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All Journal Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Mimbar Yustitia : Jurnal Hukum dan Hak Asasi Manusia Civic-Culture : Jurnal Ilmu Pendidikan PKN dan Sosial Budaya Al Marhalah Tsaqafatuna: Jurnal Ilmu Pendidikan Islam Ilomata International Journal of Social Science ISTIQRA: JURNAL HASIL PENELITIAN Bulletin of Indonesian Islamic Studies Jaksa: Jurnal Kajian Ilmu Hukum Dan Politik Jurnal Akademik Pengabdian Masyarakat Jurnal As-Syar’i: Jurnal Bimbingan & Konseling Keluarga An-Nawazil Civic-Culture: Jurnal Ilmu Pendidikan PKn dan Sosial Budaya Journal of Al-Ilmu: Journal of Islamic Research and Education Jurnal Hukum dan Sosial Politik
Moh. Ali
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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TRANSFORMASI PENDIDIKAN INDONESIA DI ERA DIGITAL: ANTARA HARAPAN DAN TANTANGAN Abdurrohman; Tasya Salsabilla; Moh. Ali
Jurnal Al-Ilmu: Jurnal Penelitian dan Pendidikan Madrasah Ibtidaiyah Vol. 5 No. 2 (2025): JURNAL AL-ILMU: Pendidikan Guru Madrasah Ibtidaiyah
Publisher : LPPM STIT Muhammadiyah Tempurejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63353/t63q4z82

Abstract

Educational transformation in the digital era is both inevitable and paradoxical in the Indonesian education system. This qualitative literature review examines the dynamics of this transformation, revealing that digitalization offers the potential for leaps in progress through online learning, digital curricula, and technology platforms that promise equitable access and improved quality. However, a case study in the Cirebon region demonstrates that the reality on the ground is fraught with complex challenges. The multidimensional digital divide—including disparities in internet access infrastructure, low teacher digital pedagogical competency (TPACK), and minimal student digital literacy is a major obstacle, particularly in rural schools. The sharp disparity between schools in urban centers and rural areas has the potential to deepen existing educational inequities. This article concludes that successful transformation should not focus solely on the provision of technology but must be accompanied by an equity centered and pedagogical approach. Therefore, inclusive and sustainable adaptation strategies are needed, such as contextual teacher capacity building, locally based digital content development, equitable infrastructure distribution through multi-stakeholder collaboration, and the implementation of structured hybrid learning models. Only with affirmative and holistic policy synergy can digital education transformation create a national education system that is adaptive, equitable, and truly liberating.
Co-Authors A. Kumedi Ja’far Abdurrohman Akmal Ricko Ferry Anantha Ali Shodiqin Anang Suindro Bagubau, Aprianus Dedi Dores Dewi Shinta Nuriyah Didi Sunardi Dominikus Rato Ernawati Famelia Widyarini Soetrisno Gunadi, Lie Eftani R. Heqqy Rioscar Bramanta I Gede Widhiana Suarda Imam Sanusi Muhammad Nurul Arif Nisa, Iesy Naely Fithrotun Rahmadi Indra Tektona Ricardo Soediono Sandi Siti Maisaroh Soubar Isman Sugianto Taqiyuddin Tasya Salsabilla Ummu Aiman Wawan Shofwani Zuhdi Esha