Buletin Edukasi Indonesia
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Educational Policy Concerning the Utilization of Information Technology in Schools: A Short Discussion in the Philippines Context
Full text linkThis paper explores the educational policies in the Philippines that focus on the integration of information technology (IT) in public schools. It analyzes the core government initiatives, such as the DepEd Computerization Program (DCP), the Public Schools of the Future in Technology (PSOFT) Act, and the establishment of the Public Education Network (PEN). These policies are examined for their objectives, implementations, and impact on educational equity and quality. Furthermore, the study compares these initiatives with similar efforts in other countries, such as Indonesia and Malaysia, to highlight best practices and implementation gaps. The paper also addresses the challenges faced in the implementation of these policies and provides recommendations to optimize the digital transformation of the Philippine educational system
A Quantitative Descriptive Study on the Flourishing Level of Elementary School Teachers: A Psychological Approach in Education
Full text linkThis study aims to understand the level of psychological well-being (flourishing) of teachers in primary schools. For this purpose, the research method was a psychological assessment using the PERMA model, which includes Positive Emotion, Engagement, Relationships, Meaning and Accomplishment. This study used a descriptive quantitative approach and involved 33 teachers who had a minimum of two years of teaching experience. The data were collected through the PERMA Profiler instrument which has been translated into Bahasa Indonesia. The data were analysed using SPSS software in a descriptive manner. he results of this study revealed that the majority of teachers were in the flourished category, with high percentages in the dimensions of Positive Emotions (96.7%), Relationships (96.7%), Engagement (84.84%), Meaning (84.84%), and Achievement (84.84%). However, around 24.24% of teachers belong to the not flourished group, especially in the dimensions of Engagement and Meaning. These findings suggest that although teachers' psychological well-being is generally satisfactory, there are some areas that need improvement. The psychological assessment approach using the PERMA model provides a complete insight into the mental state of teachers and can be used as a basis for making education policies more humane and sustainable
The Strong Connection Between Anxiety, Stress, and Digitalization in Education
Full text linkThis study explores the complex relationship between anxiety, stress, and the digitalization of education among students. The transition to online learning and the increasing reliance on digital tools have intensified the challenges students face in adapting to new educational technologies. The demands for constant connectivity, the overwhelming amount of information, and the need to navigate digital platforms contribute to heightened stress and anxiety. Additionally, the reduction in face-to-face interactions and the prevalence of social comparison on digital platforms have further exacerbated mental health issues. This review synthesizes existing research on the impacts of digital education, emphasizing the need for strategies that address students’ psychological well-being. By understanding the factors that contribute to anxiety and stress, educators can create more supportive digital learning environments, promoting both academic success and mental health
Understanding Holistic Transformative Learning Based on Virtuous Values and Islamic Teachings
Full text linkThis article explores the concept of holistic, transformative learning, with an emphasis on virtuous values and Islamic teachings. In an era of rapid globalisation, education must evolve beyond mere academic performance to include character development, moral values, and social responsibility. By integrating the principles of virtue and Islamic ethics into education, a more comprehensive model of learning is proposed, one that balances intellectual, emotional, social, and spiritual growth. This study aims todiscussesportance of holistic education in the Indonesian context, its global relevance, the opportunities and challenges it presents, and the necessary skills for becoming a responsible global citizen. The article also highlights how Islamic values contribute to shaping well-rounded individuals who are equipped to tackle modern societal issues while fostering global cooperation
Integrating Deep Learning and Artificial Intelligence in the National Learning Ecosystem
Full text linkThe integration of Artificial Intelligence (AI) and Deep Learning (DL) in education has gained significant global attention as countries adapt to the demands of Industry 4.0 and Society 5.0. In Indonesia, where the education system serves over 60 million students, the potential of these technologies is both promising and underutilized. A fundamental challenge lies in the dual interpretation of the term “deep learning”: globally, it is defined as an AI technique using neural networks, whereas in Indonesian educational policy, it refers to pedagogical strategies fostering higher-order thinking skills. This semantic dissonance risks miscommunication and fragmented implementation. Through a combined literature review and policy-oriented analysis, this paper critically examines Indonesia’s current position in adopting AI and DL within its education system. The study highlights conceptual inconsistencies, infrastructural limitations, and equity concerns, especially in underserved regions. It calls for a standardized terminology framework, investment in inclusive AI infrastructure, teacher training on ethical AI use, and the development of a national AI-in-education roadmap. By addressing these issues, Indonesia can align its educational transformation with global standards while preserving its local pedagogical values
Enhancing Critical Thinking with Gen AI: A Literature Review
Full text linkThe emergence of generative artificial intelligence (Gen AI) has sparked transformative changes across educational landscapes, with critical thinking emerging as a central skill enhanced by these technologies. This literature review explores the adoption and application of Gen AI tools, such as ChatGPT and AI-enhanced systems, in fostering critical thinking skills within higher education. Synthesizing recent research, the review examines the role of AI in collaborative learning, academic writing, and innovative pedagogical approaches, highlighting its ability to support soft skills development, enhance peer-based learning frameworks, and redefine assessment practices. Using a thematic analysis approach, this study categorizes findings into critical areas, including the role of Gen AI in developing cognitive skills, its collaborative potential, and its integration into future-ready educational frameworks. While these tools offer unprecedented opportunities for creativity, accessibility, and engagement, they also present challenges, including bias, ethical considerations, and reliance on AI-generated outputs. The review concludes by outlining future research directions, emphasizing the need for stakeholder-driven frameworks to fully leverage Gen AI’s potential while safeguarding its responsible use in educational contexts. This study underscores the transformative potential of Gen AI in nurturing 21st-century critical thinking skills and calls for continued interdisciplinary inquiry to navigate its complex implications
Efektivitas Program Magang Praktik Industri: Tinjauan dari Perspektif Mahasiswa Pendidikan Vokasional Seni Kuliner UMS Rappang
Full text linkPenelitian ini bertujuan untuk mengevaluasi efektivitas program magang praktik industri dari perspektif mahasiswa Program Studi Pendidikan Vokasional Seni Kuliner UMS Rappang. Menggunakan pendekatan mix-method, data dikumpulkan melalui kuisioner, pertanyaan terbuka, dan analisis laporan akhir magang mahasiswa. Hasil analisis kuantitatif menunjukkan bahwa program magang dinilai efektif hingga sangat efektif, terutama pada aspek keterampilan teknis, kesiapan kerja, dan relevansi teori dengan praktik. Sementara itu, temuan kualitatif menunjukkan bahwa mahasiswa memperoleh pengalaman bermakna yang sesuai dengan tahapan experiential learning Kolb. Efektivitas program juga selaras dengan teori efektivitas organisasi Schermerhorn & Bachrach. Data sekunder memperkuat temuan dengan menunjukkan peningkatan keterampilan, kerja tim, dan inovasi mahasiswa. Penelitian ini merekomendasikan peningkatan pembekalan pra-magang, pendampingan intensif dari dosen pembimbing, serta penguatan kerja sama kampus dan industri
Feasibility Analysis of Joyful Learning Implementation through Digital Technology Integration: Challenges and Solutions
Full text linkThe rapid advancement of digital technology has enabled the implementation of Joyful Learning, an innovative approach that enhances student engagement, motivation, and comprehension. Grounded in multiple pedagogical frameworks—Constructivism, Meaningful Learning, Flow Theory, and Multiple Intelligences—Joyful Learning emphasizes interactive, student-centered education. This study employs a conceptual analysis approach to assess the feasibility of Joyful Learning in digital learning environments by identifying key implementation challenges, including traditional teaching paradigms misaligned with digital-native learners, rigid curricula, outdated assessment methods, limited teacher readiness, and inadequate technological infrastructure. By synthesizing theoretical perspectives with digital learning strategies such as AI-driven personalization, gamification, and adaptive assessment, this study offers practical solutions for overcoming these barriers. The findings underscore the necessity of interdisciplinary collaboration, professional development for educators, and enhanced digital infrastructure to facilitate the effective integration of Joyful Learning. While digital technology presents transformative opportunities, its successful application depends on systemic support and policy alignment. Future research should explore long-term learning outcomes and adaptability across diverse educational contexts
What is the Progress of Multi-cultural Education Implementation in Indonesia: A Critical Recommendation Analysis
Full text linkIndonesia’s national curriculum embeds the values of Pancasila, promoting unity in diversity as a foundational principle of education. Within the Merdeka Curriculum, these values are further emphasized through the P5 (Projek Penguatan Profil Pelajar Pancasila) co-curricular framework, with themes such as Bhinneka Tunggal Ika (Unity in Diversity) playing a central role. Schools across Indonesia have adopted multicultural education approaches through subject-based learning, particularly in Civic Education, as well as through co-curricular P5 projects and diverse extracurricular activities. However, several key challenges persist, including limited teacher training on multicultural pedagogy, resource constraints, and inconsistencies in implementation across regions. In response, culturally grounded educational programs have begun to emerge, aimed at preserving local wisdom and enhancing students’ cultural understanding in alignment with regional traditions. This paper explores the current practices, opportunities, and challenges of implementing multicultural education in Indonesia, with a focus on the integration of local cultural values within the national curriculum framework
Challenges of Information Technology and Cultural Integration in Education in Timor-Leste
Full text linkThe integration of information technology in education presents significant opportunities to improve access, equity, and quality in learning. However, in developing countries like Timor-Leste, the process faces complex challenges that are both infrastructural and cultural. This study aims to explore the key barriers to implementing educational technology in Timor-Leste through a structured literature review. Using a qualitative descriptive approach, 15 core publications were selected from a total of 225 sources retrieved from the Dimensions database. Thematic analysis identified five central issues: limited technological infrastructure, inadequate teacher readiness, restricted access to digital resources, cultural resistance, and weak institutional collaboration. Findings reveal that rural and border regions suffer from minimal internet connectivity, lack of digital devices, and low digital literacy among educators. Moreover, cultural factors—such as the perception of technology as an external influence and the undervaluing of local wisdom—create resistance to educational innovation. The study highlights the importance of integrating local cultural values into digital curricula, implementing targeted ICT training for teachers, and promoting inclusive, multicultural education. Policy implications suggest that long-term investment in infrastructure, community-based strategies, and formalized partnerships between institutions are essential to ensure successful digital transformation in education. The findings provide a framework for designing culturally responsive and sustainable education policies in Timor-Leste and similar contexts