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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 260 Documents
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FACTORS AFFECTING CONFIDENCE IN SPEAKING ENGLISH AMONG ELEMENTARY STUDENTS Chrisfania Putri Wardasari; Enny Dewi Tribuono; Munawwir Hadiwijaya
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This research aimed to analyze the factors that contribute to a lack of self-confidence in English speaking among students. It also sought to present possible strategies to help students overcome this lack of self-confidence. The study used a qualitative research approach and was conducted at SDN Singosari. The participants were the English teacher and fifth-grade students at SDN Singosari during the 2023/2024 academic year. Data was collected through observations and interviews. The data analysis involved three steps: data reduction, data display, and drawing conclusions. The findings revealed that the key factors leading to a lack of self-confidence in speaking English were anxiety, shyness, fear of making mistakes, and insufficient vocabulary. To address these issues, the study proposed several potential strategies, including lowering students' anxiety in the classroom, improving their vocabulary, boosting their self-confidence, and facilitating group discussions.
THE EFFECT OF SHOWING SHORT VIDEOS ON CHILDREN'S LISTENING SKILLS Mufida Illah Ilmiah; Yahmun Yahya
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (2026): Indonesian Journal of Education (INJOE)
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

This study investigates the impact of short video presentations on children's listening skills. Early childhood is a critical period for brain and language development. With the rise of digital technology, short videos from platforms like YouTube and TikTok have become prominent in children's lives. This research aimed to determine the effect of watching short videos on listening skills among students at UPT Satuan Pendidikan SDN Pusungmalang I in Pasuruan Regency. A quantitative approach was used, involving 28 students selected through simple random sampling. Data were collected via observations, questionnaires, literature study, and internet research, and analyzed using normality, linearity, heteroscedasticity tests, and simple linear regression analysis. Results indicated that short videos significantly enhance children's listening abilities, including pronunciation, comprehension, and accuracy. However, challenges such as limited internet access and technical issues were noted. The study concludes that short videos positively influence listening skills and recommends integrating them into educational programs to optimize learning outcomes.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) IN CHEMISTRY ON STUDENTS’ CRITICAL THINKING SKILLS: A LITERATURE REVIEW ON ITS IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION INSTITUTIONS Aslan Aslan
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404677

Abstract

Critical thinking skills are a fundamental competence required of students in the 21st century, particularly in the study of chemistry, which is abstract in nature and requires a deep conceptual understanding. This study aims to analyse the effectiveness of Problem-Based Learning (PBL)-based chemistry education on students’ critical thinking skills at Indonesian universities through a systematic literature review. The results indicate that PBL has been proven to be effective in enhancing students’ critical thinking skills, with an average N-Gain score of 0.71 in the high category and a 31 per cent increase in cognitive learning outcomes. The PBL framework, comprising five stages (problem orientation, learning organisation, individual and group investigation, presentation of results, and process evaluation), provides a systematic learning structure to develop the six indicators of critical thinking according to Facione, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The implementation of PBL in Indonesian higher education institutions faces challenges such as limited learning time, a heavy curriculum load, variations in lecturers’ competence, and a lack of supporting facilities. However, PBL still offers advantages in making chemistry learning more contextual, encouraging independent learning, and developing collaborative skills and problem-solving in real-world situations. This study recommends the development of more valid PBL-integrated chemistry teaching materials, the integration of digital technology into PBL implementation, and the need for lecturer training to optimise their role as facilitators in PBL-based chemistry learning.
HARMONISING TECHNOLOGY AND TRADITION: DEVELOPING AN AI-BASED EARLY CHILDHOOD EDUCATION LEARNING MODEL ROOTED IN LOCAL VALUES Aslan Aslan; Dayan Abdurrahman
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404689

Abstract

Background: Early Childhood Education (PAUD) forms the foundation for the character development and intellectual growth of future generations. In the era of digital transformation, artificial intelligence (AI) offers significant opportunities to enhance the quality of learning, yet it also poses risks of cultural homogenisation and the loss of local identity. In Indonesia, the diversity of local wisdom represents an asset that has not yet been systematically integrated into educational technology innovations. This study aims to develop and test an ECE learning model that harmonises artificial intelligence technology with the values of Indonesia’s local wisdom, as well as to analyse its impact on children’s development and its relevance to the global context. The study employs a mixed-methods design with an exploratory and descriptive approach. Quantitative data were collected via a survey of 320 early childhood educators across 8 provinces, whilst qualitative data were obtained through in-depth interviews with 45 informants (educators, cultural experts and technology developers) as well as observations at 16 early childhood education institutions. Data analysis was conducted using descriptive and inferential statistics, as well as thematic analysis. It was found that only 22.5 per cent of early childhood education institutions utilised digital content based on local culture, whilst 78.1 per cent expressed an urgent need for materials relevant to the children’s environment. The model developed was shown to increase children’s interest in learning by 34.2 per cent and their understanding of cultural values by 41.7 per cent following a six-month implementation period. This AI-based learning model, grounded in local wisdom, effectively addresses local challenges and offers solutions for other countries facing similar dilemmas. This innovation is novel in that it integrates the principles of knowledge equity and cultural sustainability into the 21st-century education system.
PROBLEM-BASED LEARNING IN CHEMISTRY EDUCATION: ITS IMPACT ON UNIVERSITY STUDENTS’ CRITICAL THINKING SKILLS IN INDONESIA Mukni'ah
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404708

Abstract

This study aims to analyze the application of Problem-Based Learning (PBL) in chemistry education and its impact on students' critical thinking skills in Indonesian universities. The research uses a qualitative approach with a literature study method through searching for articles on Scopus, Web of Science, ScienceDirect, ERIC, and Google Scholar published in the period 2021–2026. The literature selection process was carried out in a structured manner based on the principles of PRISMA 2020 by considering the suitability of the topic, the context of higher education, the application of PBL, and the measurement of critical thinking skills. Data were analyzed using thematic content analysis through the stages of reduction, grouping, comparison, interpretation, and synthesis. The results of the study show that PBL consistently has a positive influence on students' ability to interpret problems, analyze information, evaluate evidence, formulate inferences, provide scientific explanations, and self-regulation. The effectiveness of PBL is strongest when learning uses authentic problems, investigative activities, collaborative discussions, solution presentations, metacognitive reflection, and technology support. However, the impact of PBL is not uniform because it is influenced by initial knowledge, student motivation, group dynamics, problem quality, lecturer facilitation ability, duration of intervention, and assessment instruments used. This study concludes that PBL is a relevant approach to strengthen critical thinking skills in chemistry learning, but its implementation requires systematic planning, scaffolding, and evaluation. Further research is recommended to use more robust experimental designs, cross-university samples, longer durations, and standardized critical thinking instruments so that the findings have better validity and generalization. These findings provide a conceptual basis for lecturers and study program managers to design chemistry learning that is contextual, participatory, evidence-based, inclusive, sustainable, and oriented towards complex real-world problem-solving.
A COMPARATIVE ANALYSIS OF INCLUSIVE EDUCATION POLICIES IN DEVELOPING COUNTRIES: A SYSTEMATIC LITERATURE REVIEW OF IMPLEMENTATION AND CHALLENGES Jackson Yumame; Mohammad Ahmad Bani Amer
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404720

Abstract

This article presents a comparative analysis of inclusive education policies in developing countries through a systematic literature review of their implementation and associated challenges. Inclusive education is viewed as a strategic effort to guarantee the right to education for all students without discrimination; however, its implementation in developing countries still faces various obstacles, such as limited human resources, insufficient teacher training, inaccessible infrastructure, limited funding, and social stigma toward students with special needs. The study’s findings indicate that the success of inclusive education implementation is significantly influenced by policy consistency, school readiness, government support, and the involvement of the community and parents. Furthermore, there is a significant gap between policy formulations at the national level and actual practices on the ground. Therefore, it is necessary to strengthen teacher capacity, provide adequate facilities and infrastructure, ensure sustainable funding, and establish more comprehensive evaluation mechanisms so that inclusive education can be implemented effectively and equitably.
DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE IN TRANSFORMING LANGUAGE LEARNING IN THE INDEPENDENT LEARNING ERA Ach. Munawi Husein; Danie Agustin; Adelia Maghfiroh
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404728

Abstract

This study examines the role of digital literacy and artificial intelligence in transforming language learning in the era of independent learning. It applies a qualitative library research approach by reviewing recent peer-reviewed studies published within the last five years and indexed in reputable academic databases. The literature was selected based on its relevance to digital literacy, AI literacy, language competence, learner autonomy, technology-enhanced learning, and ethical issues in education. Data were analyzed through thematic content analysis involving identification, classification, comparison, and synthesis of key findings. The results show that digital literacy is a fundamental prerequisite for the effective and responsible use of artificial intelligence in language learning. AI-supported tools, including chatbots, adaptive platforms, automated feedback systems, speech recognition, and generative applications, can improve learning flexibility, personalization, engagement, motivation, and access to continuous language practice. These technologies contribute to the development of vocabulary, grammar, writing, reading, listening, speaking, and pronunciation skills while supporting learners in planning, monitoring, and evaluating their own learning. However, the study also identifies challenges related to inaccurate information, algorithmic bias, privacy, plagiarism, overdependence, unequal access, and the declining originality of learners’ work. Therefore, artificial intelligence should be positioned as a pedagogical support tool rather than a substitute for teachers, human interaction, and critical thinking. The study concludes that the successful integration of digital literacy and AI requires clear pedagogical design, teacher guidance, ethical standards, process-based assessment, and equitable digital infrastructure. Such integration can strengthen language competence and develop autonomous, reflective, adaptive, and responsible learners in contemporary education.
IMPLEMENTATION OF THE MERDEKA CURRICULUM TO IMPROVE THE QUALITY OF EDUCATION IN INDONESIA Nana Suryapermana; Apud; Gilang Kartika Hanum
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404743

Abstract

This study aims to describe the implementation of the Merdeka Curriculum in improving the quality of learning in Indonesia. The method used is a literature review examining various relevant sources, such as scientific journals, books, and educational policy documents. The results of the review indicate that the Merdeka Curriculum provides educational institutions and teachers with the flexibility to design learning that is more flexible, contextual, and student-centered. The implementation of this curriculum also encourages the use of diagnostic assessments, differentiated instruction, and projects to strengthen the Pancasila Student Profile, which contribute to the development of students’ competencies and character. However, its implementation still faces a number of challenges, such as teacher readiness, limited infrastructure, and regional disparities. Overall, the Merdeka Curriculum has great potential to improve the quality of learning in Indonesia if it is implemented consistently, collaboratively, and supported by sustainable policies.
IMPACT OF TEACHER-LEARNERS RELATIONSHIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA Dorathy Ogochukwu Anike
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404762

Abstract

This study examined the effect of teacher-student relationship on academic performance of business education students at Awka South, Local Government Area of Anambra state. The descriptive survey research design was used and guided by three research questions. Data were gathered by a structured questionnaire from the respondents, followed by the mean and SD analysis. The study employed descriptive survey design that was administered to 200 public junior secondary students from 10 schools that were randomly selected in Awka South. There was a reliability coefficient of 0.83 using a data collection instrument that was validated according to a 15 item questionnaire. Data analysis was carried out using mean and standard deviation, and the criterion for the acceptance was 2.50. It was found that positive teacher-student relationships have a significant positive effect on Academic Achievement, because friendly teachers make students interested in the subject (Mean = 2.85) and listening to the student's opinion improves students' motivation in the classroom (Mean = 3.00). On the other hand, the lack of positive relationship creates great problems, such as high classroom anxiety (Mean = 3.20) and students not seeking help when confused (Mean = 2.93). In order to create a better classroom climate, the respondents agreed that setting up models of fair, non-threatening environments (Mean = 3.30) and providing models of interactive group projects (Mean = 3.03) are highly effective. Regular constructive feedback was not seen as one of the main factors (Mean = 2.25). The study found that supportive emotional climates play a significant role in being able to achieve the maximum success in Business Education. On this basis, it is recommended that targeted professional development opportunities for business educators be provided in order to develop a set of approaches that are accessible to students, and that institutions have clear guidelines that encourage safe, interactive, and equitable learning environments.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE PERSONALISATION OF DIGITAL LEARNING: A SYSTEMATIC REVIEW OF CURRICULUM ADAPTATION AND PUPILS’ ACADEMIC ACHIEVEMENT Zayid Musiafa; Parni
Indonesian Journal of Education (INJOE) Vol. 5 No. 3 (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.21404777

Abstract

This study aims to examine the role of artificial intelligence in the personalisation of digital learning through a systematic review of curriculum adaptation and pupils’ academic achievement. Artificial intelligence is increasingly being applied in education due to its ability to analyse pupils’ learning data in real time, adapt learning materials, and provide relevant feedback tailored to individual needs. Through a personalised approach, AI enables the learning process to become more adaptive, flexible and learner-centred. The findings indicate that AI contributes to supporting curriculum adaptation by tailoring content, the pace of learning and learning strategies to better suit learners’ characteristics. Furthermore, AI also has a positive impact on pupils’ academic achievement by enhancing their understanding of the subject matter, their motivation to learn and their engagement in the learning process. Nevertheless, the implementation of AI in education still faces challenges such as data privacy, infrastructure readiness, teacher competence, and the digital divide. Therefore, the integration of AI into digital learning must be carried out wisely, ethically, and sustainably in order to provide optimal benefits for improving the quality of education.

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