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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 23 Documents
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Social Media Language Trends and Formal Writing Competence in Indonesian: A Systematic Literature Review Masriani Mery Rosmida Silalahi; Rani Rakasiwi
IGI in Education Insight Vol. 1 No. 03 (2026): July 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.v1i03.25

Abstract

Purpose of the study: The rapid diffusion of social media has reshaped everyday language practices among Indonesian users, raising persistent pedagogical and sociolinguistic concerns about the erosion of formal writing competence in bahasa Indonesia baku. This systematic literature review synthesises empirical and theoretical evidence to determine (a) what social-media language trends have been identified in Indonesian contexts, (b) how these trends affect formal writing competence, (c) which competence sub-skills are most affected, (d) what positive and negative effects have been reported, and (e) which factors moderate the relationship between social-media language use and formal writing competence. Materials for Analysis: Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, a structured electronic search was conducted across Scopus, Web of Science, ERIC, DOAJ, Garuda (Garba Rujukan Digital), and Google Scholar for records published between January 2012 and June 2026. After de-duplication, title–abstract screening, and full-text eligibility assessment against predefined inclusion and exclusion criteria, thirty studies were retained. Data were extracted using a standardised coding sheet and synthesised through a thematic narrative approach organised around the five research questions. Results: The reviewed corpus documents a stable inventory of trends—slang (bahasa gaul), Indonesian–English code-mixing and code-switching, abbreviations and acronyms, non-standard affixation, orthographic play, and emoji use—concentrated on Instagram, TikTok, X (Twitter), and WhatsApp. The predominant, though not unanimous, finding is a negative association between habitual informal-digital language use and formal writing accuracy, most visibly in spelling (ejaan), punctuation, capitalisation, prepositions, affixation, and standard diction. Effects are bidirectional: alongside error transfer and register confusion, studies report vocabulary expansion, creativity, and writing fluency. Moderating variables—use intensity, digital literacy, register awareness, self-regulation, and cultural awareness—are frequently named but almost never statistically tested. Conclusions: Social-media language exerts a conditional rather than deterministic influence on formal Indonesian writing, with the direction of the effect contingent on measurement and design. The absence of true moderation testing constitutes the field's principal methodological gap and its clearest avenue for future confirmatory research.
Physical Education as a Context for Psychosocial Development: A Systematic Review of Emotional, Social, and Behavioral Outcomes Zen Fadly; Agustin Sastrawan; Sinung Nugroho; Hardodi Sihombing; Nurkadri Nurkadri; Suprayitno Suprayitno; Albadi Sinulingga
IGI in Education Insight Vol. 1 No. 03 (2026): July 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/Activein.v1i03.26

Abstract

Background & Purpose: Physical education (PE) is the only curricular subject that engages nearly all school-aged children in structured movement, and it is increasingly promoted internationally as a setting for whole-child development rather than for physical outcomes alone. Yet evidence on its emotional, social, and behavioral effects is dispersed across pedagogical models, study designs, and world regions, and syntheses have tended to treat single domains or single models in isolation. This review synthesizes the international evidence on the psychosocial outcomes associated with participation in PE among children and adolescents, and identifies the pedagogical and contextual conditions under which favorable outcomes are more likely. Materials for Analysis: A systematic review was conducted and reported in accordance with PRISMA 2020. Peer-reviewed studies published between January 2011 and July 2025 were sought in MEDLINE/PubMed, Scopus, Web of Science, SPORTDiscus, ERIC, and PsycINFO, supplemented by backward and forward citation searching. Eligible studies examined curricular PE with school-aged participants (5–18 years) and reported at least one emotional, social, or behavioral outcome. Records were screened in duplicate; methodological quality was appraised with the Mixed Methods Appraisal Tool (MMAT, 2018); and findings were combined using a theory-informed narrative and thematic synthesis. Meta-analysis was not undertaken because of substantial clinical and methodological heterogeneity. Results: The synthesis indicates consistent, generally small-to-moderate associations between PE participation and improved emotional (self-perception, enjoyment, resilience, psychological well-being), social (cooperation, peer relationships, prosocial behavior), and behavioral (engagement, responsibility, on-task conduct) outcomes. Effects were markedly stronger for model-based, deliberately structured PE—particularly the Teaching Personal and Social Responsibility model and cooperative learning—than for conventional, activity-focused delivery. Outcomes were moderated by intervention duration, implementation fidelity, teacher preparation, educational level, and sex. The evidence base is concentrated in a small number of high-income countries, relies on short interventions and self-report instruments, and is limited by inconsistent measurement and weak follow-up. Conclusions: PE can function as a credible context for psychosocial development, but the benefit is conditional on how PE is taught rather than on exposure to PE as such. Realizing these outcomes at scale requires intentional pedagogy, adequate dosage, teacher professional learning, and standardized, culturally validated measurement. The overall certainty of the evidence is low to moderate.
Availability of Physical Education Facilities and Infrastructure for Students with Disabilities: A Census Survey of Special Schools in Pekanbaru, Indonesia Regina Eka Pratiwi; Merlina Sari
IGI in Education Insight Vol. 1 No. 04 (2026): November 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/Activein.v1i04.27

Abstract

Purpose of the study: Access to safe, accessible, and disability-responsive physical education (PE) environments is part of educational inclusion, yet school-level evidence on PE facilities for students with disabilities remains limited in many low- and middle-income settings. This study mapped PE and health-related facilities across all Special Schools (SLB) operating in Pekanbaru, Indonesia, and identified priority deficits. Materials and methods: A descriptive cross-sectional census survey was conducted in all five officially operating SLBs in Pekanbaru during May–June 2026. Seventeen PE teachers assisted as key informants. Data were collected through direct observation, photographic documentation, and a 12-indicator structured checklist covering spaces, equipment, accessibility, safety, and sanitation. Availability was calculated as observed provision relative to the target standard, capped at 100%. School-level scores were summarized using means and standard deviations; a descriptive 95% confidence interval was calculated for the city-wide mean. No inferential hypothesis testing was performed because the five eligible schools constituted the complete accessible population. Results: Mean availability was 78.81% (SD 14.19; descriptive 95% CI 61.19–96.43), classified as Complete under the study's five-category scale. Scores ranged from 66.67% to 100.00%. Motor-coordination equipment, adaptive game equipment, access paths/wheelchair ramps, and disability-friendly toilets reached 100% across schools. The lowest indicator scores were mats (37.14%), whistles/stopwatches (40.00%), and sports fields (60.00%). Conclusions: The census shows that aggregate completeness can coexist with substantial deficits in safety-critical and instructional resources. Internationally, the study contributes context-specific evidence to the ecological view that school physical environments form part of the opportunity structure for physical activity and inclusive PE. The findings support targeted infrastructure planning, while the small census frame and non-validated checklist limit generalization and causal interpretation

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