Indonesian Journal of Education (INJOE) | E-ISSN: 2810-059X publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Indonesian Journal of Education (INJOE): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE PERSONALISATION OF DIGITAL LEARNING: A SYSTEMATIC REVIEW OF CURRICULUM ADAPTATION AND PUPILS’ ACADEMIC ACHIEVEMENT
This study aims to examine the role of artificial intelligence in the personalisation of digital learning through a systematic review of curriculum adaptation and pupils’ academic achievement. Artificial intelligence is increasingly being applied in education due to its ability to analyse pupils’ learning data in real time, adapt learning materials, and provide relevant feedback tailored to individual needs. Through a personalised approach, AI enables the learning process to become more adaptive, flexible and learner-centred. The findings indicate that AI contributes to supporting curriculum adaptation by tailoring content, the pace of learning and learning strategies to better suit learners’ characteristics. Furthermore, AI also has a positive impact on pupils’ academic achievement by enhancing their understanding of the subject matter, their motivation to learn and their engagement in the learning process. Nevertheless, the implementation of AI in education still faces challenges such as data privacy, infrastructure readiness, teacher competence, and the digital divide. Therefore, the integration of AI into digital learning must be carried out wisely, ethically, and sustainably in order to provide optimal benefits for improving the quality of education.
Copyright (c) 2026 Indonesian Journal of Education (INJOE)
IMPACT OF TEACHER-LEARNERS RELATIONSHIP ON STUDENTS’ ACADEMIC PERFORMANCE IN BUSINESS EDUCATION IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA STATE, NIGERIA
This study examined the effect of teacher-student relationship on academic performance of business education students at Awka South, Local Government Area of Anambra state. The descriptive survey research design was used and guided by three research questions. Data were gathered by a structured questionnaire from the respondents, followed by the mean and SD analysis. The study employed descriptive survey design that was administered to 200 public junior secondary students from 10 schools that were randomly selected in Awka South. There was a reliability coefficient of 0.83 using a data collection instrument that was validated according to a 15 item questionnaire. Data analysis was carried out using mean and standard deviation, and the criterion for the acceptance was 2.50. It was found that positive teacher-student relationships have a significant positive effect on Academic Achievement, because friendly teachers make students interested in the subject (Mean = 2.85) and listening to the student's opinion improves students' motivation in the classroom (Mean = 3.00). On the other hand, the lack of positive relationship creates great problems, such as high classroom anxiety (Mean = 3.20) and students not seeking help when confused (Mean = 2.93). In order to create a better classroom climate, the respondents agreed that setting up models of fair, non-threatening environments (Mean = 3.30) and providing models of interactive group projects (Mean = 3.03) are highly effective. Regular constructive feedback was not seen as one of the main factors (Mean = 2.25). The study found that supportive emotional climates play a significant role in being able to achieve the maximum success in Business Education. On this basis, it is recommended that targeted professional development opportunities for business educators be provided in order to develop a set of approaches that are accessible to students, and that institutions have clear guidelines that encourage safe, interactive, and equitable learning environments.
IMPLEMENTATION OF THE MERDEKA CURRICULUM TO IMPROVE THE QUALITY OF EDUCATION IN INDONESIA
This study aims to describe the implementation of the Merdeka Curriculum in improving the quality of learning in Indonesia. The method used is a literature review examining various relevant sources, such as scientific journals, books, and educational policy documents. The results of the review indicate that the Merdeka Curriculum provides educational institutions and teachers with the flexibility to design learning that is more flexible, contextual, and student-centered. The implementation of this curriculum also encourages the use of diagnostic assessments, differentiated instruction, and projects to strengthen the Pancasila Student Profile, which contribute to the development of students’ competencies and character. However, its implementation still faces a number of challenges, such as teacher readiness, limited infrastructure, and regional disparities. Overall, the Merdeka Curriculum has great potential to improve the quality of learning in Indonesia if it is implemented consistently, collaboratively, and supported by sustainable policies.
DIGITAL LITERACY AND ARTIFICIAL INTELLIGENCE IN TRANSFORMING LANGUAGE LEARNING IN THE INDEPENDENT LEARNING ERA
This study examines the role of digital literacy and artificial intelligence in transforming language learning in the era of independent learning. It applies a qualitative library research approach by reviewing recent peer-reviewed studies published within the last five years and indexed in reputable academic databases. The literature was selected based on its relevance to digital literacy, AI literacy, language competence, learner autonomy, technology-enhanced learning, and ethical issues in education. Data were analyzed through thematic content analysis involving identification, classification, comparison, and synthesis of key findings. The results show that digital literacy is a fundamental prerequisite for the effective and responsible use of artificial intelligence in language learning. AI-supported tools, including chatbots, adaptive platforms, automated feedback systems, speech recognition, and generative applications, can improve learning flexibility, personalization, engagement, motivation, and access to continuous language practice. These technologies contribute to the development of vocabulary, grammar, writing, reading, listening, speaking, and pronunciation skills while supporting learners in planning, monitoring, and evaluating their own learning. However, the study also identifies challenges related to inaccurate information, algorithmic bias, privacy, plagiarism, overdependence, unequal access, and the declining originality of learners’ work. Therefore, artificial intelligence should be positioned as a pedagogical support tool rather than a substitute for teachers, human interaction, and critical thinking. The study concludes that the successful integration of digital literacy and AI requires clear pedagogical design, teacher guidance, ethical standards, process-based assessment, and equitable digital infrastructure. Such integration can strengthen language competence and develop autonomous, reflective, adaptive, and responsible learners in contemporary education.
A COMPARATIVE ANALYSIS OF INCLUSIVE EDUCATION POLICIES IN DEVELOPING COUNTRIES: A SYSTEMATIC LITERATURE REVIEW OF IMPLEMENTATION AND CHALLENGES
This article presents a comparative analysis of inclusive education policies in developing countries through a systematic literature review of their implementation and associated challenges. Inclusive education is viewed as a strategic effort to guarantee the right to education for all students without discrimination; however, its implementation in developing countries still faces various obstacles, such as limited human resources, insufficient teacher training, inaccessible infrastructure, limited funding, and social stigma toward students with special needs. The study’s findings indicate that the success of inclusive education implementation is significantly influenced by policy consistency, school readiness, government support, and the involvement of the community and parents. Furthermore, there is a significant gap between policy formulations at the national level and actual practices on the ground. Therefore, it is necessary to strengthen teacher capacity, provide adequate facilities and infrastructure, ensure sustainable funding, and establish more comprehensive evaluation mechanisms so that inclusive education can be implemented effectively and equitably.
PROBLEM-BASED LEARNING IN CHEMISTRY EDUCATION: ITS IMPACT ON UNIVERSITY STUDENTS’ CRITICAL THINKING SKILLS IN INDONESIA
This study aims to analyze the application of Problem-Based Learning (PBL) in chemistry education and its impact on students' critical thinking skills in Indonesian universities. The research uses a qualitative approach with a literature study method through searching for articles on Scopus, Web of Science, ScienceDirect, ERIC, and Google Scholar published in the period 2021–2026. The literature selection process was carried out in a structured manner based on the principles of PRISMA 2020 by considering the suitability of the topic, the context of higher education, the application of PBL, and the measurement of critical thinking skills. Data were analyzed using thematic content analysis through the stages of reduction, grouping, comparison, interpretation, and synthesis. The results of the study show that PBL consistently has a positive influence on students' ability to interpret problems, analyze information, evaluate evidence, formulate inferences, provide scientific explanations, and self-regulation. The effectiveness of PBL is strongest when learning uses authentic problems, investigative activities, collaborative discussions, solution presentations, metacognitive reflection, and technology support. However, the impact of PBL is not uniform because it is influenced by initial knowledge, student motivation, group dynamics, problem quality, lecturer facilitation ability, duration of intervention, and assessment instruments used. This study concludes that PBL is a relevant approach to strengthen critical thinking skills in chemistry learning, but its implementation requires systematic planning, scaffolding, and evaluation. Further research is recommended to use more robust experimental designs, cross-university samples, longer durations, and standardized critical thinking instruments so that the findings have better validity and generalization. These findings provide a conceptual basis for lecturers and study program managers to design chemistry learning that is contextual, participatory, evidence-based, inclusive, sustainable, and oriented towards complex real-world problem-solving.
HARMONISING TECHNOLOGY AND TRADITION: DEVELOPING AN AI-BASED EARLY CHILDHOOD EDUCATION LEARNING MODEL ROOTED IN LOCAL VALUES
Background: Early Childhood Education (PAUD) forms the foundation for the character development and intellectual growth of future generations. In the era of digital transformation, artificial intelligence (AI) offers significant opportunities to enhance the quality of learning, yet it also poses risks of cultural homogenisation and the loss of local identity. In Indonesia, the diversity of local wisdom represents an asset that has not yet been systematically integrated into educational technology innovations. This study aims to develop and test an ECE learning model that harmonises artificial intelligence technology with the values of Indonesia’s local wisdom, as well as to analyse its impact on children’s development and its relevance to the global context. The study employs a mixed-methods design with an exploratory and descriptive approach. Quantitative data were collected via a survey of 320 early childhood educators across 8 provinces, whilst qualitative data were obtained through in-depth interviews with 45 informants (educators, cultural experts and technology developers) as well as observations at 16 early childhood education institutions. Data analysis was conducted using descriptive and inferential statistics, as well as thematic analysis. It was found that only 22.5 per cent of early childhood education institutions utilised digital content based on local culture, whilst 78.1 per cent expressed an urgent need for materials relevant to the children’s environment. The model developed was shown to increase children’s interest in learning by 34.2 per cent and their understanding of cultural values by 41.7 per cent following a six-month implementation period. This AI-based learning model, grounded in local wisdom, effectively addresses local challenges and offers solutions for other countries facing similar dilemmas. This innovation is novel in that it integrates the principles of knowledge equity and cultural sustainability into the 21st-century education system.
THE EFFECTIVENESS OF PROBLEM-BASED LEARNING (PBL) IN CHEMISTRY ON STUDENTS’ CRITICAL THINKING SKILLS: A LITERATURE REVIEW ON ITS IMPLEMENTATION IN INDONESIAN HIGHER EDUCATION INSTITUTIONS
Critical thinking skills are a fundamental competence required of students in the 21st century, particularly in the study of chemistry, which is abstract in nature and requires a deep conceptual understanding. This study aims to analyse the effectiveness of Problem-Based Learning (PBL)-based chemistry education on students’ critical thinking skills at Indonesian universities through a systematic literature review. The results indicate that PBL has been proven to be effective in enhancing students’ critical thinking skills, with an average N-Gain score of 0.71 in the high category and a 31 per cent increase in cognitive learning outcomes. The PBL framework, comprising five stages (problem orientation, learning organisation, individual and group investigation, presentation of results, and process evaluation), provides a systematic learning structure to develop the six indicators of critical thinking according to Facione, namely interpretation, analysis, evaluation, inference, explanation, and self-regulation. The implementation of PBL in Indonesian higher education institutions faces challenges such as limited learning time, a heavy curriculum load, variations in lecturers’ competence, and a lack of supporting facilities. However, PBL still offers advantages in making chemistry learning more contextual, encouraging independent learning, and developing collaborative skills and problem-solving in real-world situations. This study recommends the development of more valid PBL-integrated chemistry teaching materials, the integration of digital technology into PBL implementation, and the need for lecturer training to optimise their role as facilitators in PBL-based chemistry learning.
THE EFFECT OF SHOWING SHORT VIDEOS ON CHILDREN'S LISTENING SKILLS
This study investigates the impact of short video presentations on children's listening skills. Early childhood is a critical period for brain and language development. With the rise of digital technology, short videos from platforms like YouTube and TikTok have become prominent in children's lives. This research aimed to determine the effect of watching short videos on listening skills among students at UPT Satuan Pendidikan SDN Pusungmalang I in Pasuruan Regency. A quantitative approach was used, involving 28 students selected through simple random sampling. Data were collected via observations, questionnaires, literature study, and internet research, and analyzed using normality, linearity, heteroscedasticity tests, and simple linear regression analysis. Results indicated that short videos significantly enhance children's listening abilities, including pronunciation, comprehension, and accuracy. However, challenges such as limited internet access and technical issues were noted. The study concludes that short videos positively influence listening skills and recommends integrating them into educational programs to optimize learning outcomes.
FACTORS AFFECTING CONFIDENCE IN SPEAKING ENGLISH AMONG ELEMENTARY STUDENTS
This research aimed to analyze the factors that contribute to a lack of self-confidence in English speaking among students. It also sought to present possible strategies to help students overcome this lack of self-confidence. The study used a qualitative research approach and was conducted at SDN Singosari. The participants were the English teacher and fifth-grade students at SDN Singosari during the 2023/2024 academic year. Data was collected through observations and interviews. The data analysis involved three steps: data reduction, data display, and drawing conclusions. The findings revealed that the key factors leading to a lack of self-confidence in speaking English were anxiety, shyness, fear of making mistakes, and insufficient vocabulary. To address these issues, the study proposed several potential strategies, including lowering students' anxiety in the classroom, improving their vocabulary, boosting their self-confidence, and facilitating group discussions.
THE DYNAMICS OF MORAL EDUCATION IN THE FAMILY AND SCHOOL: SYNERGY OR CONFLICT OF VALUES AMIDST THE PLURALISM OF CONTEMPORARY INDONESIAN SOCIETY
This study aims to analyse the dynamics of moral education within the family and school amidst the pluralism of contemporary Indonesian society, focusing on whether there is synergy or conflict of values in the character formation of students. It employs a literature review (library research) using a qualitative-descriptive approach. The findings indicate that the dynamics of moral education are dialectical: on the one hand, value synergy can be achieved when families and schools build authentic collaboration through open communication, shared role modelling, coordinated value instillation, and inclusive normative agreements that result in the consistent and profound internalisation of character in children. On the other hand, value conflicts remain a significant structural challenge, stemming from a clash of paradigms between the family’s religious-traditional values and the school’s secular-universal values, generational dissonance between parents and Generation Z, as well as the influence of moral relativism from social media and globalisation, which has the potential to trigger a moral identity crisis and deviant behaviour. This study concludes that pluralism can serve as social capital or a source of moral fragmentation, depending on the institutional and cultural capacity to bridge value differences through dialogue and transformation. Strategic recommendations include the reformulation of policies supporting tripartite collaboration (family-school-community), strengthening teachers’ capacity in multicultural education, and empowering parents as strategic partners in shaping the character of a Generation Z that is adaptive yet principled.
REVITALISING MORAL EDUCATION IN THE DIGITAL AGE: STRATEGIES FOR CHARACTER BUILDING AMONG GENERATION Z AMIDST THE TIDE OF DISINFORMATION AND THE DECLINE OF ETHICAL SOCIAL MEDIA USE
This study aims to analyse the revitalisation of moral education in the digital age as a strategy for character building among Generation Z amidst the tide of disinformation and the erosion of social media ethics. The method employed is a literature review (library research) using a descriptive-analytical qualitative approach. The findings indicate that traditional moral education, which is instructional and abstract in nature, is no longer effective in addressing the complex moral challenges of the digital space; consequently, a paradigm shift is required towards an approach that is contextual, participatory, and grounded in authentic digital experiences. Twelve character-building strategies were identified as a synergistic supporting ecosystem: (1) strengthening critical digital literacy, (2) internalising the values of Pancasila through creative content, (3) digital project-based learning, (4) simulations of digital moral dilemmas, (5) intergenerational digital parenting, (6) transforming schools into value ecosystems, (7) utilising AI for educational interventions, (8) strategic partnerships with social media platforms, (9) authentic assessment based on digital portfolios, (10) social and cultural movements for digital ethics, (11) integration of counselling and mental health services, and (12) national and international collaborative networks. The success of this strategy is not measured solely by a reduction in the statistics of ethical violations, but rather by the emergence of Generation Z possessing moral resilience—the moral fortitude to navigate the digital space critically, ethically, and autonomously. This study concludes that the revitalisation of moral education is an existential imperative to ensure that Indonesia’s digital transformation produces a generation that is not only technologically proficient but also possesses strong character, is critical of manipulation, empathetic, and committed to digital justice as the foundation of 21st-century democracy.
MARRIAGE CONTRACTS IN CIVIL LAW: LEGAL SAFEGUARDS FOR CHILDREN’S EDUCATION COSTS IN THE ERA OF EDUCATIONAL AUTONOMY
This article analyses marriage contracts under Indonesian civil law as a strategic legal instrument for securing the costs of children’s education in the era of educational autonomy through the Merdeka Curriculum, with two main focuses: (1) the status of marriage contracts under Articles 139–185 of the Civil Code, Article 29 of the Marriage Law, and Constitutional Court Decision No. 69/PUU-XIII/2015, which permits postnuptial agreements; and (2) the potential of specific clauses, such as escrow funds and proportional contributions, to protect children’s rights in accordance with Article 41 of the Marriage Law and Article 9 of the Child Protection Law, in the face of the challenge of variable costs resulting from personalised education. This normative legal research utilises a literature review of legislation, court rulings, and legal literature to conclude that marriage agreements can reduce post-divorce disputes and ensure the continuity of children’s education, in line with Article 31 of the 1945 Constitution and Nadiem Makarim’s ‘Merdeka Belajar’ vision.
THE INTEGRATION OF VIRTUAL REALITY (VR), AUGMENTED REALITY (AR) AND GAMIFICATION IN DEVELOPING INTERACTIVE SIMULATIONS FOR THE VISUALISATION OF ABSTRACT CONCEPTS IN SCIENCE EDUCATION
Teaching abstract concepts in science, such as atomic structure, chemical reactions and biological systems, often faces fundamental challenges due to the limitations of conventional visualisation methods, resulting in low levels of conceptual understanding and student motivation. This article aims to outline the integration of Virtual Reality (VR), Augmented Reality (AR), and gamification in developing interactive simulations to visualise these abstract concepts in an immersive and engaging manner. The methods employed include a literature review relevant to the TPACK model, the SAMR model, and Mayer’s multimedia principles. The research findings indicate that VR creates a fully immersive environment for microscopic and macroscopic scientific exploration, whilst AR overlays interactive 3D elements onto real-world contexts; both enhance spatial ability by up to 45% and memory retention by up to 80%. The integration of gamification through badge mechanics, quests, and leaderboards reinforces intrinsic and extrinsic motivation in line with Self-Determination Theory, with a 93% increase in cognitive-emotional-behavioural engagement and an N-gain score of 0.63–0.78 in the Indonesian case study. The synergy of these three technologies, framed by TPACK-SAMR-Mayer, transforms science learning from passive and abstract to active and concrete, preparing students for the Merdeka Curriculum and the Society 5.0 era. Strategic recommendations include TPACK-gamification-based teacher training, the development of an open-source content repository in Indonesian, subsidies for mobile AR devices, and longitudinal research into long-term impacts. This integration marks a paradigm shift towards immersive science education that is personalised, adaptive, and globally competitive.
ISLAMIC RELIGIOUS EDUCATION IN THE DIGITAL AGE: THE TRANSFORMATION OF AI-BASED AND ADAPTIVE LMS LEARNING APPROACHES
Rapid developments in digital technology have driven a fundamental transformation in Islamic Religious Education (IRE), demanding the adaptation of learning approaches relevant to the characteristics of Generation Z and the demands of the Society 5.0 era. This article aims to critically examine the transformation of PAI learning approaches through the integration of Artificial Intelligence (AI) and adaptive Learning Management Systems (LMS) as a response to the challenges of the digitalisation of Islamic education. This study employs a qualitative method using a literature review approach. The findings indicate that the integration of AI in PAI offers precise personalised learning through intelligent chatbots for discussions on fiqh and akhlak, an automated evaluation system based on deep learning for Qur’anic memorisation, and adaptive content generated by generative AI. Meanwhile, adaptive LMS facilitates responsive learning differentiation tailored to the diversity of students’ potential, creating a holistic educational ecosystem integrated between school and home, and enhancing learning engagement through gamification based on Islamic values. However, the implementation of these two technologies faces complex ethical and structural challenges, including the risk of AI hallucinations, the privacy of students’ spiritual data, the digital infrastructure gap between urban and rural areas, and the low digital competence of some PAI teachers. This article concludes that the success of digital transformation in Islamic Education requires a triple-helix synergy between artificial intelligence, the human wisdom of teachers, and an ethical framework based on maqashid al-shariah to ensure that technology functions as a wasilah (means) that strengthens the sacred mission of Islamic education, rather than as a ghayah (end) that reduces the essence of spirituality. Proposed policy implications include strengthening madrasah digital infrastructure, implementing continuous teacher training programmes, and developing a data governance framework based on the principles of hifz al-'ird and hifz al-'ilm.
PEDAGOGICAL STRATEGIES FOR ENHANCING EMERGENT WRITING SKILLS AMONG PRE-PRIMARY SCHOOL PUPILS
Emergent writing is a foundational aspect of early literacy that begins with children’s initial attempts at symbolic representation and progresses through developmental stages toward conventional writing. This examined pedagogical strategies for enhancing emergent writing skills among pre-primary school pupils. A descriptive survey design was adopted, involving 100 pre-primary school teachers selected from ten schools. Data were collected using a validated questionnaire (TPEQ) with a reliability coefficient of 0.81. Findings revealed that while teachers actively supported activities such as scribbling, phonetic spelling, and the use of instructional materials, there were notable gaps in creating consistent writing opportunities, providing guided interaction, and fostering positive teaching attitudes. Pedagogical practices such as demonstration, use of diverse materials, and play-based approaches significantly contributed to pupils’ writing development. However, limited emphasis on interactive and child-centered strategies constrained optimal outcomes. The study concludes that effective teacher roles, attitudes, and pedagogical methods are critical in promoting emergent writing skills. It recommends continuous teacher training, improved classroom environments, integration of play-based learning, and provision of adequate instructional materials to enhance early writing development.
THE APPLICATION OF PROJECT-BASED LEARNING TO ENHANCE CREATIVITY AND COLLABORATIVE SKILLS AMONG PRIMARY SCHOOL PUPILS IN THE ERA OF THE MERDEKA CURRICULUM
This study aims to analyse the implementation of the Project-Based Learning (PjBL) model in enhancing the creativity and collaborative skills of primary school pupils in the era of the Merdeka Curriculum. It employs a literature review (library research) using a descriptive qualitative approach. The findings indicate that PjBL, when integrated with the principles of the Merdeka Curriculum—through flexible time allocation, differentiated learning, and the Pancasila Student Profile Strengthening Project (P5)—significantly enhances pupils’ creativity across the indicators of fluency, flexibility, originality, and elaboration of ideas. Furthermore, PjBL is also effective in developing collaborative skills through mechanisms of positive interdependence, individual accountability, and structured group reflection. Empirical evidence from various studies reports a 35–45% increase in students’ creativity and collaboration scores following the implementation of PjBL over 8–12 weeks. Although challenges such as time constraints, variations in student ability, and the complexity of assessment remain, strategic solutions including continuous teacher training, the provision of adaptive project modules, and the use of assessment technology can overcome these obstacles. It is concluded that PjBL is a relevant and evidence-based pedagogical approach for fostering the Pancasila Student Profile—creative, collaborative, and ready to face the challenges of the 21st century.
VR/AR-BASED INTERACTIVE MULTIMEDIA CONTENT: A SYSTEMATIC REVIEW OF ITS IMPACT ON ENGAGEMENT AND LEARNING OUTCOMES IN THE AI ERA
The development of Virtual Reality (VR) and Augmented Reality (AR) technologies integrated with artificial intelligence (AI) has opened up a new paradigm in interactive and adaptive immersive learning. This article presents a systematic review of the latest empirical evidence regarding the impact of VR/AR-based interactive multimedia content on learner engagement and learning outcomes in the AI era. The research findings indicate that VR/AR can enhance engagement across its three dimensions—cognitive, affective, and behavioural—through mechanisms such as a sense of presence, deep interactivity, and AI-facilitated adaptive personalisation. In terms of learning outcomes, VR/AR produces medium to large effect sizes (g = 0.50–0.85) on conceptual understanding, procedural skills, and knowledge transfer, particularly in domains requiring spatial visualisation and the simulation of complex procedures. The integration of AI reinforces these effects through adaptive learning pathways, real-time feedback, and precise learning analytics. However, this effectiveness is moderated by critical factors such as task type, students’ prior knowledge, duration of exposure, instructional design quality, and infrastructure readiness. In conclusion, the synergy between VR/AR and AI holds transformative potential for education, yet requires a holistic, pedagogy-based implementation approach that considers ethical and social sustainability aspects.
A PROPOSED TRAINING PROGRAM FOR EMPLOYING CHATGPT ARTIFICIAL INTELLIGENCE APPLICATIONS FOR FACULTY MEMBERS AT THE UNIVERSITY OF JORDAN BASED ON CONNECTIONIST THEORY
This study aimed to design a proposed training program based on connectivist theory for employing artificial intelligence applications (ChatGPT) among faculty members at the University of Jordan. The study adopted a mixed-methods approach, including a quantitative analysis through a questionnaire administered to 332 faculty members, and a qualitative analysis through interviews with 15 faculty members to identify the standard specifications of the program. The results indicated that the majority of faculty members emphasized the importance of formulating clear, applicable, and measurable general and specific objectives (93.5%), identifying the target group and its training needs (80%), and ensuring continuous assessment and feedback (80%). The primary goals of the program identified as developing research skills, improving the educational process, and empowering learning (66.7%). Participants also highlighted that the training program should be flexible, have content aligned with trainees’ skills and needs, enhance interaction and participation, and promote critical thinking and problem solving. The program should focus on developing research, communication, and collaboration skills to keep pace with technological advancements. Furthermore, the study stressed the importance of integrating social, cultural, and ethical standards to ensure the program’s effectiveness and sustainability. The study recommended designing training content that encourages active and interactive learning, formulating clear and specific objectives, creating a flexible learning environment using technology and AI tools, and implementing continuous evaluation to collect feedback and improve program effectiveness.
BLOCKCHAIN FOR DIGITAL CERTIFICATION: A SYSTEMATIC REVIEW OF SECURITY, INTEROPERABILITY AND ADOPTION IN INDONESIAN HIGHER EDUCATION
The forgery of academic diplomas and certificates is a chronic problem that undermines the credibility of Indonesian higher education, whilst conventional centralised verification systems have proven to be vulnerable to manipulation, inefficiency, and single points of failure. This article presents a systematic review of the potential of blockchain technology as a secure, interoperable, and widely adoptable digital certification infrastructure in Indonesian higher education. The research method employed in this study is a literature review. The findings indicate that blockchain significantly enhances the integrity of academic credentials through asymmetric cryptographic mechanisms, immutable hash functions, and a distributed architecture that eliminates the need for a central verification authority. Cross-institutional and cross-border interoperability is ensured by global standards such as Blockcerts and W3C Verifiable Credentials, which enable lifelong credential portability. However, adoption in Indonesia remains hindered by digital infrastructure disparities across regions, a shortage of blockchain-competent human resources, regulatory uncertainty regarding the legal validity of digital diplomas, and organisational cultural resistance. This article recommends a three-phase implementation roadmap—pilot (2026–2027), scaling (2028–2029), and maturity (2030+)—which requires national coordination through a higher education blockchain consortium, strategic investment in human resource capacity building, and regulatory harmonisation to establish legal certainty. With a holistic and collaborative approach, Indonesia has the opportunity to become a regional leader in blockchain-based digital certification, realising a higher education ecosystem that is transparent, accountable, and globally competitive.
ISLAMIC EDUCATION MANAGEMENT FACING INDUSTRY 4.0 AND SOCIETY 5.0: INNOVATIVE LEADERSHIP TRANSFORMATION STRATEGIES BASED ON ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGY, WEB PLATFORMS, AND VIRTUAL REALITY TO OPTIMISE INSTITUTIONAL PERFORMANCE BASED ON A REVIEW OF THE LATEST LITERATURE
This study examines the transformation of Islamic education management in facing the challenges of Industry 4.0 and Society 5.0 through innovative leadership strategies based on artificial intelligence (AI) technology, web platforms, and virtual reality (VR). Using a literature review approach, the results show that the synergy of these technologies optimises the performance of Islamic educational institutions, despite the challenges of infrastructure and digital ethics. This study concludes that transformational leadership based on maqasid sharia is the key to creating a holistic educational ecosystem that is efficient, inclusive, and relevant to the digital era. Recommendations include digital literacy training for leaders, productive waqf funding for infrastructure, and further empirical research to validate the model. This study contributes to the development of contemporary Islamic education management theory that combines spirituality with technological innovation for the benefit of the community.
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SYNERGY BETWEEN EDUCATIONAL TECHNOLOGY AND ISLAMIC RELIGIOUS EDUCATION: EFFORTS TO REALISE CHARACTER-BASED LEARNING, SPIRITUAL VALUES, AND RESPONSIVENESS TO THE CHALLENGES OF THE 21ST CENTURY DIGITAL CIVILISATION
This study examines the synergy between educational technology and Islamic Religious Education (IRE) as a strategic effort to realise character-based learning, spiritual values, and responsiveness to the challenges of the 21st-century digital civilisation. Using a descriptive qualitative approach based on literature review, the study analyses the integration of digital platforms such as blended learning, adaptive AI, and Qur'anic-based interactive media in the formation of Islamic character. The main discussion covers the synergy between technology and PAI in strengthening the values of trustworthiness, ihsan, and piety in virtual spaces, as well as implementation and challenges such as the digital divide, negative content distractions, and dehumanisation of interactions, which are overcome through Islamic digital literacy and hybrid spiritual sessions. The results confirm that this synergy produces an adaptive Muslim generation that combines technological skills with akhlakul karimah (good character), becoming the foundation of holistic national education in the Society 5.0 era.
OPTIMISING ONLINE AND HYBRID LEARNING TO IMPROVE THE QUALITY OF EDUCATION AND STUDENT LEARNING EXPERIENCES: A LITERATURE REVIEW ANALYSIS IN THE CONTEXT OF THE MODERN DIGITAL EDUCATION ENVIRONMENT
This article presents an analysis of the optimisation of online and hybrid learning to improve the quality of education and student learning experiences in the context of a modern digital education environment. The research uses a literature review method. The results show that the hybrid learning model has great potential in combining the advantages of face-to-face and online learning, thereby creating a more humanistic, flexible, and student-centred learning experience. The integration of appropriate pedagogical approaches and the planned use of digital technology can support the achievement of better education quality and build a sustainable learning ecosystem. This study recommends strengthening the capacity of educators, developing policies that support digital transformation, and conducting further testing in diverse empirical contexts to refine the model for optimising online and hybrid learning.
AI INTEGRATION IN LEARNING SYSTEMS: LITERATURE REVIEW ANALYSIS ON TEACHING OPTIMISATION THROUGH VIRTUAL TUTORS, DATA ANALYSIS, AND AUTOMATED EDUCATIONAL MATERIAL CREATION
The development of artificial intelligence (AI) has brought a new paradigm in the world of education by introducing learning systems that are more adaptive, efficient, and learner-centred. This study aims to analyse the role of AI in optimising the learning process through the application of virtual tutors, learning analytics, and the automation of educational material creation. The research method used is library research by reviewing various existing scientific sources. The results show that the integration of AI in education can improve learning personalisation, strengthen data-based decision making, and increase efficiency in academic content development. AI-based virtual tutors enable real-time feedback and individual guidance, while learning analytics help teachers understand students' needs more accurately. On the other hand, the automation of teaching material creation using generative technology increases teachers' time effectiveness and expands access to relevant and contextual learning resources. However, the implementation of AI requires serious attention to ethical issues, data validity, and potential algorithmic bias so that this technology can truly be beneficial in a fair and sustainable manner. This study emphasises that collaboration between human intelligence and artificial intelligence is key to building an innovative, inclusive, and meaningful future education ecosystem.
THE USE OF ARTIFICIAL INTELLIGENCE AS A PERSONAL TUTOR IN EDUCATION: A LITERATURE REVIEW ON PERSONALISATION AND ADAPTATION OF LEARNING MATERIALS BASED ON STUDENT DATA ANALYSIS
The development of artificial intelligence (AI) technology has brought significant changes to the education sector, particularly in efforts to create more personalised and adaptive learning systems. This study aims to examine the use of AI as a personal tutor in education through a literature review approach that focuses on two main aspects, namely personalisation and adaptation of learning materials based on student data analysis. Using a literature review method from various reliable academic sources, this study analyses the role of AI in understanding student learning behaviour, adjusting learning content, and providing data-based automatic feedback. The results of the study show that the application of AI tutors can improve the effectiveness, efficiency, and relevance of the learning process while expanding access to quality education. However, issues of data ethics and privacy, algorithmic bias, and digital infrastructure readiness are important challenges that need to be addressed. This study emphasises that the integration of AI in education must be oriented towards human-machine collaboration by balancing technological, pedagogical, and ethical aspects in order to create a sustainable and humanistic learning experience.
EVALUATION OF THE EFFECTIVENESS OF TECHNOLOGY-BASED LEARNING PROCESSES AND OUTCOMES IN IMPROVING STUDENT COMPETENCE, MOTIVATION, AND ENGAGEMENT: A LITERATURE REVIEW OF DIGITAL ASSESSMENT MODELS IN THE ERA OF EDUCATION 4.0 TRANSFORMATION
This study is a literature review that evaluates the effectiveness of technology-based learning processes and outcomes in improving students' competence, motivation, and engagement through digital assessment models in the era of Education 4.0 transformation. This study analyses the relationship between AI-based adaptive assessment, learning analytics, and authentic assessment with student development, supported by learning motivation theory and learning evaluation models. The main findings show a significant positive impact of digital assessment on these three dimensions, with student engagement as the main connecting factor, although it is influenced by teacher readiness and technological infrastructure. This study presents a simple conceptual framework for the development of better digital assessment, along with practical suggestions for educators and policymakers in Indonesia.
OPTIMISING THE USE OF MEDIA AND LEARNING TECHNOLOGY IN EDUCATION: A LITERATURE REVIEW OF FACTORS AFFECTING THE ADOPTION AND DIFFUSION OF INNOVATION IN IMPROVING THE EFFECTIVENESS OF THE TEACHING AND LEARNING PROCESS
This study is a literature review that analyses the optimisation of the use of learning media and technology in educational settings through an understanding of the factors that influence the adoption and diffusion of innovation to improve the effectiveness of the teaching and learning process. Based on a review of Rogers' Diffusion of Innovations theory, the Technology Acceptance Model (TAM), and TPACK, it was found that the main factors include performance expectancy, effort expectancy, social influence, facilitating conditions, and obstacles such as infrastructure limitations and digital skills. Optimisation strategies include continuous teacher training, inclusive infrastructure development, blended learning, and national policies such as Merdeka Belajar (Freedom of Learning) that support pedagogical-technological integration. The results of the study show that a multifactorial holistic approach can accelerate the S-shaped adoption curve, increase student engagement, academic achievement, and personalisation of learning through data-driven evaluation. The practical implications provide recommendations for educators and policymakers to address the digital divide, while the theoretical implications enrich the framework of educational technology adoption in the Indonesian context. This study emphasises the need for evidence-based interventions for adaptive and inclusive 21st-century educational transformation.
ISLAMIC EDUCATION AT JUNIOR HIGH SCHOOL LEVEL: DIFFERENCES IN CURRICULUM STRUCTURE, LEARNING METHODS, AND THEIR IMPACT ON STUDENTS' UNDERSTANDING OF ISLAMIC CONCEPTS
This study analyses the differences in curriculum structure and teaching methods in Islamic Religious Education at public junior high schools, private Islamic junior high schools, and modern Islamic boarding schools, as well as their impact on students' understanding of Islamic concepts. Using a descriptive-comparative qualitative literature review approach, the study compares the national Merdeka Curriculum, which focuses on the fundamentals of faith and jurisprudence, with the expansive private model, which includes Arabic memorisation and Arabic language, as well as pesantren-based mastery learning using classical Islamic texts. Teaching methods varied from conventional es in public schools, student-centred through discussion-projects in private schools, to hybrid sorogan-bandongan in Islamic boarding schools. The results show a gradation of understanding, with state schools excelling in breadth but lacking in depth, private schools integrating cognitive and affective learning, and Islamic boarding schools dominating in higher-order thinking skills, supported by a positive correlation between curriculum intensity and concept retention. A hybridised curriculum is recommended to optimise holistic Islamic literacy.
EDUCATIONAL METAVERSE PLATFORMS AS NEW LEARNING FRONTIERS: OPPORTUNITIES, RISKS, AND PEDAGOGICAL IMPLICATIONS
This study explores the emerging role of educational metaverse platforms as transformative learning frontiers by synthesizing findings from recent literature on virtual, augmented, and immersive learning environments. Using a systematic literature review method, the research analyzes theoretical developments, empirical evidence, and pedagogical models that frame the integration of metaverse technologies into contemporary education. The findings reveal that educational metaverses offer significant opportunities for enhancing experiential learning, social presence, collaboration, and student engagement through immersive simulations and personalized learning pathways. However, the literature also highlights critical risks related to data privacy, digital inequality, cybersecurity, psychological effects, and pedagogical misalignment when immersive technologies are not implemented responsibly. The study further identifies important pedagogical implications, including the need for new instructional designs, teacher digital competencies, ethical guidelines, and inclusive access frameworks to ensure meaningful learning outcomes. Overall, the research contributes to a deeper understanding of how metaverse-based learning ecosystems can be developed and governed to support effective, equitable, and ethical education in the digital era.
THE INFLUENCE OF SOCIAL STRATIFICATION ON ACCESS TO INCLUSIVE EDUCATION IN INDONESIA
This study analyses the influence of social stratification on access to inclusive education in Indonesia, where economic, geographical, and cultural inequalities are major barriers for children with special needs from vulnerable groups. Using a descriptive qualitative approach with literature studies and secondary data analysis from journals and Ministry of Education and Culture policies, the findings show that poor families in rural areas experience low participation due to high costs, lack of infrastructure, and social stigma, despite regulations such as the National Education Law. The implications weaken social mobility and inclusive human resource development; recommendations include proportional budget allocation, massive teacher training, and anti-discrimination campaigns for equitable access to education.