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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Desinta Rasyani
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.
HAKIKAT DAN RUANG LINGKUP FILSAFAT ILMU Rega Rahayu; Sisca Yuliasary; Desinta Rasyani; 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.v12i3.18010

Abstract

The philosophy of science plays a fundamental role in forming a critical, systemic, and ethical framework for educational management. This study aims to analyze the nature and scope of the philosophy of science within the context of educational management, specifically focusing on the dimensions of ontology, epistemology, and axiology. The research utilizes a literature review methodology, examining various academic sources published between 2023 and 2026 accessed via Google Scholar and Garuda. The findings indicate that the nature of the philosophy of science in educational management establishes the foundational purpose and essence of educational systems, preventing them from becoming purely mechanistic. Its scope encompasses the critical evaluation of knowledge sources (epistemology), understanding the reality of organizational structures (ontology), and applying ethical and moral values in educational leadership and policy-making (axiology). Ultimately, integrating philosophical principles enables educational managers to formulate policies grounded in scientific truth and ethical considerations, navigating dynamic social and technological transformations effectively.
Co-Authors Endah Widyati Hasmitawati Hendri Budiman Iif Pratiwi Rega Rahayu Retno Wahyu Ningsih Saukani Sisca Yuliasary