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INDONESIA
Jurnal Ilmu Pendidikan dan Bahasa
Published by Yayasan Banu Haji Samsudin
ISSN : -     EISSN : 30258324     DOI : 10.59613
Core Subject : Humanities, Science, Education,
Humanities Languange, Linguistic, Communication & Media Library & Information Science Other
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa is an international journal founded by Mandalika Institute. Mandalika is an open access, double peer-reviewed electronic journal that aims to offer an international scholarly platform for national and cross-border education research in government regulations. Published material includes large academic papers that critically discuss various aspects. This journal determines the specific topics that will be discussed in each issue which can be analyzed from various education perspectives as mentioned. However, it does not limit itself to discussing Indonesian education. Mandalika accepts submissions from all over the world. All submitted articles must not be published elsewhere, be original and not be considered for another publication (To check for Plagiarism, the Mandalika Editorial Board will screen for plagiarism using the Turnitin application program). If indications of plagiarism are found (above 25%), the editorial board will automatically immediately reject the manuscript.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 43 Documents
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Enhancing Generation Z's Engagement in Social Movements through Social Media-Based Education José Taçain
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.330

Abstract

This study explores the potential of social media-based education in enhancing Generation Z's engagement in social movements. Using a qualitative research design and a literature review methodology, the study synthesizes findings from various scholarly articles to understand the intersection between social media, youth activism, and education. The results show that while social media platforms are powerful tools for raising awareness and initiating engagement, they often fail to translate digital participation into tangible offline action. The literature suggests that social media-based education can bridge this gap by fostering critical thinking, equipping youth with the necessary tools to engage in social issues, and aligning educational content with the values of Generation Z. However, challenges remain in ensuring that online participation leads to sustained, meaningful activism. The study proposes integrating interactive and participatory educational models within social media platforms to encourage deeper engagement, shifting young people from passive digital participation to active real-world involvement. This approach has significant implications for the field of youth activism and social media-based education, highlighting the importance of creating educational interventions that not only inform but also inspire Generation Z to take action and contribute to societal change. The findings contribute to the growing body of knowledge on how social media can be leveraged for educational purposes and youth activism. Further research is needed to explore the long-term impact of social media-based education on youth activism and to examine the effectiveness of specific platforms and content in promoting sustained social change.
Project-Based Learning and Its Impact on Critical Thinking Skills in Primary Education Misrahayu, Yuni
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.371

Abstract

Critical thinking is a fundamental skill that must be developed from the primary education level to support students’ problem-solving and decision-making abilities in the 21st century. However, learning practices in primary schools are still predominantly teacher-centered and emphasize memorization, which limits the development of higher-order thinking skills. This study aims to analyze the impact of Project-Based Learning (PjBL) on the critical thinking skills of primary school students. The research employed a qualitative approach using a literature study design. Data were collected from relevant national and international journal articles, academic books, and educational reports accessed through reputable databases. The selected literature was analyzed using qualitative content analysis to identify key patterns and themes related to the implementation of PjBL and its influence on students’ critical thinking skills. The findings indicate that Project-Based Learning has a positive impact on students’ critical thinking by engaging them in authentic problem-solving activities, inquiry-based learning, collaboration, and reflective processes. PjBL encourages students to analyze information, evaluate solutions, and connect learning content with real-life contexts. Overall, the study concludes that Project-Based Learning is an effective instructional approach for fostering critical thinking skills in primary education when supported by proper instructional design and teacher facilitation.
The Role of Online Learning Platforms in Supporting Inclusive Education in Indonesia Rangkuti, Zulkifli; Yahya Obaid, Moh.; Sonjaya, Iwan; Tahir, Muhammad; Setiyatna, Hery
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.373

Abstract

Inclusive education is a central goal in creating equitable education systems; however, Indonesia continues to face challenges related to learner diversity, socio-economic disparities, and geographical inequalities. The expansion of online learning platforms offers opportunities to foster more inclusive learning environments. This study explores the role of online learning platforms in supporting inclusive education in Indonesia using a qualitative literature review approach. Academic publications from 2018–2025 were systematically selected, and ten core articles were analyzed through thematic analysis. The findings indicate a moderate to significant impact of online learning platforms on inclusive education, particularly in enhancing accessibility, instructional flexibility, and personalized learning for diverse learners. When integrated with inclusive pedagogical strategies, digital platforms also contribute to increased student engagement and participation. Nevertheless, major challenges persist, including digital divides, limited teacher digital competence, uneven infrastructure, and policy–practice gaps. The study concludes that optimizing digital-based inclusive education requires targeted infrastructure investment, continuous teacher training in inclusive digital pedagogy, and stronger alignment between policy and practice.

Page 5 of 5 | Total Record : 43

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