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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 51 Documents
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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
Enhancing Reflective Depth through Structured Video Mentoring in Indonesian Teacher Preparation Programs Chisbiyah, Lismi Animatul; Hidayati, Laili
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.v3i1.1014

Abstract

Reflective practice is crucial for pre-service teachers (PSTs) because it integrates theory and practice. Through reflection, PSTs can analyze their experiences, identify improvement areas, and strengthen pedagogical skills. Using a quasi-experimental mixed-methods design, 240 PSTs from three Indonesian teacher education institutions were divided into two groups: video-based mentoring and conventional mentoring. Reflective growth was measured using the Reflective Thinking Questionnaire (RTQ), Groningen Reflection Ability Scale (GRAS), and coded reflective journals. Mediation analysis assessed the role of mentoring quality using the METPI instrument. Thematic analysis of journals and interviews complemented the quantitative findings. PSTs in the video-supported mentoring group showed significantly higher post-test scores in both RTQ and GRAS compared to the control group. Mediation analysis confirmed that mentoring quality significantly predicted reflective depth. Qualitative data revealed common themes such as increased self-awareness, emotional resilience, and a refined teaching philosophy. The study confirms the value of modeling, coaching, and fading in mentoring, and demonstrates that video analysis supports deeper metacognitive engagement. National mentoring frameworks such as PPG and Kampus Mengajar offer strong infrastructure for scaling these practices. Nevertheless, challenges related to technological access and mentor training require systemic policy responses. Video-based mentoring enhances reflective thinking and supports the professional identity formation of PSTs. This model offers a scalable and theoretically sound strategy for improving teacher education quality in Indonesia and similar contexts. Further research should investigate long-term outcomes and implementation models across diverse institutions.
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.
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.
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.
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.

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