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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Social Studies and Education International Journal of Instructional Technology
Hidayatul Fadliah
Universitas Merangin
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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DINAMIKA PERUMUSAN KEBIJAKAN PENDIDIKAN DI INDONESIA Riska Meisyi Putri; Hidayatul Fadliah; Andri Ani Suryawijaya; Renny Yuliarti; Elfa Eriyani; Muhammad Ali Basroh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36235

Abstract

The purpose of this paper is to comprehensively describe the policy formulation process within the Indonesian education system. The national education system emphasizes that all forms of educational activities must be optimally organized and developed to achieve national education goals. In its implementation, sound decisions are required to ensure that the resulting policies are truly effective and aligned with the needs of the educational community. One crucial stage in the policy process is agenda setting, which serves to draw the government's attention to the various issues, challenges, and competition emerging in the world of education. This process requires a clear theoretical framework to ensure policy formulation has direction, a scientific basis, and measurable objectives. Thus, policy formulation in educational institutions can have strong legitimacy and be accountable. Furthermore, the success of education policy formulation is also greatly influenced by the roles of the actors involved and the approaches used at each stage of the policy process. Keywords: education policy, policy formulation, agenda setting
RELEVANSI ETIKA KEADILAN DENGAN PENGAMBILAN KEPUTUSAN GURU DALAM DUNIA PENDIDIKAN : STUDI KASUS DI MTSN X MERANGIN Riska Meisyi Putri; Hidayatul Fadliah; Andri Ani Suryawijaya; Renny Yuliarti; Dismawati; Yusrizal; Retno Wahyu Ningsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9088

Abstract

This study aims to describe the relevance of the ethics of justice to teacher decision-making in education, specifically at MTsN X Merangin. The ethics of justice emphasizes equal treatment, moral responsibility, and respect for student rights. This study used a descriptive qualitative approach with three teachers and one principal as subjects. Data were obtained through interviews, observation, and documentation, then analyzed thematically. The results indicate that teachers at MTsN X Merangin have attempted to apply the principle of justice in decision-making related to learning, assessment, and student development. This implementation is evident in providing equal opportunities for students to express their opinions, process-oriented assessments, and resolving violations using a dialogical approach. However, a dilemma remains between normative justice (based on rules) and contextual justice (based on empathy and individual situations). Overall, the ethics of justice has been shown to have strong relevance to the formation of wise, humane, and morally value-oriented teacher decisions in education.
Navigating Public Relations Ethics in Educational Communication: A Qualitative Case Study of Information Services Hidayatul Fadliah; Siti Hamidah; Robby Hidayat; Aprizon Dika Putra; Riska Meisyi Putri; Mardalena Mardalena; Anggia Pratiwi
International Journal of Instructional Technology Vol 5, No 1 (2026)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v5i1.16605

Abstract

This study aims to analyze the implementation of public relations ethics in managing information services and institutional communication within an educational institution using Talcott Parsons’ AGIL functionalism paradigm as the analytical framework. The research employed a qualitative case study approach to obtain an in-depth understanding of ethical communication practices in a real-world educational context. Data were collected through direct observations, semi-structured interviews, and document analysis and were analyzed using an interactive model involving data condensation, data display, and conclusion drawing and verification. The credibility of the findings was ensured through source triangulation, technique triangulation, and crystallization. The findings reveal that public relations ethics are implemented through transparency, integrity, politeness, and accountability in information services, contributing to stronger stakeholder trust and more effective institutional communication. Nevertheless, the study also identifies challenges, including limited digital communication competence, insufficient collaboration with external stakeholders, and the absence of formal ethical guidelines for digital communication. These findings imply that educational institutions should develop comprehensive ethical communication frameworks to strengthen organizational integration, improve stakeholder engagement, and sustain public trust amid ongoing digital transformation.
The Influence of Digital Literacy Competence on Teacher Readiness to Adapt to the Digital Transformation of Education Dismawati; Riska Meisyi Putri; Hidayatul Fadliah; Renny Yuliarti; Mardalena
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2986

Abstract

The digital transformation of education requires teachers to possess adequate digital literacy competencies to adapt to technological changes in the learning process. Low digital literacy competence can hinder teachers' readiness to implement various digital-based educational innovations. This study aims to analyze the influence of digital literacy competence on teachers' readiness to adapt to the digital transformation of education. A quantitative approach with an explanatory research design was employed. The sample consisted of 50 teachers from Elementary School X, selected using purposive sampling. Data were collected via a five-point Likert scale questionnaire and analyzed using descriptive statistics and simple linear regression with SPSS version 25. The results indicate that teachers' digital literacy competence falls into the high category (mean score: 30.50), as does their readiness to adapt to the digital transformation of education (mean score: 31.08). Regression analysis reveals that digital literacy competence has a positive and significant effect on teacher readiness (β = 0.875; t = 12.516; p < 0.001). The coefficient of determination (R²) of 0.765 indicates that digital literacy competence contributes 76.5% to teachers' readiness to adapt to the digital transformation of education. These findings confirm that strengthening digital literacy competence is a crucial strategy for enhancing teacher readiness and supporting the successful implementation of digital transformation in schools.
Smartphone Use and Students’ Learning Concentration: Examining the Impact of Digital Distraction Hidayatul Fadliah; Riska Meisyi Putri; Mardalena
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.3004

Abstract

This study aims to examine the effect of smartphone usage on students’ learning concentration and identify its implications for educational practice. A quantitative approach with an explanatory research design was employed. The study involved 124 students selected through purposive sampling. Data were collected using a five-point Likert-scale questionnaire measuring smartphone usage and learning concentration. Data were analyzed using descriptive statistics and simple linear regression with SPSS version 25, preceded by normality and linearity tests. The findings show that smartphone usage had a mean score of 38.42, while learning concentration had a mean score of 39.16. Regression analysis revealed a significant negative effect of smartphone usage on learning concentration (β = −0.562; t = −7.507; p < 0.001). The coefficient of determination (R² = 0.316) indicates that smartphone usage explains 31.6% of the variation in learning concentration. The study concludes that excessive or poorly regulated smartphone usage is associated with reduced concentration. The findings imply that schools, teachers, students, and parents should promote purposeful smartphone use, strengthen self-regulation, and establish appropriate digital-use guidelines.
Co-Authors Andri Ani Suryawijaya Anggia Pratiwi Aprizon Dika Putra Dismawati Elfa Eriyani Mardalena Mardalena Mardalena Muhammad Ali Basroh Renny Yuliarti Retno Wahyu Ningsih Riska Meisyi Putri Robby Hidayat Siti Hamidah Yusrizal