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All Journal TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Journal of Educational Technology and Learning Creativity
Fathur Rokhman
State University of Semarang
Religion Humanities Computer Science & IT Education Social Sciences

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REORIENTASI KEBIJAKAN PENDIDIKAN INDONESIA DI ERA GLOBALISASI MELALUI INTEGRASI LITERASI DIGITAL DAN KOMPETENSI GLOBAL Randitha Missouri; Eko Handoyo; Fathur Rokhman
Tajdid: Jurnal Pemikiran Keislaman dan Kemanusiaan Vol. 10 No. 1 (2026): April
Publisher : LP2M IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/tajdid.v10i1.6853

Abstract

Penelitian ini bertujuan untuk menganalisis reorientasi kebijakan pendidikan Indonesia dalam merespons dinamika globalisasi melalui integrasi literasi digital dan penguatan kompetensi global. Pendekatan yang digunakan adalah studi literatur dengan menelaah berbagai kebijakan pendidikan, hasil penelitian terkini, serta kerangka teoretis yang relevan. Hasil analisis menunjukkan bahwa kebijakan pendidikan Indonesia mengalami pergeseran dari pendekatan berbasis konten menuju pendekatan berbasis kompetensi yang menekankan literasi digital, keterampilan abad ke-21, dan penguatan karakter melalui Profil Pelajar Pancasila. Integrasi literasi digital tidak hanya mencakup aspek teknis, tetapi juga dimensi kritis, etis, dan kreatif dalam pemanfaatan teknologi. Di sisi lain, penguatan kompetensi global diarahkan untuk membentuk peserta didik yang mampu beradaptasi dalam masyarakat multikultural tanpa kehilangan identitas nasional. Namun, implementasi kebijakan masih menghadapi tantangan berupa kesenjangan infrastruktur, rendahnya kompetensi digital guru, serta lemahnya sistem monitoring dan evaluasi. Penelitian ini menyimpulkan bahwa keberhasilan reformasi kebijakan pendidikan memerlukan pendekatan komprehensif yang mencakup penguatan infrastruktur, peningkatan kapasitas guru, kolaborasi lintas pemangku kepentingan, serta kebijakan yang adaptif dan berbasis data
Comparing Augmented Reality, Video-Based, and Traditional Instruction for Enhancing Environmental Literacy in Indonesian Eco-Schools Ma'as Shobirin; Fathur Rokhman; Ida Zulaeha; Udi Utomo
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2663

Abstract

Purpose of the study: This study aimed to examine the effects of augmented reality–based instruction, video-based instruction, and traditional instruction on fourth-grade students’ environmental literacy, encompassing environmental knowledge, environmental attitudes, and pro-environmental behavior, within an Adiwiyata-certified elementary eco-school. Methodology: A quasi-experimental design was employed involving 81 fourth-grade students from an Adiwiyata-certified elementary eco-school in Semarang, Indonesia. Data were collected using a validated multiple-choice environmental knowledge test and Likert-scale questionnaires measuring environmental attitudes and pro-environmental behavior. Data were analyzed using multivariate analysis of covariance (MANCOVA) and analysis of covariance (ANCOVA) with IBM SPSS Statistics version 26. Main Findings: The results revealed a significant multivariate effect of instructional method on overall environmental literacy. Augmented reality–based instruction produced the highest post-test scores in environmental knowledge and environmental attitudes, followed by video-based instruction and traditional instruction. Instructional method also exerted a statistically significant but smaller effect on pro-environmental behavior. Novelty/Originality of this study: This study provides novel empirical evidence through a three-arm comparison of augmented reality, video-based, and traditional instruction within the Adiwiyata (eco school) framework. It advances environmental education research by demonstrating differentiated cognitive, affective, and behavioral effects of immersive and non-immersive instructional methods at the elementary school level.
Co-Authors Eko Handoyo Ida Zulaeha Ma'as Shobirin Randitha Missouri Udi Utomo