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All Journal Jurnal Indonesia Sosial Teknologi Jurnal Pendidikan Indonesia (Japendi)
Alifiatun Asyifah
Institut Prima Bangsa, Indonesia
Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Dark Matter of Learning: A Virtual Ethnography of Digital Underground Communities and the Socio-Emotional Infrastructure of Student Learning Ian Harum Prasasti; Donny muda priyangan; Arif Rohman Hakim; Alifiatun Asyifah
Jurnal Indonesia Sosial Teknologi Vol. 7 No. 1 (2026): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v7i1.9172

Abstract

A Digital learning does not take place exclusively within formal platforms such as Learning Management Systems (LMS), but also emerges in informal and often invisible digital spaces beyond institutional control. This study examines how informal student WhatsApp communities function as a socio-emotional infrastructure that supports learning processes outside formal educational systems. Employing a qualitative virtual ethnography approach, data were collected through passive observation, digital documentation, and analysis of naturally occurring conversations and shared learning artefacts over one academic semester. Thematic analysis following Braun and Clarke’s framework identified four interconnected themes: collaborative learning management, access and distribution of academic knowledge, emotional support and peer solidarity, and safe spaces for academic courage. The findings reveal that these informal digital communities operate as an alternative learning ecosystem that sustains students’ academic engagement, emotional well-being, and willingness to participate intellectually. This study conceptualizes such communities as the “dark matter of learning” an invisible yet critical socio-emotional structure that underpins student learning beyond institutional LMS environments. The findings highlight the importance of recognizing and integrating informal digital learning spaces into a more holistic digital learning ecosystem.
Implementasi Manajemen Berbasis Sekolah dalam Meningkatkan Mutu Pendidikan Aah Khoriah; Nur Saebah; Alifiatun Asyifah; Khumaedi Nurfatsyah Zein
Jurnal Pendidikan Indonesia Vol. 7 No. 2 (2026): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i2.9643

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi Manajemen Berbasis Sekolah (MBS) dalam upaya meningkatkan mutu pendidikan di satuan pendidikan. MBS merupakan pendekatan manajemen yang memberikan otonomi lebih besar kepada sekolah untuk mengelola sumber daya dan pengambilan keputusan secara mandiri, dengan tetap mengacu pada kebijakan nasional. Penelitian ini menggunakan pendekatan deskriptif kualitatif, dengan metode studi kasus pada beberapa sekolah yang telah menerapkan MBS. Data dikumpulkan melalui wawancara mendalam, observasi, dan analisis dokumen. Hasil penelitian menunjukkan bahwa implementasi MBS memberikan dampak positif pada mutu pendidikan, khususnya dalam peningkatan kinerja guru, pengelolaan sumber daya sekolah, dan partisipasi masyarakat. Faktor utama yang mendukung keberhasilan MBS adalah kepemimpinan kepala sekolah yang efektif, kolaborasi dengan pemangku kepentingan, dan penggunaan teknologi dalam pengelolaan pendidikan. Namun, penelitian juga mengidentifikasi sejumlah tantangan, seperti keterbatasan sumber daya finansial, kurangnya pelatihan bagi guru dan staf, serta resistensi terhadap perubahan. Kesimpulan dari penelitian ini adalah bahwa MBS memiliki potensi besar untuk meningkatkan mutu pendidikan jika diimplementasikan secara efektif dengan dukungan yang memadai dari semua pihak terkait. Untuk memaksimalkan hasil, perlu dilakukan penguatan kapasitas kepala sekolah, penyediaan pelatihan berkelanjutan bagi guru, serta peningkatan partisipasi masyarakat dan pemangku kepentingan lainnya dalam pengelolaan sekolah. Penelitian ini memberikan kontribusi bagi pengembangan strategi implementasi MBS yang lebih efektif di masa mendatang.
AI Literacy as an Enabling Capability for Higher-Order Thinking: A Structural Model of Multidimensional Student Engagement Indra Maulana; Khojanatun Khojanatun; Alifiatun Asyifah
Jurnal Indonesia Sosial Teknologi Vol. 7 No. 2 (2026): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v7i2.9181

Abstract

The integration of artificial intelligence (AI) in higher education is transforming learning processes and requires students to develop adequate AI literacy to effectively engage with AI-mediated learning environments. However, limited research has examined how AI literacy contributes to the development of higher-order thinking skills through student engagement mechanisms. This study aims to investigate the role of AI literacy in enhancing critical thinking and logical reasoning, with multidimensional student engagement behavioral, cognitive, and social engagement as mediating variables. A quantitative research design was employed using a structural equation modeling (SEM) approach to analyze the relationships among the proposed constructs. The findings reveal that AI literacy significantly influences students’ behavioral, cognitive, and social engagement in learning activities. Furthermore, the three dimensions of engagement significantly contribute to the development of higher-order thinking skills, with cognitive engagement showing the strongest effect. The results also indicate that AI literacy has a direct and significant impact on both critical thinking and logical reasoning. These findings suggest that AI literacy functions as an enabling capability that supports deeper learning processes through increased student engagement. This study contributes to the literature by providing empirical evidence of the mechanism through which AI literacy promotes higher-order thinking in AI-supported educational environments and highlights the importance of integrating AI literacy development into higher education curricula.
Co-Authors Aah Khoriah Arif Rohman Hakim Donny muda priyangan Ian Harum Prasasti Indra Maulana Khojanatun Khojanatun Khumaedi Nurfatsyah Zein Nur Saebah