Framing of Artificial Intelligence Discourse in Indonesia Education: An Analysis of Republika.id and Detik.com

Abstrak

This study examines how Republika.id and Detik.com frame the adaptation of artificial intelligence in education across different editorial and policy contexts. It analyzes six opinion columns: three published by Republika.id in 2023, before the announcement of the national AI curriculum, and three published by Detik.com in 2025, after the announcement. Entman’s four framing functions (problem definition, causal diagnosis, make moral judgement, and treatment recommendation) were used for textual analysis, while Fairclough’s three-dimensional critical discourse analysis provided the interpretive framework of text, discursive practice, and social practice. The analysis finds that Republika.id constructs a value-threat frame, expressed through humanistic concerns by emphasizing the need for teachers and individual AI users to remain mindful of the goal of educational development through AI. Detik.com presents a policy and implementation frame. The latter situates AI within an existing crisis in education quality, disputes over authority in academic knowledge production, and unequal infrastructure between urban schools and those in 3T (frontier, outermost, and disadvantaged) areas. The clearest contrast concerns proposed solutions, responsibility shifts from educators and academics in the 2023 corpus to the government in the 2025 corpus. A key difference lies in the recommended solutions, where the locus of responsibility shifts from educators (2023 data) to the government (2025 data). Both media outlets also demonstrate the exercise of discursive authority through institutional affiliations and column labels. Other findings reflect a contextual comparison between media perspectives and publication periods. One finding regarding the textual dimension is the emergence of spiritual vocabulary in Detik.com articles; this indicates that the discursive construction of spiritual values ​​within Indonesian educational discourse may operate beyond the editorial boundaries of a single media institution. Ultimately, these findings reflect a contextual comparison between media perspectives and publication periods. The study underscores the importance of equitable infrastructure and the ethical capacity of educators in the integration of AI into the education sector.

Keywords: artificial intelligence, framing Entman, critical discourse analysis Fairclough, opinion columns, AI in education.