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p-Index From 2021 - 2026
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All Journal Journal Education and Government Wiyata
Undang Ruslan Wahyudin
Universitas Singaperbangsa Karawang, Karawang, Indonesia
Education Social Sciences Other

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ANALISIS KEBIJAKAN PUBLIK BIDANG PENDIDIKAN TENTANG IMPLEMENTASI KODING DAN KECERDASAN ARTIFISIAL (KKA) DI INDONESIA Yayah Rodiyah; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.564

Abstract

Digital transformation and the development of artificial intelligence have changed the competencies required of learners. This article examines Indonesia’s Coding and Artificial Intelligence (KKA) education policy, particularly the policy direction established through Minister of Primary and Secondary Education Regulation No. 13 of 2025 and Decree No. 127/P/2025. The analysis uses a qualitative, descriptive policy-review approach based on the policy documents and the analytical framework presented in the source article. The discussion applies problem analysis, the CIPP framework, stakeholder analysis, gap analysis, implementation analysis, equity analysis, ethical-risk analysis, and SWOT. The analysis indicates that KKA has strategic potential to strengthen digital literacy, computational thinking, problem-solving, creativity, and responsible technology use. However, implementation outcomes depend on teacher readiness, school infrastructure, learning resources, local-government support, and equitable access. Key risks include uncritical reliance on AI, inaccurate or biased outputs, privacy and data-protection concerns, copyright issues, and the possibility that learning becomes limited to operating applications. The article recommends staged implementation based on school readiness, teacher professional development, unplugged learning alternatives, explicit digital ethics instruction, cross-stakeholder coordination, and outcome-oriented monitoring. Policy success should therefore be assessed not only by the number of participating schools, but also by learners’ demonstrated competencies and the fairness of learning opportunities.
ANALISIS KEBIJAKAN BUDAYA SEKOLAH AMAN DAN NYAMAN DALAM PERSPEKTIF TATA KELOLA PENDIDIKAN DI INDONESIA STUDI PUSTAKA TERHADAP PERMENDIKDASMEN NOMOR 6 TAHUN 2026 Ai Nurjamilah; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.565

Abstract

A safe and comfortable school culture is an important element in supporting the well-being of school communities and the quality of education. This study aims to analyze the Safe and Comfortable School Culture policy from the perspective of educational governance in Indonesia. The study employs a qualitative approach using a literature review and document analysis. The primary data source is Regulation of the Minister of Primary and Secondary Education of the Republic of Indonesia Number 6 of 2026 concerning Safe and Comfortable School Culture, supported by relevant journal articles and scholarly literature. The data are analyzed descriptively and qualitatively using Edwards III’s policy implementation framework, which comprises communication, resources, disposition, and bureaucratic structure. The analysis indicates that the policy covers physical protection, psychological well-being, sociocultural safety, and digital civility and safety. From an educational governance perspective, its implementation requires clear communication, adequate resources, implementer commitment, and well-coordinated responsibilities. This study emphasizes that the existence of a regulation needs to be supported by coordinated governance and the involvement of relevant stakeholders. However, because the study is limited to documents and literature, it cannot establish the actual level of policy implementation success in schools.
ANALISIS KEBIJAKAN PEMBELAJARAN YANG LAYAK BAGI PESERTA DIDIK PENYANDANG DISABILITAS DALAM SISTEM PENDIDIKAN INKLUSI DI INDONESIA STUDI LITERATUR TERHADAP PERMENDIKBUDRISTEK Clara Khairunnisa; Undang Ruslan Wahyudin
Journal Education and Government Wiyata Vol 4 No 4 (2026): November 2026
Publisher : Yayasan Panca Bakti Wiyata Pangandaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71128/e-gov.v4i4.575

Abstract

The implementation of inclusive education in Indonesia requires educational policies and management that can guarantee the fulfillment of the learning rights of students with disabilities equally. This study aims to analyze the policy of reasonable accommodations for students with disabilities based on Ministerial Regulation of Education, Culture, Research, and Technology Number 48 of 2023 from the perspective of educational administration and management. This study uses a narrative literature study method by reviewing laws and regulations and scientific literature relevant to inclusive education, the fulfillment of educational rights, and the management of the provision of reasonable accommodations. The analysis was conducted thematically by examining the substance of the policy, the function of educational management, and the challenges of its implementation in educational units. The results of the study indicate that the provision of reasonable accommodations is not only related to learning adjustments but also includes budget support, accessible facilities and infrastructure, the competence of educators and education personnel, curriculum adjustments, and support services through the Disability Services Unit. Implementation of this policy requires systematic management through four management functions: planning, organizing, implementing, and monitoring and evaluation. Challenges that need to be considered include the readiness of school resources, educator competence, coordination between stakeholders, and the sustainability of policy monitoring. Therefore, procedures for identifying needs, developing accommodation plans, allocating responsibilities, documenting implementation, and periodically evaluating are necessary to ensure policies are translated into educational services that meet students' needs. This study emphasizes the importance of synergy between schools, families, the government, and Disability Services Units in realizing inclusive education that is equitable and responsive to the diverse needs of students.
Co-Authors Ai Nurjamilah Clara Khairunnisa Yayah Rodiyah