Buletin Edukasi Indonesia

The Implementation of Ethical Codes in Scientific Writing

2026-08-24T02:20:35+00:00

Integrity of academic work is a fundamental aspect of higher education, especially in the digital era where information is easily accessible. This study explores the implementation of the ethical code in scientific writing and its role in maintaining students’ academic credibility. Using a qualitative descriptive approach, data were collected through interviews, focus group discussions, and document analysis involving undergraduate students and lecturers. The findings reveal varying levels of understanding and application of ethical principles among students, with challenges including easy access to information, reliance on digital tools, and limited practical ethics training. The study highlights the crucial role of institutions and educators in fostering ethical awareness through continuous and contextually relevant education. This research contributes to the discourse on academic integrity by emphasizing the need for an integrative approach to ethics education that adapts to the complexities of the digital age.

The Nexus of Professional Commitment and Instructional Quality

2026-08-24T02:20:28+00:00

A quantitative descriptive-correlational design was employed with 1,579 randomly selected public elementary school teachers from the Zamboanga del Norte Division in the Philippines. Professional commitment was measured using an adaptation of Meyer and Allen's (1991) Three-Component Model, while instructional quality was assessed using the Three Basic Dimensions framework (Klieme et al., 2009; Praetorius et al., 2018). Data were analyzed using Pearson's correlation coefficient. Results revealed very high levels of both professional commitment (M=4.23, SD=0.78) and instructional quality (M=4.26, SD=0.78). Normative commitment (M=4.33) and student support (M=4.34) emerged as the strongest respective dimensions. A significant, strong positive correlation was found between the two variables (r=0.68, p<0.001). The study provides empirical evidence that teachers' sense of moral obligation and emotional attachment to the profession is strongly associated with enhanced classroom practices. Findings offer actionable insights for school leadership and targeted professional development in cognitively activating instruction.

Artificial Intelligence as a Learning Companion in the Classroom

2026-08-24T02:20:26+00:00

The rapid advancement of artificial intelligence (AI) has significantly transformed educational practices, particularly in classroom learning environments. AI-powered technologies such as intelligent tutoring systems and generative AI platforms provide new opportunities for personalized learning, knowledge exploration, and academic support. However, the integration of AI in education also raises critical concerns regarding the reliability of AI-generated information and the risk of students becoming overly dependent on automated tools. This study explores the role of artificial intelligence as a learning companion in classroom contexts and examines how educators can cultivate growth mindset and critical thinking skills among students in AI-assisted learning environments. Using a qualitative literature-based approach, this study synthesizes recent research on AI in education, AI literacy, and growth mindset pedagogy published between 2022 and 2026. The study proposes a conceptual framework that integrates AI-assisted exploration, critical evaluation of AI-generated knowledge, and reflective learning practices aimed at developing growth mindset among students. The findings indicate that AI should not be viewed as a definitive source of knowledge but rather as a cognitive partner that supports idea generation, information exploration, and collaborative learning. At the same time, students must be trained to critically evaluate AI outputs because AI systems may produce inaccurate or biased information. By integrating growth mindset principles and AI literacy into classroom pedagogy, teachers can help students use AI responsibly while maintaining active intellectual engagement. This study contributes to ongoing discussions about the ethical and pedagogical implications of AI in education and proposes strategies for balancing technological innovation with human cognitive development.

Editing Software to Improve the Quality of Students’ Scientific Works

2026-08-24T02:20:24+00:00

This systematic literature review examines how academic editing software improves the quality of students’ scientific works and identifies the pedagogical conditions required for responsible use. The review was redesigned to address methodological weaknesses in the previous manuscript, particularly the inconsistency between a claimed literature review and results derived from a single empirical article. Following PRISMA-oriented reporting principles, the review was guided by the question: How does academic editing software contribute to students’ scientific writing quality in higher education? A structured search was conducted across Google Scholar, ERIC, ScienceDirect, SpringerLink, Taylor & Francis Online, and national journal repositories for publications from 2020 to 2025, complemented by selected foundational studies on automated writing evaluation and academic writing technology. Inclusion criteria covered peer-reviewed empirical studies, systematic reviews, conceptual articles, and institutional guidance relevant to automated writing evaluation, reference management, similarity checking, artificial intelligence-assisted writing, digital literacy, and academic integrity in student writing. After screening titles, abstracts, full texts, and relevance to the research question, 32 sources were included for synthesis. The findings were organized into four themes: language accuracy, coherence and argumentation, reference management, and originality. The review shows that tools such as Grammarly, Microsoft Editor, Mendeley, Zotero, Turnitin, and generative AI assistants can support technical accuracy, citation consistency, revision efficiency, and originality awareness. However, the benefits are conditional on digital literacy, ethical judgment, lecturer guidance, and manual revision. Editing software should therefore be positioned as a pedagogical scaffold within academic literacy instruction, not as a substitute for scholarly reasoning, authorship responsibility, or academic integrity.

Rural–Urban Educational Inequality in Cambodia

2026-08-24T02:23:56+00:00

Educational inequality between rural and urban communities remains a significant challenge in Cambodia despite ongoing educational reforms and infrastructure development initiatives. Urban schools, particularly those located in Phnom Penh, generally possess better educational facilities, stronger internet connectivity, more qualified teachers, and broader access to learning resources compared to rural schools. Conversely, many rural educational institutions continue to experience infrastructure limitations, shortages of qualified teachers, limited technological access, and socioeconomic barriers that influence students’ educational participation and learning outcomes. The COVID-19 pandemic further intensified these disparities through unequal access to online learning and digital technology. This study aims to explore forms of rural–urban educational inequality in Cambodia, identify factors contributing to unequal learning access, understand the experiences of educational stakeholders regarding educational disparities, and formulate recommendations for equitable educational policies. The study employs a qualitative descriptive approach to examine educational inequality from the perspectives and lived experiences of teachers, students, school principals, and local education officers. Data are collected through semi-structured interviews, observations, and document analysis in selected rural and urban schools. The findings are expected to reveal that educational inequality in Cambodia is strongly influenced by disparities in infrastructure, teacher quality, digital access, and socioeconomic conditions. The study also highlights how geographic location shapes students’ educational opportunities and learning experiences. Furthermore, the research emphasizes the importance of inclusive educational policies, equitable resource allocation, teacher professional development, and digital infrastructure expansion to support equitable learning access. This study contributes to the broader discussion of educational equity and rural educational development in developing countries.

Artificial Intelligence in Classroom Learning

2026-08-24T02:20:21+00:00

The rapid development of artificial intelligence (AI) has significantly transformed educational practices, especially in classroom learning environments. While AI provides opportunities for personalized learning, adaptive feedback, and enhanced engagement, concerns have also emerged regarding student dependency and reduced critical thinking skills. This study aims to explore the integration of AI in classroom learning and its relationship with growth mindset development among students. Using a qualitative descriptive approach, the research analyzes classroom learning strategies that utilize AI as a collaborative learning partner rather than as a replacement for human cognition. Data were obtained from literature studies and classroom learning observations focusing on AI-supported learning activities, critical thinking development, and growth mindset orientation. The findings indicate that AI can function effectively as a learning stimulus that encourages reflective thinking, supports student engagement, and facilitates feedback-driven learning processes. However, without proper guidance, AI may also lead to overreliance and reduced independent thinking. Therefore, teachers play a crucial role in guiding students to use AI responsibly and productively. The results show that AI integration combined with growth mindset principles can enhance learning motivation, promote resilience when facing academic challenges, and encourage collaborative knowledge construction. This research highlights the importance of pedagogical strategies that position AI as a learning partner while maintaining the central role of human reasoning and creativity in education.

Growth Mindset in Educational Psychology

2026-08-24T02:25:11+00:00

Growth mindset has been widely embraced in educational psychology as a construct that promotes motivation, resilience, and academic persistence. However, its rapid diffusion into educational practice has been accompanied by conceptual dilution and pedagogical misuse. This opinion article critically examines the contemporary deployment of growth mindset in educational settings, arguing that it has increasingly been reduced to a motivational slogan detached from instructional quality, assessment systems, and institutional responsibility. Drawing on educational psychology and learning sciences literature, the article problematizes individualistic and decontextualized interpretations of growth mindset and highlights the risks of moralizing effort while obscuring structural inequities. Rather than rejecting the construct, this paper calls for a critical re-engagement with growth mindset as a theoretically grounded, context-sensitive, and pedagogically accountable framework. The article contributes to ongoing debates in educational psychology by questioning prevailing assumptions and urging a more rigorous conceptualization of growth mindset in research and practice.

Critical Reading Meets Digital Literacy

2026-08-24T02:23:54+00:00

This study aims to examine the relationship between critical reading and digital literacy in strengthening students’ ability to understand scientific works in the era of digital transformation. The rapid growth of digital information has changed the way students access, read, evaluate, and use academic sources. However, this development also creates challenges, especially in relation to misinformation, weak source evaluation, limited academic vocabulary, and passive technology use. This study employed a library research method by collecting and analyzing relevant books, journal articles, research reports, and academic documents on critical reading, digital literacy, scientific literacy, and digital ethics. The findings indicate that critical reading and digital literacy are mutually reinforcing competencies. Critical reading strengthens students’ ability to analyze arguments, evaluate evidence, distinguish facts from opinions, and interpret scientific texts reflectively. Meanwhile, digital literacy enables students to access, assess, manage, and use digital information ethically, creatively, and responsibly. The integration of both competencies supports deeper understanding of scientific works, enhances students’ critical thinking, and promotes responsible digital behavior. This study concludes that critical reading and digital literacy should be systematically integrated into educational curricula, teaching strategies, and academic literacy programs. Such integration is essential for preparing students to become critical, ethical, adaptive, and responsible learners in the digital age.