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  • April 2024
    Vol. 12 No. 1 (2024)

     

    Dear readers,

    In this volume, we explore key issues in pedagogy, curriculum development, and digital learning tools, focusing strongly on the Merdeka curriculum and technology’s role in education.

    Candra & Wahzudik’s work “Teachers' Interpretation of the Merdeka Curriculum as a Policy Innovation” examines how educators perceive and adapt to this reform. Kusuma’s article “Utilisation and Impact of the Merdeka Mengajar Platform” highlights how digital platforms, particularly the Guru Penggerak program, support teachers. Meanwhile, Marcella & Sandy’s “Bibliometric Analysis of Research Trends in Curriculum Development During COVID-19” offers a broader perspective on global educational shifts.

    The role of technology in fostering self-directed learning is also emphasized. Rahmadani et al.’s “Assessing Learning Effectiveness Through Learning Management Systems” reviews five years of digital learning trends, while Prayogi & Prihatin’s “Improving Students’ Self-Directed Learning Through Visual Novel Games” explores gamification as an engagement tool. Beyond curriculum and technology, Olorunleke et al.’s “Cultural Beliefs’ Influence on Students’ Learning of Livestock Production” examines how traditional beliefs shape vocational education, highlighting the importance of cultural context.

    Together, these studies offer valuable insights into curriculum innovation, technology integration, and sociocultural influences in education. With contributions from both Indonesian and Nigerian scholars, this volume adds to the global discourse on educational development.

    Editors

  • November 2024
    Vol. 12 No. 2 (2024)

    Dear Readers,

    This volume features six articles from Indonesian and Nigerian scholars, covering three main topics: blended learning, curriculum development, and literacy and numeracy.

    In blended learning, Hafwa and Nafi’ah’s article “Blended Learning Research in Indonesia” (2018–2023) provides a bibliometric analysis of trends, challenges, and opportunities, emphasizing technology integration and teacher training. Bolakale et al.’s work “Effects of Blended Learning and Peer Tutoring on Genetics Achievement” demonstrates significant student performance improvements. Amalia’s study “The Positive Impact of Telegram Bots on Student Learning During On-the-Job Training” highlights how Telegram bots enhance engagement and outcomes.

    Regarding curriculum development, Ardiyanti’s literature review work, “The Strengths and Weaknesses of the BIPA Curriculum” (2018–2023) evaluates Indonesia’s foreign language curriculum, noting its structured approach while recommending greater adaptability. In literacy and numeracy, Nisa and Jaya’s article “The Role of Creative Learning Resource Design in Enhancing Literacy and Numeracy Skills” explores how innovative resources in the Kampus Mengajar program improve student skills. Similarly, Puspitasari and Budisantoso’s work “Teachers’ Perceptions of the Kampus Mengajar Program” highlights its benefits and challenges, such as limited time and resources.

    These studies offer valuable insights into educational innovation, curriculum development, and strategies for improving literacy and numeracy, emphasizing both opportunities and challenges in these fields.

    Editors