Jurnal Sinar Edukasi

Between global aspiration and local reality: English Teaching in Indonesian primary schools: Prospects, barriers, and policy innovations

Marzul Hidayat — 2025-10-18

This paper explores the philosophical and practical tensions shaping English Language Teaching (ELT) in Indonesian primary schools, focusing on the interplay between global educational demands and local pedagogical realities. Situated within language policy studies and critical pedagogy, it examines how Indonesia’s pursuit of global competitiveness through early English instruction intersects with its multicultural, multilingual, and geographically diverse education system. The study highlights potential benefits of early English learning, including cognitive development, enhanced economic mobility through linguistic capital, and alignment with ASEAN regional integration goals. Yet, it also interrogates persistent barriers such as the shortage of qualified English teachers for young learners, stark urban-rural disparities in resources, and the epistemological clash between standardized global frameworks and Indonesia’s linguistic diversity. Analyzing recent policy reforms—particularly the Kurikulum Merdeka and its decentralization principles—the paper illustrates how educational innovations seek to balance universalist language paradigms with culturally grounded approaches. Employing critical discourse analysis, statistical review, and philosophical reflection, the study argues that sustainable ELT must transcend the global-local binary, embracing integrative pedagogies that respect Indonesia’s cultural and linguistic richness while fostering global engagement. Ultimately, the paper recommends context-responsive teacher development, culturally relevant curriculum design, and equitable policy implementation to reimagine English education as a space for both global participation and the affirmation of local identity.

The value of tawhid in Islamic studies: The foundational ideology of muhammadiyah education

Asri Asri — 2025-10-28

Faith-based education in Indonesia has long been rooted in the central principle of Tawhid—the oneness of God—which serves as the foundation of Islamic worldview and moral consciousness. This study explores how the value of Tawhid shapes the educational ideology of Muhammadiyah and influences teachers’ roles in promoting holistic learning. Guided by a mixed-methods research design, the study involved 200 teachers and students from Muhammadiyah schools and universities across South Sulawesi, Yogyakarta, and Central Java. Data were collected through survey questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic coding. The findings revealed that teachers who internalize Tawhidic values demonstrate stronger ethical leadership, student-centered pedagogy, and an integrative approach between faith, knowledge, and service. Participants perceived that the embodiment of Tawhid in teaching not only nurtures students’ spiritual awareness but also enhances discipline, empathy, and a sense of responsibility toward the community. The study concludes that Tawhid serves as both the ideological and pedagogical foundation of Muhammadiyah education, guiding teachers to become moral exemplars and transformative educators. It recommends continuous professional development programs emphasizing Tawhid-based pedagogy to sustain Muhammadiyah’s mission of producing intellectually competent and spiritually grounded generations.

Transforming superior teachers through the implementation of a prototype curriculum in the independent learning era

Rosnelli Rosnelli — 2025-10-18

Teacher transformation is a key element in achieving the successful implementation of the Independent Curriculum in educational institutions. This article aims to analyze the role of the prototype curriculum implementation in shaping the profile of superior teachers who are adaptive, innovative, and oriented towards meaningful learning. This research uses a descriptive qualitative approach with data collection techniques through literature studies, observations of learning practices, and interviews with teachers implementing the Independent Curriculum in high schools in Deli Serdang Regency. The results show that the prototype curriculum encourages a paradigm shift in teachers from mere conveyors of material to facilitators of learning that foster student independence and creativity. Teachers also experience improvements in pedagogical competence, digital literacy, and the ability to design differentiated learning according to student characteristics. The implementation of this curriculum strengthens a reflective, collaborative, and sustainable spirit in teacher professional development. Thus, the implementation of the prototype curriculum not only updates the learning system but also becomes a catalyst for transformation towards superior teachers who are ready to face the challenges of education in the era of Independent Learning and Society 5.0.

From field to cloud: Integrating AI-driven coaching in modern sport education

David Iqroni — 2025-10-27

The integration of Artificial Intelligence (AI) in sport education has marked a transformative era in how coaching, learning, and performance development are conceptualized. This paper critically examines current research and emerging trends in AI-driven coaching, focusing on its pedagogical potential, technological applications, and challenges within modern sport education. Drawing from peer-reviewed articles published between 2015 and 2025, the analysis synthesizes studies across domains such as biomechanics, learning analytics, machine learning, and educational technology. The findings reveal that AI-based coaching systems—encompassing motion capture analysis, performance prediction algorithms, and virtual training assistants—significantly enhance feedback precision, athlete engagement, and individualized learning experiences. Moreover, AI facilitates adaptive pedagogy, enabling educators to tailor instructional strategies based on learners’ real-time performance data. However, the literature also highlights substantial barriers, including limited educator readiness, ethical concerns about data security, and disparities in access to advanced technologies. Theoretical frameworks such as constructivism and self-determination theory are frequently employed to interpret how AI-mediated environments support active learning, motivation, and self-regulation in sport settings. Despite promising outcomes, gaps remain in empirical validation and in understanding the long-term educational impact of AI integration. This analysis concludes that the shift from traditional field-based coaching to cloud-enabled, AI-driven environments represents a paradigm shift in sport education. By synthesizing the current evidence base, this paper provides a foundation for future research exploring sustainable models for AI adoption in sport education.

How do students understand biological concepts? A study on science literacy in basic education

Dian Arisandy Eka Putra Sembiring — 2025-10-04

This analysis investigates how students in basic education comprehend biological concepts, examining cognitive processes and pedagogical factors shaping science literacy development. Drawing on contemporary research, this study analyzes mechanisms through which elementary and junior secondary students construct understanding of fundamental biological principles including cellular processes, heredity, ecosystems, and human physiology. The analysis reveals that students' comprehension operates through complex interactions between prior knowledge, developmental readiness, and instructional experiences. Research demonstrates that learners frequently maintain persistent misconceptions regarding biological phenomena, rooted in intuitive reasoning and everyday observations conflicting with scientific explanations. These alternative conceptions prove resistant to traditional instruction, necessitating conceptual change pedagogies explicitly addressing cognitive conflicts. The study identifies inquiry-based learning, hands-on experimentation, and culturally responsive instruction as particularly effective for facilitating robust understanding. Furthermore, authentic science literacy encompasses not merely factual knowledge but critical thinking competencies and abilities to apply biological concepts in analyzing real-world issues. Challenges emerge in linguistically diverse contexts where students navigate science instruction in second languages while reconciling scientific concepts with indigenous knowledge systems. This analysis concludes that enhancing biological concept comprehension requires pedagogical innovations systematically addressing misconceptions, leveraging experiential knowledge, integrating culturally relevant contexts, and cultivating higher-order cognitive capabilities essential for scientifically literate citizenship.