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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. 2 (2025): April 2025" : 5 Documents clear
Ethical Approach in Blended Learning Teaching Skills in Macroeconomic Theory Courses Muslim, Fachruddiansyah; Mayasari; Setyonegoro, Agus; Putra, Wahyu; Sofyan
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.504

Abstract

Blended learning, which combines face-to-face and online learning, has become widely adopted in higher education to enhance flexibility and accessibility for students. However, challenges in interactive communication remain, particularly in complex subjects like Macroeconomics Theory at FKIP Universitas Jambi. This study explores the implementation of ethical approaches in teaching skills within blended learning environments. Utilizing a quantitative research method, data were collected through a survey of 200 students. The results indicate significant challenges in interactive communication, with 80% of students reporting difficulties, yet overall satisfaction and learning outcomes were high. This finding underscores the importance of integrating ethical principles in digital teaching to improve interaction quality and student understanding. Conclusions highlight the necessity of ongoing support for students and lecturers in ethical digital communication. Future research should consider longitudinal studies and qualitative approaches to provide deeper insights into the long-term effects and experiences of blended learning.
How School Environment and Self-Efficacy Affect Learning Burnout and Motivation in Accounting Students Nursakdiah; Syuhada, Siti; Mayasari; Rifki, Ahmad; Sitompul, Kristober
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.505

Abstract

This study aims to analyze the direct and indirect effects of several factors on students' learning burnout and motivation, including (1) the school environment on learning burnout, (2) self-efficacy on learning burnout, (3) the school environment on learning motivation, (4) self-efficacy on learning motivation, (5) learning burnout on learning motivation, (6) the school environment on learning motivation through learning burnout, and (7) self-efficacy on learning motivation through learning burnout. This research is categorized as explanatory research, which seeks to explain each variable through hypothesis testing. Researchers use path analysis using SPSS 22.0 for Windows. The population of this study consists of 108 eleventh-grade students from a public vocational school (SMK Negeri) in Sarolangun Regency, with the entire population serving as the sample, applying a saturated sampling technique. The results of the study conclude that (1) Students' learning burnout is directly impacted negatively by the school environment; 2) Students' learning burnout is directly impacted negatively by self-efficacy; (3) Students' learning motivation is directly impacted positively by the school environment; (4) students’ learning motivation is directly impacted positively by self-efficacy; (5) students’ learning motivation is directly impacted positively by learning burnout (6) The school environment influences students' learning motivation through learning burnout, and (7) Self-efficacy influences students' learning motivation through learning burnout.
Inclusive Education in the 21st Century: Challenges, Strategies, and Innovations Marwah, Sopa Siti; Anisah, Ani Siti; Nurzakiah
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.933

Abstract

This study presents a narrative review of inclusive education as a defining priority in 21st-century learning, reflecting global efforts to ensure equitable access for diverse learners. Literature was systematically collected from Scopus, Web of Science, and Google Scholar using keywords such as inclusive education, 21st century learning, digital divide, pedagogical innovation, and equity in education. Inclusion criteria focused on peer-reviewed studies published between 2010 and 2025 addressing inclusivity in formal educational contexts. The findings reveal persistent challenges such as limited resources, technological inequities, inadequate teacher preparedness, and inconsistent policy frameworks. Comparative evidence shows that low-income regions face infrastructural barriers, while wealthier nations often encounter cultural resistance to inclusion. Effective strategies identified include STEAM pedagogy, peer learning, and culturally responsive teaching, which foster collaboration, engagement, and equity. Technological innovations such as artificial intelligence, the Internet of Things, and immersive virtual environments demonstrate significant potential to personalize education and expand accessibility, yet disparities in access to technology remain critical. The discussion highlights the importance of systemic reforms, teacher professional development, and adaptive learning environments in advancing inclusive practices. Future research should explore longitudinal impacts and emphasize marginalized learners’ perspectives. Overall, the review concludes that integrating innovative pedagogy, digital tools, and supportive policy frameworks is essential for building inclusive, equitable, and resilient educational systems in the 21st century.
Bridging the Skills Gap through Curriculum Reform: A Global Perspective Hermansyah, Sam; Faradillah, Nurul
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.936

Abstract

The rapid changes in global economies, technologies, and societies highlight the urgent need for curriculum innovation. This review explores global best practices in curriculum reform, emphasizing adaptability, critical thinking, digital literacy, and interdisciplinary collaboration. Literature was collected from Scopus, Web of Science, and Google Scholar using structured keywords. The inclusion criteria focused on studies discussing curriculum design and future skills development in diverse contexts. Thematic synthesis revealed seven areas of innovation: flexible learning, project-based and industry-linked models, digital and AI-enhanced education, entrepreneurship, immersive pedagogies, communication skills, and transcultural collaboration. Results show that innovative models improve motivation, employability, and skill transfer. However, challenges remain, including limited resources, rigid policies, and ethical concerns in technology use. The discussion highlights the role of systemic factors such as policy, funding, and infrastructure. It also identifies best practices, including inclusive policymaking, cross-sector collaboration, and teacher professional development. Future research should prioritize longitudinal evaluations, standardized assessments of future skills, and interdisciplinary approaches. Overall, curriculum innovation emerges as a critical strategy for preparing learners to navigate uncertain professional landscapes and contribute to sustainable global development.
Language, Identity, and Inclusion: Advancing Multilingual Education Through Culturally Responsive Pedagogy in Indonesia Marwah, Sopa Siti; Anisah, Ani Siti; Nurzakiah
Eduscape : Journal of Education Insight Vol. 3 No. 2 (2025): April 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i2.1010

Abstract

This study explores the implementation of Culturally Responsive Pedagogy (CRP) in multilingual Indonesian classrooms within the framework of national curriculum reforms. Indonesia’s linguistic diversity spanning over 700 local languages poses both challenges and opportunities for inclusive education. This research investigates how policies such as Kurikulum Merdeka and Profil Pelajar Pancasila are translated into practice across three regions: Papua, Sulawesi, and Yogyakarta. Using a qualitative case study approach, the study gathered data through semi-structured interviews, classroom observations, and document analysis. Participants included 18 educators and administrators. Data were analyzed thematically using NVivo, focusing on four key dimensions: policy-practice gaps, teacher capacity, resource constraints, and community engagement. Findings indicate that despite national support for cultural inclusion, implementation of CRP is constrained by limited teacher training, the dominance of standardized assessments, and a lack of culturally relevant teaching materials. Language prestige also influences pedagogical decisions, often sidelining local languages in favor of Bahasa Indonesia and English. However, schools that actively engaged local communities and integrated indigenous knowledge into learning reported improved student engagement and cultural affirmation. The study concludes that realizing the full potential of CRP in Indonesia requires systemic reforms that empower teachers, decentralize curriculum design, and institutionalize community partnerships. These changes must be supported by targeted policies and sustained investment in multilingual and multicultural education.

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