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INDONESIA
International Journal of Studies in International Education
Published by Asosiasi Riset Ilmu Pendidikan Indonesia
ISSN : 3047356X     EISSN : 30480884     DOI : 10.62951
Core Subject : Humanities, Health, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences
The fields of study in this journal include the sub-groups of Educational Sciences, Social Sciences, Language and Literature, Sports and Health, Mathematics and Mathematics and Natural Sciences
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 99 Documents
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Implementation Of The Problem Based Learning Model Through Articulate Storyline Learning Media To Improve Students' Learning Outcomes In The Science Subject Of Grade V At Sdn Tamansari 1 Resti Aisyah Amini; Didit Yulian Kasdriyanto; Ribut Prastiwi Sriwijayanti
International Journal of Studies in International Education Vol. 3 No. 2 (2026): May: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i2.501

Abstract

This study examines the application of the Problem Based Learning model combined with the interactive learning media Articulate Storyline in the learning of Science on the subject of Harmony in Ecosystems in class V of SDN Tamansari 1. The background of this study is based on the low student learning outcomes caused by the dominance of the lecture method and the minimal use of interesting media, so that students are less actively involved in learning. The purpose of this study is to describe the application of the media and improve student learning outcomes. The study used the Classroom Action Research method which was carried out in two cycles, including the planning, implementation, observation, and reflection stages, with 17 students as subjects. The results showed a significant increase in student learning outcomes in each cycle, where the average class score increased from 50 in the pre-cycle to 71.17 in Cycle I, and reached 91.76 in Cycle II. The percentage of learning completion also increased from 17.65% to 76.47%, until finally reaching 100% in Cycle II. These findings indicate that the use of the Problem Based Learning model combined with Articulate Storyline can encourage student engagement and deepen conceptual understanding. Therefore, it can be concluded that the implementation of these learning models and media is effective in improving science students' learning outcomes.
Analysis of Student’s Scientific Writing Errors: A Case Study at Fmipa Universitas Negeri Surabaya Sari Kusuma Dewi; Adi Maladona; Oka Saputra; Dhita Ayu Permata Sari; Nurina Rizka Ramadhania; Rudianto Artiono
International Journal of Studies in International Education Vol. 3 No. 2 (2026): May: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i2.505

Abstract

Scientific writing is one of the essential skills that college students need to support research activities and the development of knowledge. However, students still encounter various challenges during the writing process. This study aimed to identify students’ responses toward scientific activities at FMIPA Universitas Negeri Surabaya and to examine the difficulties experienced by students in preparing scientific papers. The study employed a qualitative descriptive method using a purposive sampling technique. The research subjects consisted of 36 students from various study programs at FMIPA Universitas Negeri Surabaya who had been involved in research activities and scientific proposal writing. Data were collected through student response questionnaires consisting of closed-ended and open-ended questions. The data were analyzed descriptively and presented in tables and narrative descriptions. The results showed that most students had understood the existing student research programs and were familiar with the use of research guidelines. However, students still faced difficulties in systematically organizing research ideas, determining research variables and methods, finding relevant literature reviews, and connecting theories from various references. In addition, time management and the use of citation management applications were also obstacles for some students. Therefore, more structured assistance is needed through scientific writing training, reference searching training, and the use of citation management applications to improve the quality of students’ scientific writing.
The Philosophy of Color in Malay Tradition Symbolism, and the Implementation of Cultural Values for Modern Society Hasnah Faizah; Irwanto Irwanto; Ika Apriyanti; Putri Endang Kemalasari; Hendri Ramadhan
International Journal of Studies in International Education Vol. 3 No. 2 (2026): May: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i2.506

Abstract

This study aims to comprehensively examine the profound philosophical values and moral messages deeply embedded within the traditional color conventions of Malay customs. The primary focus is to critically analyze the historical and contemporary use of color as a powerful "silent language" that intricately represents cultural identity, hierarchical social stratification, and sacred spiritual values within Malay society (Samsudin & Mohd Khidzir, 2020). To achieve this, the method employed is a qualitative descriptive research design, utilizing an ethnographic communication study approach combined with a meticulous cultural semiotic analysis. Data analysis was systematically conducted through data reduction techniques, semiotic analysis to thoroughly examine the relationship between the signifier and signified, as well as a humanistic interpretation aimed at connecting traditional color meaning with modern human values and ethics (Ariyaningsih et al., 2023). Ultimately, the findings reveal that color in Malay custom functions as a vital medium of non-verbal communication that seamlessly integrates moral and spiritual values for modern society under the guiding cultural principle of "Adat bersendi Syarak, Syarak bersendi Kitabullah" (Custom grounded in Islamic Law, Islamic Law grounded in the Holy Quran) (Effendy, 2006). This integration underscores how traditional aesthetics continue to preserve societal harmony, ethical standards, and profound spiritual devotion.
Analysis of Pantun in the Animated Film Upin & Ipin Episode "Pesta Pantun" and Its Implications in Learning Malay Culture for Junior High School Students in Riau Giovannesandesva Hendri; Rizka Auliya Jufri; Hasnah Faizah
International Journal of Studies in International Education Vol. 3 No. 2 (2026): May: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i2.508

Abstract

This study aims to analyze the structure, meaning, and values ​​of Malay culture in the animated film Upin & Ipin episode "Pesta Pantun", and its implications in learning for junior high school students in Riau. The method used is qualitative with a content analysis approach. The research data in the form of 19 pantuns were collected through listening and note-taking techniques, then analyzed based on the structure (sampiran and content), meaning, and cultural values. The results show that advice pantuns have a complete structure and function to convey moral values, humorous pantuns are flexible as a medium of entertainment, and riddle pantuns are relatively consistent and function to develop critical thinking skills. In terms of meaning, pantuns contain explicit and implicit messages that reflect the values ​​of politeness, togetherness, intelligence, and respect for Malay traditions. The implications of this study indicate that the use of animation media in pantun learning can increase student engagement and understanding contextually, so it is relevant to be applied to junior high school students in Riau.
Challenges in Implementing Impactful Education Policy in Remote Areas: A Pentagon Asset Analysis Michandra Michandra; Eny Haryati; Amirul Mustofa
International Journal of Studies in International Education Vol. 3 No. 3 (2026): August: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i3.530

Abstract

Impactful education policy seeks to equalize the quality of education across Indonesia, including underdeveloped, frontier, and outermost (3T) regions. In practice, aggregate figures often appear satisfactory even as conditions on the ground remain uneven, indicating that conventional policy implementation theory alone cannot fully explain why these barriers persist in remote areas. This study examines the challenges of implementing impactful education policy by combining George Edwards III's implementation theory with Pentagon Asset Analysis. The population comprised education units and education stakeholders in Nunukan Regency, North Kalimantan. The sample consisted of ten key informants — education office officials, supervisors, principals, teachers, school administrators, committee heads, community leaders, and parents — purposively selected from three locations: an island/border area and two interior areas. Data were analyzed qualitatively using the interactive model of Miles, Huberman, and Saldana, combined with Pentagon Asset scoring and strengthened through source triangulation and secondary BPS (Statistics Indonesia) data. The findings show that policy communication travels quickly but is not evenly understood, owing to limited connectivity; teacher ratios that appear adequate in aggregate conceal real distributional gaps; and bureaucratic structures have yet to adapt to geographic conditions. Pentagon Asset scores indicate that social assets are highest (4.07) and serve as the primary buffer, while physical assets (2.27) and financial assets (2.40) are the weakest. The study concludes that impactful education policy will only succeed in remote areas when bureaucratic reform proceeds hand in hand with the strengthening of local livelihood assets.
Policy for Improving the Digital Literacy of Teachers and Students in Remote Areas to Accelerate Sustainable Development Goal 4: Quality Education Eny Haryati; Imiu Imiu; Fedianty Augustinah
International Journal of Studies in International Education Vol. 3 No. 3 (2026): August: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i3.531

Abstract

Low and unevenly distributed digital literacy in remote areas remains a challenge in achieving Sustainable Development Goal (SDG) 4 on quality education. This study aimed to map the condition of digital literacy among teachers and students and formulate policy directions to accelerate SDG 4 in the underdeveloped, frontier, and outermost (3T) region of Nunukan Regency, North Kalimantan. An explanatory sequential mixed-methods design was applied, involving 120 respondents consisting of 40 teachers and 80 primary and secondary school students selected purposively, along with 10 key informants for in-depth interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed thematically, followed by integration of both findings. The results showed an overall digital literacy mean score of 2.80 out of 5, categorized as moderate but unevenly distributed. Application-use ability achieved the highest score (3.32), while content creation (2.55) and policy support (2.32) were the lowest. Digital literacy levels decreased due to poor connectivity, limited device availability, and remote locations. The findings indicate that improving digital literacy requires integrated, area-based policies through offline-accessible resources, device support, continuous training with mentoring, and evaluation based on actual learning improvements.
Pentahelix Collaboration in Reducing Unemployment Among Vocational High School Graduates: A Reflection on Vocational Education Policy Imiu Imiu; Eny Haryati; Fedianty Augustinah
International Journal of Studies in International Education Vol. 3 No. 3 (2026): August: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i3.532

Abstract

Vocational high school (SMK) graduates remain the largest contributors to unemployment in Indonesia, with the open unemployment rate reaching 7.74% nationally and 8.81% in East Kalimantan in February 2026. This condition indicates that the challenge is not only related to graduate quality but also to the limited collaboration among stakeholders connecting vocational education and the labor market. This study aims to analyze the contribution of five pentahelix actors academia, business, community, government, and media in improving graduates’ work readiness and employment absorption, as well as reflecting on vocational education policy. A sequential explanatory mixed-methods approach was applied involving 150 respondents from six vocational stakeholder groups in East Kalimantan, followed by interviews with ten key informants. Quantitative data were analyzed using descriptive statistics and multiple regression, while qualitative data were analyzed thematically. The results show that pentahelix collaboration is at a moderate level, with media involvement and employment absorption as the weakest aspects. The five actors explain 63.2% of employment outcomes, with business/industry as the strongest determinant. The findings highlight that vocational collaboration requires outcome-based governance focused on employment absorption rather than merely the implementation of activities.
The Effectiveness of Using the SIMPONI App as an Interactive Piano Simulator in Improving Junior High School Students’ Music Performance Skills Bagus Waluyo Arif; Dinny Devi Triana; Dian Herdiati
International Journal of Studies in International Education Vol. 3 No. 3 (2026): August: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i3.533

Abstract

This study examines the effectiveness of SIMPONI (Interactive Pianica Simulator), a web-based learning medium that digitally simulates the pianica, in improving the pianica-playing skills of seventh-grade students at SMP Negeri 69 Jakarta, where limited access to musical instruments has long constrained individual practice, learning motivation, and instrumental performance. The medium was first developed and validated by content and media experts prior to field testing, achieving an average feasibility score of 87.5% (highly feasible category). To measure its effect on learning outcomes, this study employed a quantitative approach using a pre-experimental, one-group pretest-posttest design involving 20 students. Results showed an increase in average scores from 58 (pretest) to 84 (posttest), yielding an N-Gain of 0.62, classified as moderately effective. Student responses were also highly positive, averaging 91% in the “very good” category, indicating strong practicality. These findings confirm that digital simulations such as SIMPONI can serve as an effective solution to address the shortage of musical instruments, while enhancing students’ understanding of musical notation, fostering learning autonomy, and developing psychomotor skills—all in alignment with the Merdeka Curriculum’s emphasis on adaptive, technology-based learning.
From National Education Policy to Local Implementation: Translating Institutional Collective Action for Multilevel Education Governance Iqbal Indrawan; Dian Ferriswara; Ulul Albab
International Journal of Studies in International Education Vol. 3 No. 3 (2026): August: International Journal of Studies in International Education
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsie.v3i3.535

Abstract

Multilevel education policy implementation distributes authority, resources, information, and accountability across central, subnational, specialized, and school-level organizations. This article examines how such fragmentation may create coordination dilemmas and how public administrators can select context-sensitive institutional responses. It presents a conceptual review article using a theory-focused narrative literature review with a theory-to-practice orientation. Five documented Scopus search runs yielded 707 records; after EID deduplication, role-based screening, source-role prioritization, and full-text verification, 33 peer-reviewed journal articles formed the analytical corpus. The synthesis reconstructs the Institutional Collective Action (ICA) Framework around fragmented authority, interdependence, collaboration risk, expected joint gains, mechanism scope and authority, decision and autonomy costs, and outcome feedback. Application and criticism evidence indicates that transfer to education governance is defensible at the construct and mechanism level, but must remain sensitive to legal hierarchy, power asymmetry, implementation capacity, legitimacy, equity, and the gap between institutional formation and performance. The article translates ICA into six iterative domains: dilemma and interdependence diagnosis; problem, information, and task alignment; incentives, distribution, power, and autonomy; integration mechanism fit and institutional design; capacity, learning, and adaptive coordination; and performance, equity, endurance, and feedback. The framework offers a conceptual-translational contribution for diagnosing and designing multilevel implementation arrangements. It does not modify ICA theory, prescribe collaboration universally, or establish that coordination mechanisms cause education outcomes.

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