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PUSAKA: Journal of Educational Review
Published by S&Co Publishing
ISSN : -     EISSN : 30258251     DOI : https://doi.org/10.56773/pjer
Core Subject : Education,
Education Other
PUSAKA: Journal of Educational Review committed to providing a streamlined submission process, rapid review and publication, and a high level of author service at every stage. It is a multi-disciplinary, open access, innovation-focused journal publishing research results from a broad range of education fields with the potential to impact social and academic development. PUSAKA: Journal of Educational Review is a scholarly publication by S&CO Publishing (a company in the publishing industry under the business license of CV. Samuel Manurung and Co.), in collaboration with the Indonesian Society of Researcher and Educator. Focusing on the field of education, the journal is dedicated to presenting high-quality research and best practices in the realm of education. The journal boasts a rigorous review process, with each article undergoing a single-blind review by at least two expert reviewers in the relevant field. This ensures the quality and accuracy of every published piece. PUSAKA: Journal of Educational Review welcomes a diverse range of article types and formats, with no restrictions on theoretical, empirical, or methodological content. As a result, the journal serves as a platform for various types of research, analyses, case studies, literature reviews, and theoretical contributions within the field of education. Encompassing all aspects of education, the subjects covered by the journal include, but are not limited to, formal education, non-formal education, higher education, lifelong learning, education policies, teaching strategies, curriculum development, technology in education, and contemporary educational issues. Backed by a strong collaboration between the publisher and the Indonesian Society of Researcher and Educator, and upheld by stringent review standards, the PUSAKA: Journal of Educational Review stands as a valuable resource for anyone interested in the advancement of education, both in theory and practice.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 57 Documents
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Efforts to Improve Early Mathematics Skills Through Smart Puzzle Among Children in Group A Siti Ma Rifatul Munawaroh; Rina Syafrida; Ine Nirmala
PUSAKA: Journal of Educational Review Vol. 3 No. 2 (2026): Rethinking Education: Curriculum Innovation, Technology, and Student-Centered L
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i2.115

Abstract

Early mathematical skills are one of the fundamental abilities that should be developed from an early age. Initial observations in Group A at RA Al Hidayah Tegalwaru Karawang, revealed that children had difficulties in matching, comparing, grouping, sequencing, recognizing shapes and patterns, and identifying numbers and numeral symbols. This study aimed to improve these early mathematical skills through the use of the Smart Puzzle learning medium. The study employed Classroom Action Research based on the Kemmis and McTaggart model, consisting of two cycles: planning, action, observation, and reflection. The participants were 17 children aged 4-5 years in Group A at RA Al Hidayah Tegalwaru Karawang. Data were collected through observation sheets, developmental rubrics, performance assessments, and documentation, and analysed using descriptive quantitative and qualitative techniques. The findings showed that the average achievement of children’s early mathematical skills increased from 39,87% in the pre cycle to 54,97% in cycle I and 80,38% in cycle II. Classroom observations also indicated greater engagement, focus, and participation during learning. These findings suggest the Smart Puzzle can be used as an alternative learning medium to support the development of early mathematical skills in young children.
Developing Sidoarjo Local Wisdom-Based Instructional Materials via Genially Interactive Multimedia to Enhance Students’ Self-Regulated Learning and Digital Literacy Asnimawati Asnimawati; Andi Gunawan; Radinal Fadli
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.100

Abstract

Education in the 21st century requires students to possess adequate digital literacy and self-regulated learning skills. However, classroom observations and needs analysis revealed that students still face difficulties in ICT literacy, critical evaluation of digital information, and digital ethics. This study aimed to develop and validate local wisdom-based Social Studies instructional materials integrated with Genially interactive multimedia to enhance these competencies. This Research and Development (R&D) study employed the ADDIE model, covering the Analysis, Design, Development, and limited Implementation stages. Data were collected through interviews, observations, questionnaires, expert validation, and practicality assessments involving teachers and students in a small-scale trial. The developed instructional materials integrated Sidoarjo local wisdom with Genially's interactive and gamified features to support project-based learning. Expert validation indicated that the instructional model (87.7%), interactive multimedia (88.4%), and instructional materials (86.5%) were categorized as highly feasible. Furthermore, the limited implementation results demonstrated high practicality, with teacher and student practicality scores of 90.80% and 93.17%, respectively. These findings suggest that the developed instructional materials provide a feasible and practical approach to promoting students' digital literacy and self-regulated learning through culturally relevant interactive learning.
Artificial Intelligence-Based Teacher Workforce Planning to Address the Shortage of Educators in Indonesia’s 3T Regions: A Systematic Review Syafa'at Ariful Huda; Jaenudin Jaenudin; Alexius Dwi Widiatna; Cynthia Mayang Sari; Fawzul Arifin
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.104

Abstract

Teacher shortages and unequal educator distribution remain major challenges in Indonesia’s disadvantaged, frontier, and outermost (3T) regions. Conventional teacher workforce planning, which relies on administrative reporting, has been unable to provide accurate and responsive information to address dynamic educational needs. This study analyses the role of artificial intelligence (AI) in supporting teacher workforce planning and educational governance in 3T regions. A Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines was conducted. A total of 180 articles published between 2023 and 2025 were identified through Google Scholar and educational publications. After a systematic screening process, 9 articles met the inclusion criteria and were analyzed using thematic analyses supported by NVivo 15. The findings indicate that predictive analytics and intelligent governance systems significantly improve the accuracy of teacher workforce mapping, educational data integration, and policy responsiveness in 3T regions. AI also promotes data-driven educational governance, although its implementation faces challenges, including digital inequality, infrastructure limitations, algorithmic dependency, and ethical concerns. This study confirms that AI is not only a learning technology but also a strategic instrument for strengthening teacher workforce planning and achieving more adaptive, equitable, and sustainable education in Indonesia’s 3T regions.
Third-Grade Elementary School Students’ Interest in Learning: A Case Study of Problem-Based Learning at SD Negeri Tanjungrejo 4 Malang Ronaa Abiyyah Septiani; Nury Yuniasih; Aris Sri Sunarti
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.101

Abstract

This study aims to describe the implementation of the Problem-Based Learning (PBL) model with individual accountability and explore changes in students’ learning interest during punctuation learning. This qualitative case study was conducted at SD Negeri Tanjungrejo 4, involving third-grade students as participants. Data were collected through participant observation, learning interest questionnaires, cognitive tests, and documentation. The data were analyzed using descriptive qualitative techniques. The results showed that the implementation of PBL in the first meeting was hampered by group dominance and student passivity. However, by modifying the strategy in the second meeting through specific individual tasks within groups, students’ learning interest increased. The qualitative findings were supported by descriptive quantitative data, showing that the average learning interest score increased from 73.33% to 80.28%. This increase in learning interest was accompanied by improved cognitive learning outcomes, as evidenced by a 25-percentage-point increase in classical learning mastery, reaching 87.5% in the second meeting. The study concluded that emphasizing individual accountability within the PBL model was associated with increased learning interest, greater student participation, and a more meaningful collaborative learning experience for elementary school students.
Rotating Angle Board as a Teaching Aid to Improve Third-Grade Elementary School Students’ Understanding of Angles Nur Anisa; Nury Yuniasih; Ernawati Ernawati
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.105

Abstract

This study aims to improve Grade III students' understanding of the concept of angles at SDN Tanjungrejo 04 through the use of a rotating angle board as a medium. The study used the Classroom Action Research method implemented in two cycles, with 24 students as research subjects. Data collection techniques were carried out through observation, tests, and documentation. The test instruments were pretests and posttests, which were analyzed using the N-Gain formula to determine the increase in students' understanding. The results showed that the use of rotating angle board media improved students' learning outcomes and conceptual understanding. The average score increased from 59.50 on the pretest to 74.00 in Cycle I and increased to 87.67 in Cycle II. In addition, the average N-Gain increased from 0.39 in Cycle I to 0.71 in Cycle II. Classical learning mastery improved from 70.83% in Cycle I to 100% in Cycle II. Furthermore, the implementation of rotating angle board media encouraged students to become active, enthusiastic, and engaged during the learning process, making it easier for them to understand angle concepts concretely. Therefore, rotating angle board media can be used as an effective learning medium to improve elementary school students' understanding of angle concepts.
A Model for Strengthening Ecological Citizenship Based on Pancasila Education and Islamic Values to Build Sustainable Citizens Rifa Anggyana; Virgianto Setyawan; Sri Rahayu Pudjiastuti; Sri Rumiati
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.111

Abstract

The global environmental crisis necessitates strengthening citizenship education to foster sustainable citizens through ecological awareness, responsibility, and participation. However, ecological citizenship within Pancasila Education has not yet been optimally integrated with Islamic values. This study aims to develop an ecological citizenship enhancement model based on Pancasila Education and Islamic values to promote sustainable citizens. Conducted at Madrasah Aliyah Nurul Huda Cimanggis, Depok, it involved 30 participants. The study employed a Research and Development (R&D) approach using the ADDIE model. Data were collected through observations, interviews, documentation, questionnaires, and tests. The model was validated by material and media experts, while its effectiveness was evaluated using a one-group pretest–posttest design with a paired-sample t-test. The results indicated that the model achieved an overall feasibility score of 90%, including material expert validation (91%), media expert validation (89%), teacher responses (92%), and student responses (88%), indicating a highly feasible model. Students’ average scores improved from 61 to 84 (37.7% increase). The paired-sample t-test yielded t = 8.52, exceeding the critical value of 2.06 (p < 0.05), demonstrating the model’s effectiveness. The model provides an innovative approach by integrating Pancasila values, Islamic values, and ecological citizenship to develop environmentally responsible and sustainable citizens.
Making Mathematics Assessment Joyful: Primary School Teachers’ Practices and Perceptions Nurhudayah Manjani; Muhammad Takwin Machmud; Syahrial Syahrial
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.118

Abstract

Joyful learning has received increasing attention in mathematics education, yet its application to assessment remains less clearly understood, particularly in primary school classrooms. This study examined how primary school teachers conceptualize and enact joyful mathematics assessment and how assessment evidence is subsequently used to support learning. A qualitative multiple-case design was employed with eight primary school mathematics teachers in Medan and surrounding areas. Data were obtained through semi-structured interviews, classroom observations, and assessment artefacts, and were analysed thematically. The findings revealed three interconnected patterns. First, teachers held varied conceptions of joyful assessment, ranging from students’ enjoyment and willingness to participate to meaningful mathematical activity. Second, these conceptions were enacted through diverse digital and non-digital assessment practices, with differences in the type of participation afforded to students. Third, teachers varied in their use of assessment evidence, from recording scores and providing correct answers to interpreting errors, facilitating discussion, and informing subsequent learning. The study suggests that joyful mathematics assessment should not be equated with entertaining activities alone; its pedagogical value depends on connecting positive participation with meaningful mathematical engagement and responsive use of assessment evidence.

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