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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pendidikan Siber Nusantara
Hendri Budiman
Universitas Merangin
Education

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IMPLEMENTASI ETIKA DAN PENDIDIKAN MEMBANGUN KARAKTER DI ERA DIGITAL Endah Widyati; Iif Pratiwi; Hasmitawati; Hendri Budiman; Desinta Rasyani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11361

Abstract

Transformasi digital memperluas peluang pembelajaran, tetapi juga meningkatkan risiko etik seperti cyberbullying, pelanggaran privasi, disinformasi, ujaran kebencian, serta menurunnya integritas akademik. Artikel ini bertujuan menganalisis implementasi etika digital dan pendidikan karakter di era digital melalui studi kasus berbasis kajian literatur. Data dikumpulkan dari dokumen resmi dan artefak institusi pendidikan, meliputi kebijakan atau SOP etika bermedia, tata tertib penggunaan gawai, modul ajar, panduan tugas asesmen, dokumentasi program pembiasaan/kampanye, dan publikasi. Selain itu, penelitian memanfaatkan literatur ilmiah terakreditasi dan artikel internasional sebagai pembanding untuk membangun kerangka analisis. Analisis dilakukan menggunakan content analysis dan analisis tematik melalui seleksi dokumen, ekstraksi indikator (kebijakan pembelajaran budaya), pengodean, kategorisasi tema, dan sintesis temuan. Hasil menunjukkan bahwa implementasi yang efektif cenderung membentuk sistem berlapis: (1) policy & governance (kode etik digital, SOP pelaporan, perlindungan privasi, integritas akademik), (2) pedagogy & assessment (pembelajaran berbasis kasus, literasi informasi, asesmen autentik dan rubrik perilaku etis), serta (3) culture & partnership (pembiasaan, keteladanan, mentor sebaya, dan kemitraan orang tua). Hambatan utama meliputi ketimpangan literasi digital pendidik–orang tua, dominasi pendekatan teknis yang belum menekankan dimensi kritis-etis, serta keterbatasan indikator evaluasi perilaku. Studi ini merekomendasikan pendekatan whole-school/whole-education yang mengintegrasikan kebijakan, pedagogi, budaya, dan kemitraan, serta penguatan kapasitas pendidik dan asesmen formatif berbasis indikator perilaku etis digital
ANALISIS KESENJANGAN ANTARA KEBIJAKAN PENDIDIKAN NASIONAL DAN IMPLEMENTASINYA DI SEKOLAH Endah Widyati; Iif Pratiwi; Hasmitawati; Hendri Budiman; Desinta Rasyani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11363

Abstract

This study examines the gap between national education policies and their implementation at the school level. The research employs a library research method with a qualitative-descriptive approach. Data were collected through document analysis of policy documents and relevant scholarly articles, and analyzed using content analysis through data reduction, coding and categorization, comparative analysis between policy provisions (das sollen) and school practices (das sein), and synthesis. The findings indicate that implementation gaps manifest in four major forms: standards–practice gaps, procedures–implementation gaps, targets–outcomes gaps, and resources–needs gaps. The most prominent gap relates to unequal implementation capacity, particularly disparities in resources, infrastructure, teacher distribution, and technology access across regions and schools. In addition, policy complexity that is not consistently matched by adequate assistance and the lack of full alignment between central and local governance contribute to widening implementation gaps. The study recommends differentiated support for low-capacity schools/regions, strengthening continuous teacher professional development, building an equitable digital ecosystem, and improving data-driven coordination and oversight to enhance policy effectiveness and learning quality.
PERAN EPISTEMOLOGI DALAM PENGEMBANGAN PENGETAHUAN PENDIDIKAN: IMPLIKASINYA TERHADAP PEMBELAJARAN MENDALAM DAN PENELITIAN PENDIDIKAN Endah Widyati; Hasmitawati; Hendri Budiman; Retno Wahyu Ningsih; Saukani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17029

Abstract

Epistemology is a branch of philosophy that examines the nature, sources, validity, and limitations of human knowledge. In education, epistemology provides a philosophical foundation for the development and validation of educational knowledge. This study aims to analyze the role of epistemology in educational knowledge development, identify the sources and criteria of scientific knowledge, explore major epistemological paradigms, and examine their relevance to Deep Learning and educational research. Using a library research approach, data were collected from books, scientific journals, and other relevant academic sources and analyzed through descriptive qualitative methods. The findings show that educational knowledge originates from empirical experience, reason, intuition, authority, and revelation. Scientific knowledge in education must meet the criteria of rationality, objectivity, empiricism, systematic organization, verifiability, and communicability. Furthermore, epistemological paradigms, including empiricism, rationalism, criticism, and constructivism, have significantly influenced learning theories and research methodologies. The study also reveals that Deep Learning aligns closely with constructivist epistemology, emphasizing learners’ active role in constructing knowledge through meaningful, mindful, and joyful learning experiences. Therefore, understanding epistemology is essential for educators and researchers in producing valid, relevant, and accountable educational knowledge and supporting the implementation of Deep Learning in contemporary education.
Pengaruh Komunikasi Interpersonal terhadap Kepuasan Kerja Pegawai BPKAD Kabupaten Merangin 2026 Endah Widyati; Hendri Budiman; Sarinah Sarinah
Jurnal Pendidikan Siber Nusantara Vol. 4 No. 3 (2026): Jurnal Pendidikan Siber Nusantara (Juli - September 2026)
Publisher : Siber Nusantara Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpsn.v4i3.796

Abstract

Abstrak: Penelitian ini menemukan bahwa peningkatan kepuasan kerja karyawan pada Badan Pengelolaan Keuangan dan Aset Daerah Kabupaten Merangin bergantung kepada komunikasi interpersonal yang efektif. Kondisi komunikasi internal yang kurang baik bisa menyebabkan tingkat kepuasan kerja pegawai yang rendah. Bagaimana komunikasi interpersonal berdampak pada kepuasan kerja karyawan adalah tujuan penelitian ini. Metode survei dan kuantitatif digunakan. Penelitian ini melibatkan 60 pegawai BPKAD Kabupaten Merangin, masing-masing, dan sampelnya diambil secara keseluruhan, yang berarti semua karyawan dijadikan sebagai responden. Karena hasil signifikansi sebanyak 0,000 (< 0,05), H0 ditolak serta Ha diterima, berlandaskan pada  analisis regresi sederhana. Menurut persamaan regresi Y = 2378,303 + 0,646X, komunikasi interpersonal berdampak positif serta bersignifikan pada kepuasan kerja karyawan. Komunikasi interpersonal berkontribusi sebanyak 64,60% terhadap kepuasan kerja, serta faktor lainnya yang belum diteliti dalam riset ini berkontribusi sebanyak 34,04%. Kesimpulannya menggambarkan bahwasannya komunikasi interpersonal memiliki pengaruh signifikan kepada tingkat kepuasan pegawai BPKAD Kabupaten Merangin dengan pekerjaan mereka.
Co-Authors Desinta Rasyani Endah Widyati Hasmitawati Iif Pratiwi Retno Wahyu Ningsih Sarinah Sarinah Saukani