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All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat
Nisrina Nur Aini
Universitas Negeri Yogyakarta
Education Social Sciences Other

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Understanding Teachers’ Ethical AI Use: A Backward Mapping Study in Indonesian Vocational Education Nisrina Nur Aini; Febrina Aliefia Zahra; Yaya Nur Fajar Tri Rahmadani; Muhammad Saiful Anwar; Muh Zacky Fadhil Rachmat
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 3 (2026): Sustainable Community-Based Education
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i3.2867

Abstract

Previous studies have examined artificial intelligence (AI) adoption in education, focusing primarily on pedagogical benefits, digital competence, and ethical challenges. However, limited attention has been paid to how AI ethics are implemented at the school level through the interplay between educators’ practices, institutional arrangements, and policy awareness. This study analyzes the implementation of AI ethics among teachers at SMK Negeri 3 Yogyakarta, Indonesia, through Richard Elmore’s backward mapping perspective. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and documentation involving the vice principal, teachers, and students. The findings reveal that teachers use AI to support lesson planning, instructional material development, and assessment. Although teachers recognize ethical risks, particularly data security and students’ dependence on technology, most have limited understanding of Minister of Communication and Informatics Circular Letter No. 9 of 2023 on AI ethics. Consequently, ethical practices remain informal and largely dependent on individual teachers’ discretion. Key barriers include inadequate infrastructure, limited policy dissemination, and the absence of school-specific AI regulations. These findings highlight the need to align national ethical guidance with institutional policies, teacher capacity development, and practical school-level implementation. The study’s original contribution is its identification of a gap between teachers’ emerging ethical awareness and the institutional mechanisms required to translate AI ethics into consistent educational practice.
School Meal Programs and Student Learning Motivation: A Qualitative Case Study in Indonesia Febrina Aliefia Zahra; Nisrina Nur Aini; Alda Sharafina; Iqbal Indra Fatah; Wulan Tri Puji Utami; Alwahidin Alwahidin
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 3 (2026): Sustainable Community-Based Education
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v6i3.2911

Abstract

Although school meal programs are widely associated with nutritional and health benefits, their relationship with students’ learning motivation remains underexplored across diverse educational contexts. This study examines how Indonesia's Free Nutritious Meals (Free Nutritious Meals/MBG) program relates to students' learning motivation at SMA Gama Yogyakarta. Employing a qualitative case study design, data were collected through in-depth interviews, observations, and documentation and analyzed using an interactive analytical approach. The findings indicate that the program is perceived to support students' learning focus, reduce classroom lethargy, and contribute to more consistent school attendance. Adequate meal provision appears to function as an external support for daily academic engagement. However, menu variations and inconsistent meal distribution schedules present challenges to the program's sustained implementation. These findings suggest that school meal programs may support a more active learning environment when nutritional provision is accompanied by reliable logistical management. The study contributes context-specific evidence to discussions of school nutrition and educational engagement, highlighting the importance of integrating food provision with consistent service delivery. Its original contribution lies in identifying the perceived links between meal provision, classroom alertness, learning focus, and attendance within a single Indonesian secondary-school case.
Co-Authors Alda Sharafina Alwahidin Alwahidin Febrina Aliefia Zahra Iqbal Indra Fatah Muh Zacky Fadhil Rachmat Muhammad Saiful Anwar Wulan Tri Puji Utami Yaya Nur Fajar Tri Rahmadani