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All Journal Innovative Technologica: Methodical Research Journal Jurnal Psikologi Frontiers in Research Journal
Wisudayanti, Karila
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Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Physics Public Health Social Sciences

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Decoding "University War (대학전쟁)": STEM Education and Cultural Influence Maspul, Kurniawan Arif; Melinda, Yona; Chemistry, Valerie Indiana; Wisudayanti, Karila; Fedora, Fedora; Rochmah, Dwi Febriana
Jurnal Psikologi Vol. 1 No. 3 (2024): May
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v1i3.2317

Abstract

University War (대학전쟁)" presents a captivating intersection of psychological, educational, and cultural dimensions within the context of STEM (Science, Technology, Engineering, and Mathematics) education. The Korean television show phenomenon engages viewers worldwide, transcending cultural boundaries with its gripping narrative of intellectual competition among South Korea's elite universities. Through psychological theories such as Bandura's social learning theory and Deci and Ryan's self-determination theory, the show underscores the significance of academic excellence and the intrinsic motivation driving contestants. Moreover, "University War" promotes critical thinking and problem-solving skills essential for STEM fields, reflecting broader societal attitudes toward education and career aspirations. As educators explore ways to sustain interest in STEM among K-Pop wave culture enthusiasts through initiatives inspired by the series, University War stands as a compelling case study highlighting the transformative potential of popular media in shaping educational outcomes and societal perceptions in the digital age.
ChatGPT as an Educative and Pedagogical Tool: Perspectives and Prospects in International Schools in Indonesia Maspul, Kurniawan Arif; Chemistry, Valerie Indiana; Melinda, Yona; Wisudayanti, Karila; Fedora; Rochmah, Dwi Febriana
Innovative Technologica: Methodical Research Journal Vol. 4 No. 2 (2025): June
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/innovative.v4i2.137

Abstract

In an era where artificial intelligence is redefining the global educational landscape, Indonesia stands at a critical juncture—torn between opportunity and inequity. This study explores the transformative potential of ChatGPT as an educative and pedagogical tool in international schools across the Indonesian archipelago, highlighting its promise to personalize learning, reduce teacher burnout, and democratize access to knowledge. Yet, this promise is tempered by systemic barriers: rural-urban divides, limited infrastructure, fragmented policy, and cultural misalignments. Through a qualitative, multi-site investigation grounded in constructivist and connectivist theories, the study captures the real-world integration of AI in Indonesian classrooms—where innovation often outpaces regulation. Data from pilot programs and classroom observations reveal that, when localized and ethically scaffolded, ChatGPT can enhance student engagement, foster cognitive autonomy, and empower teachers as co-designers of learning. However, without national strategies to ensure equity, inclusivity, and ethical oversight, AI risks becoming a new vector for educational disparity. This paper offers a bold roadmap for action—centering on teacher training, infrastructure justice, and culturally embedded AI policies—to ensure that ChatGPT does not become a privilege of the few, but a transformative catalyst for all. In Indonesia’s hands, AI need not be a mirror of global inequality; it can become a beacon of inclusive, human-centered education.
How Can ChatGPT Empower Indonesian Classrooms? Maspul, Kurniawan; Chemistry, Valerie; Melinda, Yona; Wisudayanti, Karila; Fedora; Rochmah, Dwi Febriana
Frontiers in Research Journal Vol. 1 No. 3 (2025): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/frontiers.v1i3.423

Abstract

The integration of generative AI like ChatGPT into Indonesia’s international education ecosystem presents a transformative yet contentious frontier, poised to redefine pedagogical paradigms while amplifying systemic inequities. This study interrogates ChatGPT’s dual role as a catalyst for cognitive empowerment and a potential vector of exclusion in a nation fractured by urban-rural divides, linguistic diversity, and infrastructural deficits. Through a qualitative, multi-site exploratory design spanning five Indonesian international schools, the research triangulates classroom observations, educator focus groups, and policy analyses to uncover four critical themes: Pedagogical Reconfiguration, Ethical Tensions, Cultural Negotiation, and Infrastructural Inequity. Findings reveal ChatGPT’s capacity to democratize access to personalized, constructivist-aligned learning—evidenced by a 28% improvement in student narrative coherence—while exposing stark disparities: 40% of rural schools lack adequate connectivity, and Western-centric AI models often erode local cultural identity. The study positions Indonesia’s grassroots innovations—such as hybrid AI labs and Socratic dialogue simulations—as pioneering yet precarious, demanding urgent alignment with Pancasila values and UNESCO’s equity mandates. Strategic recommendations advocate for a trifecta of training (cultivating AI-literate educators), infrastructure (mobile-first, multilingual tools), and policy (rights-based frameworks harmonized with ASEAN AI governance). Crucially, the research underscores that ChatGPT’s ethical integration hinges on localized language models, community-driven tech hubs, and cross-sector collaboration to bridge Java-centric privilege with Papua’s marginalization. As Indonesia navigates this AI-inflected crossroads, the study issues a clarion call: Without systemic investment in digital justice and cultural intelligence, generative AI risks entrenching hierarchies it promises to dismantle, rendering equitable human flourishing not an aspiration but an algorithmically mediated paradox.
Co-Authors Chemistry, Valerie Chemistry, Valerie Indiana Dwi Febriana Rochmah, Dwi Febriana Fedora Fedora, Fedora Kurniawan Arif Maspul Maspul, Kurniawan Maspul, Kurniawan Arif Melinda, Yona