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DIGITAL EDUCATION AS A SOCIAL AND POLITICAL SPACE: POWER, JUSTICE, AND TRANSFORMATION Wahyudi, Deni; Nuryati, Nuryati; Zaenudin, Ahmad; Soleha, Soleha; Aisyah, Aisyah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14713

Abstract

The rapid expansion of digital technologies has transformed education in ways that extend beyond technical innovation, reshaping pedagogical practices, governance structures, and the production of knowledge. However, digital education is still predominantly conceptualised through instrumental and technocratic frameworks that prioritise efficiency and performance while neglecting issues of power, justice, and social transformation. This article aims to reconceptualise digital education as a social and political space by developing a critical–transformational paradigm grounded in contemporary educational theory. Employing a qualitative critical literature review, this study analyses and synthesises scholarly works published between 2020 and 2025 that address digital education, critical pedagogy, platformisation, and digital justice. Through critical reading, thematic coding, and conceptual synthesis, the analysis identifies three dominant constructions of digital education: the instrumental-technological, the pedagogical ecosystem, and the socio-political space. The findings reveal that while instrumental and ecosystem approaches contribute to operational understanding, they remain insufficient to address the structural inequalities and power relations embedded in digital education. The study proposes a critical–transformational paradigm that integrates ontological, epistemological, and axiological dimensions, positioning digital education as a value-laden practice oriented toward justice, agency, and social change. This paradigm contributes to theoretical development in digital education and offers a reflective foundation for policies and practices that prioritise pedagogical autonomy, digital justice, and democratic participation.
BEYOND TECHNOCRATIC DIGITALIZATION: INTEGRATING SCIENTIFIC AND CRITICAL PARADIGMS IN DIGITAL EDUCATION MANAGEMENT Mad Umar, Mad Umar; Nuryati, Nuryati; Muin, Abdul; Anwar, Matlaul; Nujuludin, Risqon
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14715

Abstract

Digital transformation has profoundly reshaped the governance and management of education systems through the expansion of data-driven decision-making, learning analytics, and platform-based management. However, research on digital education management remains largely dominated by a scientific–technocratic paradigm that prioritises efficiency, performance measurement, and system optimisation. While this orientation can strengthen organisational accountability, it often underplays the social, ethical, and political dimensions embedded in digital governance practices. This study addresses this limitation by examining digital education management through an integration of scientific and critical paradigms. Using a qualitative integrative literature review, we analysed peer-reviewed publications (2020–2025) retrieved from Scopus, Web of Science, and Google Scholar. The analysis followed a three-stage procedure comprising paradigmatic mapping, thematic coding, and conceptual integration. The findings indicate a persistent fragmentation between technocratic and critical approaches, alongside limited attempts at substantive integration. Building on this synthesis, the study proposes an integrative conceptual framework that conceptualises digital education management as both a technical practice and a social praxis. The study contributes theoretically by bridging competing paradigms in educational management scholarship and practically by offering a reflective foundation for digital education governance that is efficient, participatory, and socially just.
BEYOND DATA AND TECHNOLOGY: A PHILOSOPHICAL INQUIRY INTO DIGITAL AND DATA-DRIVEN EDUCATIONAL MANAGEMENT Suheri, Suheri; Nuryati, Nuryati; Ardabili, Debi Yusuf; Sri Nuraida, Sri Nuraida; Melati, Indah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14716

Abstract

The growing reliance on digital technologies and data analytics has transformed educational management practices worldwide, positioning data-driven decision-making as a dominant managerial paradigm. While these approaches promise efficiency, transparency, and accountability, they are often grounded in technocratic and positivistic assumptions that treat data as objective, value-neutral representations of educational reality. This study aims to critically examine digital and data-driven educational management through the lens of the philosophy of science, moving beyond instrumental perspectives toward a more reflective and humanistic understanding. Employing a qualitative conceptual research design, this study conducts a critical literature analysis using an integrative philosophical framework encompassing epistemological, ontological, and axiological dimensions. The analysis reveals three key findings. First, data-driven educational management is predominantly shaped by positivistic epistemologies that privilege quantifiable indicators over contextual and professional knowledge. Second, digital management systems actively reconfigure educational reality by shaping institutional practices, governance structures, and definitions of success. Third, efficiency-oriented rationalities often overshadow ethical considerations, raising concerns about justice, responsibility, and educational values. The study contributes a novel integrative framework that positions philosophy of science as a foundational lens for understanding and guiding digital educational management. By reframing data and technology as reflective tools rather than authoritative ends, the study offers a conceptual basis for developing digital and data-driven educational management that is efficient yet ethically grounded, context-sensitive, and aligned with the broader purposes of Education.
BEYOND TECHNOCRATIC DIGITAL GOVERNANCE: A PHILOSOPHICAL INQUIRY INTO KNOWLEDGE, POWER, AND VALUES IN EDUCATION Indrawati, Euis; Nuryati, Nuryati; Masruroh, Masruroh; fedriansyah, M Aldrin; Jonny Irawan, H.Akhmad; Masriah, Masriah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14717

Abstract

Digital technologies increasingly structure the governance of Education through data-driven systems, algorithmic decision-making, and platform-based infrastructures. While digital governance is widely promoted as a neutral and efficient solution to educational management challenges, it is often grounded in technocratic rationality that remains insufficiently examined. This study critically explores digital Education governance beyond instrumental and technical perspectives by employing a philosophy-of-science framework. Using a qualitative conceptual methodology grounded in critical literature analysis, the study examines digital governance through interconnected epistemological, ontological, and axiological dimensions. The analysis reveals that digital governance privileges data-based knowledge as authoritative, reconfigures Education as a measurable and governable system, and embeds normative commitments centered on efficiency, control, and performance. These dynamics reshape power relations within educational institutions and risk marginalizing human judgment, ethical responsibility, and relational dimensions of Education. The study contributes a novel integrative conceptual framework that positions digital governance as a socio-epistemic and value-laden practice rather than a neutral administrative tool. By foregrounding the philosophical assumptions underpinning data-driven governance, this article provides a critical foundation for reimagining digital governance as a reflective, human-centered, and ethically accountable practice. The findings have significant implications for Theory and policy, particularly in guiding the responsible development of digital governance frameworks aligned with the normative purposes of Education.
Co-Authors Aan, Aan Abd Syakur Abdul Majid, Mas Lutfi Abdul Muin Achmad Hufad Ade Rustiana Adie, Mochammad Muchlish Agung Sugiarto Agus Utomo Ahmad Muhibbin Ahmad Nasir Ari Bowo ahmad yani Ahmad Zaenudin Aisyah Aisyah Alawiah, Tuti Aldina, Fauzi Amalia, Raden Rizki Amani Sharah, Winna Walidah Aminuzal, Ikmal Andrianto Heri Wibowo Angga Eko Pramono Anggraini, Sevy Cahya Anggrayni, Novi Anwar, Matlaul Ardabili, Debi Yusuf Ardestya Linanjung, Yolanda Arofah, Ummu Asbar Asbar, Asbar Asiah, Siti Nur Asmayanti. Am, St. Asmayawati, Asmayawati Aulia, Zaitun Ayda Krisnawati Ayu Mira Yunita Azizah, Lilik Ma'rifatul Azzahra, Alivia Basuki Sri Rahayu Betti Nuraini Brotojoyo, Endang Budi Murtiyasa Busa, Yunus Cahyaningrat, Dewi Cecep Kustandi Chatarina Umbul Wahyuni Choiriyah Widyasari Chumaeson, Wahyuning Darma Jaya, Jaka Dedeh Jubaedah Defrizal Defrizal Deni Wahyudi Devy, Olivia Annastasia Dewanto, Andrew Rudi Dewi, Maulani Dian Nurmastuti Dinasti, Netti Kautsar Endang Saryanti Fahrijal, Ahmad Faisal Faisal Faisal Ibnu Faiza, Putri Iis Fatimah fatimah Fatimah fedriansyah, M Aldrin Fifiana Wisnaeni Fujianti, Nurtitis Gustini, Evi Hadi Susilo Hafiz K, Muh Halimah , Siti Hamid Al Jufri Handayani , Tri Hariyanti Hariyanti Harsono Harsono Hartati Hartati hayati, Nurul Dewi Hidayat, Amat Hijrah Hijrah Hudaya, Dadan Ahmad Imat Maftuhah Indrawati, Euis Indriati, Marlinda Isti Rusdiyani, Isti Jaka Darma Jaya Jalaludin, Muhammad Jonny Irawan, H.Akhmad Khasanah, Khusnul Gita Khoirunnisa, Fatimah Khoirunnisa, Ni’ma kolefiyan, Ihsyan Kurnia, Heri Laili Etika Rahmawati Larasati, Lytha Lestari, Ema Lupitasari, Devi M R, Aliyah M. Muslim Mad Umar, Mad Umar Mande, Henni Masaroh, Mamay Masitah Masitah Masitoh Masitoh Masliati, Tati masriah masriah, masriah Masruroh MASRUROH Masykur, Raka Prayoga Maulana, Sabil Maulani Agustina, Tika Mayasari, Elis Melati, Indah Meldayanoor Muhammad Afif MUHAMMAD HILMAN HIDAYAT Mulhanah, Mulhanah Murfiah Dewi Wulandari Murnasih, Murnasih Murni Sulistyawati Murni Sulistyowati, Murni Mwila, Prospery M. Najib, Khaerun NANIK RAHMANI Neli Nailul Wardah Nina Hairiyah Nopita Sari Nugraheni, Ika Kusuma Nujuludin, Risqon Nunuk Herawati Nurafliyan Susanti, Ervi Nuraida, Putri Oktaviano, Radja Oky Panjaitan, Rosdewana Persada, Anggun Angkasa Bela Pradhipto, Gunaman Puteri, Azelia Putri Amalya, Alfina Rachmalia, Niesha Raden Rizki Amalia Rahmawati, Wanda Susi Rina Ani Sapariyah Rizadatun, Rita Rizki Amalia Rizki Amalia, Raden Rizky, Robby Rodiyah - Rohmattusolihat Rohmattusolihat, Rohmattusolihat Romadhon, Muhamad Rizki Rufaida, Arini Rufiana, Khusnul Rohim Ruth Melliawati Said, Rosnani Sakti, Prasyamsa Kusuma Saprudin Saprudin, Saprudin Saputra, Dita Adi Sari, Putri Elviana Indah Saripudin Saripudin Septiana, Rahmalia Septiawati, Nia Simanjuntak, Herlina Siti Arifah Siti Malikhatun Badriyah, Siti Siti Rozinah Siti Salmah Siti Yumsinah Soleha Soleha Solid, Muhammad Sri Insani, Denti Sri Nuraida, Sri Nuraida Sri Setiyowati Sriyogani, Ida Ayu St. Asriati AM, St. Subekti Subekti Sugiharti, Rosi Kurnia Suheri Sumardi . Suminar, Ratna Sumyati, Sumyati Sunardi Sunardi Supriyadi Supriyadi Suryandani, Hendy Susilawati, Susilawati Syaifudin, Muchlis Syarkawi Titis Linangsari Tjipto Subadi Triskomalawati, Lili Trisnawati, Desi Tristanti, Novi Triyono Triyono Umalihayati Umalihayati Urip Perwitasari, Urip Utami Irawati Wega Trisunaryanti Wibowo, Tito Parta Windu Santoso, Windu Wulandari, Opiek YOPI YOPI YPE, Yosephine Angelina Yuniarsih, Eko Yusvinah, Yusvinah Zamroni, Asroful Hulam