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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. 4 No. 1 (2026): January 2026" : 5 Documents clear
MAHIR Model: Redefining Scout Leadership Competence Mundzir, Ahmad; Marlina, Lina
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1091

Abstract

In Indonesia, Scout leadership has traditionally been defined through administrative certification programs such as the Basic and Advanced Training Courses (KMD and KML). However, certification alone does not necessarily represent the full range of competencies required for guiding, inspiring, and nurturing young people. This article introduces the MAHIR Model as a conceptual framework to redefine Scout leadership competence beyond administrative recognition. MAHIR stands for Mentorship, Active Learning Facilitator, Humanistic, Inspirational, and Service-Oriented. These five dimensions integrate core Scouting values with contemporary theoretical perspectives including Positive Youth Development, Self-Determination Theory, Social and Emotional Learning, psychological safety, and servant leadership. The model emphasizes a shift from certificate-based recognition to competency-based evaluation, focusing on pedagogical quality, character formation, and measurable leadership performance. A mixed-method validation approach is proposed, combining Likert-type self-assessments with structured observation rubrics to capture both perceptual and behavioral aspects of leadership. The article contributes theoretically by redefining the meaning of qualified Scout leadership, methodologically by proposing an empirically testable framework, and practically by offering a pathway to professionalize Scout leadership in Indonesia’s non-formal education system.
Morphological Development in a Bhutanese Child: A Case Study of English as A Second Language Acquisition Tenzin
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1140

Abstract

This study examines the morphological development of a 58-month-old Bhutanese child, Dorji, learning English as a second language in a multilingual setting. The study employed a qualitative case study design focusing on speech samples collected during spontaneous father–child interactions. Mean Length of Utterance (MLU) and grammatical morpheme analysis were applied to assess linguistic complexity, emphasizing on plural markers, verb inflections, negations, and interrogatives. The findings indicated an MLU of 5.94, which is within the typical range range of first language learners, suggesting advanced morphological competence despite English being the child’s second language. The child demonstrated strong Cognitive Academic Language Proficiency (CALP), which is evident from the use of academic vocabulary such as “gravity” and “helium planet.” However, weaker Basic Interpersonal Communicative Skills (BICS) were observed through limited conversational fluency and inadequate use of negation and question structures.The study indicated the critical role of parents in teaching early morphological development, while limited exposure to spontaneous peer interaction may hinder functional grammar growth. Overgeneralization of morphological rules, inconsistent auxiliary usage, and reliance on rising intonation for questions reflected an early developmental stage in conversational competence. Thus, the study highlighted the importance of balanced language exposure that integrates both structured academic discourse and naturalistic communication. It contributes to the limited body of research on second language acquisition in underrepresented multilingual contexts and offers pedagogical implications for early language instruction, parental involvement, and curriculum design for both academic and communicative language proficiency.
Fostering Student Agency: The Application of Emancipatory Education Principles within Indonesia's Merdeka Curriculum Sheptian, Riky; Tjalla , Awaluddin; Soeprijanto
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1177

Abstract

This study investigates the implementation of emancipatory education principles within Indonesia’s transformative Merdeka Curriculum, a paradigm that promotes flexible and student-centered learning to strengthen adaptability and critical thinking. Using a descriptive qualitative approach with a case study design at Al Khoiriyah Al Husna Islamic Elementary School in Sukabumi, data were collected through participatory observations in 12 learning sessions, in-depth interviews with 26 teachers, focus group discussions, and document analysis involving 60 students from grades 4 to 6. The findings reveal significant pedagogical transformations, including increased student participation, enhanced project-based learning practices, and improved digital assessment systems, although challenges remain in mindset change, capacity building, and technology integration. The study concludes that emancipatory education can be effectively operationalized within the Merdeka Curriculum and leads to substantial transformation in traditional classrooms. It implies that sustained professional development and supportive institutional frameworks are critical for ensuring the continuity and scalability of transformative educational practices in Indonesia.
Critical Literacy and Cognitive Processes: A Documentary Analysis of Their Relationship In Digital Contexts Lozano Flores, Luis Daniel
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1169

Abstract

Critical literacy within digital contexts has been a central topic of academic debate, especially with the exponential growth of Generative Artificial Intelligence (GAI). This emerging technology presents challenges and opportunities in the development of academic texts, as is the case with the ethical and cognitive comprehension issues. The purpose of this article was to analyze in depth the influence of different GAIs (Deepseek, ChatGPT, and Gemini) on improving academic texts, evaluating their role as tools to support critical literacy and exploring the cognitive processes involved in their use. This study is qualitative in nature and employs a case study based on a theoretical-practical analysis. The instructional prototypes of the GAIs were fed with a limited database on critical literacy and a specific prompt that allowed them to provide feedback on different types of texts. The results indicate that the various GAIs managed to position themselves as tools capable of guiding the development of critical literacy and even enhancing it. The models exhibited a tendency to be repetitive and to prioritize certain actions related to specific cognitive processes. This repetitiveness, if unaddressed, risks fostering mechanical engagement rather than genuine critical reflection, thereby limiting the development of autonomous critical thinking in students. Clear differences in the quality and focus of the feedback among each of the GAIs were identified, suggesting plausible explanations for how they are used in different cognitive functions. It is concluded that GAI is a promising mediating agent in the development of critical literacy, but its impact on cognitive processes (such as reflection or critical thinking) directly depends on its instructional design and the intrinsic characteristics of each model.
Implementation of Deep Learning in Teaching Factory as a Strategy for Enhancing Industrial Competencies: A Systematic Literature Review Herianto; Gunawan, Aditia Gustiana; Kamdi, Waras
Eduscape : Journal of Education Insight Vol. 4 No. 1 (2026): January 2026
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v4i1.1244

Abstract

The advancement of Industry 4.0 has significantly increased the demand for industrial competencies aligned with intelligent, data-driven manufacturing systems. Deep learning, as a core artificial intelligence technology, plays a critical role in smart factories, particularly in computer vision, predictive analytics, and automated decision-making. In parallel, the Teaching Factory model has emerged as a strategic educational approach to bridge the gap between vocational education and real industrial practices. This study conducts a Systematic Literature Review (SLR) on the integration of deep learning and pedagogical approaches within Teaching Factory and automated manufacturing learning environments, with a focus on industrial competency development. Using a structured and transparent review protocol, peer-reviewed journal articles were analyzed to identify instructional practices, learning theories, targeted competencies, and research methodologies. The review indicates that while Teaching Factory models emphasize production-based learning, deep learning has not yet been systematically embedded into their pedagogical frameworks. Existing studies predominantly address technical and cognitive competencies, with limited attention to transversal and employability competencies. Methodologically, the literature is largely dominated by conceptual frameworks and short-term case studies, underscoring the need for more empirical and longitudinal research. This review contributes by synthesizing current evidence, clarifying research gaps, and proposing directions for pedagogically grounded and industry-aligned Teaching Factory models that integrate deep learning to support comprehensive industrial competency development

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