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Pendidikan Pancasila Sebagai Upaya Mempertahankan Identitas Nasional Dan Hak Asasi Manusia Di Era Globalisasi Wardah Nuranisa; Aprizia Perenial Asla Wahyudi; Maulia Depriya Kembara
Lencana: Jurnal Inovasi Ilmu Pendidikan Vol. 2 No. 3 (2024): Juli : Jurnal Inovasi Ilmu Pendidikan
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/lencana.v2i3.3776

Abstract

A balanced and sustainable understanding of national identity, human rights, and globalization is key to shaping an inclusive and just society in an era of global dynamics. This article aims to explore the role of Pancasila education in maintaining national identity and human rights in the era of globalization. This article examines the science with qualitative methods with in-depth-interview data collection techniques by analyzing literature and policies related to Pancasila education and its impact on national identity and human rights. The results show that Pancasila education provides a strong foundation for the community in understanding national values and human rights, as well as forming an attitude that is inclusive and appreciates diversity in the era of globalization. This article is important to strengthen the understanding of the urgency of Pancasila education as the main fortress in maintaining national identity and human rights amid the complex challenges of globalization.
Mapping Teacher Competence in AI-Integrated School Education: A Bibliometric Study (2021–2025) Fadya Asmadina Aulia; Agus Setiawan; Rama Wijaya Abdul Rozak; Nandang Rusmana; Maulia Depriya Kembara
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7875

Abstract

The rapid integration of Artificial Intelligence (AI) into education has redefined teacher competence, requiring not only technical proficiency but also pedagogical adaptability and ethical awareness. However, existing literature lacks a comprehensive synthesis connecting these dimensions within school-based education. This study employed a bibliometric analysis of 288 Scopus-indexed research articles published between 2021 and 2025. Data were retrieved via ScienceDirect and validated through Scopus. VOSviewer was used to conduct keyword co-occurrence analysis, applying full counting and LinLog/modularity clustering to identify dominant themes. Seventy-six high-frequency keywords were grouped into seven thematic clusters: (1) student outcomes and engagement, (2) teacher development and TPACK integration, (3) AI literacy and readiness, (4) pedagogical innovation and AI systems, (5) generative AI tools and trends, (6) curriculum design and early AI education, and (7) emotional intelligence and institutional support. Key frameworks included TPACK, UNESCO's AI Competency Framework, and self-efficacy models such as TAICS. Findings reveal a multidimensional structure connecting cognitive, affective, and institutional aspects of teacher competence. The study highlights the need for holistic teacher education programs that integrate AI literacy, ethical reasoning, emotional resilience, and contextual pedagogy. Implications are discussed for curriculum developers, policymakers, and professional development initiatives, particularly in emerging contexts like Indonesia.