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Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi
Published by Pandawan Sejahtera Indonesia
ISSN : 29634423     EISSN : 29634148     DOI : https://doi.org/10.33050/mentari
Core Subject : Science, Education,
Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other
Discover the forefront of educational innovation with the Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi. Our latest issue delves into five meticulously curated focus areas that blend traditional educational principles with cutting-edge technology. From the integration of Sharia management with AI in educational governance to pioneering digital skills in vocational training, we explore how these advancements can revolutionize learning environments. Each scope is designed not only to address current educational trends but to anticipate future needs, providing a platform where AI, blockchain, and adaptive learning technologies are harnessed to enhance educational outcomes. Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi stands out through its commitment to the 'Learning Factory' concept, where theoretical knowledge meets practical application in simulated industrial settings. This approach fosters a dynamic learning-by-doing environment, ensuring our readers are at the cutting edge of both research and practice. Our articles are crafted to interconnect, forming a robust framework that supports a holistic approach to education. By embracing these innovative scopes, Mentari Journal positions itself as a candidate for academic excellence, inviting researchers, educators, and policymakers to contribute to and benefit from a journal that is at the forefront of educational transformation.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Menejemen Teknologi dan Inovasi
Articles 10 Documents
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Search results for , issue "Vol 4 No 2 (2026): March" : 10 Documents clear
Orange Technology for Humanistic Innovation in Higher Education Shesilia Wibowo; Irene Apriani Widjaya; Jihan Zanubiya; Richard Evans; Untung Rahardja
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.899

Abstract

Amidst the rapid adoption of technology in education, a crucial challenge arises regarding the risk of dehumanizing learning. This study examines Orange Technology as a humanistic innovation approach that seeks to balance digital advancement with human values. Using a qualitative descriptive approach, this research analyzes literature from academic journals and technology education reports, which are then evaluated through a SWOT framework. The analysis results indicate that while Orange Technology holds significant potential to enhance students’ mental well being, digital empathy, and emotional engagement, its implementation faces significant challenges, including limited human resources and inadequate ethical regulations. Therefore, it is concluded that the success of this implementation requires a holistic strategy encompassing investment in human resource training, policy development, and interdisciplinary collaboration. This innovation model has strategic relevance to the Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education). By focusing on character development and mental well-being, this research contributes to creating an education system that is not only efficient but also inclusive, equitable, and relevant to the holistic needs of future generations.
Integrating Digital Skills into Vocational Education for Automation-Era Workforce Readiness Lod Sulivyo; Umi Rusilowati; Abdullah Arif Kamal; Meriyana Sunengsih
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.1019

Abstract

This study examines the integration of digital skill competencies into vocational education curricula as a strategic response to rapid technological development and increasing automation across industrial sectors. Vocational institutions are expected to equip learners with the digital capabilities necessary to remain competitive in a shifting labor market. However, many existing curricula still lack structured and industry-aligned digital components, creating a gap between educational outputs and workforce demands. To address this issue, the research employs a mixed-methods approach combining quantitative surveys and qualitative interviews to evaluate the relevance and effectiveness of digital skill integration. A total of 120 respondents, consisting of vocational students, teachers, and industry partners, participated in a structured questionnaire designed to assess current digital competencies, curriculum adequacy, and perceived readiness for automated work environments. Additionally, in-depth interviews were conducted with selected educators and industry stakeholders to gain deeper insights into curriculum reform needs and emerging digital skill requirements. The findings indicate that while vocational institutions have initiated the adoption of digital learning tools, the integration of advanced competencies such as data literacy, digital collaboration, and automation-related technical skills remains limited and inconsistent. Respondents highlighted the need for curriculum redesign that incorporates practical, industry-responsive digital modules supported by continuous professional development for teachers. This study contributes a framework for enhancing digital competency integration within vocational education, ultimately aiming to strengthen workforce readiness and ensure graduates can effectively adapt to the evolving demands of the automation era.
Blockchain-Based Transformation of Academic Data Management for Enhancing University Governance Nur Azizah; Muhtarom; Omar Arif Al-Kamari
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.1021

Abstract

Academic data management at universities often faces challenges related to security, transparency, and efficiency. Conventional systems are still vulnerable to manipulation, data duplication, and slow verification processes. This situation demands technological innovation to strengthen academic data governance comprehensively. This study aims to analyze the application of blockchain technology as a solution to transform academic data management and evaluate its contribution to improving security, transparency, and accountability in university governance. The research approach uses a systematic literature review and a comparative analysis of traditional data management models and blockchain based systems. In addition, empirical validation was conducted through a survey involving 120 respondents consisting of academic stakeholders, including lecturers, administrative staff, and students. Furthermore, a mapping of university governance needs and simulation of relevant blockchain architectures for academic applications were conducted. The results show that blockchain integration can improve academic data integrity through distributed recording and encryption mechanisms. This technology also accelerates the diploma verification process, minimizes the risk of document forgery, and increases the efficiency of data exchange between university units. The application of blockchain in academic data management has the potential to become a strong foundation for more transparent, secure, and efficient university governance. This transformation can drive improvements in academic services and support more accurate decision-making based on reliable data.
Emerging Educational Technologies and Their Influence on Preschool Learning Outcomes Annisa Ardien; Novena Ulita; Kamal Arif Al-Farouqi; Solahudin
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.1047

Abstract

This study examines the influence of emerging educational technologies on preschool learning outcomes amid the increasing integration of digital tools such as educational applications, interactive games, and multimedia based platforms in early childhood education. Using a quantitative approach with a quasi experimental design, the study involved 167 preschool students who participated in technology-enhanced learning activities over a defined instructional period. Data were collected through structured observations, standardized assessments of learning outcomes, and teacher evaluations to comprehensively measure cognitive, social, and emotional development. The findings indicate that the use of emerging educational technologies has a statistically significant positive effect on preschool learning outcomes, particularly in improving student engagement, foundational literacy skills, problem-solving abilities, and cooperative behaviors compared to traditional instructional methods. In addition, teachers reported better classroom interaction, increased instructional efficiency, improved student participation, and more effective learning management when digital tools were implemented appropriately. These results suggest that the integration of technology not only enhances academic related skills but also supports broader developmental aspects of young learners. Therefore, the study highlights the importance of thoughtful and well structured implementation of educational technologies to maximize their benefits in early childhood education settings, ensuring sustainable, inclusive, and developmentally appropriate learning experiences.
Integrating Emerging Technologies to Strengthen Montessori Preschool Learning Mardhalia Saitakela; Dimas Aditya Prabowo; Lily Maria; Triyono
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.1070

Abstract

In the context of rapidly evolving educational technologies, Montessori preschool learning requires developmentally appropriate innovations that preserve hands-on exploration while enhancing children’s cognitive and sensorial growth. This study aims to investigate the integration of emerging technologies such as AI-assisted learning applications, multimodal digital storytelling, and sensor-based interactive materials within Montessori environments to understand how these tools can support autonomy, concentration, and individualized learning rhythms. The approach focuses on a qualitative case study involving classroom observations, teacher interviews, and analysis of children’s learning behaviours, with a total of 206 participants, to capture how technology is adopted and adapted in authentic preschool contexts. Findings indicate that technology aligned with Montessori principles increases engagement with sensorial tasks, enriches exploration, strengthens differentiated learning pathways, and provides teachers with accurate insight into developmental progress, although excessive digital exposure may reduce children’s interaction with concrete materials. Therefore, the study concludes that thoughtfully integrated emerging technologies can serve as a natural extension of Montessori learning when applied moderately, grounded in pedagogical intention, and designed to enhance rather than replace physical and self-directed experiences, ultimately demonstrating that balanced integration offers meaningful benefits for young learners.
Artificial Intelligence for Inclusive Learning within Sharia Educational Ethics Ninda Lutfiani; Kanon Mommsen Wongkar; Tatik Mariyanti; Rifqa Nabila Muti; Noah Rangi
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.930

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities to enhance inclusive learning across diverse educational contexts. In Islamic educational institutions, the adoption of AI presents a dual responsibility to embrace technological innovation while ensuring alignment with Sharia based ethical principles that emphasize justice, accountability, and respect for human dignity. This study investigates how AI is utilized to support inclusive learning within Islamic education settings in Southeast Asia using a qualitative descriptive approach with a multi-site case study design. Data were collected through semi-structured interviews with teachers, school leaders, and IT developers from selected Islamic educational institutions and analyzed using thematic coding techniques. The findings reveal that AI contributes positively to inclusive learning by enabling adaptive instruction, personalizing learning content, facilitating early identification of learning barriers, and supporting data-driven decision-making. When implemented within Sharia-compliant ethical frameworks, AI enhances fairness, balanced participation, and student engagement. However, the study also identifies several challenges, including limited content filtering mechanisms, insufficient data privacy governance, and the risk of algorithmic bias that may unintentionally marginalize certain student groups. This research highlights the importance of ethical governance and value-based AI design to ensure that AI adoption in Islamic education remains equitable, inclusive, and contextually appropriate. The findings provide strategic implications for institutional policy development, curriculum planning, and the long-term governance of AI-driven educational systems within Islamic educational environments.
Transforming Higher Education Management through Evidence Based and Data Oriented Approaches Galih Putra Cesna; Sonny Agustiawan; Aropria Saulina Panjaitan; Suryari Purnama; Ramiro Santiago Ikhsan
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.951

Abstract

Amid the rapid advancement of digital transformation, higher education institutions are increasingly required to enhance management effectiveness and decision-making quality through the adoption of data-driven innovations. The background of this study highlights the importance of employing an evidence based approach to address the complex managerial and academic challenges faced by universities. The main objective of this research is to analyze how the implementation of data-oriented approaches can drive transformation in higher education governance, particularly in improving institutional performance, administrative efficiency, and strategic planning. This study employs a mixed method approach by combining quantitative analysis of institutional data with 50 qualitative interviews involving academic leaders to explore the relationship between data utilization and institutional management outcomes. The findings reveal that universities implementing robust data governance systems and optimizing analytical tools experience significant improvements in decision-making effectiveness, resource allocation, and stakeholder engagement, resulting in more transparent and adaptive management systems. Furthermore, the study finds that the success of data-driven management is not solely determined by technological readiness but also by organizational culture, leadership commitment, and the data literacy of personnel. In conclusion, the adoption of evidence-based and data-oriented management approaches can significantly transform higher education institutions into more innovative, responsive, and accountable entities capable of adapting to global changes and challenges in the academic landscape.
Sharia-Guided Artificial Intelligence for Ethical Transformation in Modern Education Muchlishina Madani; Harry Agustian; Adam Faturahman; Asep Sutarman; Ramiro Santiago Ikhsan
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.975

Abstract

The rapid advancement of digital technologies has accelerated the integration of Artificial Intelligence (AI) into educational systems worldwide. Despite its benefits, concerns about ethics, algorithmic bias, transparency, and value alignment remain significant, particularly in faith-based educational institutions that emphasize moral and spiritual development. This study aims to propose a Sharia-Guided Artificial Intelligence (SGAI) model that supports ethical, accountable, and value-oriented transformation in modern education. The research employs a mixed-method approach by combining qualitative analysis of Islamic educational principles and ethical frameworks with quantitative evaluation of AI-supported governance practices in educational institutions. Data were collected from educators, administrators, and students within Islamic educational environments to assess the feasibility, acceptance, and integrity of AI implementation within a Sharia-compliant framework. The results indicate that AI systems guided by Sharia principles can improve curriculum personalization, administrative efficiency, transparency, and institutional accountability while reducing algorithmic bias and maintaining ethical values in educational processes. Furthermore, the proposed model encourages responsible data governance, ethical decision-making, and inclusive learning environments supported by intelligent technologies. The integration of intellectual, ethical, social, and spiritual dimensions also strengthens holistic educational development. In conclusion, embedding faith-based ethical intelligence into AI-driven educational management can foster sustainable, trustworthy, and socially responsible innovation while providing a practical framework for value-aligned AI adoption in education.
Optimizing Inclusion and Accessibility in Digital Education with Adaptive Learning Riya Widayanti; Henry Zainarthur; Maulana Abbas
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.990

Abstract

This study examines the persistent challenges in achieving inclusive and accessible digital education, particularly for learners with diverse abilities, varying levels of technological readiness, and different socio-economic backgrounds, despite rapid advancements in educational technology. It focuses on optimizing inclusion and accessibility through an adaptive digital education approach that responds to individual learner needs and specific learning contexts. A mixed-methods research design was employed, combining a quantitative survey administered to students and educators engaged in digital learning environments with qualitative interviews to 200 respondents capture in-depth experiential insights. Structural Equation Modeling (SEM) was utilized to analyze the relationships among adaptive learning features, accessibility, and inclusive learning outcomes. The findings demonstrate that adaptive digital education systems significantly enhance learning accessibility, learner engagement, and perceived inclusivity. Personalization mechanisms and adaptive content delivery emerged as the strongest contributing factors. Moreover, adaptive technologies were shown to reduce learning barriers for students with varying learning speeds and specific accessibility requirements. Overall, the study confirms that optimizing adaptive digital education is essential for fostering inclusive and accessible learning environments and underscores the need to integrate adaptive system design into educational policies and digital learning strategies to promote equitable educational opportunities across diverse contexts.
The Implementation of Digital Storytelling to Enhance Early Childhood Learning Experiences Marviola Hardini; Muhamad Yusup; Yasir Mustafa Kareem; Eka Dian Astuti
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.1014

Abstract

This study examines how digital storytelling can enhance early childhood learning experiences in preschool settings, in response to the growing integration of technology in education and the need to ensure its alignment with develop-mentally appropriate practices. The objective of this research is to explore how the implementation of digital storytelling influences children’s cognitive engagement, social interaction, and creative expression. Employing a qualitative de- scriptive approach, the study involves 18 children aged 4-6 years in a preschool setting and utilizes classroom observations, structured interviews with teachers, and documentation of learning activities to analyze the implementation process and its pedagogical impact. The findings indicate a tendency toward improved attention span, vocabulary development, and collaborative behavior, as well as enhanced imagination and emotional expression during digital storytelling ses- sions. Teachers reported that digital tools contributed to more interactive and adaptive learning environments, enabling children to connect personal experi- ences with narrative content in meaningful ways. The study concludes that integrating digital storytelling in early childhood education holds strong poten- tial as a developmentally aligned instructional strategy, supporting both child independence and holistic development. It further highlights the importance of thoughtful technological integration in preschool classrooms as a bridge be- tween modern educational innovation and child-centered learning philosophies.

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