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 50 Documents
 1   2   3   4   5 
School Principal Leadership and Sustainable Governance: A Systematic Review of International Practices Rachmadio, R. Edy; Joko; Lastriyani, Indri; Nugraha, Derry
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.384

Abstract

This study examines the role of school principal leadership in sustainable school governance through a comprehensive multi-national literature review. The research analyzes leadership practices, challenges, and success factors across different cultural and economic contexts to identify universal principles and context-specific elements of effective school governance. Using a systematic literature review methodology following PRISMA guidelines, the study reviewed peer-reviewed articles, books, and official reports published between 2014 and 2024 from major academic databases. The findings reveal five key themes: leadership characteristics and competencies, contextual adaptations, sustainable governance practices, challenges and solutions, and the impact of external factors. Results indicate that successful sustainable school governance requires principals to balance universal leadership principles with local contextual adaptations while developing strong digital leadership capabilities and stakeholder engagement skills. The study contributes to educational leadership theory and practice by providing evidence-based insights for leadership development programs and policy formation. Furthermore, it highlights the evolving nature of school leadership challenges in the post-pandemic era and the importance of adaptive leadership approaches.
Early Literacy Assessment For Children With Autism Spectrum Disorders At Preschool Rizqi, Putri; Ummah, Umi Syaiful; Hastuti, Wiwik Dwi; Malizal, Zelynda Zeinab
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.398

Abstract

Autism Spectrum Disorder is a disorder that causes children to experience obstacles in communication skills, starting from the child's language understanding. Where early assessment will help children with ASD to develop and improve their abilities, so early reading assessment needs to be carried out. Code-related abilities (such as letter knowledge, print concepts, and early writing) and meaning-related skills (such as vocabulary, recounting stories, and understanding) are used to evaluate early reading. The purpose of this study was to determine the early reading abilities of preschool children aged 3-5 years with ASD and also appropriate interventions according to their needs. This study uses a quantitative method of observation, interviews and document reviews to determine beginner reading assessment skills in children with ASD. The test was conducted on three preschool children aged 3 to 5 years: Kenzy, Excy, and Mikhael. From the results of this study, the early reading skills of children with ASD in Kenzy and Excy are limited to identifying consonants and vowels. At the same time, Michael only needs further reinforcement on several letters, and intonation is still flat. From the assessment results, multidisciplinary programs, phonological awareness, and natural developmental behavioural interventions (NDBI) can be given.
Navigating Faith in the Digital Age: The Role of Technology in Shaping Gen-Z's Religious Perspectives Masripah; Anisah, Ani Siti; Irvani, Asep Irvan
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.410

Abstract

This study aims to analyze the impact of digital technology on contemporary Islamic thought and religious practices among Generation Z (Gen-Z). Employing a Mixed Methods Research (MMR) approach with a Triangulation design, the study involved 264 respondents using a five-point Likert scale questionnaire and semi-structured interviews with five key informants. The findings reveal that digital technology positively influences contemporary Islamic thought by 56.4%, religious practices by 50.2%, and the combination of both by 51.5%. Generation Z utilizes technology such as social media, religious applications, and online forums to understand Islam contextually and flexibly. They leverage technology to explore contemporary issues such as moderation and pluralism while supporting daily religious practices through digital Qur'an applications and online studies. However, the study also identifies challenges, including the risk of inaccurate information, exposure to radicalization, and potential impacts on religious traditions and spiritual depth. This research underscores the need for religion-based digital literacy to help Generation Z utilize technology wisely, with guidance from religious leaders and parents and the development of relevant religious applications. With a strategic approach, digital technology can effectively strengthen a moderate, inclusive, and contextually relevant understanding of Islam in the digital era. The findings of this study are expected to provide a foundation for developing strategies in Islamic education and dakwah tailored to support the spiritual lives of Generation Z in the future.
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.
Evaluating the Economics Education Framework Within the Merdeka Curriculum at the Ecd Level: Case Study at Kharisma Kindergarten Nuraini, Fariha; Sholikhah, Annisa Mar’atus; Wahjoedi; Rahmawati, Farida; Tahir, Aisha
Eduscape : Journal of Education Insight Vol. 2 No. 3 (2024): July 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i3.439

Abstract

Education is of paramount importance in shaping a nation's character. This is particularly relevant in Indonesia, where the President of Indonesia has prioritized the Merdeka Curriculum across all levels of education. This curriculum is being implemented at the early childhood education (ECD) level following government policy guidelines in Permendikbud ristek Number 5/2022. This research uses a qualitative case study research method with the CIPP evaluation model at Kharisma Kindergarten Malang to investigate the evaluation of the implementation of economic learning in the Merdeka Curriculum in ECD education. The study employed purposive sampling to select Kharisma Kindergarten Teachers in Malang, School Supervisors in Malang Regency, and the Head of the Early Childhood Education Section in Malang Regency. The results of qualitative research using the triangulation method show that the Merdeka Curriculum has been implemented 90% at the kindergarten level. In detail, the results of interviews with the head of curriculum at Kharisma Kindergarten show that the Merdeka Curriculum was implemented at school 100% in 2024. However, the researchers identified obstacles regarding teacher and parent paradigms and limited facilities, which prevented the curriculum from being successfully implemented. Therefore, teachers, parents, and students need to accept new teaching methods and ideas if the Merdeka Curriculum is to work well in ECD education.
Using Canva Videos as an Alternative Learning Bank Lesson from Indonesia Nasrulloh, Ubaid Fandi; Chamoli, Anjana
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.441

Abstract

The use of ICT in the learning process is a problem and challenge for educators, especially since the use of this technology must be collaborated with the application of learning models. This research aims to produce a product in the form of a Canva learning video based on the Discovery Learning learning model that is suitable for use and provides effectiveness for student learning outcomes. The method used is the Research and Development (R&D) method with the Borg and Gall development model, which includes seven stages, namely: 1) Preliminary Study, 2) Planning, 3) Initial product manufacture, 4) Preliminary field test, 5) Main product revision, 6) Main field trial, 7) Operational product revision. The method of analyzing qualitative and quantitative descriptive data is a linker scale and N-Gain value test. Based on the results of the study, it was found that the feasibility of Canva learning video media by media experts was 100% with the criteria of "very good," the level of presentation of the feasibility of lecturer material experts was 77.75% with the criteria of "Good" and the validation of the teaching teacher material was 86.66% with "perfect" criteria. The results of the student responses were 88.17% with the criteria of "Very good," and the results of the N-Gain value test obtained results of 0.55, which were included in the "medium" category. Based on the results of these studies, it can be concluded that the development of Canva learning media based on the Discover Learning model in class 10 students of SMA Al-Muflihun is feasible and effective for the learning process at school.
Educational Innovation Through the Independent Learning Initiative in Indonesia fitriyah, Aidatul; Aminah, Ummi; Safitri, Awalina Dea
Eduscape : Journal of Education Insight Vol. 2 No. 4 (2024): October 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/eduscape.v2i4.446

Abstract

This study systematically reviews how Indonesia's Merdeka Belajar Initiative and innovative pedagogy close the gap between access to education and learning quality. It explores how these reforms equip students with critical thinking and problem-solving skills for the digital era. The author analyzed recent academic studies, policy documents, and international reports to evaluate the initiative's goals, innovative teaching practices, and their impact on educational outcomes in Indonesia. This research finds that the Merdeka Belajar Initiative shifts Indonesia’s education system towards autonomy, flexibility, and student-centered learning. Differentiated instruction, project-based learning, and gamification significantly enhance critical thinking and student engagement. However, teachers face challenges such as inadequate preparation, resource disparities, and resistance to change. Our findings highlight the importance of providing continuous professional development, strengthening technological infrastructure, and creating a national framework that accommodates regional diversity. It can be concluded that the Merdeka Belajar initiative and innovative pedagogy have the potential to transform Indonesia’s education system. These reforms enhance academic performance and holistic student development. Overcoming systemic barriers and strengthening policy support will ensure their success. This study emphasizes the need to align educational reform with innovative teaching practices to prepare students for the demands of the 21st century. It provides actionable insights for policymakers, educators, and researchers to improve education quality and equity in Indonesia.
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.
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.

Page 3 of 5 | Total Record : 50

 1   2   3   4   5 

Filter by Year

2023 2026


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