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AI Ethics in Indonesian Higher Education: A Systematic Review of Algorithmic Bias, Privacy, and Accountability Yomi Agung Susanto; Eko Hariadi; Lilik Anifah; Ratna Suhartini; Purwoko Ajie
Register: Jurnal Ilmiah Teknologi Sistem Informasi Vol 12 No 1 (2026): January
Publisher : Information Systems - Universitas Pesantren Tinggi Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/register.v12i1.6353

Artificial Intelligence (AI) is increasingly integrated into higher education to enhance personalised learning, automate assessment, and improve institutional efficiency. However, its rapid adoption also raises ethical concerns related to algorithmic bias, data privacy, and accountability, particularly in Indonesia, where regulatory frameworks and digital infrastructure remain underdeveloped. Despite growing global discussions on AI ethics, limited studies have systematically examined these challenges within Indonesian higher education. This study analyses the ethical implications of AI integration by focusing on algorithmic fairness, data privacy, and governance accountability. Employing a narrative review approach supported by the PRISMA 2020 framework, this study systematically reviews 56 studies retrieved from the Scopus database between 2021 and 2025. Article screening was conducted using Covidence, while VOSviewer was utilised to identify research trends and thematic gaps. The findings reveal three major ethical concerns: (1) algorithmic bias in AI-driven assessment and admissions systems; (2) risks to data privacy and student surveillance associated with learning analytics; and (3) limited transparency and accountability in AI-based decision-making. The study further identifies significant gaps in Indonesia’s policy readiness and institutional governance. As its contribution, this study proposes a culturally grounded approach to AI governance and recommends the development of a National AI in Education Ethics Charter to support responsible and equitable AI integration in higher education.

Advancing SDG 4 through Deep Learning Approaches: Reconstructing Student Learning from Metacognitive and Higher-Order Thinking Skills Perspectives Sri Usodoningtyas; Ekohariadi Ekohariadi; Maspiyah Maspiyah; Ratna Suhartini; Luthfiyah Nurlaela
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.248

Objective: To reconstruct student learning within the context of sustainable quality education by exploring the integration of deep learning approaches, metacognition, and Higher-Order Thinking Skills (HOTS) in higher education. The study responds to the persistent dominance of memorization-oriented and procedural learning practices that limit students’ cognitive development and lifelong learning capacities. Methods: A qualitative conceptual design was employed using thematic analysis of scholarly literature published between 2022 and 2026. Relevant studies on deep learning, metacognition, HOTS, and sustainable higher education were systematically reviewed to identify key themes and conceptual relationships. Results: The analysis demonstrates that deep learning promotes meaningful cognitive engagement, reflective awareness, and active knowledge construction. Metacognitive regulation functions as a central mechanism linking deep learning and HOTS through planning, monitoring, and evaluating learning processes. Furthermore, inquiry-based learning, reflective activities, and authentic problem-solving experiences enhance students’ analytical reasoning, creativity, adaptability, and critical thinking, which are essential competencies for sustainable learning and future workforce readiness. Novelty: The proposes an integrated conceptual framework that connects deep learning, metacognition, and HOTS within the broader agenda of Sustainable Development Goal 4 (Quality Education). The framework offers a comprehensive perspective for transforming student learning from surface-level knowledge acquisition to meaningful and reflective learning, while providing theoretical insights for educators and researchers seeking to promote sustainable and transformative educational practices in higher education.

Career Adaptability and Work Volition among Aviation Vocational Cadets: The Mediating Role of Career Engagement toward SDG 4, SDG 8, SDG 9, and SDG 10 Linda Winiasri; Ekohariadi Ekohariadi; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.278

Objective: To analyzes the direct effect of career adaptability on work volition among cadets in aviation vocational higher education and its indirect effect through career engagement, while positioning the model within the Sustainable Development Goals (SDGs), especially SDG 4, SDG 8, SDG 9, and SDG 10. Method: The study used a quantitative explanatory design involving 310 active non-Polbit Diploma III cadets from Politeknik Penerbangan Surabaya and Akademi Penerbang Indonesia Banyuwangi. Data were collected using a closed-ended questionnaire with a six-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: Career adaptability had a positive and significant effect on career engagement, career engagement had a positive and significant effect on work volition, and career adaptability had a positive and significant direct effect on work volition. Career engagement also significantly mediated the relationship between career adaptability and work volition, indicating partial mediation. Novelty: The study contributes to SDG-oriented aviation vocational higher education by explaining how adaptive career resources become a perceived capacity for occupational choice when translated into proactive career development behavior among non-Polbit cadets.

Advancing SDG 4 through Deep Learning Approaches: Reconstructing Student Learning from Metacognitive and Higher-Order Thinking Skills Perspectives Sri Usodoningtyas; Ekohariadi Ekohariadi; Maspiyah Maspiyah; Ratna Suhartini; Luthfiyah Nurlaela
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.248

Objective: To reconstruct student learning within the context of sustainable quality education by exploring the integration of deep learning approaches, metacognition, and Higher-Order Thinking Skills (HOTS) in higher education. The study responds to the persistent dominance of memorization-oriented and procedural learning practices that limit students’ cognitive development and lifelong learning capacities. Methods: A qualitative conceptual design was employed using thematic analysis of scholarly literature published between 2022 and 2026. Relevant studies on deep learning, metacognition, HOTS, and sustainable higher education were systematically reviewed to identify key themes and conceptual relationships. Results: The analysis demonstrates that deep learning promotes meaningful cognitive engagement, reflective awareness, and active knowledge construction. Metacognitive regulation functions as a central mechanism linking deep learning and HOTS through planning, monitoring, and evaluating learning processes. Furthermore, inquiry-based learning, reflective activities, and authentic problem-solving experiences enhance students’ analytical reasoning, creativity, adaptability, and critical thinking, which are essential competencies for sustainable learning and future workforce readiness. Novelty: The proposes an integrated conceptual framework that connects deep learning, metacognition, and HOTS within the broader agenda of Sustainable Development Goal 4 (Quality Education). The framework offers a comprehensive perspective for transforming student learning from surface-level knowledge acquisition to meaningful and reflective learning, while providing theoretical insights for educators and researchers seeking to promote sustainable and transformative educational practices in higher education.

Career Adaptability and Work Volition among Aviation Vocational Cadets: The Mediating Role of Career Engagement toward SDG 4, SDG 8, SDG 9, and SDG 10 Linda Winiasri; Ekohariadi Ekohariadi; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.278

Objective: To analyzes the direct effect of career adaptability on work volition among cadets in aviation vocational higher education and its indirect effect through career engagement, while positioning the model within the Sustainable Development Goals (SDGs), especially SDG 4, SDG 8, SDG 9, and SDG 10. Method: The study used a quantitative explanatory design involving 310 active non-Polbit Diploma III cadets from Politeknik Penerbangan Surabaya and Akademi Penerbang Indonesia Banyuwangi. Data were collected using a closed-ended questionnaire with a six-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results: Career adaptability had a positive and significant effect on career engagement, career engagement had a positive and significant effect on work volition, and career adaptability had a positive and significant direct effect on work volition. Career engagement also significantly mediated the relationship between career adaptability and work volition, indicating partial mediation. Novelty: The study contributes to SDG-oriented aviation vocational higher education by explaining how adaptive career resources become a perceived capacity for occupational choice when translated into proactive career development behavior among non-Polbit cadets.

Strengthening TVET through Entrepreneurship-Based Teaching Factory for SDG 4 and SDG 8: A Systematic Review and Field Needs Analysis Indra Wahyu Suliswanto; Ekohariadi Ekohariadi; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.328

Objective: TVET systems face persistent challenges in producing graduates with both technical and entrepreneurial competencies demanded by contemporary labor markets. This study examined the integration of entrepreneurship education within Teaching Factory learning as a strategy for strengthening vocational competency development and workforce readiness, aligned with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). Method: A mixed exploratory design was employed, combining a Systematic Literature Review conducted in accordance with PRISMA 2020 guidelines and a field-based needs analysis. The SLR retrieved 1,247 records from Scopus, Web of Science, ScienceDirect, ERIC, with 75 articles meeting the inclusion criteria for thematic synthesis. The field needs analysis engaged 48 participants across three vocational high schools in East Java, Indonesia, including teachers, industry practitioners, students, curriculum coordinators, and school administrators, using semi-structured interviews, structured observation, and a validated needs analysis questionnaire. Results: SLR findings revealed that TeFa implementation and entrepreneurship education have been examined predominantly as separate research domains, with no integrated instructional framework validated through convergent evidence. Field data identified the largest competency gaps in entrepreneurial mindset (gap = 2.32), self-employment orientation (gap = 2.24), adaptability (gap = 2.19), and innovation capability (gap = 2.19) relative to industry expectations. Curriculum structural constraints and insufficient entrepreneurship integration were consistently identified as primary barriers. Novelty: A five-dimensional entrepreneurship-based TeFa framework organized around a four-phase iterative instructional cycle is proposed, contributing an empirically grounded foundation for curriculum innovation, vocational policy reform, and the realization of SDG 4 Target 4.4 and SDG 8 through TVET transformation.

Project-Based Multimedia for Fashion Vocational Education: Learning, Creativity, and Practicality in Support of SDG 4 Tri Mutmainnah; Marniati Marniati; Meini Sondang Sumbawati; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.333

Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, dz = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, dz = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.

Designing Project-Based Multimedia for Vocational Fashion Education: Component-Level Validation and Student Creativity in Support of Sustainable Development Goals Tri Mutmainnah; Marniati Marniati; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.337

Objective: This study designed and validated a three-component project-based multimedia package for children's-wear sewing in vocational fashion education, and examined its component-level feasibility, classroom practicality, implementation fidelity, and student creativity. Method: An ADDIE design-and-development study was conducted with Grade XI fashion students at two state vocational schools in Pamekasan, Indonesia. Five experts rated the video tutorial, the e-module, and the interactive presentation separately; three observers scored 23 implementation indicators across the six PjBL phases; 180 students and three practitioners rated practicality; creativity was assessed through fluency, flexibility, originality, and elaboration in the finished garment; and learning outcomes were measured in a one-group pretest-posttest design (n = 120). Results: Component ratings were uniformly very feasible but not identical: e-module 3.96, video tutorial 3.92, and interactive presentation 3.80 on a four-point scale. All 23 indicators were observed in all six phases. Students rated the package 3.62 of 4.00 and practitioners 91.67%. Creativity was high for 70.83% of students (M = 90.00). Cognitive mastery rose from 15% to 90%, t(119) = -44.90, p < .001, with an N-gain of 0.81.Novelty: The study validates each medium separately rather than as an undifferentiated package, showing that the three media carry distinct instructional loads across the project cycle, and positions vocational fashion multimedia explicitly within SDG 4 Target

Strengthening TVET through Entrepreneurship-Based Teaching Factory for SDG 4 and SDG 8: A Systematic Review and Field Needs Analysis Indra Wahyu Suliswanto; Ekohariadi Ekohariadi; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.328

Objective: TVET systems face persistent challenges in producing graduates with both technical and entrepreneurial competencies demanded by contemporary labor markets. This study examined the integration of entrepreneurship education within Teaching Factory learning as a strategy for strengthening vocational competency development and workforce readiness, aligned with SDG 4 (Quality Education) and SDG 8 (Decent Work and Economic Growth). Method: A mixed exploratory design was employed, combining a Systematic Literature Review conducted in accordance with PRISMA 2020 guidelines and a field-based needs analysis. The SLR retrieved 1,247 records from Scopus, Web of Science, ScienceDirect, ERIC, with 75 articles meeting the inclusion criteria for thematic synthesis. The field needs analysis engaged 48 participants across three vocational high schools in East Java, Indonesia, including teachers, industry practitioners, students, curriculum coordinators, and school administrators, using semi-structured interviews, structured observation, and a validated needs analysis questionnaire. Results: SLR findings revealed that TeFa implementation and entrepreneurship education have been examined predominantly as separate research domains, with no integrated instructional framework validated through convergent evidence. Field data identified the largest competency gaps in entrepreneurial mindset (gap = 2.32), self-employment orientation (gap = 2.24), adaptability (gap = 2.19), and innovation capability (gap = 2.19) relative to industry expectations. Curriculum structural constraints and insufficient entrepreneurship integration were consistently identified as primary barriers. Novelty: A five-dimensional entrepreneurship-based TeFa framework organized around a four-phase iterative instructional cycle is proposed, contributing an empirically grounded foundation for curriculum innovation, vocational policy reform, and the realization of SDG 4 Target 4.4 and SDG 8 through TVET transformation.

Project-Based Multimedia for Fashion Vocational Education: Learning, Creativity, and Practicality in Support of SDG 4 Tri Mutmainnah; Marniati Marniati; Meini Sondang Sumbawati; Ratna Suhartini
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.333

Objective: To evaluate multimedia-supported Project-Based Learning (PjBL) in fashion vocational education, by integrating conceptual knowledge, creativity, and procedural skills through a module, video tutorials, and presentation materials. Method: Sequential one-group field trials involved 60 and 120 vocational fashion students. The multimedia package was embedded in six PjBL phases, and experts validated the instruments and tested their reliability. Results: Cognitive scores increased from 25.25 to 33.03 in the small-scale trial, t(59) = -9.59, p < .001, dz = 1.24, and from 24.48 to 34.98 in the large-scale trial, t(119) = -27.56, p < .001, dz = 2.52. Creativity improved descriptively; affective mastery reached 73.33% and 79.17%, while psychomotor mastery was uneven at 55.00% and 39.17%. Students rated the multimedia highly practical (90.90%), practitioners rated it practical and effective, and all six PjBL phases were observed. Novelty: To evaluate cognitive, affective, psychomotor, creativity, practicality, and implementation-fidelity indicators together across sequential field trials. The findings support multimedia-supported PjBL as promising for cognitive learning and classroom usability, while the absence of a comparison group and uneven practical outcomes limit causal claims. The study contributes to SDG 4, particularly Target 4.4 on technical and vocational skills.

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