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p-Index From 2021 - 2026
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All Journal Alifbata: Jurnal Pendidikan Dasar Indonesian Technology and Education Journal
Ade Putra
Universitas Ahmad Dahlan
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Artificial Intelligence in Inclusive Education: A Systematic Review of Teacher Competencies Ade Putra; Achadi Budi Santosa; Enung Hasanah
Alifbata : Jurnal Pendidikan Dasar Vol 6 No 1 (2026): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

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Abstract

This study aims to systematically review the competencies required of teachers to implement AI in the context of inclusive education. A systematic review approach was used, referring to the PRISMA 2020 guidelines. Data sources were obtained from the Scopus and Google Scholar databases, covering publications from 2017 to 2025. Of the total 714 articles identified, eight articles met the inclusion criteria and were analyzed thematically. The results of the study show that the application of AI in inclusive education requires mastery of three main dimensions of teacher competence, namely technical foundations, ethical awareness, and inclusive pedagogy. AI has the potential to strengthen personalized learning, foster equitable access, and improve the psychological well-being of students. However, teacher readiness, training limitations, and weak policy support remain major obstacles to its implementation. This study emphasizes the need to strengthen teachers' AI literacy through targeted professional training, education policies that support inclusivity, and ethical governance that is adaptive to technological dynamics. The results of this review are expected to form the basis for the development of policies and programs to improve teacher competence in the era of artificial intelligence.
Theacers’ Professional Vulnerability in Student Character Discipline Practices : A Case Study of Digital Parent-School Communication Nurul Kusuma Wardani; Aprilia Tina Lidyasari; Ade Putra
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1289

Abstract

Teachers play a strategic role in developing students’ character through disciplinary practices in schools. However, teachers face challenges in balancing educational responsibilities, child protection, relationships with parents, and professional risks arising from disciplinary practices. This study aims to examine teachers’ professional vulnerability in student character discipline practices and the role of digital communication between schools and parents in the context of parental reporting cases. This study employed a qualitative approach with a case study design. The participants consisted of one classroom teacher, one religious education teacher, and one school principal in Soppeng Regency, South Sulawesi, Indonesia. Data were collected through interviews, observations, documentation, and analysis of WhatsApp conversations, and were analyzed using thematic analysis supported by Atlas.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers perceive character discipline as a moral and professional responsibility in developing students’ character. Teachers maintain disciplinary practices through habituation, positive approaches, consistency in rule implementation, peer support, and religious practices. However, experiences of parental reporting create professional vulnerabilities, including increased caution, decision-making dilemmas, and psychological pressure. Digital communication through WhatsApp supports transparency, documentation, clarification, and school–parent coordination, but it also has the potential to generate misunderstandings. These findings demonstrate that character discipline practices occur through a negotiation process between efforts to develop students’ character and teachers’ management of professional risks within school–family relationships.
Co-Authors Achadi Budi Santosa Aprilia Tina Lidyasari Enung Hasanah Nurul Kusuma Wardani