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All Journal IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Journal of Educational Management and Instruction (JEMIn)
Jamil, Soraya Nuron
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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AI Smart Contract: Platform Konversi Poin Program Merdeka Belajar – Kampus Merdeka Berbasis Kecerdasan Buatan Susanto, Teguh Trianung Djoko; Jamil, Soraya Nuron; Reynita, Stevani; Faadhilah, Zaahidah; Listyasari, Winda Dewi
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 10 No. 2 (2023): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v10i2.40422

Abstract

The Merdeka Belajar – Kampus Merdeka (MBKM) policy issued by the Ministry of Education and Culture opens up great opportunities for universities to create graduates who are competent and competitive. The MBKM program gives students the right to take part in learning outside the department or university with the equivalent or conversion of credits. However, the Director General of the Ministry of Education and Culture, Research, Technology and Higher Education, highlighted that there are still many universities that have not provided proper grade conversion rights to students (Kemendikbud, 2022). The Kastrat BEM FMIPA UNEJ team found that 93.7% of students who had taken MBKM were worried because they had to retake credits that had not been converted (Kastrat BEM FMIPA UNEJ, 2022). Through SWOT analysis, this research provides an idea solution in the form of an Artificial Intelligence-based Smart Contract as a value conversion platform for the MBKM program to make it easier for departments to convert student grades according to their needs and core competencies.
“Bridging the digital divide”: Assessing and advancing teachers’ digital literacy across Indonesian provinces Zulaikha, Siti; Fadholi, Muhamad; Sururi, Sururi; Syahril, Syahril; Jamil, Soraya Nuron; Ariyanti, Putri Novira
Journal of Educational Management and Instruction (JEMIN) Vol. 5 No. 1 (2025): January - June 2025
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v5i1.11586

Abstract

Amid the accelerating integration of digital technologies into educational ecosystems, a critical gap remains in the systematic evaluation and strategic enhancement of teachers’ digital literacy across Indonesia’s diverse regions. This encourages the pressing need for validated assessment instruments and targeted interventions to support educators' competencies. This study disseminates a rigorously validated digital literacy measurement tool grounded in the Instant Digital Competence Assessment (IDCA) framework and investigates the digital literacy levels of elementary school teachers in several provinces of Indonesia, i.e., DKI Jakarta, West Java, and West Sumatra. Employing a quantitative-descriptive survey design, data were collected from 296 teachers through online questionnaires. The sample size was calculated using Slovin’s formula with a 10% margin of error, followed by simple random sampling for participant recruitment. The IDCA instrument measures digital literacy across three core dimensions: Technological, Cognitive, and Ethical. The findings reveal that teachers generally exhibit a "fairly good" level of digital literacy. Notably, respondents reported higher competence in the Ethical and Technological domains, particularly in areas such as online safety, respectful digital interaction, and the ability to navigate and utilize digital tools. However, significant deficiencies were identified within the Cognitive dimension, especially concerning critical evaluation of information credibility and analytical processing of digital content. These results highlight the urgent need for strategically designed professional development programs that prioritize the cultivation of higher-order cognitive digital skills. Furthermore, the study advocates for robust educational policies to bolster teacher readiness in delivering technology-enhanced instruction, thereby ensuring meaningful integration of digital tools in 21st-century classrooms.
Co-Authors Ariyanti, Putri Novira Faadhilah, Zaahidah Fadholi, Muhamad Listyasari, Winda Dewi Reynita, Stevani Siti Zulaikha Sururi Sururi, Sururi Syahril Syahril Teguh Trianung Djoko Susanto