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All Journal Jurnal Ilmu Pendidikan dan Bahasa Lentera Negeri
Zulkifli Rangkuti
Universitas Mitra Bangsa, Indonesia
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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The Role of Online Learning Platforms in Supporting Inclusive Education in Indonesia Zulkifli Rangkuti; Moh. Yahya Obaid; Iwan Sonjaya; Muhammad Tahir; Hery Setiyatna
Mandalika: Jurnal Ilmu Pendidikan dan Bahasa Vol 4 No 1 (2026): Mandalika Jurnal Ilmu Pendidikan dan Bahasa
Publisher : Mandalika Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59613/jipb.v4i1.373

Abstract

Inclusive education is a central goal in creating equitable education systems; however, Indonesia continues to face challenges related to learner diversity, socio-economic disparities, and geographical inequalities. The expansion of online learning platforms offers opportunities to foster more inclusive learning environments. This study explores the role of online learning platforms in supporting inclusive education in Indonesia using a qualitative literature review approach. Academic publications from 2018–2025 were systematically selected, and ten core articles were analyzed through thematic analysis. The findings indicate a moderate to significant impact of online learning platforms on inclusive education, particularly in enhancing accessibility, instructional flexibility, and personalized learning for diverse learners. When integrated with inclusive pedagogical strategies, digital platforms also contribute to increased student engagement and participation. Nevertheless, major challenges persist, including digital divides, limited teacher digital competence, uneven infrastructure, and policy–practice gaps. The study concludes that optimizing digital-based inclusive education requires targeted infrastructure investment, continuous teacher training in inclusive digital pedagogy, and stronger alignment between policy and practice.
The effectiveness of AI-assisted learning platforms on students’ critical thinking and academic performance in higher education Zulkifli Rangkuti; Suhaimi Suhaimi; Dedi Irawan; Nurita Putranti; Khoiriyah Khoiriyah
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993070

Abstract

Artificial intelligence-assisted learning platforms have increasingly transformed higher education by providing personalized learning experiences and adaptive instructional support. However, evidence regarding their effectiveness in enhancing students' critical thinking and academic performance has remained fragmented across different research streams. This study aimed to synthesize contemporary evidence on the educational effectiveness of artificial intelligence-assisted learning platforms in higher education. A qualitative library research approach was employed by reviewing and thematically analyzing 39 scholarly publications on artificial intelligence in education, critical thinking, academic performance, learning analytics, intelligent tutoring systems, and ethical artificial intelligence implementation. The findings indicated that artificial intelligence-assisted learning platforms enhanced learning effectiveness through personalized learning pathways, adaptive feedback, learning analytics, and human–artificial intelligence collaboration. These mechanisms supported the development of critical thinking and improved academic performance when implemented within sound pedagogical practices. The synthesis also revealed that ethical governance, academic integrity, transparency, privacy protection, and digital literacy were essential conditions for sustainable and responsible artificial intelligence integration. This study proposed an integrated conceptual framework that explained the relationships among technological, pedagogical, and ethical dimensions of artificial intelligence-assisted learning. The findings provided theoretical insights and practical guidance for higher education institutions seeking to implement artificial intelligence to improve learning quality and student outcomes.
Co-Authors Dedi Irawan Hery Setiyatna Iwan Sonjaya Khoiriyah Khoiriyah Moh. Yahya Obaid Muhammad Tahir Nurita Putranti Suhaimi Suhaimi