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Popon Patonah
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poponpatonah001@gmail.com
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+6285122918404
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INDONESIA
JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan
ISSN : -     EISSN : 3124534X     DOI : -
Core Subject :
JIPENDIKA: Jurnal Inovasi Pembelajaran dan Pendidikan is a peer-reviewed and open-access scientific journal published by CV Berkah Cakrawala Inspirasi through the Open Journal System (OJS). The journal aims to disseminate high-quality scholarly works and promote innovation in the field of education by publishing original research articles, meta-analyses, and systematic literature reviews. The scope of the journal covers various topics in education, including instructional design, innovative learning strategies, learning media development, classroom assessment, curriculum innovation, educational technology, pedagogical practices, teacher professional development, and contemporary issues in teaching and learning across all educational levels. JIPENDIKA publishes articles in Indonesian and English three times a year (April, August, and December). All submitted manuscripts undergo a rigorous double-blind peer-review process to ensure quality, originality, and scientific contribution. The journal is committed to academic integrity, follows COPE ethical guidelines, and provides unrestricted open access to all published content.
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Articles 21 Documents
Reimagining Teacher Professional Development in the Platform Society: Analisis Kritis atas Transformasi Pengembangan Profesional Guru dalam Ekosistem Platform Digital Dharmika Pranidhi
Jurnal Inovasi Pembelajaran dan Pendidikan Vol. 2 No. 2 (2026): Jurnal Inovasi Pembelajaran dan Pendidikan
Publisher : CV. Berkah Cakrawala Inspirasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66959/jipendika.v2i2.42

Abstract

Digital transformation in education has reshaped how teachers learn, teach, interact, and are evaluated through an increasingly dominant digital platform ecosystem. This study examines how educational platforms shape the conditions of teachers’ professional practices through datafication, metrics, interface architectures, and algorithmic governance. Using a critical literature review of 47 publications from 2020–2025, supported by foundational works as conceptual references, this article integrates three lenses: platform society (van Dijck et al., 2018), platform and algorithmic governance (Decuypere et al., 2021; Moylan & Code, 2024), and the political economy of educational technology (Mosco, 2004; Williamson et al., 2022). The synthesis identifies three major shifts: professional legitimacy is increasingly influenced by platform metrics and visibility; professional activities generate data traces that can be converted into economic and strategic value; and pedagogical autonomy faces pressure from standardization, recommendation systems, analytics, and infrastructural dependency. This article proposes a humanistic-critical professional development model grounded in algorithmic awareness, data ethics and governance, pedagogical autonomy, and teachers’ professional subjectivity.

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