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All Journal Jurnal Papatung : Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Visioner: Jurnal Pemerintahan Daerah di Indonesia Integritas Terbuka: Peace and Interfaith Studies
Iman Ahmad Gymnastiar
Universitas Pendidikan Indonesia, Bandung, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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DIGITAL INCLUSION AND GOVERNANCE EQUITY IN THE AGE OF TECHNOLOGICAL TRANSFORMATION Desi Rahma Aryanti; Hilman Sutanto; Iman Ahmad Gymnastiar; Hendun Abd Rahman Shah
VISIONER : Jurnal Pemerintahan Daerah di Indonesia Vol 17 No 3 (2025): Visioner: Jurnal Pemerintahan Daerah di Indonesia
Publisher : Alqaprint Jatinangor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/jv.v17i3.1423

Abstract

This study explores the intricate relationship between digital inclusion and governance equity amid rapid technological transformation. Through a comprehensive literature review, it synthesizes theoretical and empirical insights from recent scholarly works across global contexts. The analysis highlights how digital inclusion serves as both an enabler and a challenge to achieving equitable governance structures. Emerging technologies such as artificial intelligence, big data, and blockchain reshape institutional capacities and social participation mechanisms. However, disparities in digital literacy, access, and infrastructure continue to widen governance inequalities. The study identifies key policy frameworks promoting inclusive digital governance and evaluates their effectiveness in reducing social and economic disparities. It further discusses the ethical and regulatory implications of digital transformation in public administration. The review concludes that governance equity in the digital era demands multidimensional strategies integrating technology, policy, and social justice. These findings contribute to the broader discourse on sustainable digital governance and inclusive policymaking.
REVOLUSI AI DALAM PENDIDIKAN: BAGAIMANA CHATGPT DAN TEKNOLOGI LAINNYA MENGUBAH METODE PENGAJARAN DI INDONESIA? Yulie Neila Chandra; Gustini Wijayanti; C. Dewi Hartati; Bintang R. Simbolon; Iman Ahmad Gymnastiar
PAPATUNG: Jurnal Ilmu Administrasi Publik, Pemerintahan dan Politik Vol 8 No 1 (2025): PAPATUNG Volume 8 Nomor 1 Tahun 2025
Publisher : GoAcademica Research dan Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54783/japp.v8i1.1258

Abstract

Transformasi teknologi digital telah membawa dampak signifikan terhadap sistem pendidikan, termasuk di Indonesia. Kehadiran kecerdasan buatan seperti ChatGPT mulai mengubah cara guru mengajar dan siswa belajar di berbagai jenjang pendidikan. Perubahan ini menimbulkan kebutuhan untuk memahami secara lebih dalam bagaimana AI memengaruhi praktik pembelajaran dan struktur pendidikan nasional. Penelitian ini bertujuan untuk mengeksplorasi dampak revolusi AI terhadap metode pengajaran di Indonesia, serta implikasinya terhadap peran guru, siswa, dan kebijakan pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan mengkaji berbagai literatur dan hasil penelitian terdahulu yang relevan. Analisis dilakukan untuk menggali dinamika penerapan AI dalam konteks pendidikan Indonesia. Hasil penelitian menunjukkan bahwa peran guru mengalami pergeseran dari penyampai materi menjadi fasilitator pembelajaran berbasis teknologi, sementara siswa menunjukkan peningkatan akses terhadap pengetahuan dan pola belajar yang lebih mandiri. Namun, tantangan seperti keterbatasan infrastruktur, kesenjangan literasi digital, dan resistensi terhadap perubahan tetap menjadi hambatan utama.
Social Construction of Inclusive Education as Peace Practice in Islamic Schooling Iman Ahmad Gymnastiar; Annisaa Ambarnis
Integritas Terbuka: Peace and Interfaith Studies Vol. 4 No. 2 (2025): Integritas Terbuka: Peace and Interfaith Studies
Publisher : Kongregasi Hati Kudus Yesus (RSCJ) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59029/int.v4i2.72

Abstract

This study aims to explain how inclusive education practices at Cendekia Muda Universal Islamic School, Bandung, West Java, contribute to building a culture of peace through the social processes formed in the daily interactions of the school community. The analysis focuses on how Islamic-based values, relationships, and school programs shape inclusive social identities, particularly for students with special needs. This research employs a qualitative approach through participant observation, in-depth interviews with the principal, teachers, and students from Grades X–XII, as well as document analysis. The findings demonstrate that peace values are constructed through inclusive routines that normalize differences, foster peer support, and reduce social distance among students. Islamic religious programs such as Friday Reflections, akhlak mentoring, and cross-identity dialogue serve as key arenas for reconstructing stereotypes, strengthening empathy, and expanding social solidarity. In addition, collaboration among the principal, teachers, the inclusion coordinator, parents, and students creates a coherent and supportive educational ecosystem that nurtures open-minded, egalitarian, and cooperative student character. This study concludes that an inclusion model grounded in Islamic values holds transformative potential for cultivating sustainable peace within schools. As its original contribution, this research proposes the concept of “inclusivity as a peace practice” within Islamic schooling—an area still rarely explored in Indonesian sociology of education.
Co-Authors Annisaa Ambarnis Bintang R. Simbolon C. Dewi Hartati Desi Rahma Aryanti Gustini Wijayanti Hendun Abd Rahman Shah Hilman Sutanto Yulie Neila Chandra