Proceeding of International Conference on Social Sciences and Education

Utilizing AI-Based Learning Media via the Muzzy Lane Platform to Improve Students' Civic Participation

Axel Axel Geofani Sasela — 2025-10-31

Civic participation is a key indicator in civic education, reflecting students’ awareness, critical thinking, and active engagement in community life. This study aims to (1) explore the potential of Artificial Intelligence (AI)-based learning media through the Muzzy Lane platform in supporting the teaching of Pancasila Education, and (2) analyze the contribution of this media in enhancing students’ civic participation. The study employs a descriptive qualitative approach using a literature review as the method of data collection. The findings reveal that the Muzzy Lane platform holds strong potential as an AI based learning media by providing interactive content, realistic simulations, and role-based learning experiences. These features effectively support the learning objectives of Pancasila Education by offering relevant and engaging contexts for students. Furthermore, Muzzy Lane contributes positively to improving students’ civic participation, as evidenced by its ability to foster critical understanding of social issues, build awareness of civic responsibilities, and facilitate active involvement in decision-making based on Pancasila values. Therefore, the use of AI-powered learning media like Muzzy Lane not only enhances instructional effectiveness but also plays a vital role in cultivating civic participation as an integral part of civic education.

The Role of AI in Digital Citizen: A Solution to Primordialism in Multicultural Societies to Strengthen Civic Engagement

Abdul Rozak — 2025-10-31

This study examines the role of artificial intelligence (AI) in digital citizenship education as a solution to primordial attitudes in multicultural societies and to strengthen civic engagement. Through a qualitative approach based on literature and case studies, it was found that the current digital space is still filled with exclusive narratives based on religious, ethnic, and political identities. AI has the potential to reduce these sentiments through hate speech detection, the presentation of adaptive multicultural learning content, and the strengthening of civic values through safe and participatory digital media. This study concludes that AI can function as an ethical and inclusive pedagogical tool, but its success is largely determined by data curation, digital literacy, and policy support that supports digital social justice.

Strengthening Students’ Participatory Skills in Pancasila Education in the Digital Era (Case Study at SMPN 12 Surabaya)

Dania Dyah Fitrawan — 2025-10-31

This study aims to analyze the process of strengthening students' participatory skills in Pancasila Education in the context of the digital era. Participatory skills refer to students' ability to actively express opinions, engage in discussions, and participate in decision-making processes that reflect the character of democratic citizenship. Amid the challenges of digital transformation in education, Pancasila Education is expected to transmit values while fostering citizenship competencies relevant to the 21st-century context. This study uses a qualitative approach with a case study method at SMP Negeri 12 Surabaya. Data collection techniques include observation, in-depth interviews with teachers and students, and documentation of learning designs. The research findings reveal that participatory skills can be enhanced through discussion-based learning methods, problem-based learning models, project-based learning models, and the use of the Lapor.go.id digital platform that encourages active student involvement. This study also highlights the important roles of teacher support, a democratic classroom environment, and technology integration in creating participatory
learning spaces.

Empowering Citizens through AI: A Literature Review on Democratic Engagement in the Digital Age

Heru Sujaryanto — 2025-10-31

The In the digital age, artificial intelligence is a transformative force in shaping democratic participation. From algorithmic decision-making to the application of civil technology, AI opens up new opportunities to engage citizens, enhance public consideration, and promote inclusive political participation. However, in its implementation, it is often an ethical issue such as data privacy, algorithmic bias, and uneven access. This study aims to explore how AI can empower democratic engagement by reviewing the existing scientific literature in the fields of civic technology, political science, and digital education. Using a qualitative literature review method, this paper analyzes key themes, debates, and gaps in current research. These findings show that AI has the potential to improve voter education, increase transparency in governance, and support marginalized voices through inclusive platforms. However, the risks of surveillance, misinformation, and community disengagement remain significant. The study concludes that while AI holds promise in revitalizing democratic practices, its implementation must be guided by ethical principles and a commitment to digital equality. Further interdisciplinary research is needed to ensure AI technology serves the public good in a democratic context.

Empowering Civic Responsibility through AI Based Educational Technologies: A Case Study on the Use of the SI PONSEL Application to Promote Democratic Values in Schools

Imam Nashokha — 2025-10-31

The present study examines how artificial intelligence (AI)-powered educational technologies in cultivating civic responsibility among students, using the SI PONSEL application as a case study at SMPN 4 Tanjung, Indonesia. SI PONSEL, a mobile-based attendance and character monitoring system integrated with RFID technology, aims to enhance transparency, parental involvement, and student discipline. Through qualitative and quantitative analysis, this research explores how AI and real-time data systems reinforce ethical behaviors and democratic values in educational settings. Findings reveal that the application not only streamlines attendance tracking but also fosters civic dispositions such as responsibility, honesty, and accountability. Moreover, it bridges communication gaps between schools and parents, thus building a collaborative ecosystem for character education. The study supports the potential of AI technologies to strengthen democratic societies by embedding civic ethics into daily schooling processes.

Artificial Intelligence and Global Citizenship Education: Bridging Ethics, Fairness, and Engagement in the Digital Era

Kisti Handayani — 2025-10-31

The rapid advancement of Artificial Intelligence (AI) has created new opportunities and challenges in the field of education. One of the most urgent needs is integrating AI into Global Citizenship Education (GCE) to foster civic responsibility, ethical reasoning, and collaborative skills among students. This article explores the role of AI in strengthening civic social awareness—participation, mutual cooperation, and empathy—within global contexts while promoting collaboration, fairness, and inclusivity in digital spaces. Using a conceptual and literature-based approach, the study highlights three major contributions of AI in GCE: (1) supporting civic participation through interactive simulations and gamified learning; (2) enhancing collaboration by enabling fair task distribution and adaptive group work; and (3) cultivating ethical engagement through AI-driven storytelling and critical reflection activities. The paper also discusses challenges, including issues of bias, digital inequality, and ethical risks in AI applications. It concludes that AI, when embedded with ethical and civic frameworks, can serve as a bridge for preparing responsible, empathetic, and globally aware digital citizens.

Integrating University Values for Global Citizenship: An Analysis of the Meaning of the Seven Character Based Graduate Attributes at Universitas Sebelas Maret

Leo Agung Sutimin — 2025-10-31

This study aims to analyze the implementation, understanding, and assessment of character values embedded in the Graduate Learning Outcomes (CPL) of Universitas Sebelas Maret (UNS), which include resilience, collaboration, innovation, inclusivity, pluralism, healthy living, and environmental awareness. Utilizing a mixed-methods approach that combines a quantitative survey of 100 students and in-depth interviews with lecturers and representatives from the Institute for Educational Development and Quality Assurance (LPPMP), the research reveals a significant disparity between the values most understood and those genuinely implemented and assessed in teaching practices. “Resilience” emerged as the most recognized character trait among students, whereas values such as “pluralism” and “healthy living” were found to be epistemically marginalized within classroom settings. The analysis also indicates the absence of systematic character assessment tools at the program level and a lack of institutional academic frameworks to pedagogically integrate these values. This phenomenon reflects a value bias in higher education, where character traits aligned with academic capitalism tend to be more prominently promoted than affective and social values. The study highlights the urgency of aligning institutional value declarations, pedagogical strategies, and character assessments, so that character education evolves beyond symbolic slogans into a transformative learning process that shapes students into reflective and ethical global citizens. These findings offer a conceptual contribution to critiques of declarative character learning and call for renewed value-based pedagogical strategies in the context of higher education.

Fake News Detection in Indonesian Language Using a Deep Learning Approach with Indo-BERT

Muhammad Rijal — 2025-10-31

The development of digital technology and social media has increased people's exposure to information, but it also raises serious challenges in the form of the spread of fake news. This research aims to develop an Indonesian fake news detection system by utilizing the Indo-BERT model with a Deep Learning approach, a transformer model that has been trained using a large corpus of Indonesian language. The research dataset consists of thousands of articles from CNN Indonesia, Kompas, and Tempo as the original news, and TurnBackHoax as the source of fake news. After going through the text pre-processing stage, the Indo-BERT model was fine-tuned for binary classification. The test results showed excellent performance with an accuracy of 92%, F1-score of 0.92, and ROC value of 0.98, confirming the model's ability to consistently distinguish between real news and hoaxes. The trained model is then integrated into a Web-based application, so that it can be used directly by the public to verify news. In addition to making technical contributions in the Natural Language Processing (NLP) domain, this research also emphasizes social and educational dimensions, namely supporting digital literacy, increasing critical awareness, and strengthening technology-based learning strategies in dealing with misinformation.

Collective Memory and Local Civic Identity: Reinterpreting the Rengasdengklok Event for Strengthening Historical Consciousness in Karawang

Reksi — 2025-10-31

This study aims to examine how the people of Karawang collectively interpret the Rengasdengklok event and how such interpretations can be leveraged to enhance historical awareness and construct a reflective, locally grounded civic identity. The Rengasdengklok incident, which played a pivotal role in Indonesia’s struggle for independence, holds significant symbolic value for the local community. However, its transformative potential remains largely untapped in civic education an public discourse. Using a qualitative phenomenological approach, data were collected through in-depth interviews, non-participant observations, and document analysis involving educators, youth, community leaders, and cultural actors in Karawang. The findings show that the collective memory of the Rengasdengklok event is shaped by historical narratives, emotional attachment, and shared experiences. Values such as civic courage, responsibility, and national awareness are reflected in local interpretations of the event. Nevertheless, these values are not yet systematically integrated into formal education, cultural policies, or everyday civic practices. The study also reveals that public engagement with the historical site is often ceremonial, with limited opportunities for critical reflection and intergenerational dialogue. This research highlights the importance of reviving and contextualizing local historical narratives as tools for building civic awareness and fostering a stronger sense of belonging. It recommends incorporating local history into participatory civic education, encouraging community-based historical storytelling, and designing inclusive cultural programs to connect historical memory with civic identity development in postcolonial societies.

Combating Misinformation and Polarization Through Civic Education at School in the Digital Era (Case Study in SMP Negeri 11 Samarinda)

Tharuna Qalis Mula — 2025-10-31

In an era where misinformation spreads rapidly through digital platforms, civic education emerges as a crucial tool to foster media literacy, critical thinking, and democratic engagement. This study explores how civic education can be optimized to combat misinformation and social polarization among youth, particularly in educational settings. Using a qualitative content analysis approach, we examined civic education curricula, teaching strategies, and student responses in Indonesian secondary schools. The findings suggest that integrating media literacy into civic education lessons significantly increases students’ ability to identify disinformation and engage in respectful discourse. Moreover, participatory pedagogies—such as deliberative discussions and project-based learning—help reduce polarization by promoting empathy, active listening, and collaboration. The paper concludes by offering a framework for redesigning civic education to be responsive to digital challenges while strengthening democratic values.

Enhancing Civic Skills through Global Citizenship Education: A Balance between Global Competence and Local Identity

Afifatun Nisa Firda Wike Cahayani — 2025-10-31

In the era of globalization, the education system faces serious challenges in balancing the demands for global competence with the preservation of local identity. In Indonesia, the increasing influx of foreign culturesentering Indonesia, which are of interest to today's youth, is feared to shift the existence of the local cultural context. This study aims to analyze how Global Citizenship Education can contribute to strengthening civicskills, while maintaining a balance between global competence and local identity in the educational context. The approach used in this study is a literature review, examining various academic references from international journals and relevant theories on civic competence and Global Citizenship Education. The results of the study indicate that Global Citizenship Education has great potential in forming reflective, critical, and participatory citizens,butisonlyeffectiveifimplementedcontextually.Theintegrationoflocalvaluesintheimplementationof Global Citizenship Education has proven important for strengthening cultural identity, creating learning relevance, and fostering adaptive citizenship skills at both the local and global levels. This study recommendsthe formulation of locally based Global Citizenship Education in managing cross-cultural education inclusively.

AI for Global Citizenship Education: Bridging Justice, Ethics, and Engagement in the Digital Age

Yeni Susanti — 2025-10-31

This paper explores the role of Artificial Intelligence (AI) in advancing equitable, ethical, and empowering global citizenship education (GCE). Using a qualitative approach through an interdisciplinary literature review and case study analysis, this research examines how AI can support inclusive learning, ethical digital practices, and active learner engagement. The analysis focuses on three dimensions: equitable access, ethical governance, and learner engagement. The findings suggest that AI, when applied responsibly, upholding the principles of inclusivity, transparency, and digital rights protection, can enrich global citizenship education, and contextualize, reinforcing the values of citizenship education: expanding the right to learn, fostering ethical discussion, and shaping global awareness in learning practices. However, concerns remain regarding algorithmic bias, digital inequality, and the importance of critical pedagogy that emphasizes ethical frameworks and inclusive policies

Improving Critical Thinking Skills Through the CORE Learning Model with Bingo and Kahoot! Media in Pancasila Education Learning

Yogandaru Rizqi Utama — 2025-10-31

The low critical thinking skills in Pancasila Education learning is the main problem faced at SMP Negeri 1 Lamongan. However, this process is a challenge for teachers to innovate using learning methods and teaching media that can stimulate students' critical thinking skills. This study (1) Analyzes the effect of implementing the CORE learning model with Bingo media on students' critical thinking skills in Pancasila Education learning for Class VII C. (2) Analyzes the effect of implementing the CORE learning model with Kahoot! media on students' critical thinking skills in Pancasila Education learning for Class VII D. (3) Analyzes the differences in the effect of implementing Bingo and Kahoot! media on students' critical thinking skills in Pancasila Education learning for Class VII at SMPN Negeri 1 Lamongan. This study aims to analyze the effect of implementing the CORE (Connecting, Organizing, Reflecting, Extending) learning model integrated with Bingo and Kahoot! media on students' critical thinking skills. The method used is a quasi-experimental with a pretest-posttest design, using descriptive analysis, Parried Sample T-test, Linear Regression Test and Independent Sample T-Test involving two classes as experimental groups. The results of the study showed a significant increase in critical thinking skills, with the average value of the experimental class I using Bingo media from the multiple-choice descriptive analysis test increasing from 53.78% to 76.73% and for the questionnaire increasing from 58.56% to 74.43% in the experimental class 1 CORE model with Bingo media contributed to an increase in critical thinking skills by 65.9% in the multiple-choice test and 58.5% in the questionnaire test, while the experimental class II using Kahoot! in the descriptive analysis test results increased from 56.62% to 82.51% for multiple choice and on the questionnaire which was originally 58.57% to 79.43% in the experimental class 2 CORE model with Kahoot! media. contributed to an increase in critical thinking skills by 71.4% for multiple-choice tests and 62.9% for questionnaire tests. Kahoot! Media showed higher effectiveness than Bingo, as shown by the independent sample t-test of the average Ngain of the Kahoot! group which was higher (0.5914) compared to the Bingo group (0.4811). Furthermore, the test results on the critical thinking skills questionnaire data also showed consistent results. The group using Kahoot! media again showed a higher average Ngain (0.4968) compared to the Bingo group (0.3724), which indicates that the use of interactive digital media such as Kahoot! is more capable of facilitating critical thinking skills, both cognitively and affectively. This learning method and learning media have a positive impact on the development of students' critical thinking skills and improving the quality of learning in the field of Pancasila Education, as well as providing recommendations for Pancasila Education teachers in facilitating interesting learning.

AI and Ethics in Civic Education: A Literature Review on Building Digital Citizens

Peni Kunthi Hermawati — 2025-10-31

In the increasingly advanced digital era, Artificial Intelligence (AI) has become an integral part of the educational landscape. This progress introduces new challenges, particularly regarding ethics and the formation of societal character. This study employs a descriptive qualitative method using a literature review of publications from the last five years, with data collected from various relevant journals indexed by Google Scholar. Through content analysis, this study identifies the relationship between AI, ethics, and civic education, as well as how to shape intelligent, responsible, and integrity-driven digital citizens through ethical approaches in AI utilization. The findings reveal that AI holds great potential to enhance civic education through broader access to information and more inclusive and adaptive learning. However, without a proper ethical framework, AI also presents risks such as plagiarism, information manipulation, and the erosion of social responsibility. Furthermore, the analysis finds that aligning AI with the values of Pancasila and principles of digital ethics is essential in forming digital citizens who are not only technologically literate but also responsible, ethical, and legally aware in digital spaces. Therefore, strong integration between technology, ethics, and civic education values is required to ensure that the use of AI contributes to the development of a civilized and just digital society.

Pancasila Education Teachers’ Perspectives on Utilization of AI in Build Resilience Information in the Post-Truth Era

Salma Miftakhul Jannah — 2025-10-31

The rapid development of digital technology has revolutionized the way people access, distribute, and interpret information. In the middle convenience current information,appears challenge Serious in the form of post-truth phenomenon,namely condition when emotions and beliefs personal more dominant form opinion public compared to fact objective.Phenomenon This participate make things worse distribution disinformation that can threaten quality democracy and resilience social.In facing this situation, Pancasila Education plays a crucial role in developing informationally resilient students by strengthening digital literacy and critical thinking skills. One innovation that offers significant potential for strengthening students' digital literacy is the use of artificial intelligence (AI) technology in the learning process.However,it is still A little studies that are specific explore Pancasila Education Teachers’perceptions of AI integration in build resilience information in this digital era.Research This aim for dig in a way deep Pancasila Education Teacher’s views regarding challenges of the post-truth era, assessing potential application of AI in education,as well as identify the strategies and barriers they faceit in implementation.Research This use approach qualitative descriptive with Pancasila Education Teacher from various area as informant.Data collected through online interviews using Google Forms,then analyzed in a way systematic with method reduce,group,and present data for find relevant patterns,relationships,and meanings with focus research.Research results show that the teacher understands phenomenon post-truth as condition when participant educatemore trust in social media information than source official.The majority of teachers see the potential of AI as instrument supporters learning,especially in compilation teaching materials,simulations,and verification information.The proposed AI utilization strategy including integrationwith discussion class,simulation verification news,learning based projects and collaborations cross eye lessons.Challenges facedcovers limitations infrastructure,risk abuse,as well as Teacher skills in using AI. The implications of this research demonstrate the importance of teachers as critical facilitators, the need for AI literacy training, and support for digital education policies. Thus, AI has the potential to be an effective tool for building information resilience, provided it is used wisely and in alignment with Pancasila values.

Balancing Local Cultural Values and Global Character Education: A Systematic Review of Social Emotinal Learning (SEL) in Primary Schools

Gayan Inangi Meisella — 2025-10-31

Globalization in the 21st century has brought global character values such as collaboration, critical thinking, and international insight to become increasingly dominant in education. However, this dominance often shifts local character values such as responsibility, discipline, social awareness, and empathy that have been the foundation of basic education in Indonesia. The imbalance between the two poses a challenge in forming a generation that has strong local character while being ready to compete globally. This article aims to systematically examine the role of the Social Emotional Learning (SEL) approach in bridging local and global character values at the elementary school level. The method used is the Systematic Literature Review (SLR) of 18scientific articles published between 2019 and 2024. The results of the study show that the implementation of SEL in the elementary school curriculum is able to develop global character values, such as cooperation, tolerance, and reflective thinking, without ignoring local cultural values such as mutual cooperation, responsibility, and respect for diversity. SEL that is community-based and integrated with local cultural values has proven effective in forming a balanced character of students. Thus, the implementation of SEL in elementary schools needs to be carried out contextually, respecting culture, and integrated into the learning process so that character education is comprehensive and relevant in facing global challenges

Artificial Intelligence and the Future of Democratic Participation: Opportunities and Challenges

I Gede Sujana — 2025-10-31

This paper explores the growing intersection between artificial intelligence (AI) and democratic participation, analyzing both the transformative potential and the risks associated with the use of AI in political processes. Drawing from interdisciplinary literature across political science, computer science, and ethics, the study adopts a qualitative approach to examine how AI technologies are reshaping citizen engagement, information access, and policy-making mechanisms. The findings reveal that AI can enhance democratic participation through tools that personalize political information, support inclusive civic engagement, and enable data-driven governance. However, the study also highlights significant concerns, including algorithmic bias, the opacity of automated decision-making, surveillance, and the manipulation of public opinion through AI-driven disinformation campaigns. These dual dynamics underscore the need for ethical frameworks, regulatory oversight, and increased digital literacy to ensure that AI serves democratic values rather than undermines them. The paper concludes by emphasizing the importance of balancing innovation with accountability to safeguard the integrity and inclusiveness of democratic systems in the AI era.

Integration of AI in the Development of Educational Game-Based Learning Media To Improve Critical Thinking Skills in Citizenship Education

Rani Ika Ramayanti — 2025-10-31

Civics Education (PKn) in Indonesia is often considered monotonous because it focuses on conceptual enunciation and presentation. As a result, students are less active in class. The purpose of this study was to determine the effectiveness of using Liveworksheet as a game-based learning medium in improving students' critical thinking skills at SMP Negeri 6 Bontang. The ADDIE (Analyze, Design, Develop, Implement, and Evaluate) development model was used in this study. AI assisted in the design of questions and analysis of learning outcomes. Eighth-grade students at SMP Negeri 6 Bontang were the subjects of the study. Interviews, observations, and analysis of Liveworksheet results were used to collect data. The results showed that the use of Liveworksheet improved student engagement and critical thinking skills. Students were more actively engaged in class, more confident in arguing, and better able to understand the principles of Pancasila in a social context. Limited devices and internet connection presented new obstacles. This study found that Liveworksheet combined with the application of AI within the ADDIE structure could be a creative alternative for Civics learning that meets the requirements of the Independent Curriculum.

Reimagining Global Citizenship Education with AI: Promoting Justice, Inclusion, and Digital Participation

Adrianus Ahas — 2025-10-31

The rapid integration of Artificial Intelligence (AI) in education is reshaping pedagogical approaches
and redefining how learners engage with global issues, particularly within the context of Global
Citizenship Education (GCE). This study explores the multifaceted role of AI in GCE by examining its
potential to support inclusive learning, foster civic engagement, and raise critical ethical questions.
Drawing on qualitative data from three distinct educational settings a secondary school, a non-formal
youth program, and a university-based teacher training initiative this research identifies five core
themes: personalized inclusion, participatory citizenship, algorithmic ethics, the mediating role of
educators, and long-term educational transformation. Findings reveal that AI can serve as a powerful
enabler of personalized and inclusive learning experiences, particularly for students from linguistically
and socioeconomically diverse backgrounds. AI-driven simulations and interactive platforms were found
to enhance students’ empathy and understanding of complex global challenges. However, significant
concerns emerged around access disparities, algorithmic bias, and the cultural limitations of AI-curated
content. Furthermore, the study highlights the central role of educators as ethical guides and cultural
interpreters, whose critical engagement with AI significantly influences educational outcomes. This
research underscores that AI in GCE must be implemented with intentionality, equity, and ethical
awareness. Effective integration requires collaborative efforts among educators, technologists,
policymakers, and learners to ensure that AI does not reinforce existing inequalities but rather supports
the development of critically aware, ethically grounded global citizens. As AI continues to shape the
educational landscape, its role in fostering reflective, inclusive, and socially just learning environments
becomes ever more vital.

Honesty Values in Pancasila Education: Challenges and Potential of Video Media in Elementary Schools

April Lina Sri Windayani — 2025-10-31

Character education, particularly within the framework of Pancasila Education, plays a central role
in shaping students' personalities from elementary school. However, important values such as honesty
have not been optimally instilled, primarily due to learning approaches that focus too much on
cognitive aspects and the use of conventional media that lack context. This situation indicates the
urgency to explore new approaches that are more meaningful, participatory, and pedagogically
relevant. This study aims to describe the implementation of Pancasila Education learning in
elementary schools, identify teachers' obstacles in instilling the value of honesty, and explore their
perceptions of the potential of Canva-based animated video media as an alternative medium for
character learning. This study used a descriptive qualitative approach, with data collection techniques
consisting of semi-structured interviews and non-participant observation with five teachers at three
public elementary schools in Mojosongo District, Central Java. The results showed that learning was
still dominated by lectures and print media, with limited affective strategies and digital facilities.
Nevertheless, teachers responded positively to the idea of using animated videos as a medium for
value learning. This study concludes that Canva-based animated videos have the potential to be an
affordable and effective educational medium in supporting the instillation of honesty in the classroom.

Empowering Global Citizens in the Digital Age: The Role of AI in Advancing Equity and Ethics in Education

I Gusti Ngurah Santika — 2025-10-31

The digital transformation of education presents both opportunities and challenges in fostering global
citizenship among learners. This article explores the role of Artificial Intelligence (AI) in strengthening
Global Citizenship Education (GCE), with a focus on three core dimensions: equity, ethics, and learner
engagement. Employing a qualitative descriptive approach and a systematic literature review, the study
examines how AI can be leveraged to support inclusive, ethical, and globally relevant learning
experiences. The analysis reveals that AI has the potential to broaden educational access for
marginalized communities, facilitate intercultural understanding, and enhance contextualized learning
through adaptive and interactive technologies. However, the study also highlights critical concerns,
including algorithmic bias, data privacy violations, and digital divides that may exacerbate existing
educational inequalities. To address these challenges, the paper calls for the development of ethical
governance frameworks, inclusive education policies, and cross-sector collaboration to ensure that AI
serves as a transformative tool in shaping critical, empathetic, and responsible global citizens.
Ultimately, the article advocates for an AI integration model that is not only technologically effective but
also rooted in the humanistic values central to global citizenship education.

Strengthening Inclusive Citizenship through the Internalization of Hasthalaku as Javanese Cultural Values in Adipangastuti Schools

Ica Klara Monica — 2025-10-31

The strengthening of inclusive citizenship in schools is an essential step in shaping students to become
tolerant, fair, and respectful of diversity. Hasthalaku, as a Javanese cultural heritage consisting of
eight core values mutual cooperation, social harmony, friendliness, humility, consideration for others,
understanding, modesty, and empathy serves as a relevant cultural foundation in fostering tolerance,
empathy, and active participation in national life. This study aims to explore the internalization of
Hasthalaku as Javanese cultural values implemented within the environment of Adipangastuti School
as a strategy to instill and strengthen inclusive citizenship values. This research employs a descriptive
qualitative approach, with data collected through interviews, observations, and document analysis.
Sampling was carried out using purposive sampling, while data validity was tested through source
triangulation and technique triangulation. Data analysis followed the interactive analysis model of
Miles and Huberman. The findings conclude that the internalization of Hasthalaku as Javanese
cultural values can strengthen inclusive citizenship values, awareness of shared identity, and social
cohesion within the school environment. Furthermore, the internalization of Hasthalaku fosters an
open, tolerant, and inclusive civic identity, serving as an effective means to build a civilized society
united in diversity.

Bridging Global Educational Gaps with AI: Ethical Dimensions and Digital Participation

Ni Putu Ika Putri Sujianti — 2025-10-31

The integration of artificial intelligence (AI) into education has been widely recognized as a
promising solution to address persistent global disparities in access, quality, and inclusion. This
study explores the potential of AI to bridge educational gaps while critically examining the ethical
dimensions and challenges of digital participation. Using a qualitative, multi-method approach
including literature analysis, expert interviews, and case studies the research investigates how AI is
being implemented across diverse educational contexts, particularly in under-resourced and
marginalized communities. Findings reveal that while AI can enhance personalized learning, reduce
teacher workload, and expand access to educational content, its effectiveness is often undermined by
digital infrastructure gaps, algorithmic bias, lack of transparency, and minimal local involvement in
system design. Many AI-based solutions are developed without adequate cultural adaptation or input
from educators and learners, leading to misalignment with local needs. Additionally, the absence of
clear regulatory frameworks raises concerns about data privacy and accountability. The study
emphasizes that equitable integration of AI in education requires more than technological innovation
it demands ethical governance, participatory design, and capacity-building at all levels. Digital
participation must go beyond access to ensure agency and inclusion. Ultimately, AI can support
educational justice only if deployed within a framework that prioritizes fairness, cultural sensitivity,
and the empowerment of learners. This research contributes to the growing discourse on responsible
AI in education and offers practical insights for policymakers, educators, and technology developers
aiming to align innovation with equity.

Optimizing the Development of Responsibility Character through Field Work Practices (PKL): Collaborative Strategies Between Schools and Industry Supervisors

Ikha Sudarwati — 2025-10-31

Field Work Practices (PKL) play a crucial role in character development, especially responsibility,
among students. Nevertheless, optimizing this character development requires strategic synergy
between educational institutions and industry supervisors. This article aims to deeply analyze various
collaborative strategies implemented by schools and industry supervisors in optimizing the
development of students responsibility character during PKL, The discussion will focus on case
studies and best practices, including effective mentoring models, structured training program for both
students and supervisors, and the integration of school curriculum with industry competency needs.
The findings of this research are expected to provide practical contributions in the form of srategic
recommendations for education practitioners, scholl principals, and industry representatives to
improve the quality of PKL programs, ultimately producing a young generation that is not only
professionally competent but also possesses a strong sense of responsibility.

Transformation of Humanistic Education in Learners through the Implementation of Artificial Intelligence

Nur Ilham Asnawi — 2025-10-31

This research aims to 1) To analyze the application of AI in Learning. 2) To analyze Social and
Emotional Skills through AI. 3) To classify the Challenges in AI Integration on Humanistic Education.
The data collection method used is the documentation method. The data analysis techniques used are
data reduction, data presentation and conclusion drawing. Research results indicate 1) The
application of artificial intelligence (AI) in learning personalization has a significant impact on
increasing the relevance, effectiveness, and motivation of students to learn. 2) The application of AI in
education contributes not only to cognitive aspects, but also significantly supports the development of
learners' social and emotional skills. 3) This study found that the integration of AI in humanistic
education faces four main challenges that need serious attention, namely: a) Reduction of the
Humanistic Dimension and the Role of the Teacher: AI is able to automate the learning process but
cannot replace the role of teachers in building empathy, shaping character, and establishing
interpersonal interactions. b) Technology Access Gap: Differences in infrastructure, digital literacy,
and device availability mean that AI implementation has the potential to widen the education gap
between developed and underdeveloped regions. c) Ethics and Data Privacy: The use of AI that relies
on the collection of students' personal data poses a risk of leakage, misuse, and privacy violations,
especially in the midst of the lack of data protection regulations. d) Over-Dependence on AI: Overuse
of AI can reduce learning independence, critical thinking, creativity, and social interaction, and even
trigger anxiety and isolation.

Teacher Strategies in Fostering Literacy and Honesty in Merdeka Curriculum Implementation

Nurma Susanti — 2025-10-31

This study focuses on teachers' strategies in instilling honesty through literacy activities in elementary
schools, particularly in the implementation of the Merdeka urriculum. The research background is
based on the importance of integrating character education with literacy development, considering
that literacy plays a role not only in building cognitive abilities but also as a means of forming
students' moral values. The purpose of this study is to identify the strategies used by teachers in
designing and implementing honesty-based literacy activities and the challenges faced in the process.

The study used a descriptive qualitative approach with data collection techniques through semi-
structured interviews and non-participant observation of first and second grade teachers at Sine 2

Public Elementary School, Sragen. Data were analyzed thematically to identify patterns and key
findings. The results show that teachers integrate honesty into literacy through selecting morally
charged reading materials, reflective discussions, and writing activities related to students'
experiences. The main challenges include limited time, the availability of learning media, and
students' varying understandings. The conclusion of this study confirms that literacy can be an
effective medium for instilling honesty when designed contextually and participatory. These findings
can also form the basis for developing a character based literacy learning model at the elementary
school level.

Innovation in Multimedia Learning Media Based on the PandaiQu Application in Pancasila Education to Improve Student’s Critical Thinking Skills: Toward 21st Century Learning Transformation

Salsabila Wahyu Mauludina — 2025-10-31

This study explores the PandaiQu application-based multimedia learning media as an educational innovation in Pancasila Education. The objectives of this study are: (1) To examine the characteristics and potential of the PandaiQu application as an innovative multimedia learning tool in Pancasila Education, and (2) To analyze the relevance of using the PandaiQu application in
improving student's critical thinking skills in Pancasila Education. This study uses a descriptive method based on a literature review with data collection through literature review and data collection instruments through document analysis from various relevant scientific journals, books, and proceedings. The research subjects were focused on high school students to obtain an initial picture of user perceptions and needs. The research findings show that: (1) The use of PandaiQu application-based multimedia learning media shows characteristics and potential that support its function as an interactive, accessible, and dynamic educational tool that is capable of presenting learning materials and encouraging active student involvement, and (2) The PandaiQu application is relevant in supporting the improvement of student's critical thinking skills in Pancasila Education. This study concludes that the PandaiQu application-based multimedia learning media is an interactive innovation in Pancasila Education that effectively encourages student's critical thinking and contributes to building 21st century learning competencies.

Strengthening Students’ Academic Responsibility in the Artificial Intelligence Era

Arif Subowo — 2025-10-31

The era of Artificial Intelligence has brought significant changes to the world of higher education,
including in the way students obtain, process, and present information. This technological
development presents both opportunities and challenges, particularly related to students' academic
responsibility, which is vulnerable to plagiarism, excessive reliance on automated systems, and a
decline in critical thinking and creativity. This literature review article aims to analyze the concept of
strengthening students' academic responsibility through a literature review, with a focus on the role of
Pancasila Education as a character-building instrument. Pancasila Education has strategic relevance
in instilling the values of integrity, honesty, responsibility, and critical thinking necessary to face the
development of Artificial Intelligence. The literature review shows that the integration of Pancasila
values in the learning process can form the basis of academic ethics, strengthen moral awareness,
and build students' reflective attitudes towards the use of technology. Thus, strengthening academic
responsibility through Pancasila Education not only equips students with national insight but also
prepares them to become an adaptive generation with character and able to utilize Artificial
Intelligence is the responsibly.

Building Digital Ethics Awareness Among Students: A Case Study on the Implementation of AI Ethics in Civic Education at SMA Kristen PENABUR Jakarta

Sandi Erik Panjaitan — 2025-10-31

As the use of Artificial Intelligence (AI) becomes increasingly integrated into educational systems worldwide, its ethical implications, especially in Civic Education, have gained significant attention. This study aims to explore the role of AI ethics in shaping students' understanding of digital citizenship in a Christian high school setting, specifically at SMA Kristen PENABUR Jakarta. The research examines how AI tools are utilized in the Civic Education curriculum and how these tools influence students' ethical decision-making, academic integrity, and their engagement in civic activities. Data were collected through surveys, interviews, and classroom observations involving both students and teachers. The study identifies key areas where AI can serve as an educational aid, such as in promoting democratic values, enhancing critical thinking, and supporting ethical reasoning in civic contexts. However, it also highlights concerns regarding the potential for AI to encourage unethical practices, including academic dishonesty and reliance on technology without critical comprehension. The findings suggest that while AI can significantly enhance learning experiences, its integration into education must be accompanied by a strong ethical framework. This framework should emphasize the importance of human oversight, responsible usage, and the cultivation of ethical digital citizens. The study proposes strategies such as AI ethics modules, reflective assignments, and the application of AI detection tools to mitigate potential misuse. Overall, the research advocates for a balanced approach to AI in education, one that fosters a responsible, participatory, and ethical digital citizenship among students in the digital age.

Implementation of Responsibility Values through Artificial Intelligence (AI) Ethics in Providing Protection to Customers as Fulfillment of Citizens' Rights: Case Study at Bank Tabungan Negara (BTN) Samarinda Branch

Widya Handayani — 2025-10-31

This study examines the implementation of the value of responsibility through Artificial Intelligence (AI) ethics in providing customer protection as a means of fulfilling citizen rights and addressing customer needs. The research method employed qualitative methods. The data collection technique used was purposive sampling. This technique was used to select a sample based explicitly on established criteria, which included job level and department leadership. Through a qualitative approach based on case studies, it was found that the implementation of the value of responsibility has not been optimally implemented. Artificial Intelligence (AI) ethics has the potential to serve as a guideline for implementing the value of responsibility in the Use of technology in banking. This study concludes that implementing the value of responsibility through Artificial Intelligence (AI) ethics can serve as a strategic step in fulfilling citizens' rights to the protection of their personal data. The integration of Artificial Intelligence (AI) ethics with banking systems can provide a comprehensive framework for enhancing banking services and upholding ethical values, as well as ensuring customer protection. This research contributes to the development of an Artificial Intelligence (AI) ethics framework for the banking sector, which can serve as a reference for other financial institutions in providing optimal protection to customers.