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 51 Documents
 2   3   4   5   6 
Enhancing Engagement and Learning Outcomes through E-Learning in Higher Education Mulvia , Rahmadhani
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.v3i1.934

Abstract

This study provides a narrative review of e-learning platforms and their effectiveness in higher education, aiming to synthesize evidence on technological innovations, pedagogical models, student engagement, and learning analytics. A systematic search was conducted across Scopus, Web of Science, and Google Scholar, using keywords such as e-learning effectiveness, higher education, student engagement, learning outcomes, and e-learning platforms. Inclusion criteria focused on peer-reviewed studies addressing higher education contexts, student experiences, and measurable learning outcomes, with selected literature screened and thematically analyzed. Findings show that e-learning technologies—including artificial intelligence, virtual reality, and mobile platforms—significantly enhance personalization, interactivity, and learner motivation. Pedagogical models such as blended learning, active learning, and gamification foster collaboration, critical thinking, and improved performance. Student engagement and trust emerged as central factors, shaped by platform usability, content relevance, and faculty support. Moreover, learning analytics play a key role in identifying at-risk students and improving instructional design, although persistent concerns remain regarding data privacy and ethical issues. Systemic challenges, including weak infrastructure, insufficient institutional capacity, and limited policy support, hinder equitable implementation, particularly in developing regions. The review emphasizes the urgency of addressing these barriers through stronger policy frameworks, institutional investment, and inclusive pedagogy. Future research should employ longitudinal approaches and pay greater attention to marginalized groups. Overall, aligning technology, pedagogy, and systemic support can transform e-learning into a powerful driver of accessibility, equity, and educational quality worldwide.
Mobile Learning and Student Motivation: A Meta Analytic Comparison of Global and Indonesian Evidence Mariana, Rina Rifqie; Nurjanah, Nunung
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.v3i1.1011

Abstract

Synthesizing Global and Indonesian Evidence on Mobile Learning and Student Motivation: A Meta Analytic Approach This study synthesizes evidence from 24 empirical studies (2010–2025) to examine the effect of mobile learning on student motivation. Using systematic review procedures (PRISMA 2020), the analysis compares global and Indonesian findings. The study includes RCTs and quasi-experiments across K-12 and higher education, focusing on student motivation measured by validated instruments. The methodology involved comprehensive searches across international (Scopus, ERIC, PubMed, ProQuest, DOAJ) and Indonesian (Garuda, SINTA) databases, followed by strict application of inclusion criteria aligned with the PICOS framework. Effect sizes were computed using Hedges’ g, with corrections for small sample bias. Moderator analyses explored the influence of app features (gamification, AR, adaptivity), educational level, regional context, and measurement instruments on motivational outcomes. Results show that mobile learning has a positive effect on student motivation, with stronger effects observed in Indonesian studies. Applications that feature adaptive learning, gamification, or AR yield greater motivational benefits. The findings are consistent across studies, suggesting robust evidence for the positive role of mobile learning. These findings are discussed within Self-Determination Theory and the ARCS model, highlighting the importance of culturally responsive and participatory design. The study acknowledges methodological limitations and suggests practical directions for inclusive and scalable mobile learning. The study concludes by advocating for scalable, inclusive mobile learning solutions that integrate motivational frameworks and cultural adaptability.
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.
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.
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.
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
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.
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.
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.

Page 4 of 6 | Total Record : 51

 2   3   4   5   6 

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