cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Novianita Rulandari
Contact Email
journal@idscipub.com
Phone
+62885218596868
Journal Mail Official
journal@idscipub.com
Editorial Address
Gondangdia Lama Building 25, RP. Soeroso Street No.25, Jakarta, Indonesia, 10330
Location
Kota adm. jakarta pusat,
Dki jakarta
INDONESIA
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. 4 (2025): October 2025" : 5 Documents clear
Rethinking Teacher Professional Development for the Digital Era: A Narrative Review Anisah, Ani Siti; Masripah; Putri, Mentari Juanda
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.935

Abstract

This narrative review examines teacher professional development (TPD) in the digital age, particularly following the acceleration of digitalization during the COVID-19 pandemic. The study analyzes best practices, challenges, and strategies for effective TPD. Literature was collected from Scopus, Web of Science, and Google Scholar using keywords such as teacher professional development, technology integration, artificial intelligence in education, blended learning, and the TPACK framework. Inclusion criteria covered peer-reviewed studies from 2010 to 2025 focusing on digital competencies, pedagogical integration, and professional training outcomes. Findings highlight four themes: technology integration that enhances pedagogy and student outcomes; collaboration through professional learning communities that strengthen engagement; inequities in access and readiness, especially between urban and rural teachers; and ethical concerns, including professional identity in AI adoption. Systemic factors such as infrastructure, policies, and institutional culture strongly influence effectiveness. Although digital tools provide clear benefits, their potential is limited without supportive ecosystems. The discussion emphasizes sustainable, context-relevant training, collaborative environments, equitable access, and embedding ethics in TPD. Future research should prioritize longitudinal studies to assess long-term impacts. Overall, effective TPD is crucial for fostering inclusive, innovative, and ethically grounded education in the digital era.
Transformational and Adaptive Leadership in Times of Crisis: Lessons from COVID-19 Nazib, Fiqra Muhamad; Anisah, Ani Siti; Usman, Asep Tutun
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.938

Abstract

This study presents a narrative review of educational leadership in crisis contexts, with particular attention to the disruptions caused by the COVID-19 pandemic. The aim is to identify leadership strategies that supported institutional resilience, sustained learning, and safeguarded the well-being of educators and students. Literature was collected from major academic databases, including PubMed, ERIC, Scopus, and Google Scholar, using keyword combinations such as “educational leadership,” “crisis,” “COVID-19,” and “implementation strategies.” Inclusion criteria restricted the review to peer-reviewed articles addressing leadership practices during crises, while exclusion criteria eliminated non-academic and methodologically weak sources. Selected studies included case analyses, cohort studies, and theoretical papers, which were synthesized thematically. The results reveal that transformational and adaptive leadership models were most effective in enabling institutions to respond to crises. Transformational leaders motivated and inspired staff, while adaptive leaders responded flexibly to emergent challenges. Supportive institutional environments further enhanced resilience by promoting collaboration, resource-sharing, and staff engagement. Global comparisons show that leaders in developed countries relied heavily on technological innovation and robust infrastructures, whereas leaders in developing countries focused on equity and community-based strategies to sustain access. Systemic barriers, such as insufficient resources, weak infrastructures, and bureaucratic inefficiencies, were identified as major obstacles. These findings underscore the urgency of systemic reforms and leadership development initiatives. Policy interventions should prioritize equitable funding, digital infrastructure, and training in adaptive and transformational leadership. Future research must address long-term leadership outcomes and culturally grounded practices, ensuring education systems are better equipped to withstand future crises.
Transformational Leadership Beyond Behavior: A Structural Equation Model of Motivation and Culture as Mediators of Teacher Effectiveness Usman, Asep Tutun; Anisah, Ani Siti; Nazib, Fiqra Muhammad
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.1009

Abstract

Transformational leadership (TL) has become an important approach to improving teacher performance in various educational settings. In Indonesia’s secondary education sector, where leadership reforms are accelerating, it is essential to understand how TL influences teacher outcomes. This study examines the mediating roles of teacher motivation and organizational culture in the TL–performance relationship, using data from 300 teachers across SMP, SMA, SMK, and MA schools nationwide. This study applied a cross-sectional design and structural equation modeling (SEM) with bootstrapped mediation analysis to test direct and indirect pathways. The instruments used were the Indonesian version of MLQ 5X Short, adapted scales for motivation and culture, and the national PKG rubric for teacher performance. Confirmatory Factor Analysis (CFA) validated all constructs with strong fit indices (CFI > 0.91; RMSEA < 0.06). The results show that TL significantly predicts motivation (β = 0.61) and organizational culture (β = 0.53). Both variables strongly influence teacher performance (β = 0.47 and β = 0.42). The direct effect of TL on performance is modest (β = 0.18), which indicates that psychological and cultural mediators play a dominant role. The total explained variance in performance (R² = 0.51) confirms the importance of these indirect mechanisms. This study contributes to educational leadership theory by validating a dual mediation model in a developing country context, while offering practical insights for leadership training programs and policy reforms. It underscores the importance of building school cultures and enhancing intrinsic motivation to maximize leadership impact. Limitations include the cross sectional design, suggesting future research adopt longitudinal or mixed method approaches.
Profiling Students’ Interpersonal Intelligence at SMPIT Buahati Islamic School Jakarta and Its Implications for Counseling Services Magfirah, Nazla; Solihatun; Wulandari, Wenny
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.1069

Abstract

Interpersonal intelligence is a crucial socio-emotional capacity that enables adolescents to build positive peer relationships, collaborate effectively, and regulate emotions in diverse school environments. This study aimed to describe the overall profile of students’ interpersonal intelligence at SMPIT Buahati Islamic School Jakarta and to identify its implications for guidance and counseling (BK) services. Using a quantitative survey design, data were collected from 60 Grade VIII students through a validated 23-item Likert-scale instrument (Cronbach’s α = 0.860) covering four domains: empathy, cooperation, interpersonal communication, and social skills. The findings revealed that most students demonstrated good interpersonal competence, particularly in cooperation, while interpersonal communication emerged as the weakest domain. This suggests that although students work well in teams, many struggle to articulate ideas clearly and confidently. These results highlight the importance of school-based counseling interventions that focus on improving communication, empathy, and social interaction skills. Strengthening these dimensions can support students’ emotional maturity, peer harmony, and readiness to engage in collaborative learning environments.
Empowering Educators: The Mediating Role of Self-Efficacy in Reflective Practice and Teacher Identity Development Solihatun, Solihatun; Daming, Hamdi M.; Hermansyah, Sam
Eduscape : Journal of Education Insight Vol. 3 No. 4 (2025): October 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v3i4.1110

Abstract

This study investigates the mediating roles of reflective practice and teacher self-efficacy in the development of Teacher Professional Identity (TPI). Although participation in Continuing Professional Development (CPD) is widespread, little is known about how these experiences contribute to meaningful identity transformation for teachers. Addressing this gap, the study proposes a mediation model in which reflective practice indirectly enhances TPI through the intermediary construct of self-efficacy. Utilizing a cross-sectional design with a sample of 420 in-service teachers, the research employed validated instruments to measure reflective practice, self-efficacy, and TPI. Structural Equation Modeling (SEM) and PROCESS macro (Model 6) were used to analyze the direct and indirect effects. Bootstrapped confidence intervals and model fit indices (CFI = 0.96, TLI = 0.94, RMSEA = 0.045) confirmed the robustness of the proposed model. Results revealed a significant direct effect of reflective practice on TPI (β = 0.21, p = 0.042), and a stronger indirect effect mediated by self-efficacy (β = 0.34, p < 0.001). The findings support the hypothesis that self-efficacy plays a central role in converting reflective experiences into professional identity development. This mediation framework contributes to the theoretical discourse on TPI and underscores the importance of incorporating reflective and efficacy-building components into CPD. The study offers key implications for CPD design, advocating for culturally responsive and psychologically enriching programs that prioritize structured reflection and empower teachers to engage deeply with their evolving roles. Such initiatives are likely to yield sustained improvements in instructional quality and teacher resilience.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 1 (2026): January 2026 Vol. 3 No. 4 (2025): October 2025 Vol. 3 No. 3 (2025): July 2025 Vol. 3 No. 2 (2025): April 2025 Vol. 3 No. 1 (2025): January 2025 Vol. 2 No. 4 (2024): October 2024 Vol. 2 No. 3 (2024): July 2024 Vol. 2 No. 2 (2024): April 2024 Vol. 2 No. 1 (2024): January 2024 Vol. 1 No. 1 (2023): October 2023