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All Journal Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini International Journal of Engagement and Empowerment (IJE2) Edu Cendikia: Jurnal Ilmiah Kependidikan Indonesian Collaboration Journal of Community Services (ICJCS) Prosiding Amal Insani Foundation KREATIF: Jurnal Pengabdian Masyarakat Nusantara El Midad: Jurnal Jurusan PGMI
Nuryati Nuryati
Universitas Bina Bangsa
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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BEYOND DATA AND TECHNOLOGY: A PHILOSOPHICAL INQUIRY INTO DIGITAL AND DATA-DRIVEN EDUCATIONAL MANAGEMENT Suheri Suheri; Nuryati Nuryati; Debi Yusuf Ardabili; Sri Nuraida Sri Nuraida; Indah Melati
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14716

Abstract

The growing reliance on digital technologies and data analytics has transformed educational management practices worldwide, positioning data-driven decision-making as a dominant managerial paradigm. While these approaches promise efficiency, transparency, and accountability, they are often grounded in technocratic and positivistic assumptions that treat data as objective, value-neutral representations of educational reality. This study aims to critically examine digital and data-driven educational management through the lens of the philosophy of science, moving beyond instrumental perspectives toward a more reflective and humanistic understanding. Employing a qualitative conceptual research design, this study conducts a critical literature analysis using an integrative philosophical framework encompassing epistemological, ontological, and axiological dimensions. The analysis reveals three key findings. First, data-driven educational management is predominantly shaped by positivistic epistemologies that privilege quantifiable indicators over contextual and professional knowledge. Second, digital management systems actively reconfigure educational reality by shaping institutional practices, governance structures, and definitions of success. Third, efficiency-oriented rationalities often overshadow ethical considerations, raising concerns about justice, responsibility, and educational values. The study contributes a novel integrative framework that positions philosophy of science as a foundational lens for understanding and guiding digital educational management. By reframing data and technology as reflective tools rather than authoritative ends, the study offers a conceptual basis for developing digital and data-driven educational management that is efficient yet ethically grounded, context-sensitive, and aligned with the broader purposes of Education.
BEYOND TECHNOCRATIC DIGITAL GOVERNANCE: A PHILOSOPHICAL INQUIRY INTO KNOWLEDGE, POWER, AND VALUES IN EDUCATION Euis Indrawati; Nuryati Nuryati; Masruroh Masruroh; M Aldrin fedriansyah; H.Akhmad Jonny Irawan; Masriah Masriah
El Midad Vol. 18 No. 1 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i1.14717

Abstract

Digital technologies increasingly structure the governance of Education through data-driven systems, algorithmic decision-making, and platform-based infrastructures. While digital governance is widely promoted as a neutral and efficient solution to educational management challenges, it is often grounded in technocratic rationality that remains insufficiently examined. This study critically explores digital Education governance beyond instrumental and technical perspectives by employing a philosophy-of-science framework. Using a qualitative conceptual methodology grounded in critical literature analysis, the study examines digital governance through interconnected epistemological, ontological, and axiological dimensions. The analysis reveals that digital governance privileges data-based knowledge as authoritative, reconfigures Education as a measurable and governable system, and embeds normative commitments centered on efficiency, control, and performance. These dynamics reshape power relations within educational institutions and risk marginalizing human judgment, ethical responsibility, and relational dimensions of Education. The study contributes a novel integrative conceptual framework that positions digital governance as a socio-epistemic and value-laden practice rather than a neutral administrative tool. By foregrounding the philosophical assumptions underpinning data-driven governance, this article provides a critical foundation for reimagining digital governance as a reflective, human-centered, and ethically accountable practice. The findings have significant implications for Theory and policy, particularly in guiding the responsible development of digital governance frameworks aligned with the normative purposes of Education.
IMPLEMENTATION OF THE GLOBAL ACADEMIC COLLABORATION PROGRAM AS STRENGTHENING THE COMPETITIVENESS OF HIGHER EDUCATION Nuryati Nuryati
Prosiding Amal Insani Foundation Vol. 3 (2026): PROSIDING INTERNASIONAL
Publisher : Amal Insani Foundation

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Abstract

Study: This aims to analyze the implementation of collaborative programs among global academics as a strengthening strategy. Power competition college high. The approach study uses a quantitative explanatory design with a questionnaire from 30 lecturers and leaders/management units. Work in the same international setting in four colleges with disguised height. Data analysis was carried out using Partial Least Squares structural equation modeling (PLS-SEM). The research results show that implementation collaboration is influential, global, academic, positive, and significant to power competition in colleges, with policy institutions as the most dominant factor. Research concludes that global academia is a managerial strategy important for increasing quality, tridharma, and college height. Contribution study. This strengthens the study of internationalization education theoretically and provides implications for leadership colleges in designing policy and governance collaboration and effective and sustainable global academics.
Co-Authors Abdul Muin Ahmad Yani Ahmad Zaenudin Aisyah Aisyah Almira Ulimaz Amat Hidayat Anton Nasrullah, Anton Atikah Atikah Baehaki Baehaki Bernadin Maria Noenoek Februati Debi Yusuf Ardabili Deni Wahyudi Euis Indrawati Eva Aqilah Abu Jalil Evi Gustini Furtasan Ali Yusuf H.Akhmad Jonny Irawan Harry Budiman Ifa Hafiroh Indah Melati Khaerun Najib M Aldrin fedriansyah M. Syadeli Hanafi Mad Uma Mad Umar Mad Umar Marlen Wariunsora Mas Lutfi Abdul Majid Masitoh Masitoh Masriah Masriah Masruroh Masruroh Matlaul Anwar Megawati Beddu Minarti A Minhatul Maarif Muhamad Jalaludin Muhamad Rizki Romadhon Murnasih Murnasih Mutoharoh Mutoharoh Nurhasanah Nurhasanah Nurul Dewi hayati Phillip G. Queroda Prasyamsa Kusuma Sakti Putri Nuraida Risqon Nujuludin Rizqon Nujuludin Sabil Maulana Sakti Andayani Saprudin Saprudin Siti Nur Asiah Soleha Soleha Sri Nuraida Sri Nuraida Sri Nuraida Suheri Suheri Supriyadi Supriyadi Surani, Dewi Tuti Alawiah Ulfah Sa'adah Umalihayati Umalihayati Uswatun Hasanah