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All Journal Tunjuk Ajar: Journal of Education and Culture International Journal of Learning and Education
Muhammad Fadhil Hadziq
International University of Africa
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Public Policy, Educational Quality, and Digital Culture: A Mixed-Methods Analysis of Indonesia’s Intellectual and Technological Gap Nabila Marsha Safitri; Rizky Wahyu Hijazy; Syaisa Ayurid Mihrain; Muhammad Andi Septiadi; Muhammad Fadhil Hadziq
Tunjuk Ajar: Journal of Education and Culture Vol. 2 No. 1 (2026): JUNE
Publisher : Tuah Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64929/ta.v2i1.42

Abstract

Indonesia faces two intertwined structural problems: low Programme for International Student Assessment (PISA) scores and slow technological innovation reflected in heavy reliance on imported goods. These are compounded by uneven education-budget distribution and persistent gaps in internet access between Java and the frontier, outermost, and underdeveloped (3T) regions. This study examines how public policy shapes educational quality, digital culture, and technological dependence in Indonesia, and tests whether these problems originate from policy design alone or from interconnected systemic factors. A sequential explanatory mixed-methods design was used. Quantitative data came from 392 respondents across major Indonesian regions (purposive-quota sampling; minimum size benchmarked via Slovin's formula at a 5% error margin), and qualitative data from six semi-structured interviews with students, a teacher, a community member, and a regional parliament member. Content validity was established using Aiken's V (0.81–0.86) and reliability with Cronbach's alpha (0.79–0.84). Analysis applied Thomas R. Dye's Public Policy Theory, linking socio-economic conditions, institutions and processes, and policy outputs. Findings show that low PISA scores, inequitable budgeting, import dependence, and digital inequality are direct consequences of political and policy failures: weak transparency, lax import regulation, and corruption, reinforced by institutional weakness and socio-economic inequality, especially in 3T regions. The study contributes to public policy and education literature by positioning political dynamics as the root cause shaping educational quality and digital culture, and offers targeted instruments for reforming pedagogy, budget governance, and digital inclusion.
Implementing Samsung Digital Technology in Pesantren Learning: A Qualitative Case Study of Adaptive Integration at Pondok Thursina Jimly Assiddiqi; Faris Khoirul Anam; Muhammad Fadhil Hadziq
International Journal of Learning and Education Vol 2 No 1 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i1.310

Abstract

Digital transformation in education presents Indonesian pesantren, that is, Islamic boarding schools rooted in face to face transmission of religious knowledge through sorogan, bandongan, and halaqah, with both opportunity and tension. This qualitative case study examines how Pondok Thursina, a modern pesantren in East Java, integrates Samsung Digital Classroom technology while preserving its religious and communal identity. A single site embedded case study was conducted over five months (January to May 2026), drawing on twenty four nonparticipant classroom observations across general and religious subjects, semistructured interviews with eighteen informants (two kiai, eight ustadz, eight santri), and analysis of institutional documents and student digital artifacts. Data were analysed thematically using Miles, Huberman, and Saldaña’s interactive model, with trustworthiness ensured through source and method triangulation, member checking, peer debriefing, and a complete audit trail. Findings reveal four interrelated themes: (1) layered remediation that augments rather than replaces classical pedagogy; (2) emergent Digital Pedagogical Content Knowledge for Pesantren (DPCKP) cultivated through peer micromentoring; (3) cultural and spiritual content filtering through musyawarah and adab norms; and (4) structural tensions involving infrastructure, screen time governance, and asymmetric digital literacy among santri. The study advances the Pesantren Digital Integration Model (PDIM), extending Mishra and Koehler’s TPACK with two pesantren specific axes: spiritual and cultural alignment, and communal and spatial pedagogy. Findings inform Islamic education policy, EdTech vendors operating in faith based settings, and pesantren leaders pursuing digitisation without detraditionalisation.
Co-Authors Faris Khoirul Anam Jimly Assiddiqi Muhammad Andi Septiadi Nabila Marsha Safitri Rizky Wahyu Hijazy Syaisa Ayurid Mihrain