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All Journal Jurnal Konseling dan Pendidikan Dinasti International Journal of Education Management and Social Science Education Achievement: Journal of Science and Research
Aliah Bagus Purwakania Hasan
Universitas Al Azhar Indonesia, Jakarta, Indonesia
Education Other

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The hidden curriculum of digital peer interaction: a multisite ethnography in online higher education Eka Ariyati; Zulfariati; Bernardus Agus Rukiyanto; Aliah Bagus Purwakania Hasan
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1170700

Abstract

Peer interaction in Digital Learning Environments (DLEs) is commonly treated as supplementary to online instruction, yet it can function as a key site where hidden curriculum is enacted through informal socialization. This study examines how peer-to-peer interaction transmits, negotiates, and reinterprets unwritten norms that shape students’ academic identities and participation practices in online higher education. Using a multisite ethnographic case study grounded in sociocultural theory and critical pedagogy, data were collected over three months from three Indonesian higher education institutions using synchronous and asynchronous digital platforms. Participants included 36 students and 6 lecturers. Data comprised virtual classroom observations, online discussion forum archives, and semi-structured interviews, and were analyzed using thematic analysis supported by NVivo 12. Findings indicate that peer interaction generated four clusters of hidden curriculum: (1) digital ethics enacted through peer regulation of communication tone, response timing, and visibility practices that shaped credibility and participation; (2) academic integrity negotiated through peer-shared strategies that blurred boundaries between mutual support and misconduct; (3) emotional work expressed in affective labor to sustain group harmony and minimize conflict-related sanctions; and (4) hidden hierarchies produced by unequal platform literacy and social capital, positioning certain students as informal gatekeepers of information and belonging. These peer-mediated norms operated as forms of governance outside formal course design, shaping participation strategies, sense of belonging, and academic identity construction. The study offers context-specific evidence from Indonesian online higher education and highlights the importance of critical digital pedagogy that renders implicit norms discussable and supports more inclusive online learning practice.
Reimagining Human Presence in AI Mediated Learning Environments Aliah Bagus Purwakania Hasan
Education Achievement: Journal of Science and Research Volume 7 Issue 1 March 2026 | IN PRESS
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v7i1.3293

Abstract

The integration of artificial intelligence (AI) in the world of education is growing rapidly and bringing significant changes to the learning process. While AI technology offers personalized learning, automation, and adaptive feedback, its existence also raises questions about the role and meaning of human presence in AI-mediated learning environments. This study aims to reconstruct the concept of human presence in an AI-based learning environment and analyze its reinforcement strategies to support learning effectiveness. This study uses a descriptive qualitative approach through literature studies and reflective analysis of AI-based learning practices in higher education. Data were obtained from scientific articles, education policy documents, and practices of implementing AI in the context of learning. The analysis focused on the three dimensions of human presence, namely cognitive presence, social presence, and instructional presence. The results show that AI-mediated learning environments do not eliminate human presence, but rather transform them. Human presence continues to play an important role in guiding critical thinking processes, building social interactions, and ensuring that learning takes place in a contextual and ethical manner. However, without a planned pedagogical design, the use of AI has the potential to reduce the relational and affective dimensions of learning. Therefore, AI integration needs to be based on a human-centered approach that places educators as reflective facilitators and guardians of human values in the educational process. This study concludes that the reimagination of human presence in an AI-based learning environment demands a balanced synergy between technological innovation and pedagogical intentionality, so that AI functions as a supporting tool, not a substitute for the role of educators.
Negotiating Power and Identity in Female Leadership within Patriarchal Organizational Cultures Suharti Suharti; Aliah Bagus Purwakania Hasan
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 4 (2026): Dinasti International Journal of Education Management and Social Science (April
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i4.6283

Abstract

This study aims to examine how women leaders negotiate power and build professional identities in patriarchal organizational cultures. In particular, this study highlights the interaction between gender expectations, leadership practices, and organizational structures that often marginalize women's authority in managerial contexts. This study uses an interpretive qualitative approach with semi-structured interviews with 12 women leaders at various managerial levels in male-dominated organizations in Indonesia. Thematic analysis was used to uncover patterns of identity negotiation, resistance strategies, and adaptive leadership practices in patriarchal environments. The results show that women leaders face ongoing challenges such as gender stereotypes, double standards of competence, and symbolic exclusion from decision-making. However, they apply adaptive strategies such as relational leadership, strategic network building, and reconstructing femininity as a source of leadership legitimacy. This research also confirms that identity negotiation is a dynamic process influenced by organizational culture, peer recognition, and self-reflection. Women's leadership in patriarchal organizations is characterized by continuous negotiation between conformity and resistance. Although institutional structures reinforce gender hierarchies, women leaders demonstrate agency through tactical adaptations that allow them to maintain authority while encouraging inclusive leadership practices. This study is limited to the qualitative scope and cultural context of Indonesia, so the findings may not fully represent cross-cultural variations in women's leadership experiences in other patriarchal contexts. This study contributes to the literature on human resource management and gender studies by offering a contextual understanding of women's leadership strategies in patriarchal systems. In addition, this research provides practical insights for organizations to design gender-sensitive HR policies, leadership development programs, and organizational cultures that are more inclusive and empower women.
Co-Authors Bernardus Agus Rukiyanto Eka Ariyati Suharti Suharti Zulfariati