Journal of Smart Pedagogy and Education (SPEDU) is a peer-reviewed scientific journal that focuses on research and development in the fields of smart pedagogy, learning innovation, technology integration in education, instructional design and evaluation, curriculum development, and digital-based education. The journal also highlights studies related to the application of modern learning methods aimed at improving the quality of learning outcomes across various educational levels. In addition, Cerdas Pedia welcomes research on teacher professionalism development, local wisdom-based learning approaches, and the use of technology to support adaptive and inclusive education in both national and global contexts. The journal is published regularly in January, April, July, and October providing consistent opportunities for researchers, academics, and education practitioners to publish their research findings and innovative contributions.
Navigating Digital Disruptions: Internalizing Pancasila Values in Islamic Primary School Character Education
The rapid digitalization of education creates a "digital paradox," where hyper-connectivity catalyzes socio-emotional crises and ethical degradation among primary learners. This study investigates the multi-dimensional integration of Pancasila values within Islamic primary Social Studies, addressing the critical research gap regarding the practical value internalization under digital saturation. Employing a qualitative single-case study at SDI Al-Alifah Palembang, researchers utilized observations, interviews, and documentation. Findings indicate that while school-based cultural habituation effectively constructs a "theocentric civic identity," these values remain vulnerable to unmoderated domestic digital exposure and parental time scarcity. The research concludes that sole institutional effort is insufficient; a robust collaborative framework linking schools, families, and community networks is essential. We propose integrating culturally responsive "smart pedagogies" to sustain character development, ensuring that digital natives retain an ethical compass to navigate the multifaceted complexities of contemporary globalized society and the digital era.
Character Education; Pancasila Values; Digital Disruption; Islamic Primary School; Smart Pedagogy.
Copyright (c) 2025 Putri Nur Wahidah Yualita, Rahmawati Tri Utami, Icha Dwi Febriana, Isna Fatimatuz Zahroh (Author) https://creativecommons.org/licenses/by-sa/4.0
Natural Environment Teaching for Functional Communication in Children with Speech Delay
This study evaluates the efficacy of Natural Environment Teaching (NET) in enhancing functional communication for children with speech delay. Utilizing a rigorous ABAB single-subject experimental design, the investigation focused on a four-year-old male diagnosed with Language Disorder. Results demonstrated a clinically significant elevation in Functional Communication Responses (FCR), with mean frequencies escalating from 2.4 at baseline to 11.4 during the final intervention phase. Visual analysis confirmed a robust functional relationship, supported by 0% data overlap and Non-Overlap of All Pairs (NAP) values between 0.96 and 1.00. Furthermore, the participant exhibited a systematic reduction in prompt dependency and successful generalization of communicative gains to domestic settings and unfamiliar partners. Concomitant decreases in maladaptive behaviors suggest that NET effectively replaces non-verbal topographies with functional verbal repertoires. These findings strongly validate NET as a scalable, ecologically valid intervention model particularly suited for the Indonesian clinical landscape where specialized therapeutic resources remain highly limited.
Natural Environment Teaching (NET); Functional Communication; Speech Delay; ABAB Design; Single-Subject Research.
Copyright (c) 2026 Tri Gunadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementing Pancasila Philosophy in Early Childhood Education: An Indonesian Educational Model Study
This study examines the philosophical transformation of early childhood education in the smart pedagogy era through ontological, epistemological, and axiological analysis of the Merdeka curriculum based on Pancasila. Smart technology disruptions and globalization dynamics demand a recalibration of the educational system that does not merely focus on technological proficiency, but also on moral character resilience. Using a qualitative integrative literature review method, this research confronts the Western materialism framework with Pancasila philosophy. The results indicate that ontologically, Pancasila positions children as monopluralist entities with sacred purity. Epistemologically, knowledge transmission is realized through backward learning design based on dialectical inquiry, subordinating digital instruments under strict pedagogical control. Axiologically, this technological innovation must be calibrated to manifest the Pancasila Student Profile as a defense mechanism against the social degradation of contemporary cyber civilization. Conclusively, harmonious synergy between noble Pancasila values and smart pedagogy innovation constitutes an absolute prerequisite to sculpt superior character.
Early Childhood Education; Pancasila; Character; Curriculum.
Copyright (c) 2026 Maesaroh Lubis Lubis (Author) https://creativecommons.org/licenses/by-sa/4.0
Social Relationships and Violence in Higher Education: Narrative Studies of Bullying Victims
This research addresses the escalating bullying epidemic within Indonesian higher education during the 2024-2025 period. While universities are theoretically intellectual sanctuaries, systemic violence has increasingly eroded student dignity. Utilizing a qualitative narrative inquiry approach, the study analyzes lived experiences from survivors, including high-profile cases at Diponegoro and Udayana universities. Theoretical frameworks include Social Control Theory and Ecological Systems Theory to examine how academic hierarchies normalize abuse. Findings indicate that violence is not merely interpersonal but a structural phenomenon rooted in a "predatory hierarchy" and rigid seniority culture. These dynamics systematically dismantle prosocial bonds, leading to severe mental health crises and academic disengagement. Although recent legal reforms provide a framework for prevention, true institutional resilience requires dismantling the academic "caste system". Ultimately, prioritizing victim-centered accountability over institutional reputation is essential for ensuring that student safety remains a fundamental right. Higher education governance must proactively defend victims to restore educational integrity nationwide.
Bullying; Higher Education; Narrative Inquiry; Seniority Culture; Social Control Theory.
Copyright (c) 2025 Winda Nurlaila, Naila Salsabila (Author) https://creativecommons.org/licenses/by-sa/4.0
Global Adolescent Cultural Barriers and Modern Challenges for Social Science Education Development
This study explores the disconnect between rapid adolescent digitalization and static educational systems in Indonesia’s Society 5.0 era. Employing a multi-dimensional systematic review and narrative synthesis of Scopus-indexed literature (2019–2025), it analyzes how collectivist "guyub" cultural dynamics and digital risks, such as cyberbullying and misinformation, hinder social science education development. Results reveal a significant "digital vulnerability gap" characterized by 45 percent cyberbullying prevalence and low digital competitiveness. Furthermore, while the Merdeka Curriculum offers transformative potential through project-based learning, its implementation faces systemic barriers, including teacher competency gaps and infrastructure disparities. The findings emphasize that educators must serve as cultural mediators to bridge global technological trends with local values. Ultimately, this research underscores the urgent necessity for a holistic social science model that integrates digital resilience, social-emotional learning, and active civic identity to equip youth for informed democratic participation in an increasingly complex, hyperconnected, and precarious global landscape today.
Adolescent Cultural Barriers; Digital Resilience; Merdeka Curriculum; Social Science Education; Society 5.0.
Copyright (c) 2025 Tatik Cahya Kamila, Febby Shafira Putri (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Social Science Education in Shaping Student Understanding of Society
This study investigates the impact of reinstating high school tracking for the 2025/2026 academic year on social science education in Indonesia. Amidst digital saturation and declining PISA 2022 scores, the research employs a qualitative meta-synthesis of recent educational policies and literacy indices. Findings indicate that while tracking addresses academic continuity, it fails to inherently resolve crises in critical thinking or misinformation vulnerability. The study proposes a framework integrating digital citizenship and critical pedagogy, leveraging the Indonesian guyub culture through the Collective Resonance Communication Model (CRCM). This approach transforms social science from rote memorization into a mechanism for navigating the post-truth public sphere. Ultimately, the effectiveness of social science education depends on fostering social intelligence and ethical agency. By bridging national identity with global digital engagement, this framework equips students to address complex social problems. The research concludes that systemic pedagogical shifts are vital for achieving the visionary Golden Indonesia 2045.
Digital Citizenship; Social Science Education; High School Tracking; Critical Pedagogy; Indonesia.
Copyright (c) 2025 Usman Hidayat, Ratna Kurniati Wulandari (Author) https://creativecommons.org/licenses/by-sa/4.0
Strategies for Developing Social Science Education Curricula Within the Modern Digital Era
This research examines strategies for developing social science curricula in the digital age, focusing on Indonesia’s Kurikulum Merdeka. Utilizing a qualitative review of Scopus-indexed literature (2020–2025), the study addresses the shift from rote content mastery toward critical digital literacy. Key theoretical frameworks, including Connectivism and the Digital Pedagogy for Sustainable Educational Transformation (DP4SET) model, are analyzed to inform curriculum redesign. The findings highlight significant systemic challenges, particularly the digital divide in frontier (3T) regions and the need for updated teacher competencies like AI-TPACK. Subject-specific strategies, such as Geographic Information Systems (GIS) and digital archives, are identified as vital for fostering higher-order thinking. The report concludes that a sustainable curriculum must balance technological integration with humanistic values, recommending a hybrid approach that explicitly teaches digital skills while embedding them across disciplines. Ultimately, the goal is cultivating digital wisdom to prepare students for a complex, post-truth global society through robust, transformative education.
Kurikulum Merdeka; Digital Literacy; Social Science Education; Connectivism; Digital Citizenship.
Copyright (c) 2025 Ari Hidayat, Nurul Zaman (Author) https://creativecommons.org/licenses/by-sa/4.0
Impact of Social Media on Adolescent Social Interaction Patterns in Digital Education
This research analyzes the impact of social media on adolescent social interaction patterns within Indonesia’s digital education landscape. Utilizing a qualitative systematic literature review guided by Media Ecology and Social Capital theories, the study examines how platforms like TikTok and Instagram reshape social dynamics. Findings indicate that while digital connectivity expands bridging social capital through diverse global networks, it simultaneously erodes bonding capital and face-to-face communication quality. The emergence of a pervasive "scroll culture" and "phubbing" behaviors in schools has led to a significant decline in interpersonal empathy and academic focus. Furthermore, psychosocial risks such as FOMO and cyberbullying underscore a "digital native paradox," where technical proficiency lacks corresponding ethical literacy. The study concludes that mitigating these negative impacts requires a robust multi-sectoral framework, integrating digital literacy, parental and educator collaboration, and strategic regulatory interventions. Fostering a balanced media ecology is essential to ensure healthy adolescent development in mediated systems.
Digital Education; Social Media; Social Capital; Media Ecology; Adolescent Behavior.
Copyright (c) 2025 Kafina Agni Fitrati, Rehany Saleha (Author) https://creativecommons.org/licenses/by-sa/4.0
Educational Perspectives on the #KaburAjaDulu Phenomenon and Youth Social Behavior in Indonesia
This research investigates the viral #KaburAjaDulu phenomenon in Indonesia as a critical response to socio-economic crises in 2025. Employing digital ethnography and systematic literature review, the study analyzes how legislative shocks, specifically Inpres No. 1/2025, and economic instability drive youth toward migration. Applying Stag Hunt game theory and Bourdieu’s cultural capital, it identifies a "defection equilibrium" where skilled individuals prioritize individual survival over national development due to institutional mistrust. Findings indicate that digital escapism and behaviors such as doom spending serve as precursors to physical migration intentions. The study contends that the current educational framework inadvertently facilitates brain drain by providing portable skills without domestic infrastructure. It proposes a systemic shift toward culturally mediated Social-Emotional Learning (SEL) and labor reforms to restore public trust. Ultimately, #KaburAjaDulu serves as a diagnostic indicator for policymakers, highlighting the urgent necessity to transform "escape" into a viable choice through structural and pedagogical strategic enhancements.
#KaburAjaDulu; Brain Drain; Educational Resilience; Social-Emotional Learning; Youth Social Behavior.
Copyright (c) 2025 Syifa Nur Syiami, Irawati (Author) https://creativecommons.org/licenses/by-sa/4.0
Legal Education Perspectives on Social Reactions and Sentencing Disparities in Mutilation Cases
This research examines the critical intersection of judicial decision-making, social media influence, and legal education regarding premeditated mutilation cases in Indonesia. Utilizing a hybrid normative-legal and socio-legal methodology, the study analyzes sentencing disparities under Article 340 of the Criminal Code and Law Number 1 of 2023. Findings reveal that systemic inconsistencies arise from a widespread failure to evaluate perpetrator motives and an increasing susceptibility to "penal populism" driven by the "no viral, no justice" phenomenon. Furthermore, the prevailing formalistic model of Indonesian legal education fails to equip jurists with necessary ethical and sociological reasoning to withstand digital public pressure. Consequently, this study advocates for a transformative shift toward Clinical Legal Education (CLE) and the implementation of standardized sentencing guidelines. Such reforms are essential to restore judicial integrity, fulfill the 2035 Judicial Road Map, and ensure that substantive justice prevails over procedural formalism within the evolving Indonesian criminal justice legal system.
Sentencing Disparity; Mutilation Cases; No Viral No Justice; Legal Education; Judicial Integrity.
Copyright (c) 2025 Syalwah Az Zahra, Nailah Ikmal (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Social Literacy Through Interactive Digital Media in Secondary School Social Studies
Indonesia currently faces a critical educational paradox characterized by high institutional access yet alarming deficits in functional literacy, particularly within Secondary Social Studies. This study investigates the utilization of interactive digital media to resolve this "literacy emergency" and enhance students' social competencies. Employing a systematic qualitative methodology grounded in the ADDIE model and Johnston’s Digital Engagement Theory, the research analyzes the integration of digital platforms with indigenous local wisdom. The findings demonstrate that transforming static instruction into immersive experiences using tools like Augmented Reality and interactive modules raises student engagement from a moderate 60% to a significant 93%. This pedagogical shift effectively bridges the disconnect between abstract curricular concepts and students’ sociocultural realities. Ultimately, the research concludes that culturally responsive digital environments are indispensable for fostering critical thinking and civic responsibility, thereby equipping the "digital native" generation with the necessary skills to navigate complex societal dynamics in the 21st century.
Social Literacy; Interactive Digital Media; Local Wisdom; ADDIE Model; Secondary Education.
Copyright (c) 2025 Lailaitul Qodriyah, Siti Fadiyah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Project-Based Learning on Students' Critical Thinking in Social Studies
The Indonesian educational landscape is undergoing a critical transition toward competency-based frameworks under the Kurikulum Merdeka to address systemic gaps in students' higher-order thinking skills. This study examines the influence of Project-Based Learning (PjBL) on critical thinking within Social Studies education. Utilizing a systematic meta-synthesis of empirical evidence from 2021–2025, the research explores how PjBL triggers cognitive indicators defined by Facione and Ennis. Findings indicate that PjBL significantly enhances analytical and evaluative depth, achieving high Normalized Gain scores. Furthermore, the integration of digital tools like Canva and TikTok, synthesized with Ki Hajar Dewantara’s Among System, fosters both modern digital literacy and localized cultural autonomy. Despite its effectiveness, systemic barriers such as teacher readiness and the digital divide persist. The study concludes that sustainable PjBL implementation requires continuous professional development and infrastructure equity to successfully transform passive learning into active, inquiry-based investigation, ultimately fulfilling the objectives of the Pancasila Student Profile.
Project-Based Learning; Critical Thinking; Kurikulum Merdeka; Social Studies; Digital Literacy.
Copyright (c) 2025 Siti Romlah, Siti Winis Sudani (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimizing Social Studies Learning through Implementation Improvements to the Merdeka Curriculum
This study investigates the optimization of Social Studies (IPS) learning through the implementation of Indonesia's Merdeka Curriculum. While aiming to enhance student-centered learning, its implementation faces significant obstacles, including gaps in teachers' conceptual understanding, infrastructural limitations, and difficulties in integrating character values. Employing a qualitative approach with a case study design, this research gathered data through in-depth interviews, participant observation, and document analysis to comprehensively analyze these obstacles, their causal factors, and potential improvement strategies. Key findings reveal that learning ineffectiveness stems from a combination of structural factors (e.g., uneven policy socialization), pedagogical factors (e.g., dominance of conventional methods), and contextual factors (e.g., student heterogeneity). Consequently, this research formulates an integrated optimization strategy that encompasses differentiated learning, transformative integration of Pancasila values, and sustained teacher capacity building through professional learning communities. This holistic strategy is shown to significantly improve student engagement, conceptual understanding, and character value internalization, underscoring its importance for effective curriculum reform.
Merdeka Curriculum; Social Studies Learning; Learning Optimization; Differentiated Learning; Character Education.
Copyright (c) 2025 Muhammad Ardiansyah, Elvira Ria Tirtana (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Ethics Education: Preventing Cyberbullying and Supporting Mental Health in Elementary Schools
This study addresses the escalating crisis of cyberbullying and its detrimental impact on the mental health of Indonesian elementary students in 2025. Utilizing a Systematic Literature Review (SLR) and bibliometric analysis of 73 core articles, the research examines how digital environments influence children’s moral reasoning through the theoretical lenses of Lawrence Kohlberg and Albert Bandura. Findings reveal that the "remoteness of harm" in digital spaces keeps students within a pre-conventional moral stage, leading to aggressive behaviors like denigration and AI-enhanced harassment. Data indicates that 19.2% of students practice school avoidance due to cyber-victimization, contributing to severe psychological risks. The study identifies a critical "ethical lag" in current curricula and advocates for a "whole-school approach" that integrates "Pancasila" values with Social-Emotional Learning. Results from localized interventions demonstrate that targeted resilience training can improve student coping mechanisms by 37%, providing a culturally relevant roadmap for fostering digital ethics and psychological safety.
Cyberbullying; Digital Ethics; Mental Health; Elementary School; Pancasila.
Copyright (c) 2025 Ulfa Dilah, Suci Rahmadhani (Author) https://creativecommons.org/licenses/by-sa/4.0
Analyzing Thrifting Legality and Tax Compliance Through a Social Science Education Perspective
The resurgence of illegal thrifting in Indonesia persists despite strict prohibitions under Minister of Trade Regulation Number 40 of 2022, creating a conflict between market demand and state sovereignty. This study analyzes the intersection of trade legality, tax compliance, and educational intervention using normative juridical and socio-pedagogical methods. Findings indicate that aggressive enforcement fails to address the root cause: irrational consumer behavior. Although traders seek legitimacy through tax payments, the government maintains that fiscal compliance cannot validate prohibited imports. Structural Equation Modeling reveals that "Trust in Government" significantly outweighs tax knowledge as a compliance predictor. Consequently, this research argues for a strategic shift toward integrating Social Science Education (IPS) and Project-Based Learning. Cultivating economic literacy and legal consciousness within the curriculum serves as the ultimate sustainable solution to curb illegal consumption, ensuring a transition from repressive short-term measures to long-term national economic resilience.
Illegal Thrifting; Legal Consciousness; Social Science Education; Tax Compliance; Trust in Government.
Copyright (c) 2025 Mohammad Ilham Prasetyo, Evan Novika Ramdhani (Author) https://creativecommons.org/licenses/by-sa/4.0
Social Dynamics and Public Reactions to School Bullying: Evaluating Educational Policy Interventions
This research evaluates social dynamics and public reactions to Indonesian school bullying during the implementation of Permendikbudristek Number 46 of 2023. Utilizing a Systematic Literature Review and qualitative content analysis, this study synthesizes Scopus data and national reports from 2020 to 2025. Findings show a surge in cases from 91 in 2020 to 573 in 2024, reflecting increased awareness alongside institutional failure. Although PPKSP regulations are theoretically comprehensive, effectiveness is hindered by insufficient teacher training, administrative burdens on Violence Prevention and Handling Teams, and cultural normalization of aggression. The digital panopticon phenomenon via social media accelerates institutional accountability but risks secondary victimization. Analysis indicates that bullying is not merely a behavioral defect but a reproduction of social power structures requiring restorative justice-based interventions. The study concludes that policy success depends on dismantling silence and integrating social-emotional competencies into curriculum to guarantee safe learning environments for achieving Golden Indonesia 2045 vision.
School Bullying; Educational Policy; Social Dynamics; Permendikbudristek No. 46 Tahun 2023; Restorative Justice.
Copyright (c) 2025 Dina Rahmawati, Pipian (Author) https://creativecommons.org/licenses/by-sa/4.0
People's School: Educational Equalization Strategy and Pedagogical Significance in Indonesia
This study examines the social and pedagogical significance of the Sekolah Rakyat program launched by the Indonesian government in 2024–2025 as a comprehensive strategy to expand educational access for marginalized communities. Using qualitative documentary analysis, this research explores policy documents, media reports, and scholarly literature to understand how the program effectively addresses structural inequality. The findings reveal that Sekolah Rakyat significantly strengthens social capital, promotes distributive justice, and cultivates critical consciousness through contextual and dialogic learning approaches. The program aligns theoretically with Rawls' principle of justice, Freire's critical pedagogy, and Bourdieu's social capital concept. However, implementation faces significant challenges related to infrastructure limitations, teacher preparedness, and public perception. These constraints underscore the critical need for robust institutional support and meaningful community engagement to ensure program sustainability and long-term effectiveness. Overall, Sekolah Rakyat demonstrates considerable potential as a transformative community-based education model that bridges educational gaps and empowers disadvantaged social groups.
Critical Pedagogy; Distributive Justice; Sekolah Rakyat; Social Capital; Social Equity.
Copyright (c) 2025 Rahma Amalia, Isma Mahfiroh (Author) https://creativecommons.org/licenses/by-sa/4.0
Globalization Impacts on Socio-Economic Change: A Social Science Education Perspective in Indonesia
This study examines how globalization-driven socio-economic shifts in 2024–2025 impact Social Science Education (IPS) in Indonesia. As the nation pursues "Golden Indonesia 2045," the acceleration of industrial downstreaming and the digital economy necessitates a globally competent citizenry. Utilizing a descriptive qualitative methodology and systematic review of 2020–2025 literature, this research explores the integration of global standards within the Kurikulum Merdeka. Findings reveal a polarized landscape where rapid digital growth coexists with an expanding informal labor market (59.40%) and a persistent digital divide. Despite progressive curriculum shifts toward "Deep Learning," implementation remains significantly hindered by systemic barriers, including teacher knowledge gaps and infrastructure disparities. Ultimately, IPS education must foster a socially critical and digitally literate population to bridge the urban-rural divide and ensure sustainable, inclusive national development.
Digital Economy; Globalization; Indonesia; Kurikulum Merdeka; Social Science Education.
Copyright (c) 2025 Siti Noviyanti, Tria Putri Agustin (Author) https://creativecommons.org/licenses/by-sa/4.0
Transforming Academic Identity Through Smart Pedagogy and Digital Storytelling in Higher Education
This research explores the transformation of academic identity and smart pedagogy within higher education during the digital era. It focuses on integrating digital storytelling, inclusivity, and community service to enhance learning outcomes and institutional relevance. As digital technologies redefine educational boundaries, academics must adapt their professional identities to incorporate innovative pedagogical approaches. Digital storytelling serves as a vital tool for fostering engagement and critical thinking, while inclusivity ensures equitable access for diverse student populations. Furthermore, the integration of community service bridges the gap between theoretical knowledge and practical societal impact. By examining these core components, the study highlights how smart pedagogy creates a more responsive and ethically grounded academic environment. The findings suggest that a holistic integration of digital tools and social responsibility is essential for modern universities to thrive. Ultimately, this transformation empowers both educators and students to navigate the complexities of a technology-driven global landscape effectively and inclusively.
Academic identity; Community service; Digital storytelling; Higher education; Smart pedagogy.
Copyright (c) 2026 Dipangshu Dev Chowdhury, Nabaraj Bhowmik (Author) https://creativecommons.org/licenses/by-sa/4.0
Hybrid Learning: A Future Solution to Address Indonesia's Digital Education Divide
Indonesia faces a significant digital education divide affecting 68 million students across 17,000 islands, with 67% of teachers experiencing difficulties operating digital devices and 4.4 million children aged 7-18 remaining out of school. The Programme for International Student Assessment (PISA) 2022 results revealed that 82% of 15-year-old students cannot understand mathematics at adequate levels, highlighting urgent educational challenges exacerbated by infrastructure disparities where only 15% of rural children have computer access compared to 25% in urban areas. This study employed a systematic literature review methodology examining publications on hybrid learning implementation in Indonesian educational contexts. The analysis focused on three principal themes: digital divide challenges in online education, implementation models and teacher competence in hybrid learning contexts, and impacts on student engagement and learning outcomes. Data synthesis encompassed empirical studies from various Indonesian universities and educational institutions. Well-implemented hybrid learning models achieved remarkable effectiveness rates of 86.44%, significantly outperforming traditional face-to-face (60-75%) and purely online learning modalities. The study demonstrated improvements in student motivation, cognitive abilities, and communication skills across diverse educational contexts. Teacher digital competency improved by 30% within a single academic year, with strong correlation (r = 0.72, p < 0.01) between teacher competency and student engagement indicators. Hybrid learning offers a pragmatic solution to Indonesia's digital education divide through flexible integration of synchronous and asynchronous elements, enabling educational continuity despite infrastructure constraints. Successful implementation requires coordinated policy support, infrastructure investment, and ongoing professional development programs to address both first-level access disparities and second-level digital competency gaps for sustainable educational equity.
Hybrid Learning; Digital Divide; Educational Equity; Teacher Competency; Indonesia Education.
Copyright (c) 2025 Journal of Smart Pedagogy and Education https://creativecommons.org/licenses/by-sa/4.0/
Artificial Intelligence in Education: Opportunities and Challenges of AI Integration in Indonesian Classrooms
The integration of artificial intelligence (AI) in educational settings presents unprecedented opportunities for personalized learning and enhanced educational outcomes, yet significant implementation challenges persist, particularly in developing nations like Indonesia. This study examines the current state of AI adoption in Indonesian classrooms, identifying key barriers and opportunities for effective integration. A systematic literature review was conducted utilizing PRISMA guidelines to analyze peer-reviewed articles, government reports, and scholarly publications focusing on AI integration in Indonesian education. Mixed-method approaches combined quantitative analysis of AI adoption rates and educational outcomes with qualitative insights from case studies and stakeholder interviews across diverse Indonesian educational settings. Cross-sectional data highlighted infrastructure, teacher readiness, and digital access disparities between urban and rural regions. The findings reveal significant disparities in AI adoption, with only 15% of Indonesian primary schools integrating AI technologies compared to 25% globally. Infrastructure deficits affect 85% of educational institutions, while teacher training inadequacies impact 81% of institutions. Despite these challenges, properly implemented AI demonstrates substantial positive impacts, with 42% improvement in student engagement, 30% increase in learning outcomes, and 35% enhancement in personalized learning experiences. Five primary barriers were identified: infrastructure deficits, teacher training inadequacies, digital divide disparities, data privacy concerns, and cost constraints. While AI integration faces substantial challenges in Indonesian education, the potential benefits for learning outcomes and educational equity are significant. Success depends on addressing infrastructure limitations, developing comprehensive teacher capacity, and creating supportive policy environments that promote responsible AI implementation through collaborative partnerships between government, educational institutions, and private sector organizations.
Artificial Intelligence; Educational Technology; Indonesia.
Towards 13 Years of Compulsory Education: Strategies for Equitable Access to Quality Education in Indonesia
The transition to a thirteen-year compulsory education system in Indonesia presents a critical opportunity to strengthen academic learning outcomes and promote inclusive, high-quality education. Despite high primary enrollment rates, significant retention gaps emerge at junior and senior secondary levels, particularly in rural and 3T (frontier, outermost, and disadvantaged) regions. This study aims to identify the key barriers to academic progression and propose evidence-based strategies to enhance educational equity and quality across diverse socioeconomic contexts. Employing a mixed-methods approach, we conducted a systematic review of peer-reviewed literature, analyzed national and provincial enrollment and completion statistics, and carried out case studies in representative 3T districts to assess infrastructure, teacher capacity, and learner support mechanisms. Our findings reveal that disparities in school facilities, teacher qualifications, and digital infrastructure critically undermine academic achievement, while early childhood education (PAUD) expansion and the Merdeka Belajar reform offer promising pedagogical and policy frameworks. We further demonstrate that targeted resource allocations, comprehensive teacher professional development, and community-engaged governance models significantly improve student retention and performance. The synthesis of quantitative and qualitative evidence informs a set of actionable recommendations, including scalable PAUD integration, adaptive curriculum design, and sustainable funding mechanisms aligned with demographic dividend objectives. These insights provide a roadmap for policymakers and educators to implement a thirteen-year compulsory education system that not only extends academic access but also elevates learning quality and lifelong competencies.
Compulsory Education; Educational Equity; Academic Quality.
The Relationship Between Religiosity and Happiness Among Students of the Pancasila and Civic Education Study Program at the Faculty of Teacher Training and Education, Pamulang University
Religiosity plays a pivotal role in shaping psychological well-being, particularly among university students facing academic pressures. This study investigates the relationship between religiosity and happiness in 50 undergraduates enrolled in the Pancasila and Civic Education (PPKN) program at Pamulang University, Indonesia. Employing a cross-sectional survey design, validated scales measured multidimensional religiosity including intrinsic orientation, religious practice, and spiritual experience and subjective happiness. Descriptive analysis indicated high religiosity (M = 3.92, SD = 0.48) and moderate happiness (M = 3.18, SD = 0.57). Simple linear regression revealed that overall religiosity significantly predicts happiness (β = 0.76, t = 2.29, p = 0.027), explaining 85.5% of variance in subjective well-being. Subscale analyses demonstrated that religious practice accounted for 65.6% of happiness variance, while spiritual experience explained 46.2%. Correlational results further showed a significant negative relationship between religiosity and academic stress (r = –0.412, p < 0.01), indicating that stronger religious engagement is associated with reduced stress. Qualitative feedback highlighted that 72% of participants experienced emotional comfort from digital da’wah resources, underscoring the modern extension of religious coping via technology. Findings align with Allport’s Religious Orientation Theory and Pargament’s Religious Coping framework, suggesting that both intrinsic belief and active practice foster resilience and life satisfaction. Implications for educational policy include integrating culturally responsive religious support such as positive religious coping workshops and curated digital da’wah content into student services to enhance psychological well-being. Future longitudinal and mixed-methods research should examine causal pathways and differential effects of digital versus communal religious engagement on student happiness and stress management.
Religiosity; Happiness; Academic Stress.
21st Century Skills and Character Education: Building Indonesia's Future-Ready Generation
This systematic literature review examines the integration of 21st century skills and character education within Indonesia's educational framework, addressing the critical need for educational transformation to achieve the Golden Indonesia 2045 vision. The study analyzes the theoretical foundations, implementation challenges, and strategic approaches for developing future-ready competencies among Indonesian students through a comprehensive review of scholarly articles and policy documents from the Scopus database. The research methodology involved systematic collection and analysis of empirical studies, policy documents, and educational frameworks, with particular focus on the Merdeka Curriculum and Profil Pelajar Pancasila (Pancasila Student Profile) implementation. Key findings reveal that while Indonesia has established innovative policy frameworks integrating global competencies with local Pancasila values, significant implementation barriers persist, including infrastructure disparities, teacher preparedness challenges, and inadequate assessment systems. The study demonstrates that project-based learning approaches and local wisdom integration show promising results in developing critical thinking, collaboration, and character development. However, PISA 2022 results indicate substantial gaps in creative thinking capabilities, with only 31% of Indonesian students achieving baseline proficiency compared to 78% across OECD countries. The research concludes that successful integration requires sustained investment in teacher professional development, digital equity initiatives, and comprehensive evaluation frameworks that address both cognitive and character development dimensions. These findings provide essential insights for policymakers and educators working toward building Indonesia's future-ready generation equipped with both 21st century competencies and strong moral foundations
21st Century Skills; Character Education; Indonesia Education System