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MANDALA WIDYA: Jurnal Ilmu Pendidikan
Published by CV. Global Cendekia Inti
ISSN : -     EISSN : 31100309     DOI : https://doi.org/10.71094/mandalawidya
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
MANDALA WIDYA: Jurnal Ilmu Pendidikan, merupakan jurnal yang diterbitkan dan dikelola oleh Global Cendekia Inti dengan nomor terdaftar e-ISSN: 3110-0309 , yang menerbitkan artikel penelitian multidisiplin yang berkaitan dengan pendidikan, meliputi penerapan teknologi dalam pendidikan, penerapan konsep psikologi dalam pendidikan, pentingnya pengembangan kurikulum, sosiologi pendidikan, strategi pengajaran, evaluasi pendidikan, dan penilaian. Istilah Mandalawidya berasal dari gabungan dua kata Sansekerta: mandala dan widya . Mandala berarti lingkaran, kesatuan, atau harmoni, yang melambangkan keterkaitan antarunsur, sementara widya berarti pengetahuan, ilmu pengetahuan, atau kebijaksanaan. Dengan demikian, Mandalawidya dapat diartikan sebagai kesatuan ilmu pengetahuan, yang mencerminkan semangat integrasi dan kolaborasi lintas disiplin dalam bidang pendidikan. Konsep ini menekankan pentingnya memandang pendidikan bukan hanya sebagai satu disiplin ilmu, melainkan sebagai suatu sistem multidisiplin yang saling terhubung dan saling memperkaya. Tujuan jurnal ini adalah untuk mempublikasikan penelitian berkualitas tinggi di bidang pendidikan, baik menggunakan metode kualitatif, kuantitatif, maupun campuran. Jurnal ini dirancang dan ditujukan bagi dosen, peneliti, guru sekolah, dan pendidik guru, yang ingin mempublikasikan karya asli mereka dengan data empiris yang valid dan reliabel.
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Dukungan Sosial dan Lingkungan Sekolah terhadap Kesejahteraan Psikologis Siswa SMA Suhariningsih, Utami
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 1: MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i1.2

Abstract

The psychological well-being of high school students is a crucial factor in supporting academic success and socio-emotional development. However, this well-being is not solely influenced by internal factors, but also significantly shaped by social support from family, teachers, and peers, as well as the quality of the school environment. This article aims to comprehensively examine the relationship between social support and the school environment in relation to high school students' psychological well-being through a literature review approach. The method employed is a systematic review of 19 relevant national and international scholarly sources, including quantitative and qualitative studies as well as theoretical reviews. Data sources were retrieved from online academic journal databases, selected based on recency, relevance, and contribution to the development of adolescent psychological well-being studies. Findings indicate that social support serves as a protective factor that enhances students' resilience, sense of belonging, and life satisfaction. A positive school environment—characterized by a conducive learning climate, healthy interpersonal relationships, and anti-bullying policies—has been shown to support mental health and increase student engagement in learning processes. The integration of social support and a positive school environment creates a complementary ecosystem that fosters optimal psychological well-being among students. Conversely, a lack of synergy between these factors increases the risk of psychological issues. This article underscores the importance of a holistic and collaborative approach in promoting the psychological well-being of high school students, emphasizing the synergy between families, schools, and the broader community. Practical implications include the need for education policies that prioritize mental health, teacher training, and sustainable school-based interventions.
Integrasi Pembelajaran Kolaboratif untuk Penguatan Keterampilan Berpikir Kritis dalam Pendidikan IPA Mukminah, Mukminah; Hirlan, Hirlan
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 1: MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i1.3

Abstract

Mastery of critical thinking skills is one of the primary demands of 21st-century education, including in science subjects, which emphasize scientific processes and evidence-based problem solving. However, classroom practices in schools often remain focused on rote memorization of concepts, limiting students' opportunities to develop higher-order thinking skills. This article aims to theoretically examine the relationship between collaborative learning models and the development of critical thinking skills within the context of science education. The review was conducted through a literature analysis of various relevant studies and theoretical frameworks. The analysis reveals that collaborative learning—which emphasizes social interaction, idea exchange, and the collective construction of knowledge—significantly contributes to the development of students’ critical thinking abilities. Models such as Problem-Based Learning, Discovery Learning, Guided Inquiry, and Jigsaw have been shown to encourage students to pose questions, construct arguments, evaluate information, and draw logical conclusions. The integration of additional strategies, such as the use of mind mapping and digital technologies, further enhances the effectiveness of collaboration in improving the quality of science learning. Therefore, collaborative learning can be positioned as a strategic pedagogical approach for enhancing students’ critical thinking skills. This article recommends the systematic implementation of collaborative models in science education, supported by technology integration and strengthened teacher competencies, in order to foster a generation that is critical, reflective, and adaptive to the challenges of the 21st century.
Integrasi Self-Regulated Learning dan Motivasi Intrinsik: Fondasi Prestasi Akademik Mahasiswa Ningsih, Dewi Puspita; Anggraini, Erna
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 1: MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i1.4

Abstract

This study aims to analyze the relationship between Self-Regulated Learning (SRL) and intrinsic motivation in relation to students’ academic achievement, emphasizing the importance of integrating both constructs to foster autonomous learning in higher education.The literature indicates that SRL functions as a strategic mechanism that enables students to plan, monitor, and evaluate their learning processes, while intrinsic motivation serves as a psychological driver that sustains persistence and engagement in academic activities. Theoretical and empirical syntheses affirm that SRL and intrinsic motivation do not operate in isolation but rather complement each other in promoting optimal academic performance. Their integration has been shown to reduce maladaptive behaviors such as procrastination, lower academic stress, and enhance self-efficacy and the quality of students' learning strategies. Nevertheless, previous studies still face limitations, particularly the lack of research exploring the integration of SRL and intrinsic motivation within digital learning environments, as well as a shortage of interdisciplinary approaches. Therefore, future research should focus on exploring the interaction between these variables using more diverse methodological approaches, including interventions grounded in motivational theory. The practical implications of this study highlight the need for higher education learning strategies that promote active engagement, provide autonomy, and strengthen self-regulation skills. In this regard, reinforcing SRL and intrinsic motivation is not only essential for academic success but also for cultivating lifelong, independent, and adaptive learners.
Integrasi Psikologi Positif dalam Pendidikan Rahman, Basuki; Hidayat, Ahmad Dirgahayu
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 1: MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i1.8

Abstract

his article aims to examine the integration of positive psychology into education through a literature review, with the goal of understanding its contribution to enhancing learning quality and student well-being. Positive psychology is viewed as a new paradigm that emphasizes the development of strengths, happiness, and resilience, positioning education not solely as a means to achieve academic success but also as a process for fostering character and mental health. The study employs a systematic literature review method by analyzing various relevant primary and secondary sources. The analysis focuses on the core concepts of positive psychology, its application in educational settings, the benefits it brings, as well as the challenges and opportunities related to its implementation across diverse contexts. The findings suggest that integrating positive psychology yields a range of benefits, including increased learning motivation, student engagement, mental well-being, prosocial behavior, and academic achievement. This approach also helps cultivate an inclusive school climate and strengthens students' sense of connection to their learning environment. However, implementation still faces several challenges, such as the dominance of academic achievement-oriented approaches, limited teacher understanding, and the lack of longitudinal research. The article concludes that positive psychology holds significant potential to be integrated into education systems—particularly through curriculum design, character development programs, and the use of digital technology. With systematic and context-sensitive strategies, positive psychology can serve as a critical foundation for building a holistic, balanced, and happiness-oriented educational model that promotes student well-being.
Integrasi Teknologi Digital dalam Pembelajaran Abad 21: Tinjauan Literatur tentang Penerapan Learning Management System (LMS) di Sekolah Menengah Suryanti, Tri; Utari, Retno
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 1: MANDALA WIDYA: Jurnal Ilmu Pendidikan, Agustus 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i1.12

Abstract

The integration of digital technology into 21st-century learning demands a paradigm shift in education, particularly at the secondary school level, where the use of Learning Management Systems (LMS) is becoming increasingly central. This article presents a literature review that aims to analyze the implementation of LMS in secondary education by focusing on three key aspects: effectiveness, challenges, and pedagogical integration models. The review is conducted through a systematic examination of recent international and national publications addressing LMS use within the context of 21st-century learning. Findings indicate that LMS significantly contributes to enhancing students’ digital competencies, improving the effectiveness of online learning, and fostering 21st-century skills such as collaboration, communication, critical thinking, and creativity. However, its implementation continues to face various challenges, including limited digital literacy among teachers, varying levels of student readiness, infrastructure constraints, resistance to change, and difficulties in embedding LMS into innovative pedagogical strategies. To address these barriers, the study recommends an integrative approach that incorporates the TPACK framework, the SAMR model, and adaptive digital competencies. With the support of appropriate policies, teacher training, and effective managerial strategies, LMS holds strong potential as a transformative tool for building an inclusive, sustainable, and future-oriented 21st-century education ecosystem.
Interkulturalitas dalam Pendidikan Multibahasa: Studi Perbandingan di Indonesia dan Negara ASEAN Rachmawati, Dwita Laksmita; Rizqi, Ascosenda Ika; Malikha, Usrien
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): MANDALA WIDYA: Jurnal Ilmu Pendidikan, November 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i2.91

Abstract

The phenomenon of multilingualism in the ASEAN region reflects the dynamic interplay between local, national, and international languages, shaping social identities while simultaneously influencing educational policy. This study offers a comparative analysis of multilingual education policies and practices in Indonesia, Singapore, Malaysia, and Thailand, highlighting the integration of regional languages, the use of instructional languages in schools, and the structural challenges faced by each country. Employing a descriptive qualitative approach based on an extensive review of the literature, the research finds that Indonesia’s primary obstacles include disparities in educational resources, limited training for regional-language teachers, and the absence of a consistent curriculum for preserving local languages. In contrast, Singapore and Malaysia demonstrate notable success in implementing bilingual policies through structured integration of national languages with English. Thailand, meanwhile, continues to experience substantial gaps between urban and rural areas in the teaching and learning of English. The study’s findings underscore that the effectiveness of multilingual education depends on integrated policy frameworks, strengthened teacher training, the development of culturally grounded learning materials, and strategies capable of addressing social and geographical disparities. This research contributes to advancing inclusive and sustainable models of multilingual education across the ASEAN region.
Literasi Digital Guru di Era Kurikulum Merdeka: Tantangan, Kesiapan, dan Implikasi terhadap Kualitas Pembelajaran Rizqi, Ascosenda Ika; Lutfiana, Rose Fitria; Nanda, Hanjar Ikrima
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): MANDALA WIDYA: Jurnal Ilmu Pendidikan, November 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i2.92

Abstract

Teacher digital literacy has become a key competency in supporting the successful implementation of the Kurikulum Merdeka (Independent Curriculum) in Indonesia. This study aims to analyse the challenges, readiness, and implications of teachers’ digital literacy for the quality of learning. Employing a systematic literature review, the study synthesises findings from national and international research published between 2017 and 2025. The review reveals that teachers continue to face significant challenges, including limited technological infrastructure, generational gaps in digital proficiency, and insufficient institutional support. Teachers’ readiness varies widely, shaped by professional experience, access to digital training, and engagement in professional learning communities. The findings indicate that strong digital literacy contributes positively to learning quality by enabling interactive, innovative, and student-centred pedagogical practices aligned with 21st-century competencies. However, disparities in access—particularly in 3T (frontier, outermost, and underdeveloped) regions—hinder equitable implementation. Strengthening teachers’ digital literacy therefore requires coordinated efforts across individual, institutional, and governmental levels. Enhancing practical training, improving school-level digital infrastructure, expanding professional learning networks, and promoting inclusive digital policies are essential to ensure that Kurikulum Merdeka can be implemented effectively and equitably throughout Indonesia.
Gamifikasi dalam Pendidikan Dasar: Strategi Inovatif untuk Meningkatkan Keterlibatan dan Kreativitas Peserta Didik Nurjanah, Siti; Candra, Iga Ayu Intan
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): MANDALA WIDYA: Jurnal Ilmu Pendidikan, November 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i2.94

Abstract

Learning innovation in the twenty-first century demands new approaches capable of enhancing pupil engagement and creativity. One of the principal challenges in primary education is the low level of learning motivation and learner participation during classroom processes, which subsequently constrains the development of creativity. Gamification, as a pedagogical strategy that integrates game elements into non-game contexts, has emerged as an innovative alternative to address these challenges. This article aims to analyse the application of gamification in primary education, particularly in relation to improving pupil engagement and creativity. The study employs a literature review method encompassing empirical research, meta-analyses, and theoretical discussions. The findings indicate that gamification can increase motivation, strengthen cognitive, emotional, and behavioural engagement, and foster the development of pupils’ creativity through problem-solving and collaborative activities. However, the effectiveness of gamification is significantly influenced by its design, the selection of game elements, and teachers’ readiness to implement it. This article recommends integrating gamification within the primary school curriculum and developing comprehensive teacher training programmes to ensure the sustainability of this innovative learning practice.
Pendidikan Inklusif dan Teknologi Asistif: Optimalisasi Media Digital untuk Siswa Berkebutuhan Khusus Ardi, Suratman; Hilmi, Izzatul
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): MANDALA WIDYA: Jurnal Ilmu Pendidikan, November 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i2.95

Abstract

Inclusive education embodies the principles of social justice by ensuring that all pupils, including those with special educational needs, are provided with equitable access to meaningful learning opportunities. In the contemporary digital era, the strategic use of assistive technologies and digital media has become increasingly vital for cultivating learning environments that are not only inclusive but also adaptive and capable of supporting pupils’ independence. These technologies offer tools that can accommodate diverse learning profiles, reduce barriers to participation, and enhance pupils’ confidence in engaging with curricular content. This study seeks to examine the integration of assistive technologies and digital media in facilitating learning for pupils with special educational needs. Employing a systematic literature review, the research synthesises empirical findings from a range of studies that investigate how technology is utilised within inclusive educational settings. The review demonstrates that the thoughtful implementation of digital and assistive technologies can significantly improve accessibility, increase motivation, foster autonomy, and strengthen social interaction among pupils. Furthermore, the findings highlight that the successful adoption of such technologies requires cohesive collaboration among teachers, technology developers, school administrators, and policymakers. This collaborative approach is essential to ensure both the effectiveness and the long-term sustainability of assistive technology initiatives in inclusive education systems.
Asesmen Berbasis Proyek dalam Pendidikan STEM: Pendekatan untuk Mendorong Problem Solving dan Inovasi Siswa Ningsih, Dewi Puspita; Martoni, Alfian
MANDALA WIDYA: Jurnal Ilmu Pendidikan Vol. 1 No. 2 (2025): MANDALA WIDYA: Jurnal Ilmu Pendidikan, November 2025
Publisher : CV. Global Cendekia Inti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71094/mandalawidya.v1i2.106

Abstract

This article examines the implementation of project-based assessment within STEM education (Science, Technology, Engineering, and Mathematics) and its contribution to enhancing pupils’ problem-solving abilities and innovation skills. Through the use of Project-Based Learning (PBL), pupils are engaged in contextually relevant, real-world problem-solving activities that enable them to integrate theoretical knowledge with authentic practice. The research employs a literature review approach drawing on a range of relevant sources to identify the benefits, challenges, and impacts of project-based assessment on the development of twenty-first-century competencies. The findings indicate that project-based assessment facilitates a more holistic evaluation of pupils’ abilities, encompassing cognitive, creative, collaborative, and problem-solving dimensions. This approach has also been shown to promote creativity, innovation, and cooperative work within learning groups. However, its implementation continues to face several challenges, such as difficulties in measuring individual contributions within team-based tasks and the limited availability of supporting resources in schools. The article underscores the need for strong support from educators and policymakers to address these barriers so that project-based assessment can be effectively applied in STEM education. Consequently, this assessment model holds significant potential as an effective strategy for preparing pupils to be adaptive, creative, and innovative in responding to the demands of the twenty-first century.

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