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INDONESIA
Indonesian Journal of Education and Science
Published by Formad English Foundation NTB-Jakarta
ISSN : 30645379     EISSN : 30645379     DOI : https://doi.org/10.67028/ijes.v2i2.186
Core Subject :
The Indonesian Journal of Education and Science (IJES) is a peer-reviewed open-access journal dedicated to publishing high-quality research and scholarly works in the fields of education and science. Published quarterly in January, April, July, and October, the journal provides a platform for researchers, academics, educators, and practitioners to disseminate innovative ideas, empirical studies, and interdisciplinary perspectives that contribute to the advancement of knowledge and societal development. The journal welcomes original research articles, review papers, case studies, and conceptual studies covering a wide range of topics, including teaching and learning methodologies, curriculum development, educational technology, educational management, social and psychological aspects of education, as well as natural, applied, and interdisciplinary sciences. Indonesian Journal of Education and Science also encourages studies that connect science and education with contemporary global challenges, innovation, sustainability, and community empowerment. Committed to academic excellence and scientific integrity, the Indonesian Journal of Education and Science aims to foster scholarly dialogue, promote impactful research, and support the development of education and science at national and international levels.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2025): April" : 5 Documents clear
THE EFFECT OF POSTER-BASED ICE BREAKING ON STUDENTS’ LEARNING OUTCOMES IN SCIENCE SUBJECTS FOR GRADE IV AT MI NW SURABAYA IN THE 2024/2025 ACADEMIC YEAR Ahmad Izzuddin; Haslinda
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.100

Abstract

This study investigated the effect of poster-based ice-breaking activities on students’ learning outcomes in science subjects for Grade IV at MI NW Surabaya in the 2024/2025 academic year. The research aimed to determine whether implementing ice-breaking techniques using poster media could significantly enhance students' understanding and performance in science. A quantitative approach was employed, utilizing a quasi-experimental design with a post-test-only control group structure. Thirty Grade IV students were randomly assigned to experimental and control groups. The experimental group received poster-based ice-breaking interventions, while the control group underwent conventional learning. Data were collected through tests, observations, and documentation. Instrument validity and reliability were confirmed through point-biserial correlation and Cronbach's alpha analysis. Statistical analysis included normality, homogeneity, and t-tests. The findings revealed a significant difference between the experimental and control groups, with the experimental group achieving higher post-test scores. The results suggest that poster-based ice-breaking activities positively impact students’ science learning outcomes. This study highlights the potential of integrating creative media with interactive techniques to foster a more engaging and effective learning environment in science education for elementary students.
THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: A THEORETICAL REVIEW OF TECHNOLOGY INTEGRATION IN EDUCATION Rahman
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.101

Abstract

The transformation of learning in the digital era has become a significant issue in contemporary education, in line with the continuous advancement of technology. This study aims to examine the integration of technology in education and its impact on the learning process. The main focus of this research is to understand how technology can be applied in educational contexts to enhance the quality of learning and student engagement. The method used in this study is a qualitative approach with a literature review design and thematic analysis. Data were collected through a review of various articles, journals, and research reports related to technology integration in education. Data analysis was conducted by identifying key themes emerging from the literature review and comparing relevant research findings. The results indicate that although technology offers great potential for improving learning, major challenges remain, such as unequal access, teacher readiness, and the lack of ongoing professional development. Nevertheless, technology integration can enhance student engagement and enable more flexible, 21st-century competency-based learning. The conclusion of this study emphasizes that the success of technology integration in education highly depends on infrastructure readiness, supportive policies, and continuous teacher training. This research also opens opportunities for further studies on the long-term impacts of digital transformation in learning.
DIGITAL LITERACY AS A FUNDAMENTAL SKILL IN MODERN ECONOMIC EDUCATION: A LITERATURE REVIEW Abdurrahim
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.102

Abstract

This study aimed to analyze the role of digital literacy as a fundamental skill in modern economic education. Amid the rapid advancement of digital technology, digital literacy was considered an essential competence that supported students in understanding and applying economic concepts effectively. The primary objective of this research was to identify the relationship between digital literacy and the development of economic skills in the digital era. The research method employed was a qualitative approach using a literature review design. Data were obtained through the selection of relevant literature, including journal articles, books, and research reports published between 2012 and 2024. Data analysis was conducted using thematic analysis techniques, which involved identifying key themes related to digital literacy in economic education. The findings indicated that digital literacy played a significant role in enhancing students’ economic skills, particularly in accessing and analyzing economic data. This study also revealed that the integration of technology in economic education improved students’ understanding of economic theory and better prepared them to face the challenges of the digital economy. In conclusion, digital literacy should be an integral part of the economic education curriculum. This study made a significant contribution to the development of digital literacy as a foundational competence supporting economic learning and opened opportunities for further in-depth research on the impact of digital literacy on economic education.
THE EFFECTIVENESS OF STEM BASED LEARNING METHODS IN IMPROVING PROBLEM SOLVING SKILLS IN DYNAMIC ELECTRICAL MATERIAL Rudi Purwanto
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.103

Abstract

STEM-based learning (Science, Technology, Engineering, and Mathematics) has been widely recognized as an effective educational approach in the 21st century to enhance students' critical thinking and problem-solving skills. This study aims to examine the effectiveness of STEM-based learning compared to conventional methods in improving students' problem-solving skills in dynamic electricity material. The research employed a quasi-experimental design involving two groups: an experimental group that received STEM-based learning and a control group that followed conventional learning methods. Data were collected through pretest and posttest assessments, classroom observations, and teacher interviews. The results showed that students in the STEM-based learning group achieved a significantly higher posttest score (M = 82.6, SD = 6.7) compared to the control group (M = 73.2, SD = 7.5). The N-Gain analysis indicated a medium-high category improvement (0.67) in the experimental group, while the control group showed a medium category improvement (0.48). Furthermore, the independent t-test confirmed a statistically significant difference in problem-solving skill enhancement between the two groups (t = 3.21, p < 0.05). Observational data also revealed that STEM-based learning promoted higher student engagement (M = 4.2 on a 5-point scale) compared to conventional methods (M = 3.5). These findings suggest that STEM-based learning is not only more effective in improving students’ problem-solving skills but also in increasing their engagement in the learning process. Thus, the implementation of STEM-based learning can serve as an alternative strategy to develop 21st-century competencies, particularly in physics education.
THE RELEVANCE OF KI HAJAR DEWANTARA’S EDUCATIONAL PHILOSOPHY IN 21ST CENTURY EDUCATION Suparlan
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.104

Abstract

This study aimed to examine the relevance of Ki Hajar Dewantara’s educational philosophy in the context of 21st-century education, particularly in the development of character and value-based humanistic education. In light of the rapid advancement of technology and the increasingly dynamic demands of education, it was considered essential to reassess the principles proposed by Ki Hajar Dewantara. A literature review method was employed using a qualitative approach to analyze scholarly works related to his thoughts and their application in contemporary education. The findings indicated that Ki Hajar Dewantara’s principles—such as Tut Wuri Handayani, the Among system, and the Tri Pusat Pendidikan (Three Centers of Education)—remained highly relevant for 21st-century education. These values supported character formation, learner autonomy, and an educational approach that emphasized independence, which were all crucial in addressing the challenges of education in the digital age. The study concluded that Ki Hajar Dewantara’s philosophy had made a significant contribution to the development of a more humanistic and relevant education system. The application of his values was found to strengthen character education and provide a strong foundation for the development of more inclusive curricula and educational policies in the future.

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