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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. 3 (2025): July 2025" : 5 Documents clear
Gamification and Student Engagement: Evidence, Challenges, and Future Directions Irvani, Asep Irvan; Dewi, Andani Putri; Gunawan, Aditia Gustiana; Rahmaniar, Andinisa
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.937

Abstract

This narrative review explores gamification as a pedagogical strategy in higher education, highlighting its role in improving student engagement, learning outcomes, and motivation. Literature was collected from Scopus, Web of Science, ERIC, and Google Scholar using keywords such as “gamification and student engagement,” “game-based learning in higher education,” and “gamification and learning outcomes.” Inclusion criteria emphasized empirical and theoretical studies published between 2010 and 2025. Findings show that gamification enhances participation, satisfaction, and academic performance by fostering both intrinsic and extrinsic motivation. Comparative evidence indicates stronger results in developed countries supported by robust digital infrastructure, while limited resources constrain adoption in developing regions. Cultural contexts also matter: competitive elements thrive where recognition is valued, while collaborative gamification proves more effective in cooperative cultures. The results align with Self-Determination Theory and Flow Theory, demonstrating how gamification supports autonomy, competence, and deep engagement. Challenges remain in ensuring equitable access, sustaining long-term impact, and addressing design limitations. Policy support through infrastructure, teacher training, and institutional investment is crucial. Future research should emphasize longitudinal evaluations, adaptive frameworks, and low-tech innovations to foster inclusivity and sustainability. Overall, gamification holds significant potential to transform higher education when integrated thoughtfully within systemic and cultural contexts
Empowering Learning Through Dialogue: The Impact of Parental Academic Socialization on Student Success in Indonesia Lestari, Putri Ayu
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1012

Abstract

Introduction & Objective: Parental involvement strongly influences student achievement. Among its forms, academic socialization—parents’ communication of educational values, goals, and expectations—plays a particularly important role. This study explores how academic socialization shapes student outcomes in Indonesia and compares its effects with other types of involvement. Methods: Data were collected from more than 2,000 secondary students in four provinces. Hierarchical linear modeling (HLM) and mediation analysis were used to test the effects of parental involvement, with cultural capital as a mediator.  Results: Academic socialization showed the strongest positive effect on GPA, attendance, and aspirations (β = 0.42, p < .001), stronger than home- or school-based involvement. Cultural capital significantly mediated these relationships.  Conclusion: Academic socialization is a strategic pathway for improving student success in Indonesia. Schools and policies should focus on strengthening parents’ ability to communicate academic goals and values, especially in low-SES communities.
Authentic Assessment for Holistic Learning: Evaluating the Implementation of Formative Practices in Indonesian CBE Classrooms Ginanjar, Ani Yanti; Anisah, Ani Siti; Munggaran, Silvi Wulan; Lestari, Putri Ayu
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1013

Abstract

This study examines the implementation of alternative assessment practices in Indonesian primary schools within the Competency Based Education (CBE) framework. Guided by the Merdeka Belajar policy, the research focuses on how portfolios, performance tasks, and student-led reflections are integrated into classroom instruction. A qualitative dominant mixed methods design was employed, involving document analysis, observations, interviews, and rubric based performance scoring in three schools representing urban, rural, and remote (3T) contexts. Findings show that alternative assessments enhance engagement, critical thinking, and communication skills when supported by project-based learning and clear rubrics. Digital tools, especially the Platform Merdeka Mengajar (PMM), enabled real-time feedback and differentiated instruction in digitally equipped schools. However, challenges such as teacher workload, rubric inconsistency, and limited digital infrastructure in rural and 3T areas affected implementation fidelity. Teachers with higher assessment literacy were more consistent in applying formative practices and leveraging assessment data for instructional decisions. The study concludes that sustained implementation of alternative assessments requires systemic support including professional development, collaborative planning structures, and equitable access to digital tools. These practices are essential for realizing the goals of CBE and promoting inclusive, student centered learning environments. The research contributes to policy discourse on assessment reform and offers practical insights for teachers, school leaders, and curriculum designers
Transforming Classrooms through PBL: Lessons from Indonesia’s Curriculum Reforms and Global South Contexts M, Usman
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1108

Abstract

Project-Based Learning (PBL) has been recognized as a transformative educational model for enhancing 21st-century competencies, particularly in developing countries undergoing curricular reforms. In Indonesia, the Merdeka Curriculum and its P5 framework have adopted PBL as a central pedagogical strategy. This study evaluates the outcomes and implementation fidelity of Project-Based Learning (PBL) in Indonesian secondary schools through synthesis of global and local empirical evidence. Using a meta-synthesis approach, the study integrates quantitative and qualitative data from peer-reviewed research, quasi-experimental designs, and policy evaluations. Validated tools such as the California Critical Thinking Skills Test (CCTST) and Tibi’s Collaboration Questionnaire were used to assess student outcomes. Fidelity of implementation was analyzed through project duration, professional development (PD), and adherence to Gold Standard PBL criteria. Findings reveal moderate-to-large effect sizes of PBL on student critical thinking (SMD = 0.82 in high schools) and collaboration (SMD = 0.94 in middle schools). Extended project duration (≥6 weeks), structured PD, and alignment with authentic PBL elements significantly enhance learning outcomes. However, institutional and cultural constraints such as rigid assessment systems and teacher-centered traditions undermine PBL fidelity in Indonesian classrooms. Comparative analysis with other Global South nations reveals similar challenges, highlighting the need for localized yet globally aligned implementation strategies. While PBL holds strong potential to transform student learning in Indonesia, its effectiveness depends on systemic supports, including targeted PD, curricular alignment, and culturally responsive assessment frameworks. This study offers a fidelity-sensitive roadmap for scaling PBL in developing contexts and contributes to the discourse on reforming instructional practices for future-ready education
Purpose and Performance: The Direct Impact of Psychological Well-Being on Academic Outcomes in University Students Arnas, Riska; Ginanjar, Ani Yanti; Anisah, Ani Siti; Munggaran, Silvi Wulan
Eduscape : Journal of Education Insight Vol. 3 No. 3 (2025): July 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i3.1109

Abstract

Psychological well-being (PWB) is increasingly recognized as a critical determinant of academic success. Despite extensive focus on cognitive and behavioral predictors, the direct role of PWB particularly its multidimensional aspects remains underexplored. This study investigates whether PWB directly predicts academic performance among university students, independent of motivational mediators. A cross-sectional survey was conducted with 365 undergraduate students across various disciplines. Ryff’s 42-item Psychological Well-Being Scale was used to assess PWB, while academic outcomes were measured through self-reported GPA and the Utrecht Work Engagement Scale–Student Version (UWES-S). Data were analyzed using confirmatory factor analysis and multiple regression techniques. Findings indicate that PWB significantly predicts both GPA (β = 0.35, p < .001) and academic engagement (β = 0.40, p < .001). Subdimensions such as purpose in life and self-acceptance emerged as the most influential predictors. The model demonstrated strong construct validity (CFI = 0.94; RMSEA = 0.045). These results suggest that PWB operates as a direct driver of academic outcomes and not merely as a background variable or a mediator via motivation. Psychological well-being is a robust and independent predictor of academic performance. Interventions that enhance purpose in life and self-acceptance could significantly benefit student achievement. These findings advocate integrating well-being into academic support strategies, indicating a shift in how educational success is conceptualized.

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