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INDONESIA
Indonesian Journal of Education (INJOE)
Published by CV. Adiba Aisha Amira
ISSN : -     EISSN : 2810059X     DOI : Zenodo
Core Subject :
Indonesian Journal of Education (INJOE) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Indonesian Journal of Education (INJOE): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
Arjuna Subject : -
Articles 250 Documents
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BLOCKCHAIN FOR DIGITAL CERTIFICATION: A SYSTEMATIC REVIEW OF SECURITY, INTEROPERABILITY AND ADOPTION IN INDONESIAN HIGHER EDUCATION Alim Hardiansyah; Mohammad Ahmad Bani Amer
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493875

Abstract

The forgery of academic diplomas and certificates is a chronic problem that undermines the credibility of Indonesian higher education, whilst conventional centralised verification systems have proven to be vulnerable to manipulation, inefficiency, and single points of failure. This article presents a systematic review of the potential of blockchain technology as a secure, interoperable, and widely adoptable digital certification infrastructure in Indonesian higher education. The research method employed in this study is a literature review. The findings indicate that blockchain significantly enhances the integrity of academic credentials through asymmetric cryptographic mechanisms, immutable hash functions, and a distributed architecture that eliminates the need for a central verification authority. Cross-institutional and cross-border interoperability is ensured by global standards such as Blockcerts and W3C Verifiable Credentials, which enable lifelong credential portability. However, adoption in Indonesia remains hindered by digital infrastructure disparities across regions, a shortage of blockchain-competent human resources, regulatory uncertainty regarding the legal validity of digital diplomas, and organisational cultural resistance. This article recommends a three-phase implementation roadmap—pilot (2026–2027), scaling (2028–2029), and maturity (2030+)—which requires national coordination through a higher education blockchain consortium, strategic investment in human resource capacity building, and regulatory harmonisation to establish legal certainty. With a holistic and collaborative approach, Indonesia has the opportunity to become a regional leader in blockchain-based digital certification, realising a higher education ecosystem that is transparent, accountable, and globally competitive.
A PROPOSED TRAINING PROGRAM FOR EMPLOYING CHATGPT ARTIFICIAL INTELLIGENCE APPLICATIONS FOR FACULTY MEMBERS AT THE UNIVERSITY OF JORDAN BASED ON CONNECTIONIST THEORY Faten Abdalkareem Alsmadi
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493926

Abstract

This study aimed to design a proposed training program based on connectivist theory for employing artificial intelligence applications (ChatGPT) among faculty members at the University of Jordan. The study adopted a mixed-methods approach, including a quantitative analysis through a questionnaire administered to 332 faculty members, and a qualitative analysis through interviews with 15 faculty members to identify the standard specifications of the program. The results indicated that the majority of faculty members emphasized the importance of formulating clear, applicable, and measurable general and specific objectives (93.5%), identifying the target group and its training needs (80%), and ensuring continuous assessment and feedback (80%). The primary goals of the program identified as developing research skills, improving the educational process, and empowering learning (66.7%). Participants also highlighted that the training program should be flexible, have content aligned with trainees’ skills and needs, enhance interaction and participation, and promote critical thinking and problem solving. The program should focus on developing research, communication, and collaboration skills to keep pace with technological advancements. Furthermore, the study stressed the importance of integrating social, cultural, and ethical standards to ensure the program’s effectiveness and sustainability. The study recommended designing training content that encourages active and interactive learning, formulating clear and specific objectives, creating a flexible learning environment using technology and AI tools, and implementing continuous evaluation to collect feedback and improve program effectiveness.
VR/AR-BASED INTERACTIVE MULTIMEDIA CONTENT: A SYSTEMATIC REVIEW OF ITS IMPACT ON ENGAGEMENT AND LEARNING OUTCOMES IN THE AI ERA Didik Cahyono; Rusiadi
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493963

Abstract

The development of Virtual Reality (VR) and Augmented Reality (AR) technologies integrated with artificial intelligence (AI) has opened up a new paradigm in interactive and adaptive immersive learning. This article presents a systematic review of the latest empirical evidence regarding the impact of VR/AR-based interactive multimedia content on learner engagement and learning outcomes in the AI era. The research findings indicate that VR/AR can enhance engagement across its three dimensions—cognitive, affective, and behavioural—through mechanisms such as a sense of presence, deep interactivity, and AI-facilitated adaptive personalisation. In terms of learning outcomes, VR/AR produces medium to large effect sizes (g = 0.50–0.85) on conceptual understanding, procedural skills, and knowledge transfer, particularly in domains requiring spatial visualisation and the simulation of complex procedures. The integration of AI reinforces these effects through adaptive learning pathways, real-time feedback, and precise learning analytics. However, this effectiveness is moderated by critical factors such as task type, students’ prior knowledge, duration of exposure, instructional design quality, and infrastructure readiness. In conclusion, the synergy between VR/AR and AI holds transformative potential for education, yet requires a holistic, pedagogy-based implementation approach that considers ethical and social sustainability aspects.
THE APPLICATION OF PROJECT-BASED LEARNING TO ENHANCE CREATIVITY AND COLLABORATIVE SKILLS AMONG PRIMARY SCHOOL PUPILS IN THE ERA OF THE MERDEKA CURRICULUM Busnawir; Aslan Aslan
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19493984

Abstract

This study aims to analyse the implementation of the Project-Based Learning (PjBL) model in enhancing the creativity and collaborative skills of primary school pupils in the era of the Merdeka Curriculum. It employs a literature review (library research) using a descriptive qualitative approach. The findings indicate that PjBL, when integrated with the principles of the Merdeka Curriculum—through flexible time allocation, differentiated learning, and the Pancasila Student Profile Strengthening Project (P5)—significantly enhances pupils’ creativity across the indicators of fluency, flexibility, originality, and elaboration of ideas. Furthermore, PjBL is also effective in developing collaborative skills through mechanisms of positive interdependence, individual accountability, and structured group reflection. Empirical evidence from various studies reports a 35–45% increase in students’ creativity and collaboration scores following the implementation of PjBL over 8–12 weeks. Although challenges such as time constraints, variations in student ability, and the complexity of assessment remain, strategic solutions including continuous teacher training, the provision of adaptive project modules, and the use of assessment technology can overcome these obstacles. It is concluded that PjBL is a relevant and evidence-based pedagogical approach for fostering the Pancasila Student Profile—creative, collaborative, and ready to face the challenges of the 21st century.
PEDAGOGICAL STRATEGIES FOR ENHANCING EMERGENT WRITING SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS ODEWUMI; Ruth Morenike
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494470

Abstract

Emergent writing is a foundational aspect of early literacy that begins with children’s initial attempts at symbolic representation and progresses through developmental stages toward conventional writing. This examined pedagogical strategies for enhancing emergent writing skills among pre-primary school pupils. A descriptive survey design was adopted, involving 100 pre-primary school teachers selected from ten schools. Data were collected using a validated questionnaire (TPEQ) with a reliability coefficient of 0.81. Findings revealed that while teachers actively supported activities such as scribbling, phonetic spelling, and the use of instructional materials, there were notable gaps in creating consistent writing opportunities, providing guided interaction, and fostering positive teaching attitudes. Pedagogical practices such as demonstration, use of diverse materials, and play-based approaches significantly contributed to pupils’ writing development. However, limited emphasis on interactive and child-centered strategies constrained optimal outcomes. The study concludes that effective teacher roles, attitudes, and pedagogical methods are critical in promoting emergent writing skills. It recommends continuous teacher training, improved classroom environments, integration of play-based learning, and provision of adequate instructional materials to enhance early writing development.
ISLAMIC RELIGIOUS EDUCATION IN THE DIGITAL AGE: THE TRANSFORMATION OF AI-BASED AND ADAPTIVE LMS LEARNING APPROACHES Abdul Wahab Syakhrani
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494593

Abstract

Rapid developments in digital technology have driven a fundamental transformation in Islamic Religious Education (IRE), demanding the adaptation of learning approaches relevant to the characteristics of Generation Z and the demands of the Society 5.0 era. This article aims to critically examine the transformation of PAI learning approaches through the integration of Artificial Intelligence (AI) and adaptive Learning Management Systems (LMS) as a response to the challenges of the digitalisation of Islamic education. This study employs a qualitative method using a literature review approach. The findings indicate that the integration of AI in PAI offers precise personalised learning through intelligent chatbots for discussions on fiqh and akhlak, an automated evaluation system based on deep learning for Qur’anic memorisation, and adaptive content generated by generative AI. Meanwhile, adaptive LMS facilitates responsive learning differentiation tailored to the diversity of students’ potential, creating a holistic educational ecosystem integrated between school and home, and enhancing learning engagement through gamification based on Islamic values. However, the implementation of these two technologies faces complex ethical and structural challenges, including the risk of AI hallucinations, the privacy of students’ spiritual data, the digital infrastructure gap between urban and rural areas, and the low digital competence of some PAI teachers. This article concludes that the success of digital transformation in Islamic Education requires a triple-helix synergy between artificial intelligence, the human wisdom of teachers, and an ethical framework based on maqashid al-shariah to ensure that technology functions as a wasilah (means) that strengthens the sacred mission of Islamic education, rather than as a ghayah (end) that reduces the essence of spirituality. Proposed policy implications include strengthening madrasah digital infrastructure, implementing continuous teacher training programmes, and developing a data governance framework based on the principles of hifz al-'ird and hifz al-'ilm.
THE INTEGRATION OF VIRTUAL REALITY (VR), AUGMENTED REALITY (AR) AND GAMIFICATION IN DEVELOPING INTERACTIVE SIMULATIONS FOR THE VISUALISATION OF ABSTRACT CONCEPTS IN SCIENCE EDUCATION Zulvia Trinova; Parni
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494679

Abstract

Teaching abstract concepts in science, such as atomic structure, chemical reactions and biological systems, often faces fundamental challenges due to the limitations of conventional visualisation methods, resulting in low levels of conceptual understanding and student motivation. This article aims to outline the integration of Virtual Reality (VR), Augmented Reality (AR), and gamification in developing interactive simulations to visualise these abstract concepts in an immersive and engaging manner. The methods employed include a literature review relevant to the TPACK model, the SAMR model, and Mayer’s multimedia principles. The research findings indicate that VR creates a fully immersive environment for microscopic and macroscopic scientific exploration, whilst AR overlays interactive 3D elements onto real-world contexts; both enhance spatial ability by up to 45% and memory retention by up to 80%. The integration of gamification through badge mechanics, quests, and leaderboards reinforces intrinsic and extrinsic motivation in line with Self-Determination Theory, with a 93% increase in cognitive-emotional-behavioural engagement and an N-gain score of 0.63–0.78 in the Indonesian case study. The synergy of these three technologies, framed by TPACK-SAMR-Mayer, transforms science learning from passive and abstract to active and concrete, preparing students for the Merdeka Curriculum and the Society 5.0 era. Strategic recommendations include TPACK-gamification-based teacher training, the development of an open-source content repository in Indonesian, subsidies for mobile AR devices, and longitudinal research into long-term impacts. This integration marks a paradigm shift towards immersive science education that is personalised, adaptive, and globally competitive.
MARRIAGE CONTRACTS IN CIVIL LAW: LEGAL SAFEGUARDS FOR CHILDREN’S EDUCATION COSTS IN THE ERA OF EDUCATIONAL AUTONOMY Gunawan Widjaja
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494716

Abstract

This article analyses marriage contracts under Indonesian civil law as a strategic legal instrument for securing the costs of children’s education in the era of educational autonomy through the Merdeka Curriculum, with two main focuses: (1) the status of marriage contracts under Articles 139–185 of the Civil Code, Article 29 of the Marriage Law, and Constitutional Court Decision No. 69/PUU-XIII/2015, which permits postnuptial agreements; and (2) the potential of specific clauses, such as escrow funds and proportional contributions, to protect children’s rights in accordance with Article 41 of the Marriage Law and Article 9 of the Child Protection Law, in the face of the challenge of variable costs resulting from personalised education. This normative legal research utilises a literature review of legislation, court rulings, and legal literature to conclude that marriage agreements can reduce post-divorce disputes and ensure the continuity of children’s education, in line with Article 31 of the 1945 Constitution and Nadiem Makarim’s ‘Merdeka Belajar’ vision.
REVITALISING MORAL EDUCATION IN THE DIGITAL AGE: STRATEGIES FOR CHARACTER BUILDING AMONG GENERATION Z AMIDST THE TIDE OF DISINFORMATION AND THE DECLINE OF ETHICAL SOCIAL MEDIA USE Miranu Triantoro; Rahmat Shodiqin
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494738

Abstract

This study aims to analyse the revitalisation of moral education in the digital age as a strategy for character building among Generation Z amidst the tide of disinformation and the erosion of social media ethics. The method employed is a literature review (library research) using a descriptive-analytical qualitative approach. The findings indicate that traditional moral education, which is instructional and abstract in nature, is no longer effective in addressing the complex moral challenges of the digital space; consequently, a paradigm shift is required towards an approach that is contextual, participatory, and grounded in authentic digital experiences. Twelve character-building strategies were identified as a synergistic supporting ecosystem: (1) strengthening critical digital literacy, (2) internalising the values of Pancasila through creative content, (3) digital project-based learning, (4) simulations of digital moral dilemmas, (5) intergenerational digital parenting, (6) transforming schools into value ecosystems, (7) utilising AI for educational interventions, (8) strategic partnerships with social media platforms, (9) authentic assessment based on digital portfolios, (10) social and cultural movements for digital ethics, (11) integration of counselling and mental health services, and (12) national and international collaborative networks. The success of this strategy is not measured solely by a reduction in the statistics of ethical violations, but rather by the emergence of Generation Z possessing moral resilience—the moral fortitude to navigate the digital space critically, ethically, and autonomously. This study concludes that the revitalisation of moral education is an existential imperative to ensure that Indonesia’s digital transformation produces a generation that is not only technologically proficient but also possesses strong character, is critical of manipulation, empathetic, and committed to digital justice as the foundation of 21st-century democracy.
THE DYNAMICS OF MORAL EDUCATION IN THE FAMILY AND SCHOOL: SYNERGY OR CONFLICT OF VALUES AMIDST THE PLURALISM OF CONTEMPORARY INDONESIAN SOCIETY Aslan Aslan; Miranu Triantoro
Indonesian Journal of Education (INJOE) Vol. 5 No. 2 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.19494760

Abstract

This study aims to analyse the dynamics of moral education within the family and school amidst the pluralism of contemporary Indonesian society, focusing on whether there is synergy or conflict of values in the character formation of students. It employs a literature review (library research) using a qualitative-descriptive approach. The findings indicate that the dynamics of moral education are dialectical: on the one hand, value synergy can be achieved when families and schools build authentic collaboration through open communication, shared role modelling, coordinated value instillation, and inclusive normative agreements that result in the consistent and profound internalisation of character in children. On the other hand, value conflicts remain a significant structural challenge, stemming from a clash of paradigms between the family’s religious-traditional values and the school’s secular-universal values, generational dissonance between parents and Generation Z, as well as the influence of moral relativism from social media and globalisation, which has the potential to trigger a moral identity crisis and deviant behaviour. This study concludes that pluralism can serve as social capital or a source of moral fragmentation, depending on the institutional and cultural capacity to bridge value differences through dialogue and transformation. Strategic recommendations include the reformulation of policies supporting tripartite collaboration (family-school-community), strengthening teachers’ capacity in multicultural education, and empowering parents as strategic partners in shaping the character of a Generation Z that is adaptive yet principled.

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