Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal Indonesian Journal of Research and Educational Review (IJRER)
Yusriani Yusriani
Universitas Islam As'adiyah Sengkang
Religion Arts Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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The Dynamics of Parental Supervision of Children's Gadget Use from an Islamic Education Perspective Yusriani Yusriani; Hardi Yanti; Amran Saputra; Nurwahidah Intang; Rifna Safhina; Risna Risna; Siti Hajratul Aswa; Rendi Rendi; Reski Ramadhan; Amirul Mukminin
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 3 (2026): June
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i3.4838

Abstract

The development of digital technology has increased the use of gadgets by children, which on the one hand provides benefits as a learning tool, but on the other hand has the potential to cause negative impacts if not accompanied by adequate supervision. This study aims to analyze the dynamics of parental supervision of children's gadget use from the perspective of Islamic education in Taccimpo Village. This study used a qualitative descriptive research type. Data were collected through observation, in-depth interviews, and documentation with 19 informants consisting of parents, children, and religious or community leaders. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results show that gadget use by children in Taccimpo Village is quite high and is mostly used for entertainment activities such as watching videos and playing games. Forms of parental supervision are carried out through limiting gadget use time, accompanying children when using gadgets, regulating the type of content accessed, and providing advice based on religious values. The dynamics of supervision are influenced by several factors, including the level of parental digital literacy, work activities, and the child's social environment. From an Islamic educational perspective, monitoring device use is part of parents' responsibility to guide their children in using technology wisely and adhering to moral and spiritual values. This research emphasizes the importance of strengthening parental digital literacy integrated with Islamic educational values to create a balanced parenting pattern between technology use and character development in children.
AI-Integrated Classroom Action Research for Enhancing Students' Critical Thinking Skills: A Systematic Review Yusriani Yusriani; Andi Yuyung
ETDC: Indonesian Journal of Research and Educational Review Vol. 5 No. 4 (2026): June - September
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/ijrer.v5i4.5010

Abstract

The rapid development of Artificial Intelligence (AI) in education has opened new opportunities for pedagogical innovation, including in the practice of Classroom Action Research (CAR). This study aims to analyze and synthesize how AI is integrated across the CAR cycle and to examine its contribution to the development of students' critical thinking skills. A systematic literature review was conducted following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol. Twenty peer-reviewed articles published between 2023 and 2026, retrieved from Google Scholar, ScienceDirect, and ERIC, were analyzed through thematic categorization and narrative synthesis. AI is no longer positioned merely as an instructional tool; it is increasingly embedded across all stages of the CAR cycle, with the most prominent role emerging in the observation and reflection phases, where it supports learning data analysis and delivers rapid, adaptive feedback. AI integration is associated with improved student engagement and learning outcomes, as well as stronger analytical, evaluative, and argumentation skills. However, the benefits are not automatic: unstructured or excessive use of AI risks fostering dependency and reducing the depth of students' independent thinking. This review offers one of the first comprehensive syntheses of AI integration across the entire CAR cycle—planning, acting, observing, and reflecting—linking it explicitly to critical-thinking development within a reflective, teacher-led inquiry framework, an intersection that remains underexplored in the extant literature.
Co-Authors Amirul Mukminin Amran Saputra Andi Yuyung Hardi Yanti Nurwahidah Intang Rendi Rendi Reski Ramadhan Rifna Safhina Risna Risna Siti Hajratul Aswa