoring quality using the METPI instrument. Thematic analysis of journals and interviews complemented the quantitative findings. PSTs in the video-supported mentoring group showed significantly higher post-test scores in both RTQ and GRAS compared to the control group. Mediation analysis confirmed that mentoring quality significantly predicted reflective depth. Qualitative data revealed common themes such as increased self-awareness, emotional resilience, and a refined teaching philosophy. The study confirms the value of modeling, coaching, and fading in mentoring, and demonstrates that video analysis supports deeper metacognitive engagement. National mentoring frameworks such as PPG and Kampus Mengajar offer strong infrastructure for scaling these practices. Nevertheless, challenges related to technological access and mentor training require systemic policy responses. Video-based mentoring enhances reflective thinking and supports the professional identity formation of PSTs. This model offers a scalable and theoretically sound strategy for improving teacher education quality in Indonesia and similar contexts. Further research should investigate long-term outcomes and implementation models across diverse institutions.

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