Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal IEC: Journal of Educational Innovation International Journal of Educational Narratives
Muh. Herisman
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Kebijakan Sekolah Digital di Kota Makassar: Telaah Konseptual terhadap Pemerataan dan Kualitas Pendidikan Asmansyah; Muh. Herisman
IEC: Journal of Educational Innovation Vol 2 No 4 (2026): Agustus
Publisher : PT Cendekia Education Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini mengevaluasi kebijakan sekolah digital di Kota Makassar dengan fokus pada tata kelola program pemerintah dan akuntabilitas anggaran. Orisinalitas penelitian ini terletak pada analisis integrasi sinkron antara platform ARKAS, SIPLah, dan Rapor Pendidikan sebagai sistem "tata kelola digital jalur tertutup" untuk mencegah penyimpangan anggaran, sebuah aspek yang masih jarang dieksplorasi dalam literatur manajemen pendidikan nasional. Tujuan penelitian adalah untuk mengkaji secara konseptual bagaimana intervensi teknologi dapat memperkuat fungsi pengawasan keuangan sekaligus mendorong pemerataan kualitas pendidikan melalui pengambilan keputusan berbasis data. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan pendekatan studi kepustakaan (library research) yang unik melalui teknik analisis data spiral Creswell terhadap jurnal ilmiah dan dokumen regulasi. Objek kajian difokuskan pada kebijakan transformasi digital di Kota Makassar selama periode pascapandemi (2022–2024). Hasil empiris menunjukkan bahwa integrasi platform digital berhasil meningkatkan transparansi belanja sekolah dan menghemat waktu administratif hingga lima jam per bulan, namun efektivitasnya masih terhambat oleh "kesenjangan digital lapis kedua" terkait literasi data pendidik. Selain itu, ditemukan adanya disparitas capaian literasi-numerasi yang signifikan antarwilayah akibat perbedaan status sosial ekonomi sekolah. Implikasi penelitian ini secara praktis menyarankan perlunya kebijakan afirmatif bagi sekolah di pinggiran kota dan secara ilmiah mendorong pergeseran paradigma kepala sekolah menjadi pemimpin instruksional yang adaptif teknologi.
Beyond the Code: Teachers’ Lived Experiences and Narrative Identities in the Age of Artificial Intelligence Reski P; Sang Putri Sidk; Muh. Herisman; Awaluddin Hasrin; Krim Ulwi
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3644

Abstract

Background. Artificial Intelligence (AI) has rapidly transformed twenty-first-century education, evolving from a supplementary tool into a central component of data-driven pedagogical ecosystems. Previous bibliometric studies have focused mainly on thematic trends or specific contexts, with limited integration of publication dynamics, collaboration networks, citation structures, and thematic evolution within a single framework. Existing studies also often cover publications only up to 2023 or 2024, leaving recent generative AI developments underexplored. Purpose. This study provides a comprehensive bibliometric analysis of AI research in education indexed in Scopus from 2008 to 2026, examining publication trends, collaborative networks, citation impact, and thematic evolution, with particular focus on the generative AI era. Method. A total of 1,094 journal articles were analyzed using Biblioshiny (Bibliometrix-R). Performance analysis and science mapping techniques assessed annual growth, scholarly impact, international collaboration, thematic evolution, and keyword network structures. Results. Findings reveal a 23.55% annual growth rate, with sharp acceleration after 2017 and peak productivity in 2025, averaging 35.28 citations per document and a 27.97% international co-authorship rate dominated by China and the United States. Thematic evolution shows a shift from conceptual discussions toward adaptive learning, machine learning, learning analytics, classroom implementation, and AI-based assessment. Conclusion. AI in education has evolved into a globally interconnected pedagogical paradigm, offering insights for future policy and responsible AI integration.
Co-Authors Asmansyah Awaluddin Hasrin Krim Ulwi Reski P Sang Putri Sidk