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All Journal Journal Governance Society Journal of Early Childhood Education Research
Komarudin, Ilham
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Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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The Digital Education based on Public Innovation in Developing a Sustainable Agribusiness Ecosystem Komarudin, Ilham; Duerawee, Abdulkarim; Santoso, Aris Prio Agus; Lestari, Retna Dewi
Journal Governance Society Vol. 2 No. 1 (2025): May, 2025
Publisher : CV. Austronesia Akademika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69812/jgs.v2i1.105

Abstract

This research addresses persistent challenges in Indonesia’s agribusiness sector, including limited access to information, climate change, market fluctuations, and unequal technological adoption. The study aims to design a public innovation model integrating digital education to foster a sustainable agribusiness ecosystem. Employing a qualitative descriptive method, data were obtained through an extensive literature review of scholarly works, policy documents, and reports from international organizations. Thematic analysis and triangulation were applied to identify patterns, challenges, and best practices. The resulting model, Agro-EduHub 5.0, is a community-based hybrid platform linking education, smart farming technology, digital marketing, and multi-stakeholder collaboration. Key features include a hybrid governance model, hyperlocal AI language support, NFT-based incentives, predictive policy dashboards, creative economy villages, agricultural incubators, and CSR-led pilot projects. These innovations address the digital divide, enhance local adaptability, and encourage environmentally friendly practices. The model fosters active participation, cultural relevance, and policy responsiveness, strengthening both resilience and farmer empowerment. It concludes that implementing Agro-EduHub 5.0 through pilot regions and a digital agribusiness consortium will accelerate technology adoption, integrate local wisdom, and promote shared value creation between public and private sectors, ultimately supporting inclusive and sustainable agribusiness transformation.
Harmonising Psychological and Legal Perspectives on Teacher-Child Interactions: A Conceptual Framework for Early Childhood Education Abd Jalil, Muhammad Noor Taufik Bin Abd Jalil; Mulyono, Puput; Agus Santoso, Aris Prio; Komarudin, Ilham
Journal of Early Childhood Education Research Vol. 1 No. 2 (2025): Journal of Early Childhood Education Research
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/jecer.v1i2.427

Abstract

Purpose: Teacher-child interactions in early childhood education are often shaped by pedagogical practices that lack integration with child development psychology and legal frameworks for child protection. This study aims to develop a conceptual framework that integrates developmental psychology principles with legal regulations to guide quality teacher-child interactions in early childhood settings. Methodology: This qualitative study employs a library research approach, analysing secondary sources including academic literature on child development, early childhood pedagogy, and relevant legal frameworks governing child protection and early childhood education. Results : The analysis resulted in a conceptual framework comprising three core components: input (teacher knowledge of child development and legal standards), process (integration of developmentally appropriate pedagogy with child protection principles), and output (safe, rights-based, and quality interactions). The framework proposes implementation strategies through structured observation, reflective practice, professional supervision, and capacity-building training. Conclusions: The proposed conceptual framework offers a systematic approach to strengthening teacher-child interactions by bridging developmental psychology and legal regulations. While developed through library research, the framework requires empirical validation in early childhood education contexts. It provides a foundation for policy development and professional training programmes aimed at improving interaction quality while ensuring compliance with child protection standards.
Co-Authors Abd Jalil, Muhammad Noor Taufik Bin Abd Jalil Agus Santoso, Aris Prio Aris Prio Agus Santoso Duerawee, Abdulkarim Lestari, Retna Dewi Puput Mulyono