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IGI in Education Insight
Published by INSPIRETECH GLOBAL INSIGHT
ISSN : 31246753     EISSN : 31246753     DOI : https://doi.org/10.53905/edu
Core Subject : Education,
Education
IGI in Education Insight (IGI Educ. Ins.) | IGI Education IGI in Education Insight (IGI Educ. Ins.) is a peer-reviewed academic journal published by Inspiretech Global Insight. The journal is dedicated to advancing scholarly discourse and disseminating high-quality research in the field of education at local, national, and international levels. IGI in Education Insight serves as an open platform for researchers, educators, practitioners, and policymakers to share original research articles, conceptual papers, and review studies that contribute to the development of educational theory, practice, and policy. The journal emphasizes innovation, critical inquiry, and evidence-based approaches to address contemporary challenges in education. The journal welcomes manuscripts that explore a wide range of educational topics, including but not limited to teaching and learning innovation, curriculum and instruction, educational technology and digital learning, assessment and evaluation, teacher education and professional development, educational psychology, inclusive and special education, physical education and sport pedagogy, educational policy and management, as well as character education and 21st-century skills. IGI in Education Insight particularly encourages interdisciplinary studies that intersect education with related fields such as health, psychology, sociology, and technology, fostering integrative perspectives and holistic solutions to educational issues. By maintaining rigorous peer-review standards and ethical publication practices, IGI in Education Insight aims to become a reputable source of knowledge that supports academic excellence and meaningful impact in the global education community.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Ergonomic Analysis in Optimizing Science Learning: Physical Environment Impact on Academic Performance Rambe, Erna Lestari; Zikri, Khairul; Nofrizal, Dedi
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.01

Abstract

Purpose of the study: This research investigates the relationship between classroom ergonomic conditions and science learning outcomes in elementary schools, aiming to identify optimal physical environmental factors that enhance student academic performance and teacher effectiveness in science education. Materials and methods: A quantitative cross-sectional study was conducted involving 450 students and 45 teachers from 15 elementary schools in Pekanbaru City, Indonesia. Data collection utilized structured questionnaires measuring classroom design adequacy, ergonomic comfort levels, and their perceived impact on science learning. Statistical analysis was performed using SPSS version 29.0, employing descriptive statistics, correlation analysis, and multiple regression modeling. Results: Significant positive correlations were found between ergonomic classroom conditions and science learning outcomes (r = 0.742, p < 0.001). Students in ergonomically optimized environments demonstrated 23.5% higher science achievement scores compared to those in suboptimal conditions. Teacher satisfaction with classroom ergonomics showed strong correlation with instructional effectiveness (r = 0.681, p < 0.001). Key ergonomic factors influencing learning included appropriate furniture sizing (β = 0.312), adequate lighting conditions (β = 0.287), and optimal temperature control (β = 0.245). Conclusions: Ergonomic optimization of elementary school classrooms significantly enhances science learning outcomes. Implementation of evidence-based ergonomic principles in classroom design can substantially improve both student academic performance and teacher instructional effectiveness. These findings support the integration of ergonomic considerations as essential components in educational facility planning and science curriculum delivery.
Teacher Efforts to Overcome Students' Learning Difficulties in Islamic Religious Education Safitri, Riza; Ahmad, M. Yusuf; Tambak, Syahraini
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.02

Abstract

Purpose of the study: This study investigates the efforts of Islamic Religious Education (IRE) teachers to overcome students' learning difficulties at SMP Negeri 1 Pekanbaru, Riau Province, Indonesia. Despite teacher efforts, persistent symptoms of learning difficulties—including slow task completion, low academic achievement among ostensibly active students, and difficulty comprehending instructional material—motivated systematic investigation of applied pedagogical strategies. Materials and methods: A qualitative descriptive research design was employed. The study involved three IRE teachers as key informants, supplemented by the school principal, vice-principal for student affairs, and counseling teachers as supporting informants. Data were collected through structured interviews, participatory observation, and documentation. Interactive model data analysis (Miles & Huberman) encompassed data reduction, data display, and conclusion drawing/verification. Results: Of fourteen identified teacher-effort indicators, five were consistently well-implemented: (1) reviewing students' personal records, (2) evaluating student assignments to monitor development, (3) identifying learning difficulty cases, (4) organizing instructional materials systematically, and (5) administering remedial programmes. Nine remaining indicators were partially implemented, including home visits, comparative progress monitoring, individualized/group tutoring, and parental collaboration. Conclusions: IRE teachers at SMPN 1 Pekanbaru have adopted several structured efforts to address student learning difficulties; however, implementation remains incomplete. Gaps in home visitation and individualized tutoring indicate systemic resource and time constraints. Strengthening teacher professional development and institutional support systems is recommended to close implementation gaps.
The Role of Stok Bina Guna Students in Socializing the Physical Education Study Program for Progress Sport in Medan City 2025 Halawa, Josep Perlindungan; Sidabutar, Vincentius Gokmaruli; Perangin Angin, Dirly Laurensius
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.03

Abstract

Purpose of the study: Activity devotion public This aim for increase understanding Medan City community about the role of the Physical Education Study Program in coaching exercise, improve interest generation young to education physical and sports, as well as build synergy between college tall sport with sports stakeholders in Medan City to support progress performance sport area. Materials and methods: Activity implemented through approach participatory with involving students of the Physical Education, Health and Recreation Study Program, STOK Bina Guna as agent socialization. The method used covering socialization interactive in schools middle, clinic sports, coaching workshops coach young, and collaboration with KONI Medan City. Activities implemented during sixmonth from March to August 2025, with involving 15 schools medium and 250 participants from circles students, teachers, and coaches young. Results: Activity socialization succeed increase understanding participant about importance education physical by 78% based on pre-test and post-test results. A total of 142 students state interest for continue education to field sports, and intertwined cooperation with 8 clubs sport local for coaching programs sustainable. STOK Bina Guna students also succeeded identified 67 seeds athlete recommended potential for coaching continued. Conclusions: STOK Bina Guna students have role strategic in socialization of the Physical Education Study Program and contributing significant to progress sports in Medan City. Activities This prove that collaboration between college tall sports, schools, and organizations sport local can become an effective model for increase quality coaching sport Regional. Program sustainability is needed with regular support from local governments and relevant stakeholders.
Improving Numeracy Skills in Children Aged 4-5 Years Through Dough Play Activities: A Classroom Action Research Farida, Nisrina
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.04

Abstract

Purpose of the study: Numeracy is a foundational cognitive skill for young children that underpins subsequent academic achievement. However, conventional rote-based instruction methods have proven ineffective in fostering genuine number sense in early childhood settings. Purpose: This study aimed to investigate whether dough play activities could improve the numeracy skills of 4–5-year-old children at TK Al-Muhadjirin 2, East Bekasi, Indonesia. Materials and methods: A Classroom Action Research (CAR) design was employed across two cycles (10 sessions total), involving 12 children aged 4–5 years. Numeracy performance was assessed using structured observation instruments covering number concept, number symbol recognition, number sequencing, number matching, number-to-object correspondence, and numeral writing. Data were analyzed using percentage calculations and qualitative thematic analysis. Results: Mean numeracy scores improved from 54% (pre-intervention) to 74% at end of Cycle I, and to 82% at end of Cycle II, exceeding the predetermined success threshold of 71%. All 12 participants demonstrated measurable improvement across all assessed numeracy indicators. Conclusions: Dough play activities constitute a developmentally appropriate, multisensory pedagogical intervention that significantly enhances numeracy competence in early childhood. The tactile-kinesthetic engagement afforded by dough manipulation supports concrete understanding of number concepts, facilitating the transition from enactive to symbolic mathematical reasoning.
PKBM Pelita Riau Communication Planning in Improving Positive Image of Nonformal Education Agustina, Sri Ayu
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.05

Abstract

Purpose of the study: Nonformal education institutions, particularly Pusat Kegiatan Belajar Masyarakat (PKBM), face persistent challenges in public perception due to negative stereotypes, inadequate governmental support, and limited infrastructure. PKBM Pelita Riau, located in Pekanbaru, Riau Province, Indonesia, represents a case study in how strategic communication planning can address these image deficits and enhance the positive standing of nonformal education in the community. This study aimed to describe and analyze the communication planning process employed by PKBM Pelita Riau in improving its positive image, encompassing five key stages: research, planning, execution, measurement/evaluation, and reporting. Materials and methods: A qualitative descriptive approach was adopted. Data were collected through in-depth interviews, observation, and documentation involving the head of PKBM Pelita Riau, active tutors for Packages A, B, and C, and community members. Data validity was ensured through triangulation techniques, and analysis followed data reduction and conclusion-drawing procedures. Results: Findings revealed a five-stage communication planning framework at PKBM Pelita Riau: (1) Problem identification including negative community perceptions and low government participation; (2) Strategic planning with socialization activities such as mobile reading gardens and educational film screenings; (3) Execution through both direct and media-based community communication; (4) Evaluation to minimize identified problems; and (5) Reporting as a basis for future program development. Conclusions: PKBM Pelita Riau demonstrates that structured, multi-stage communication planning can meaningfully improve community perception of nonformal education. However, sustained improvement requires increased governmental participation and resource allocation.
The Impact of Sports Massage on Physiological Recovery Parameters among Undergraduate Students: A Systematic Literature Review Aliza, Esa; Lubis, Najwa Amalia
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.06

Abstract

Purpose of the study: This systematic literature review aims to evaluate the effectiveness of sports massage interventions on physiological recovery parameters among undergraduate students engaged in physical activities and sports training. Materials and methods: A systematic search was conducted across four electronic databases (PubMed, Scopus, Web of Science, and Google Scholar) from January 2015 to December 2024. Studies examining sports massage effects on physiological recovery markers in undergraduate students were included. The PRISMA guidelines were followed for study selection and data extraction. Quality assessment was performed using the PEDro scale for randomized controlled trials and the Newcastle-Ottawa Scale for observational studies. Results: Fifteen studies met the inclusion criteria, encompassing 847 undergraduate student participants (mean age: 20.8 ± 2.3 years). Sports massage interventions demonstrated significant improvements in multiple physiological parameters: reduced muscle soreness (standardized mean difference [SMD] = -1.24; 95% CI: -1.67 to -0.81), decreased blood lactate concentration (SMD = -0.89; 95% CI: -1.23 to -0.55), improved heart rate recovery (SMD = 0.76; 95% CI: 0.43 to 1.09), enhanced range of motion (SMD = 1.12; 95% CI: 0.78 to 1.46), and accelerated muscle strength recovery (SMD = 0.68; 95% CI: 0.34 to 1.02). Massage duration of 15-30 minutes showed optimal effects, with Swedish and sports-specific massage techniques demonstrating superior outcomes. Conclusions: Sports massage represents an effective non-pharmacological intervention for enhancing physiological recovery in undergraduate student athletes. The evidence supports its integration into training and competition protocols to optimize performance and reduce injury risk. Future research should investigate long-term effects and comparative effectiveness of different massage modalities.
Artificial Intelligence in Blended Learning for Higher Education: A Systematic Literature Review (2020–2025) Hoogers, Florine; Thüring, Christian; Michels, Jakob
IGI in Education Insight Vol. 1 No. 01 (2026): February Issue |IGI in Education Insight (IGI Educ. Ins.)
Publisher : CV. INSPIRETECH GLOBAL INSIGHT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53905/edu.v1i01.07

Abstract

Purpose of the study: This systematic literature review investigates the integration of Artificial Intelligence (AI) technologies within blended learning environments in higher education institutions globally, published between 2020 and 2025. The study aims to synthesize empirical evidence on AI-enhanced blended learning models, identify prevalent AI tools and pedagogical approaches, evaluate learning outcomes, and map research trends, challenges, and future directions. Materials and methods: Following the PRISMA 2020 (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a systematic search was conducted across five major academic databases: Scopus, Web of Science (WoS), ERIC, IEEE Xplore, and Google Scholar. Search terms combined AI-related terminology with blended learning and higher education concepts. Studies published between January 2020 and March 2025, written in English, employing empirical or quasi-experimental designs, and focusing on tertiary education were included. After rigorous screening and quality assessment using the Mixed Methods Appraisal Tool (MMAT), 47 studies met the inclusion criteria and were subjected to thematic synthesis and descriptive analysis. Results: The analysis of 47 eligible studies revealed six dominant AI application categories in blended learning: intelligent tutoring systems (ITS) (27.7%), natural language processing and chatbots (23.4%), adaptive learning platforms (21.3%), AI-driven learning analytics (14.9%), AI-based assessment tools (8.5%), and generative AI tools (4.3%). The majority of studies reported statistically significant improvements in academic performance (85.1%), learner engagement (78.7%), and personalized learning experiences (72.3%). Key challenges identified include algorithmic bias, data privacy concerns, insufficient instructor AI literacy, and inequitable digital access. Conclusions: AI integration in blended learning environments demonstrates significant promise in enhancing pedagogical effectiveness and learner outcomes in higher education. However, sustainable and equitable deployment requires robust ethical frameworks, targeted professional development for educators, and inclusive institutional policies. Future research should prioritize longitudinal studies and cross-cultural comparative analyses.

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