GLOKALISASI PLATFORM PENDIDIKAN DIGITAL DI INDONESIA: ADAPTASI, PRAKTIK BELAJAR DAN KONSEKUENSI

Abstract

Digital transformation in education does not occur uniformly but is shaped by local socio-cultural contexts, creating a complex process of glocalization in which global digital platforms are adapted through local values. This study examines the dynamics of digital education in Indonesia using a Systematic Literature Review (SLR) combined with the PRISMA framework. Articles were collected from the Scopus, ScienceDirect, and Google Scholar databases. Of the 244 publications identified, 23 articles published between 2020 and 2025 met the inclusion criteria and were analyzed. The findings reveal three major sociological dynamics. First, global digital platforms are not adopted passively but are reinterpreted by integrating ethnoscience and religious moderation values, resulting in a culturally grounded digital pedagogy. Second, the use of advanced technologies, including Generative Artificial Intelligence (Generative AI), is driven primarily by perceived enjoyment and academic pragmatism rather than by independent critical thinking, revealing a competence paradox among university students. Third, digital transformation has intensified digital fatigue (burnout) and widened inequalities in digital access between rural and urban communities, creating new forms of social stratification and vulnerability. The study concludes that digital transformation extends beyond technological change and represents a process of cultural negotiation, highlighting the need for more humane, context-sensitive, and culturally responsive educational policies.