Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Journal of Educational Studies Women, Education, and Social Welfare
Mustiali
Institut KH. Ahmad Sanusi Sukabumi
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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AI in School Governance: Efficiency or Dehumanization of Education? Beni Kurniawan; Mustiali; Jasmansyah; Rasyid Ridlo
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.477

Abstract

This study aims to explore the lived experiences of educational stakeholders in interpreting the implementation of artificial intelligence (AI) in school governance. Employing a qualitative approach with Husserl's descriptive phenomenological design, this study involved 15 participants consisting of a principal, vice principal, school supervisor, senior and junior teachers, school operator, administrative staff, a student, and a parent. Data were collected through semi-structured in-depth interviews and analyzed using a modified Stevick-Colaizzi-Keen method. The findings identified five major phenomenological themes: (1) administrative efficiency as a transformative experience, (2) relational dehumanization within the school ecosystem, (3) digital pressure and institutional surveillance, (4) intergenerational adaptation gaps, and (5) the dialectic of hope between technology and humanism. Results demonstrate that AI creates an efficiency-dehumanization paradox: it accelerates administrative processes while simultaneously eroding interpersonal relationships and transforming the essence of education into mechanistic practices. This study concludes that a human-centered AI governance framework is needed to maintain the balance between technological efficiency and humanistic educational values.
Enhancing Students’ Critical Thinking Skills through the Optimization of Edlink LMS Platform in Islamic Religious and Ethics Course Jasmansyah; Mustiali; Ridhawati; Herwan
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.2938

Abstract

This qualitative case study examines the effectiveness of the EdLink LMS platform in enhancing critical thinking skills among students at Universitas Nusa Putra in the Religious Education and Ethics course during the odd semester of 2025/2026. A purposive sample comprising 20 students (aged 19-22) and 5 lecturers was used, with data gathered from semi-structured interviews, 112 hours of participatory observation (14 blended learning sessions), and 12,500 EdLink log sessions. The thematic analysis based on the Technology Acceptance Model (TAM) identified high perceived usefulness (4.5/5) through discussion forum features (520-680 posts), course materials (2,400 views), reflective quizzes (90-97% submission rate), and group assignments. Key findings include an increase in active participation from 25% to 78%, which encouraged analysis (78%, deconstructing ethical issues on corruption in QS Al-Baqarah:188), evaluation (72%, verifying hoaxes from MUI), and synthesis (65%, digital zakat for SDGs). The cognitive engagement trend (+162%) aligns with Facione (1990), Vygotsky's social constructivism, and Bloom's Taxonomy levels 4-6, overcoming the teacher-centered rote memorization approach reflected in PISA's low reading scores (371). Digital literacy challenges (20%) were addressed through TPACK workshops, reducing complaints from 22% to 4%. EdLink transformed religious education into a student-centered, practical approach aligned with the Merdeka Belajar program. Recommendations include a blueprint for replication at 270+ private universities (PTS), rural data quota subsidies, and VR ethics. Future research suggestions include a longitudinal study on alumni's ethical development.
Co-Authors Beni Kurniawan Herwan Jasmansyah Jasmansyah Rasyid Ridlo Ridhawati