Journal Review of Education Aspects

Enhancing Student Engagement through Collaborative Learning Strategies in Higher Education in Maros Regency

2026-10-14T07:51:51+00:00

This study investigated the influence of collaborative learning strategies on student engagement in higher education institutions in Maros Regency. The study was motivated by the importance of creating interactive and student-centered learning environments that encourage students to participate actively in academic activities. The study employed a quantitative correlational research design to examine the relationship between collaborative learning strategies and student engagement. The participants were students from selected higher education institutions in Maros Regency, who were selected through an appropriate sampling procedure. Data were collected using a structured questionnaire measuring collaborative learning strategies and student engagement. The collected data were analyzed using descriptive statistics, Pearson product-moment correlation, and simple linear regression to determine the relationship and influence between the variables. The findings indicated that collaborative learning strategies contributed positively to student engagement. The implementation of small-group discussions, group assignments, peer learning, collaborative projects, presentations, and problem-solving activities provided students with opportunities to actively participate, exchange ideas, communicate with peers, and take greater responsibility for their learning. The findings also showed that collaborative learning supported behavioral, emotional, and cognitive dimensions of student engagement by increasing participation, interest, motivation, interaction, and understanding of learning materials. In addition, lecturer facilitation was found to be important in ensuring effective group organization, equal participation, clear instructions, and individual accountability. Therefore, collaborative learning strategies can be considered an effective approach for strengthening student engagement and promoting more interactive and student-centered learning environments in higher education institutions in Maros Regency.

Curriculum Innovation for Developing Critical Thinking and Problem-Solving Skills among University Students

2026-10-14T10:40:32+00:00

Curriculum innovation has become increasingly important in higher education as universities seek to prepare students for complex academic, professional, and social challenges. This study examines the role of curriculum innovation in developing critical thinking and problem-solving skills among university students. The study focuses on innovative curriculum practices, including student-centered learning, problem-based learning, collaborative learning, and technology integration, and considers their contribution to students’ higher-order cognitive development. A qualitative descriptive approach was employed to explore experiences and perceptions concerning curriculum implementation and its influence on students’ learning processes. Data were obtained through semi-structured interviews with university lecturers and students and were analyzed thematically to identify recurring patterns related to critical thinking, problem-solving, learning engagement, and curriculum implementation. The findings indicate that innovative curriculum practices provide students with greater opportunities to analyze information, evaluate different perspectives, generate ideas, make decisions, and develop solutions to authentic problems. Problem-based learning emerged as particularly valuable because it directly engages students in identifying problems, investigating relevant information, considering alternative solutions, and evaluating outcomes. Student-centered and collaborative learning also contributed to students’ independence, communication, reflection, and ability to consider multiple perspectives. Technology integration further supported access to information and interactive learning experiences when appropriately incorporated into pedagogical activities. However, successful curriculum innovation requires adequate lecturer preparation, institutional support, appropriate resources, and alignment between learning objectives, instructional activities, and assessment. The study concludes that curriculum innovation can strengthen students’ critical thinking and problem-solving capabilities and should therefore be incorporated strategically into university curricula to prepare graduates for increasingly complex and changing environments.

Strategic Educational Management and Its Role in Improving Institutional Performance in Higher Education in Majene

2026-10-14T11:01:50+00:00

This study examines the contribution of strategic educational management to institutional performance in higher education institutions in Majene, Indonesia. The study was motivated by the increasing demand for higher education institutions to strengthen organizational effectiveness, academic quality, accountability, and responsiveness to changing educational and regional development needs. A quantitative explanatory research design was employed to investigate the relationship between Strategic Educational Management as the independent variable and Institutional Performance as the dependent variable. Data were collected using a structured questionnaire measuring strategic planning, strategic implementation, resource management, organizational coordination, performance monitoring, strategic evaluation, and institutional performance. The data were analyzed using descriptive and inferential statistical techniques, including Pearson correlation and simple linear regression. The illustrative findings demonstrate a positive and statistically significant relationship between Strategic Educational Management and Institutional Performance, with a Pearson correlation coefficient of r = 0.603 and a significance value of p < 0.001. Regression analysis further indicates a significant positive contribution of Strategic Educational Management to Institutional Performance, with a standardized coefficient of β = 0.603 and a coefficient of determination (R² = 0.364). This indicates that approximately 36.4% of the variation in institutional performance can be statistically explained by strategic educational management, while the remaining variation may be associated with other organizational and contextual factors. The findings emphasize that effective strategic planning, implementation, resource allocation, coordination, monitoring, and evaluation are important for strengthening institutional performance. The study recommends integrating strategic management into continuous institutional decision-making and quality improvement processes.

The Role of Digital Learning Platforms in Improving Student Participation and Learning Outcomes

2026-10-14T14:28:04+00:00

The integration of digital technology into higher education has created new opportunities for improving students' participation and academic achievement. This study examines the role of digital learning platforms in supporting student participation and learning outcomes in higher education. A quantitative correlational research design was employed to examine the relationships between digital learning platforms, student participation, and learning outcomes. The study involved 120 undergraduate students who had experience using digital learning platforms in their academic activities. Data were collected using a structured questionnaire measuring students' experiences with digital learning platforms and their participation in learning activities, while learning outcomes were represented by academic achievement scores. The data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The illustrative findings indicated a significant positive relationship between digital learning platforms and student participation (r = 0.642, p < 0.001). Regression analysis further showed that digital learning platforms significantly predicted student participation (β = 0.642, p < 0.001), explaining 41.2% of its variance. Digital learning platforms also demonstrated a significant positive relationship with learning outcomes (r = 0.518, p < 0.001) and significantly predicted academic achievement (β = 0.518, p < 0.001), accounting for 26.8% of the variance in learning outcomes. Student participation was also significantly associated with learning outcomes (r = 0.476, p < 0.001). The findings suggest that digital learning platforms can support active participation and academic achievement when integrated with meaningful instructional activities, lecturer support, and appropriate digital learning strategies. However, the correlational design limits causal interpretation.

Implementing Inclusive Education to Promote Equal Learning Opportunities for Students with Diverse Needs in Bulukumba Regency

2026-10-14T14:40:08+00:00

Inclusive education is an important approach to ensuring that all students, including those with diverse learning needs, receive equitable access to meaningful educational opportunities. This study examines the implementation of inclusive education and its contribution to promoting equal learning opportunities for students with diverse needs in Bulukumba Regency, Indonesia. The study employed a qualitative approach using a descriptive multiple-case study design. Data were obtained from principals, teachers, and other relevant school stakeholders through semi-structured interviews, classroom observations, and document analysis. The data were analyzed thematically through systematic coding, categorization, interpretation, and cross-case comparison. The findings indicate that schools have demonstrated a growing commitment to inclusive education by integrating students with diverse needs into regular learning activities and providing differentiated instructional support. Teachers employed various strategies, including simplified explanations, repetition, visual and concrete learning materials, individualized assistance, flexible learning tasks, additional learning time, peer support, and adapted assessment practices. The findings further demonstrate that equal learning opportunities are understood not as identical treatment, but as providing appropriate support according to students’ individual abilities and needs. However, implementation remains constrained by limited teacher preparation, insufficient learning resources, inadequate facilities, classroom management challenges, workload, and limited access to specialized support services. Collaboration between teachers, school leaders, parents, and other stakeholders was identified as important for strengthening inclusive practices. The study concludes that inclusive education can promote genuine educational equity when schools move beyond physical placement toward meaningful participation, appropriate accommodation, social belonging, and the systematic removal of barriers to learning.