Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Journal of Educational Research and Practice Journal of Elementary Education Research and Practice
Kamal, Lahij
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Education

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Mapping the Digital Transformation of Education in Indonesia from 2012 to early 2025: A Bibliometric Analysis of Scopus-Indexed Publications Fuadiy, Moch. Rizal; Rozi, M. Asep Fathur; Arafah, Nawal Nur; Kamal, Lahij; Sunoko, Ahmad
Journal of Educational Research and Practice Vol. 3 No. 2 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i2.390

Abstract

The digital transformation of education in Indonesia has accelerated significantly, particularly after the COVID-19 pandemic. National initiatives like Merdeka Belajar have emphasized digital integration in teaching and learning, prompting scholarly interest in e-learning, online pedagogy, and technology-enhanced instruction. Despite this growing body of literature, there remains a lack of systematic analysis regarding how this research has evolved, which themes have dominated, and how collaboration networks have developed. This study aims to map the research landscape of digital education in Indonesia by conducting a bibliometric analysis of Scopus-indexed journal articles published between January, 1, 2012 and May, 31, 2025. Using the Biblioshiny interface of the R-based Bibliometrix package, 1,131 articles were analyzed to examine publication trends, thematic patterns, prominent keywords, top contributing authors and institutions, and the evolution of co-authorship networks. The results show a notable increase in publication volume beginning in 2020, coinciding with the national shift to online learning. Key research themes include "e-learning", "online learning", and "blended learning", while emerging topics such as "digital literacy", "gamification", and "student engagement" reflect new pedagogical directions. Leading institutions include Universitas Negeri Malang, Universitas Pendidikan Indonesia, and Universitas Negeri Yogyakarta, with collaboration patterns showing modest but growing international engagement. This study offers a comprehensive overview of how digital transformation has been addressed in Indonesian educational research and provides insights into its future trajectory. The findings serve as a reference for researchers, educators, and policymakers in identifying research gaps and shaping strategic directions for digital education.
Leadership in the Age of Artificial Intelligence in Elementary Education Management Khofi, Mohammad Bilutfikal; Kamal, Lahij; Arafah, Nawal Nur
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/khgvbg45

Abstract

The rapid development of Artificial Intelligence (AI) has transformed educational leadership practices, including at the elementary school level, which raises distinctive pedagogical and ethical considerations. This study aims to examine AI-based educational leadership in elementary education, emphasizing the balance among data utilization, pedagogical wisdom, and humanistic values. A Systematic Literature Review (SLR) was conducted by analyzing peer-reviewed articles published between 2015 and 2025 that address educational leadership, AI, and primary education. The findings indicate that AI significantly supports data-driven leadership by enhancing responsive and evidence-based decision-making; however, it cannot replace the role of school principals as interpreters of data who consider students’ social-emotional development and the unique context of elementary education. The successful implementation of AI is also highly dependent on establishing teachers’ psychological safety, fostered by supportive, ethical leadership that encourages reflective adaptation to technology without undermining professional autonomy. Furthermore, AI has strong potential to support differentiated and inclusive learning, provided it is managed fairly and does not lead to labeling or learning inequalities. This study underscores that elementary school leadership in the AI era must be grounded in a strong ethical commitment to child protection, equity, and inclusivity, positioning AI as a means to strengthen educational practices rather than an end in itself.
Co-Authors Ahmad Sunoko Arafah, Nawal Nur khofi, Mohammad Bilutfikal M. Asep Fathur Rozi, M. Asep Fathur Moch. Rizal Fuadiy Nawal Nur Arafah