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All Journal TANJAK: Journal of Education and Teaching Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Advances In Education Journal
Puput Tri Anggara
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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Integrasi Nilai Keislaman dan Teknologi dalam Pengembangan Kurikulum melalui Kajian Literatur Kritis Puput Tri Anggara; Lutfi Bangun Lestari
Advances In Education Journal Vol. 2 No. 1 (2025): Advances In Education Journal (Agustus)
Publisher : Yayasan Al-Afif

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Abstract

Penelitian ini bertujuan menganalisis integrasi nilai-nilai keislaman dan teknologi dalam pengembangan kurikulum pendidikan melalui kajian literatur kritis. Dengan menelaah berbagai sumber akademik, kebijakan, serta hasil penelitian terkini, studi ini mengeksplorasi bagaimana nilai-nilai seperti tauhid, amanah, adil, jujur, dan ihsan dapat diselaraskan dengan pemanfaatan teknologi digital dalam proses pembelajaran modern. Hasil kajian menunjukkan bahwa integrasi tersebut tidak hanya memperkaya isi kurikulum, tetapi juga mendorong terciptanya model pembelajaran yang menyeluruh dan adaptif yang mampu membentuk peserta didik yang cerdas secara akademik sekaligus kuat secara moral dan spiritual. Pendekatan ini menjadikan pendidikan Islam relevan dengan kebutuhan abad ke-21, sambil tetap mempertahankan fondasi nilai spiritual sebagai pijakan utama dalam pembelajaran. Selain itu, integrasi ini membuka peluang pengembangan metode pembelajaran yang inovatif dan inklusif. Penelitian ini memberikan kontribusi konseptual penting sebagai dasar pengembangan kurikulum yang responsif dan transformatif dalam menghadapi dinamika pendidikan modern dalam tantangan global.
A SYSTEMATIC LITERATURE REVIEW (SLR): ADAPTATION OF EDUCATORS' PROFESSIONALISM IN MARGINALISED AREAS TO DIGITAL CURRICULUM, TECHNOLOGY AND SOCIOCULTURAL DYNAMICS Puput Tri Anggara; Farida Hanum; Serafin Wisni Septiarti
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 1 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.18640777

Abstract

The digital era has presented significant challenges and opportunities for teaching professionals, particularly in underserved areas. This study aims to examine the adaptation of educator professionalism to curriculum transformation, the integration of learning technology, and socio-cultural dynamics through a Systematic Literature Review (SLR) approach. The analysis process involved identifying, selecting, and synthesising 136 studies from the database, using specific inclusion criteria, over the past 10 years. The results indicate that teachers in marginalised areas face infrastructure constraints, digital literacy issues, a lack of ongoing training, and socio-cultural challenges that affect curriculum implementation, technology utilisation, and character building. The findings also reveal the role of teachers as mediators between the formal curriculum and local values, as well as the importance of adaptive policy support and learning communities to enhance learning effectiveness. This study provides critical insights into contextual professional development strategies that are responsive to regional heterogeneity, with implications for improving the quality of education in the digital era.
LIBRARY RESEARCH: A HISTORICAL-REFLECTIVE ANALYSIS OF THE CHANGES IN THE PARADIGM OF INDONESIAN EDUCATION FROM THE BEGINNING OF INDEPENDENCE TO THE DIGITAL ERA Puput Tri Anggara; Rukiyati
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1377

Abstract

This study examines the paradigm shift in Indonesian education from independence to the digital era through a literature review employing a historical-reflective approach. This study aims to trace the dynamics of national education development and understand how the humanistic values ​​that have been the foundation of education since independence have transformed to face the demands of modernization and technology. Library research methods involve examining scientific articles, historical documents, and related publications to identify patterns of policy change, curriculum focus, and educational orientation. The results show that each historical phase has its own emphasis: the early independence period focused on the formation of national character, the New Order emphasized curriculum stability and centralization, the Reformation era introduced decentralization and flexibility in education, while the digital era demands technological literacy, 21st-century competencies, and the strengthening of digital ethics. Although digitalization opens up opportunities for more flexible and collaborative learning, gaps in infrastructure and educator capacity remain challenges that can widen disparities in education quality between regions. This study emphasizes the importance of integrating historical, humanistic, and technological innovation values ​​to realize an education that is adaptive, inclusive, and relevant to future needs.
An Analysis of Students’ Ethical Awareness and Critical Thinking in the Utilization of Artificial Intelligence Rafiud Ilmudinulloh; Soffan Fatkhulloh; Puput Tri Anggara
TANJAK Vol 7 No 1 (2026): Februari
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i1.2709

Abstract

This study aims to analyze students’ ethical awareness and critical thinking in the utilization of Artificial Intelligence (AI) within academic contexts. The background of this research is rooted in the increasing use of AI tools, such as ChatGPT, which assist students in completing assignments but simultaneously raise issues of ethics, digital plagiarism, and the potential decline of critical thinking. This research employed a descriptive qualitative approach with data collected through questionnaires involving 39 students from the Faculty of Tarbiyah and Teacher Training at IAIN Manado. The instrument consisted of 29 questions covering habits, purposes, ethical awareness, plagiarism, critical thinking, creativity, and tendencies of intellectual laziness. Data were analyzed descriptively using frequencies and percentages, then further interpreted narratively. The findings reveal that all respondents utilized AI, particularly for essay writing, research reports, and presentations. Although 87.2% of students recognized the issue of digital plagiarism, 43.6% still copied AI outputs without paraphrasing or citation, and 30.8% considered AI-generated texts free to use. Furthermore, 41% admitted difficulties in answering critical questions without AI, while 35.9% preferred copy–paste practices over engaging with primary literature. These results highlight AI’s dual role: enhancing productivity while potentially weakening academic ethics, critical thinking, and intellectual independence. The study recommends strengthening digital literacy, integrating ethical education, and adopting pedagogical strategies that balance technological use with the development of students’ independent thinking skills.
Co-Authors Farida Hanum Lutfi Bangun Lestari Rafiud Ilmudinulloh Rukiyati Serafin Wisni Septiarti Soffan Fatkhulloh