Media Framing of Indonesia’s Education Budget: CDA of Ethics in AI-Supported Education

Abstract

This study investigates how Indonesian media frame the discourse in education related to national budget priorities, particularly in AI-supported education. Few studies have analyzed the media frame related to national budget priorities, particularly in AI-supported education. The aim is to reveal the ideological meanings, power relations, and assumptions embedded in the media of the field. The study employs Norman Fairclough’s three-dimensional model of Critical Discourse Analysis to answer the problem. The data consist of a news article from a reputable Indonesian online media. The finding indicates that media framing plays a significant role in shaping public perceptions of budget allocation. It is also concerning that political actors are discursively positioned as protectors of certain programs in Indonesia, whereas education policy is depoliticized and treated as a matter of common administration. Otherwise, education faces many challenges, but it has a priority to improve human cognitive development resources, particularly in the AI era. This study highlights the media’s influential role in constructing budget priority discourses. It contributes to a deeper understanding of how public policy debates are mediated through language and discourse in the Indonesian context, which affects the development of language education