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Dwi Sulisworo
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Buletin Edukasi Indonesia
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625742     EISSN : 29621674     DOI : https://doi.org/10.56741/bei
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Buletin Edukasi Indonesia is a peer-reviewed, open-access magazine that considers scholarly, research-based articles on all aspects of education. This journal aims to facilitate the regional exchange of education theory, and contributions from different educational systems and cultures are encouraged. The journal publishes research articles as well as review articles. As an open-access journal, all articles are immediately available to read and reuse upon publication.
Arjuna Subject : Umum - Umum
Articles 8 Documents
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Search results for , issue "Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia" : 8 Documents clear
Kajian Literatur: Model Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Fatmala, Sintia Citra; Kusumaningtyas, Dian Artha
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.899

Abstract

Pembelajaran berdiferensiasi adalah pendekatan pengajaran yang menyesuaikan metode dan materi untuk memenuhi kebutuhan unik setiap siswa. Penelitian ini menggunakan metode literature review untuk menganalisis topik ini dengan fokus pada empat komponen utama: isi, proses, produk, dan lingkungan belajar. Dari 17 artikel yang dianalisis, ditemukan bahwa meskipun banyak penelitian mengeksplorasi pembelajaran berdiferensiasi, sedikit yang membahas keempat komponen secara mendalam.Hasil analisis menunjukkan bahwa modifikasi isi kurikulum sesuai dengan gaya belajar siswa dapat meningkatkan keterlibatan dan pemahaman mereka. Penggunaan strategi pengajaran yang beragam, penilaian berbasis produk, dan penciptaan linhasilnyagkungan belajar yang mendukung juga penting untuk keberhasilan pembelajaran berdiferensiasi.Temuan ini mengimplikasikan perlunya penguatan pengembangan kurikulum, strategi pengajaran yang beragam, penilaian berbasis produk, dan lingkungan belajar yang mendukung. Penelitian lebih lanjut diperlukan untuk mendalami dan mengembangkan strategi pengajaran yang lebih adaptif dan inklusif, dengan harapan dapat membantu siswa mencapai hasil belajar optimal dan mempersiapkan mereka menghadapi tantangan masa depan.
What is the Progress of Multi-cultural Education Implementation in Indonesia: A Critical Recommendation Analysis Mariske, Edeh Dike
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.938

Abstract

Indonesia’s national curriculum embeds the values of Pancasila, promoting unity in diversity as a foundational principle of education. Within the Merdeka Curriculum, these values are further emphasized through the P5 (Projek Penguatan Profil Pelajar Pancasila) co-curricular framework, with themes such as Bhinneka Tunggal Ika (Unity in Diversity) playing a central role. Schools across Indonesia have adopted multicultural education approaches through subject-based learning, particularly in Civic Education, as well as through co-curricular P5 projects and diverse extracurricular activities. However, several key challenges persist, including limited teacher training on multicultural pedagogy, resource constraints, and inconsistencies in implementation across regions. In response, culturally grounded educational programs have begun to emerge, aimed at preserving local wisdom and enhancing students’ cultural understanding in alignment with regional traditions. This paper explores the current practices, opportunities, and challenges of implementing multicultural education in Indonesia, with a focus on the integration of local cultural values within the national curriculum framework.
Challenges of Information Technology and Cultural Integration in Education in Timor-Leste Moruk, Selviana; Noronha, Alise de Fatima
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.942

Abstract

The integration of information technology in education presents significant opportunities to improve access, equity, and quality in learning. However, in developing countries like Timor-Leste, the process faces complex challenges that are both infrastructural and cultural. This study aims to explore the key barriers to implementing educational technology in Timor-Leste through a structured literature review. Using a qualitative descriptive approach, 15 core publications were selected from a total of 225 sources retrieved from the Dimensions database. Thematic analysis identified five central issues: limited technological infrastructure, inadequate teacher readiness, restricted access to digital resources, cultural resistance, and weak institutional collaboration. Findings reveal that rural and border regions suffer from minimal internet connectivity, lack of digital devices, and low digital literacy among educators. Moreover, cultural factors—such as the perception of technology as an external influence and the undervaluing of local wisdom—create resistance to educational innovation. The study highlights the importance of integrating local cultural values into digital curricula, implementing targeted ICT training for teachers, and promoting inclusive, multicultural education. Policy implications suggest that long-term investment in infrastructure, community-based strategies, and formalized partnerships between institutions are essential to ensure successful digital transformation in education. The findings provide a framework for designing culturally responsive and sustainable education policies in Timor-Leste and similar contexts.
Educational Policy Concerning the Utilization of Information Technology in Schools: A Short Discussion in the Philippines Context Romero, Cyril B.; Abano, Ronald C.
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.943

Abstract

This paper explores the educational policies in the Philippines that focus on the integration of information technology (IT) in public schools. It analyzes the core government initiatives, such as the DepEd Computerization Program (DCP), the Public Schools of the Future in Technology (PSOFT) Act, and the establishment of the Public Education Network (PEN). These policies are examined for their objectives, implementations, and impact on educational equity and quality. Furthermore, the study compares these initiatives with similar efforts in other countries, such as Indonesia and Malaysia, to highlight best practices and implementation gaps. The paper also addresses the challenges faced in the implementation of these policies and provides recommendations to optimize the digital transformation of the Philippine educational system.
Integrating Deep Learning and Artificial Intelligence in the National Learning Ecosystem Santyasa, I Wayan; Ghazali, Ihwan; Amiri, Mohammad Soleimani
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.949

Abstract

The integration of Artificial Intelligence (AI) and Deep Learning (DL) in education has gained significant global attention as countries adapt to the demands of Industry 4.0 and Society 5.0. In Indonesia, where the education system serves over 60 million students, the potential of these technologies is both promising and underutilized. A fundamental challenge lies in the dual interpretation of the term “deep learning”: globally, it is defined as an AI technique using neural networks, whereas in Indonesian educational policy, it refers to pedagogical strategies fostering higher-order thinking skills. This semantic dissonance risks miscommunication and fragmented implementation. Through a combined literature review and policy-oriented analysis, this paper critically examines Indonesia’s current position in adopting AI and DL within its education system. The study highlights conceptual inconsistencies, infrastructural limitations, and equity concerns, especially in underserved regions. It calls for a standardized terminology framework, investment in inclusive AI infrastructure, teacher training on ethical AI use, and the development of a national AI-in-education roadmap. By addressing these issues, Indonesia can align its educational transformation with global standards while preserving its local pedagogical values.
The Strong Connection Between Anxiety, Stress, and Digitalization in Education Ratsameemonthon, Chadchom; Subardjo, Ratna Yunita Setiyani; Ignacio, Charmae B.; Cariño, Ramil Edward V.; Romero, Cyril B.; Vasquez-Salcedo, Ma. Zandra Bonnine
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.958

Abstract

This study explores the complex relationship between anxiety, stress, and the digitalization of education among students. The transition to online learning and the increasing reliance on digital tools have intensified the challenges students face in adapting to new educational technologies. The demands for constant connectivity, the overwhelming amount of information, and the need to navigate digital platforms contribute to heightened stress and anxiety. Additionally, the reduction in face-to-face interactions and the prevalence of social comparison on digital platforms have further exacerbated mental health issues. This review synthesizes existing research on the impacts of digital education, emphasizing the need for strategies that address students’ psychological well-being. By understanding the factors that contribute to anxiety and stress, educators can create more supportive digital learning environments, promoting both academic success and mental health.
Understanding Holistic Transformative Learning Based on Virtuous Values and Islamic Teachings Aulia, Syifa Siti; Arpannudin, Iqbal; Sulisworo, Dwi
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.1004

Abstract

This article explores the concept of holistic, transformative learning, with an emphasis on virtuous values and Islamic teachings. In an era of rapid globalisation, education must evolve beyond mere academic performance to include character development, moral values, and social responsibility. By integrating the principles of virtue and Islamic ethics into education, a more comprehensive model of learning is proposed, one that balances intellectual, emotional, social, and spiritual growth. This study aims todiscussesportance of holistic education in the Indonesian context, its global relevance, the opportunities and challenges it presents, and the necessary skills for becoming a responsible global citizen. The article also highlights how Islamic values contribute to shaping well-rounded individuals who are equipped to tackle modern societal issues while fostering global cooperation.
The Changing Role of University Faculty in the Era of Artificial Intelligence: A Systematic Literature Review Sulisworo, Dwi; Ofluoglu, Gokhan
Buletin Edukasi Indonesia Vol. 4 No. 02 (2025): Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bei.v4i02.1095

Abstract

The integration of Artificial Intelligence (AI) in higher education has profoundly influenced teaching and learning processes. This study investigates the evolving roles of university faculty in the AI era by synthesizing findings from peer-reviewed literature, policy reports, and institutional research. A systematic literature review was conducted based on 32 key sources published between 2018 and 2024. The results reveal three significant transformations: (1) pedagogical innovations with AI-assisted tools, (2) the shift in administrative responsibilities and decision-making supported by AI analytics, and (3) emerging ethical roles and the need for AI literacy among faculty. The study concludes that AI enhances efficiency and demands a reconfiguration of professional identity, calling for continuous professional development, ethical frameworks, and institutional support.

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