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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 271 Documents
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TEACHER COMPETENCIES AND IRRELEVANT TEACHING METHODS: A CRITICAL ANALYSIS OF THE GAP BETWEEN TRAINING AND TEACHING PRACTICES AND ITS IMPACT ON STUDENT MOTIVATION TO LEARN Busnawir; Wahyudin
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240513

Abstract

This article aims to critically analyze the relationship between teacher competencies, irrelevant teaching methods, and their impact on student learning motivation. Through a literature review using a critical analysis approach to scientific literature, this study identifies systemic gaps between teacher training and classroom teaching practices, as well as their implications for student engagement and motivation. The results of the analysis reveal that teacher professional development (TPD) programs, which have been implemented for more than four decades, have not succeeded in significantly transforming teaching practices due to theoretical training designs, program fragmentation, a lack of ongoing mentoring, and evaluations that are not impact-based. Irrelevant teaching methods—characterized by a teacher-centered, monotonous, and decontextualized approach—contribute 55.94% to low student motivation, which leads to decreased academic achievement, low participation, and barriers to the development of 21st-century competencies. This article recommends a comprehensive approach to bridge this gap, including the redesign of practice-based training, the implementation of impact-based evaluation, the adoption of student-centered methods, and the creation of a school environment that supports innovation. Systemic transformation in teacher professional development and teaching practices is an urgent imperative for improving student learning motivation and the overall quality of education.
INEQUALITIES IN ACCESS TO AND QUALITY OF EDUCATION IN INDONESIA: A SYSTEMATIC REVIEW OF STRUCTURAL FACTORS AND THEIR IMPLICATIONS FOR EDUCATIONAL EQUITY Listiawati Listiawati; Sudianto
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240522

Abstract

Inequality in access to and quality of education in Indonesia is a persistent and multidimensional structural problem, which hinders the realisation of educational equity and social justice for all Indonesians. This article aims to present a systematic review of the structural factors causing inequality in access to and quality of education in Indonesia, as well as to analyse their implications for educational equity. The method employed is a literature review using a systematic review approach. The findings indicate that educational inequality in Indonesia is driven by the complex interaction of geographical factors (archipelagic conditions and remoteness), economic factors (poverty and income inequality), institutional factors (decentralisation and local capacity), policy (budget allocation, school zoning, teacher recruitment), socio-cultural (gender norms, awareness of the importance of education), and governance (accountability and data utilisation). The implications of these structural factors for educational equity include barriers to access for vulnerable groups (3T regions, poor families, people with disabilities, minorities), disparities in the quality of learning and learning outcomes, limited intergenerational social mobility, threats to social justice and national cohesion, and negative impacts on national competitiveness and the achievement of the SDGs. Consequently, educational inequality in Indonesia is not merely a technical issue, but a structural problem requiring fundamental reform in resource allocation, educational governance, affirmative action policies, school leadership, inclusive pedagogy, and social norms. Strong political commitment and cross-sectoral collaboration are prerequisites for realising fair and inclusive educational equity for all Indonesian children.
STRENGTHENING ISLAMIC CHARACTER IN ISLAMIC EDUCATION AMID TECHNOLOGICAL DISRUPTION: A CRITICAL ANALYSIS OF THE IMPLEMENTATION OF MORAL EDUCATION AND DIGITAL ETHICS IN SCHOOLS Muhammad Yusuf; Muhammad Nur Effendi
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240536

Abstract

Technological disruption in the digital age presents complex challenges for Islamic Religious Education (PAI) in shaping pupils’ Islamic character, whilst simultaneously opening up innovative opportunities for strengthening moral values through digital media. This study aims to critically analyse the implementation of moral and digital ethics education in PAI lessons in schools, as well as to identify the challenges and strategies for strengthening Islamic character amidst technological disruption. The method employed was a literature review using a qualitative-descriptive approach, in which data were collected through the search, identification, analysis and synthesis of various relevant academic sources. The research findings indicate that the implementation of digital ethics and moral education in PAI has been carried out through various models, such as the integration of Islamic values into technology-based learning, teachers serving as exemplary role models (uswah hasanah), the utilisation of digital platforms for daily moral guidance, and strategic collaboration between schools and parents. However, this implementation still faces significant challenges, including low digital literacy among PAI teachers, technological distractions that divert pupils’ attention, a lack of supervision from parents and teachers, exposure to negative content, and social media addiction that hinders the internalisation of moral values. The recommended strategies for strengthening Islamic character include the integration of Islamic values into every digital learning activity, strengthening teachers’ role as role models in the digital space, the development of digital literacy grounded in Islamic values covering cognitive, technical, ethical and spiritual dimensions, close collaboration between schools and families, and the application of a reflective-dialogic learning approach that emphasises critical discussion of digital ethical dilemmas. Through a comprehensive, holistic and sustainable approach, Islamic Religious Education (PAI) can be transformed from merely the transfer of religious knowledge into a vehicle for character development that equips learners with digital competencies and ethical awareness to become responsible digital citizens of noble character who contribute positively to society in the Society 5.0 era.
DEVELOPMENT OF ARTIFICIAL INTELLIGENCE-BASED ADAPTIVE LEARNING MEDIA TO SUPPORT INCLUSIVE EDUCATION FOR PUPILS WITH DIVERSE LEARNING NEEDS Sitti Nur Alam; Moh. Aldrin Akbar
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240554

Abstract

Inclusive education requires the availability of learning resources capable of accommodating the diversity of pupils’ abilities, characteristics, learning styles and individual needs. Conventional learning resources, which tend to be uniform, have not yet been fully able to provide a flexible and personalised learning experience, particularly for pupils with diverse learning needs. This article aims to analyse the concept, design and implementation of Artificial Intelligence (AI)-based adaptive learning resources in support of inclusive education. This study employs a literature review using a descriptive-qualitative approach, analysing various scientific articles, academic books, reports from educational institutions, and relevant policy documents. The findings indicate that AI can help tailor content, difficulty levels, learning pace, presentation formats, activities, assessments, and feedback based on students’ profiles and progress. Adaptive learning media can also support accessibility through text-to-speech, speech-to-text, transcripts, visualisations, language simplification, and personalised learning recommendations. However, its implementation still faces challenges in the form of infrastructure limitations, teachers’ competence readiness, the digital divide, algorithmic bias, data security, and the need for human supervision. Therefore, the development of AI-based adaptive learning tools must be grounded in the principles of inclusive education, Universal Design for Learning, data protection, equity, transparency, and collaboration between teachers, pupils, parents, technology developers, and policymakers. When implemented responsibly, AI can serve as a strategic tool for creating learning experiences that are more personalised, flexible, accessible, and responsive to pupils’ diverse learning needs.
MODELS OF ISLAMIC RELIGIOUS EDUCATION IN THE 21ST CENTURY: A SYSTEMATIC SYNTHESIS OF EXPERIENCE-BASED, LOCAL WISDOM AND TRANSFORMATIVE PEDAGOGICAL APPROACHES Abdul Wahab Syakhrani; Aslan
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240560

Abstract

Islamic Religious Education (IRE) in the 21st century faces existential challenges due to social, technological and cultural transformations occurring at an exponential rate, particularly in educating Generations Z and Alpha, who are digital natives. This study aims to develop a 21st-century PAI learning model through a systematic synthesis of three main approaches: experience-based approaches, local wisdom, and transformative pedagogy. The research method employed a literature review. The results indicate that the integration of these three approaches yields a holistic, contextual, and transformative PAI learning model. The experience-based approach provides a concrete medium for the internalisation of values through direct practice; local wisdom provides a sociocultural context that grounds universal Islamic values in local realities; and transformative pedagogy ensures that learning produces a profound and sustainable transformation of perspective through critical reflection and the reintegration of new perspectives. The 21st-century PAI learning model developed encompasses the integration of Project-Based Learning, Inquiry-Based Learning, the Flipped Classroom, and technology-based approaches, combined with the ‘niteni, niroke, nambahi’ strategies from Javanese local wisdom and Mezirow’s ten phases of transformative learning. The implementation of this model requires a paradigm shift for teachers from being knowledge transferors to becoming facilitators and designers of learning experiences, as well as a commitment from all stakeholders to realise Islamic Education that not only fosters cognitive development but also shapes character, spirituality and transformative social awareness.
RELIGIOUS MODERATION IN ISLAMIC EDUCATION AS A STRATEGY FOR COUNTERING RADICALISATION AND STRENGTHENING CHARACTER: A LITERATURE REVIEW Abdul Chalim; Sudianto
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240579

Abstract

Radicalism and intolerance are challenges that must be addressed through a systematic, humanistic and sustainable educational approach. Islamic education plays a strategic role in instilling a balanced understanding of religion whilst shaping the character of learners to be tolerant, fair, inclusive and opposed to violence. This study aims to analyse religious moderation in Islamic education as a strategy for countering radicalisation and as a tool for strengthening pupils’ character. The study employs a literature review using a qualitative-descriptive approach. The findings indicate that religious moderation can be implemented through the integration of the values of wasathiyah, tolerance, justice, commitment to the nation, respect for local culture, and an anti-violence stance into the curriculum and the learning process. Religious moderation can also be reinforced through dialogic learning, teachers’ exemplary behaviour, religious and digital literacy, social conditioning, and an inclusive school culture. Thus, Islamic education based on religious moderation not only serves to prevent the spread of radical ideologies but also contributes to the character development of pupils who are religious, critical, humanistic, responsible, and capable of living harmoniously in a pluralistic society.
THE RELEVANCE OF VOCATIONAL AND HIGHER EDUCATION TO INDUSTRY NEEDS: A CRITICAL REVIEW OF THE SKILLS GAP AMONG GRADUATES AND ‘LINK-AND-MATCH’ STRATEGIES Imelda Imelda; Aslan Aslan
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240593

Abstract

The relevance of vocational and higher education to industry needs is a key issue in human resource development and enhancing national competitiveness. Technological change, digitalisation, automation and the dynamics of the world of work demand graduates who not only possess academic knowledge but also master technical competencies, digital literacy, communication skills, problem-solving abilities, collaboration and adaptability. However, a gap still exists between graduate competencies and industry needs, caused by curricula that are not yet responsive, limited practical facilities, educators’ lack of industry experience, students’ lack of work experience, and sub-optimal industry involvement in the educational process. This article aims to critically analyse the nature and causes of the graduate competency gap and to examine strategies for strengthening the ‘link-and-match’ between educational institutions and industry. This study employs a literature review using a descriptive-qualitative approach. The findings indicate that strengthening ‘link-and-match’ requires the alignment of curricula based on industry needs, project-based learning, relevant work placements, the involvement of practitioners, the enhancement of teachers’ and lecturers’ competencies, certification based on occupational standards, the strengthening of partnerships, and the utilisation of tracer studies and labour market data. ‘Link-and-match’ must not be limited to administrative relationships but must be realised as a strategic partnership that is measurable, sustainable, and focused on graduate quality and career sustainability. In this way, vocational education and higher education can produce graduates who are competent, adaptable, innovative, ethical, and capable of responding to changing industry needs.
ANALYSIS OF DAYAH EDUCATION BUDGETS IN SUPPORT OF ACCREDITATION ASSESSMENT VALIDATION FOR DAYAH EDUCATION IN ACEH PROVINCE Ghina Rizkia; Teuku Zulkarnain; Yeni Irawan
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240606

Abstract

This study aims to analyze the development of the Dayah education budget in supporting the validation of accreditation assessments for Dayah education in Aceh Province during 2022–2025. This research employed a qualitative approach with a descriptive research design. Data were collected through documentation studies of the Budget Implementation Documents (DPA), Performance Reports (LKj) of the Aceh Dayah Education Office, decisions of the Aceh Dayah Accreditation Board (BADA), and other supporting documents. Data were analyzed through data reduction, data presentation, and conclusion drawing. The results show that the Dayah education budget fluctuated during 2022–2025. Despite the fluctuations, the budget continued to support institutional development, educational facilities, and accreditation programs. The number of accredited Dayahs also increased from 271 institutions in 2022 to 1,195 institutions in 2025. The study concludes that the Dayah education budget plays an important supporting role in improving institutional readiness for accreditation assessment validation. However, accreditation outcomes are also influenced by institutional governance, administrative completeness, human resource quality, and the commitment of each Dayah. 
EFFECTIVENESS OF THE JIGSAW TYPE COOPERATIVE LEARNING MODEL IN IMPROVING THE MATHEMATICS LEARNING OUTCOMES OF GRADE V ELEMENTARY SCHOOL STUDENTS Suhardi Aldi; Amad Ghazali Samad; Arianto Arianto; Susianti Susianti; Irfandi Irfandi; Rahma Hatta
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240619

Abstract

Primary school pupils’ mathematics learning outcomes remain a concern, particularly when learning is dominated by lectures and individual assignments with limited peer interaction. This study aims to describe pupils’ mathematics learning outcomes before and after implementing the Jigsaw cooperative learning model and to examine its effect on Year 5 pupils at SDN 91 Pacongkang, Liliriaja Sub-district, Soppeng Regency. This quantitative study employed a one-group pre-test-post-test pre-experimental design involving 16 Year 5 pupils selected through saturation sampling. Data were collected using achievement tests and observation sheets and analysed using descriptive statistics, the Paired Sample T-Test, and N-Gain analysis. The results showed that the mean pre-test score was 51.88, with no pupil achieving the minimum pass mark. During implementation, the Jigsaw model, involving expert group discussions and peer teaching, encouraged highly enthusiastic pupil participation. The mean post-test score increased to 81.25. The Paired Sample T-Test yielded a t-value of 17.278 with a significance level of 0.000, indicating a significant difference between pre-test and post-test scores. The average N-Gain score was 0.6262, categorised as moderate and reasonably effective. Therefore, the Jigsaw cooperative learning model significantly and reasonably effectively improves pupils’ mathematics learning outcomes.
THE IMPLEMENTATION OF INTERACTIVE DIGITAL ENCYCLOPEDIA MEDIA TO ENHANCE PRIMARY SCHOOL STUDENTS' IPAS LEARNING MOTIVATION Nur Afni Yulistiawati; Saqjuddin Saqjuddin; Nurhidayat Nurhidayat; Veronika Resti Panginan; Humairah Arsyad
Indonesian Journal of Education (INJOE) Vol. 6 No. 1 (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.22240646

Abstract

This study aims to describe the learning motivation of fifth-grade students in the IPAS subject and to examine the application of interactive learning media based on a digital encyclopedia to improve that motivation. The research problem stems from the low learning motivation of fifth-grade students at SD Negeri 279 Palakka, which is caused by the reliance on static, conventional printed media. This study employed a qualitative approach using Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted across two cycles involving 25 fifth-grade students. Quantitative data were obtained from learning motivation questionnaires and cognitive learning tests, while qualitative data were collected through classroom observation sheets. Data were analysed descriptively and comparatively between cycles. The results show that the pre-action motivation score averaged only 23.44 with 8% classical completeness. Motivation increased to 29.08 (48%) in Cycle I and rose sharply to 34.04 (84%) in Cycle II after classroom management improvements were implemented. Cognitive learning outcomes similarly improved, reaching 88% classical completeness by the end of Cycle II. The study concludes that interactive learning media based on a digital encyclopedia effectively and sustainably improves the learning motivation of fifth-grade students in the IPAS subject.

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