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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Educative: Journal of Educational Studies
Fitri Oktafiyana
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analysis of Managerial Gaps in the Transformation of the Deep Learning Ecosystem in Elementary Schools Fitri Oktafiyana; Yeni Yuniarti; Dede Trie Kurniawan
Jurnal Educative: Journal of Educational Studies Vol. 10 No. 2 (2025): December 2025
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v10i2.10280

Abstract

In the context of twenty-first-century education, deep learning has emerged as a central paradigm that emphasizes conceptual understanding, critical thinking, and collaboration. Although it is theoretically acknowledged as a pedagogical ecosystem that requires strong managerial support, its implementation in elementary schools remains largely constrained by administrative-oriented management practices. This study aims to examine the managerial gaps that hinder the effective implementation of deep learning in elementary schools and to identify strategic requirements for its systematic strengthening. Employing an Integrative Literature Review (ILR) approach, this study synthesizes 20 selected scholarly articles published between 2020 and 2025 and sourced from the Google Scholar and ScienceDirect databases. Data were analyzed through thematic content analysis to generate a comprehensive conceptual synthesis. The findings reveal four major challenges, namely misalignment of strategic direction, limited managerial readiness, weak instructional leadership, and an underdeveloped culture of collaboration within schools. This study contributes theoretically by proposing a conceptual framework that connects managerial dimensions with the success of deep learning implementation, while also offering strategic implications for school leaders to shift from an administrative focus toward leadership practices that actively support the quality of learning.
BASIC EDUCATION IN THE AI ERA: A CRITICAL ANALYSIS IN A PHILOSOPHICAL PERSPECTIVE Fitri Oktafiyana; Yusuf Tri Herlambang
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6512

Abstract

The development of Artificial Intelligence (AI) has brought significant transformations in basic education, presenting opportunities as well as philosophical and ethical challenges. This research examines the integration of AI in basic learning from a humanistic perspective, with a focus on the development of students' morals, character, and identity. The method used is a qualitative Systematic Literature Review (SLR), examining the literature of the last five years. Thematic and interpretive analysis identified key issues: the ethical use of AI, the role of teachers, student data privacy, school and family collaboration, and curriculum integration. The results show that AI that focuses solely on efficiency risks eroding human values, while a holistic approach that combines cognitive, affective, and social-emotional aspects supports the responsible and humanistic use of AI. This humanistic framework guides teachers, students, and society to create a learning environment that enhances academic achievement while shaping character and social responsibility. In conclusion, the integration of AI in primary education must be accompanied by mature philosophical and ethical reflection so that students develop into academically intelligent, morally mature individuals, and ready to face the challenges of the digital age critically and creatively.
Co-Authors Dede Trie Kurniawan Yeni Yuniarti, Yeni Yusuf Tri Herlambang