Indonesian Journal of Education (INJOE) publishes articles on education and learning in general. Contains articles / research results written by experts, scientists, practitioners, and reviewers in the field of education and learning. Some of Indonesian Journal of Education (INJOE): Education and learning theory and foundation, Education and learning philosophy, Education and learning technology, Education and learning media, Education evaluation, Education Management, Education and learning innovation, Education for all levels, Formal education, Informal education, Education non-formal, Rural education, Urban education, Education and learning curriculum, Educators and students, Education and learning policies, Learning methods and strategies, Learning assessment, socio-cultural, etc.
ISLAMIC EDUCATION MANAGEMENT FACING INDUSTRY 4.0 AND SOCIETY 5.0: INNOVATIVE LEADERSHIP TRANSFORMATION STRATEGIES BASED ON ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGY, WEB PLATFORMS, AND VIRTUAL REALITY TO OPTIMISE INSTITUTIONAL PERFORMANCE BASED ON A REVIEW OF THE LATEST LITERATURE
This study examines the transformation of Islamic education management in facing the challenges of Industry 4.0 and Society 5.0 through innovative leadership strategies based on artificial intelligence (AI) technology, web platforms, and virtual reality (VR). Using a literature review approach, the results show that the synergy of these technologies optimises the performance of Islamic educational institutions, despite the challenges of infrastructure and digital ethics. This study concludes that transformational leadership based on maqasid sharia is the key to creating a holistic educational ecosystem that is efficient, inclusive, and relevant to the digital era. Recommendations include digital literacy training for leaders, productive waqf funding for infrastructure, and further empirical research to validate the model. This study contributes to the development of contemporary Islamic education management theory that combines spirituality with technological innovation for the benefit of the community.
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SYNERGY BETWEEN EDUCATIONAL TECHNOLOGY AND ISLAMIC RELIGIOUS EDUCATION: EFFORTS TO REALISE CHARACTER-BASED LEARNING, SPIRITUAL VALUES, AND RESPONSIVENESS TO THE CHALLENGES OF THE 21ST CENTURY DIGITAL CIVILISATION
This study examines the synergy between educational technology and Islamic Religious Education (IRE) as a strategic effort to realise character-based learning, spiritual values, and responsiveness to the challenges of the 21st-century digital civilisation. Using a descriptive qualitative approach based on literature review, the study analyses the integration of digital platforms such as blended learning, adaptive AI, and Qur'anic-based interactive media in the formation of Islamic character. The main discussion covers the synergy between technology and PAI in strengthening the values of trustworthiness, ihsan, and piety in virtual spaces, as well as implementation and challenges such as the digital divide, negative content distractions, and dehumanisation of interactions, which are overcome through Islamic digital literacy and hybrid spiritual sessions. The results confirm that this synergy produces an adaptive Muslim generation that combines technological skills with akhlakul karimah (good character), becoming the foundation of holistic national education in the Society 5.0 era.
OPTIMISING ONLINE AND HYBRID LEARNING TO IMPROVE THE QUALITY OF EDUCATION AND STUDENT LEARNING EXPERIENCES: A LITERATURE REVIEW ANALYSIS IN THE CONTEXT OF THE MODERN DIGITAL EDUCATION ENVIRONMENT
This article presents an analysis of the optimisation of online and hybrid learning to improve the quality of education and student learning experiences in the context of a modern digital education environment. The research uses a literature review method. The results show that the hybrid learning model has great potential in combining the advantages of face-to-face and online learning, thereby creating a more humanistic, flexible, and student-centred learning experience. The integration of appropriate pedagogical approaches and the planned use of digital technology can support the achievement of better education quality and build a sustainable learning ecosystem. This study recommends strengthening the capacity of educators, developing policies that support digital transformation, and conducting further testing in diverse empirical contexts to refine the model for optimising online and hybrid learning.
AI INTEGRATION IN LEARNING SYSTEMS: LITERATURE REVIEW ANALYSIS ON TEACHING OPTIMISATION THROUGH VIRTUAL TUTORS, DATA ANALYSIS, AND AUTOMATED EDUCATIONAL MATERIAL CREATION
The development of artificial intelligence (AI) has brought a new paradigm in the world of education by introducing learning systems that are more adaptive, efficient, and learner-centred. This study aims to analyse the role of AI in optimising the learning process through the application of virtual tutors, learning analytics, and the automation of educational material creation. The research method used is library research by reviewing various existing scientific sources. The results show that the integration of AI in education can improve learning personalisation, strengthen data-based decision making, and increase efficiency in academic content development. AI-based virtual tutors enable real-time feedback and individual guidance, while learning analytics help teachers understand students' needs more accurately. On the other hand, the automation of teaching material creation using generative technology increases teachers' time effectiveness and expands access to relevant and contextual learning resources. However, the implementation of AI requires serious attention to ethical issues, data validity, and potential algorithmic bias so that this technology can truly be beneficial in a fair and sustainable manner. This study emphasises that collaboration between human intelligence and artificial intelligence is key to building an innovative, inclusive, and meaningful future education ecosystem.
THE USE OF ARTIFICIAL INTELLIGENCE AS A PERSONAL TUTOR IN EDUCATION: A LITERATURE REVIEW ON PERSONALISATION AND ADAPTATION OF LEARNING MATERIALS BASED ON STUDENT DATA ANALYSIS
The development of artificial intelligence (AI) technology has brought significant changes to the education sector, particularly in efforts to create more personalised and adaptive learning systems. This study aims to examine the use of AI as a personal tutor in education through a literature review approach that focuses on two main aspects, namely personalisation and adaptation of learning materials based on student data analysis. Using a literature review method from various reliable academic sources, this study analyses the role of AI in understanding student learning behaviour, adjusting learning content, and providing data-based automatic feedback. The results of the study show that the application of AI tutors can improve the effectiveness, efficiency, and relevance of the learning process while expanding access to quality education. However, issues of data ethics and privacy, algorithmic bias, and digital infrastructure readiness are important challenges that need to be addressed. This study emphasises that the integration of AI in education must be oriented towards human-machine collaboration by balancing technological, pedagogical, and ethical aspects in order to create a sustainable and humanistic learning experience.
EVALUATION OF THE EFFECTIVENESS OF TECHNOLOGY-BASED LEARNING PROCESSES AND OUTCOMES IN IMPROVING STUDENT COMPETENCE, MOTIVATION, AND ENGAGEMENT: A LITERATURE REVIEW OF DIGITAL ASSESSMENT MODELS IN THE ERA OF EDUCATION 4.0 TRANSFORMATION
This study is a literature review that evaluates the effectiveness of technology-based learning processes and outcomes in improving students' competence, motivation, and engagement through digital assessment models in the era of Education 4.0 transformation. This study analyses the relationship between AI-based adaptive assessment, learning analytics, and authentic assessment with student development, supported by learning motivation theory and learning evaluation models. The main findings show a significant positive impact of digital assessment on these three dimensions, with student engagement as the main connecting factor, although it is influenced by teacher readiness and technological infrastructure. This study presents a simple conceptual framework for the development of better digital assessment, along with practical suggestions for educators and policymakers in Indonesia.
OPTIMISING THE USE OF MEDIA AND LEARNING TECHNOLOGY IN EDUCATION: A LITERATURE REVIEW OF FACTORS AFFECTING THE ADOPTION AND DIFFUSION OF INNOVATION IN IMPROVING THE EFFECTIVENESS OF THE TEACHING AND LEARNING PROCESS
This study is a literature review that analyses the optimisation of the use of learning media and technology in educational settings through an understanding of the factors that influence the adoption and diffusion of innovation to improve the effectiveness of the teaching and learning process. Based on a review of Rogers' Diffusion of Innovations theory, the Technology Acceptance Model (TAM), and TPACK, it was found that the main factors include performance expectancy, effort expectancy, social influence, facilitating conditions, and obstacles such as infrastructure limitations and digital skills. Optimisation strategies include continuous teacher training, inclusive infrastructure development, blended learning, and national policies such as Merdeka Belajar (Freedom of Learning) that support pedagogical-technological integration. The results of the study show that a multifactorial holistic approach can accelerate the S-shaped adoption curve, increase student engagement, academic achievement, and personalisation of learning through data-driven evaluation. The practical implications provide recommendations for educators and policymakers to address the digital divide, while the theoretical implications enrich the framework of educational technology adoption in the Indonesian context. This study emphasises the need for evidence-based interventions for adaptive and inclusive 21st-century educational transformation.
ISLAMIC EDUCATION AT JUNIOR HIGH SCHOOL LEVEL: DIFFERENCES IN CURRICULUM STRUCTURE, LEARNING METHODS, AND THEIR IMPACT ON STUDENTS' UNDERSTANDING OF ISLAMIC CONCEPTS
This study analyses the differences in curriculum structure and teaching methods in Islamic Religious Education at public junior high schools, private Islamic junior high schools, and modern Islamic boarding schools, as well as their impact on students' understanding of Islamic concepts. Using a descriptive-comparative qualitative literature review approach, the study compares the national Merdeka Curriculum, which focuses on the fundamentals of faith and jurisprudence, with the expansive private model, which includes Arabic memorisation and Arabic language, as well as pesantren-based mastery learning using classical Islamic texts. Teaching methods varied from conventional es in public schools, student-centred through discussion-projects in private schools, to hybrid sorogan-bandongan in Islamic boarding schools. The results show a gradation of understanding, with state schools excelling in breadth but lacking in depth, private schools integrating cognitive and affective learning, and Islamic boarding schools dominating in higher-order thinking skills, supported by a positive correlation between curriculum intensity and concept retention. A hybridised curriculum is recommended to optimise holistic Islamic literacy.
EDUCATIONAL METAVERSE PLATFORMS AS NEW LEARNING FRONTIERS: OPPORTUNITIES, RISKS, AND PEDAGOGICAL IMPLICATIONS
This study explores the emerging role of educational metaverse platforms as transformative learning frontiers by synthesizing findings from recent literature on virtual, augmented, and immersive learning environments. Using a systematic literature review method, the research analyzes theoretical developments, empirical evidence, and pedagogical models that frame the integration of metaverse technologies into contemporary education. The findings reveal that educational metaverses offer significant opportunities for enhancing experiential learning, social presence, collaboration, and student engagement through immersive simulations and personalized learning pathways. However, the literature also highlights critical risks related to data privacy, digital inequality, cybersecurity, psychological effects, and pedagogical misalignment when immersive technologies are not implemented responsibly. The study further identifies important pedagogical implications, including the need for new instructional designs, teacher digital competencies, ethical guidelines, and inclusive access frameworks to ensure meaningful learning outcomes. Overall, the research contributes to a deeper understanding of how metaverse-based learning ecosystems can be developed and governed to support effective, equitable, and ethical education in the digital era.
THE INFLUENCE OF SOCIAL STRATIFICATION ON ACCESS TO INCLUSIVE EDUCATION IN INDONESIA
This study analyses the influence of social stratification on access to inclusive education in Indonesia, where economic, geographical, and cultural inequalities are major barriers for children with special needs from vulnerable groups. Using a descriptive qualitative approach with literature studies and secondary data analysis from journals and Ministry of Education and Culture policies, the findings show that poor families in rural areas experience low participation due to high costs, lack of infrastructure, and social stigma, despite regulations such as the National Education Law. The implications weaken social mobility and inclusive human resource development; recommendations include proportional budget allocation, massive teacher training, and anti-discrimination campaigns for equitable access to education.
TRANSLANGUAGING PEDAGOGY IN MULTILINGUAL ELT CLASSROOMS: STUDENT IDENTITY, STRATEGY USE, AND ACHIEVEMENT
This study explores the implementation of translanguaging pedagogy in multilingual English Language Teaching (ELT) classrooms, focusing on its influence on student identity construction, strategic language use, and academic achievement. Through a literature-based approach, this research synthesizes findings from previous empirical and theoretical studies to analyze how translanguaging functions as an instructional paradigm that validates learners’ linguistic repertoires and promotes more equitable learning environments. The review reveals that translanguaging supports positive identity affirmation by enabling students to draw on their full linguistic resources, thus fostering a sense of belonging and reducing linguistic anxiety. In terms of strategy use, existing studies demonstrate that translanguaging enhances metalinguistic awareness, deepens comprehension, and facilitates flexible language negotiation practices that strengthen communicative competence. The literature also shows that the integration of translanguaging practices contributes to improved academic achievement, particularly through scaffolding complex tasks and enhancing engagement in multilingual settings. Overall, the synthesis highlights that translanguaging pedagogy serves as a transformative framework for multilingual ELT classrooms by bridging linguistic diversity with instructional effectiveness, thereby supporting learners’ holistic linguistic and academic development.
AN ANALYSIS OF POLITENESS STRATEGIES ON CHARACTER TORI VEGA IN NICKELODEON COMEDY SERIES “VICTORIOUS”
This study aims to analyze the types of politeness strategies and contextual factors influencing their selection by the character Tori Vega in the Nickelodeon comedy series, Victorious. Communication is fundemental for social beings, and politeness is crucial for maintaining harmonious social interactions. While many studies focus on politeness strategies, few examine them in the context of American comedy series. Using a qualitative research approach and interpretative content analysis, this study collects data from the dialogue of Tori Vega across the first 10 episodes of Victorious season 1. The theoritical framework is based on Brown and Levinson’s (1987) politeness theory, which includes Positive Politeness, Negative Politeness, Bald On-Record, and Off-Record Strategies. The findings indicate that Tori Vega employs all four strategies in her interactions. For instance, She uses Positive Politeness for compliments (e.g., “Oh my God, You’re fantastic!”), Bald On-Record for direct assertion, and Off-Record for indirect communication and sarcasm to save face or create humor. Contextual factors like social distance, self-esteem maintenance, and the need for clarity influence her strategy selection. The research contributes to pragmatics by exploring politeness in pop culture media.
TEACHER'S PERSPECTIVES ON THE USE OF READING COMPREHENSION STRATEGIES IN SMP NEGERI 35 MEDAN
This study aimed to explore the perspectives of an experienced English teacher on reading comprehension strategies at SMP Negeri 35 Medan. A descriptive qualitative design was employed to collect data through a semi-structured interview with a Year 9 English teacher with over fifteen years' experience. The findings revealed that the teacher employed student-centred strategies that emphasised higher-order thinking skills. These strategies included symbol and image-based learning, open-ended questioning, multimedia integration and flexible instructional adaptation. The selection of strategies was guided by students' learning styles, persistence, and readiness rather than by ability grouping. The study also identified key challenges in reading instruction, such as students' overreliance on digital tools without achieving genuine comprehension, and the limited availability of technological resources. Assessment practices focused on linguistic accuracy, particularly tense usage, and structural completeness, evaluated through various products, such as written texts, videos, and performances. The results showed that effective reading comprehension instruction in Indonesian English as a foreign language (EFL) contexts needs to balance cognitive demands with practical constraints, prioritising analytical and critical thinking over memorisation. This study sheds light on how experienced teachers navigate the complexities of reading instruction and provides practical implications for teacher development and instructional improvement in junior high school settings.
MODERN ISLAMIC BOARDING SCHOOLS AS PILLARS OF ISLAMIC EDUCATION IN RIAU
Islamic education in Riau has a long history rooted deeply in the culture and traditions of Malay society. Islamic boarding schools (pesantren), as the oldest Islamic educational institutions, have played a strategic role in shaping the character, morals, and Islamic identity of the community. This study aims to examine the development of pesantren in Riau from historical, social, and cultural perspectives, as well as to analyze the differences between traditional and modern pesantren in addressing contemporary educational challenges. This study employs a library research method by collecting data from literature, journals, and other written sources. The results show that traditional pesantren focus on education based on classical Islamic texts (kitab kuning) and spiritual values, while modern pesantren integrate religious and general curricula with the utilization of technology. This adaptation enables pesantren in Riau to preserve Islamic values while simultaneously functioning as relevant social institutions in the era of globalization. This study affirms that modern pesantren in Riau serve as an important pillar in strengthening Islamic education that is moderate, competitive, and rooted in local wisdom.
VIRTUAL REALITY IN MADRASAH LEARNING: EVALUATING THE IMPACT ON QUR'ANIC MEMORIZATION AND ENGAGEMENT
This study aims to evaluate the impact of using Virtual Reality (VR) technology in madrasah learning, specifically on improving Quran memorization and student engagement. Using a literature review method, this study identified and analyzed various empirical studies, academic reports, and publications related to the integration of VR in technology-based Islamic and general education. The study's results indicate that VR has significant potential to enhance immersive learning experiences, helping students visualize the context of Quranic verses, and improving focus and memory retention through multisensory stimulation. Furthermore, the use of VR in madrasah learning has been shown to increase student motivation and engagement by providing an interactive and engaging learning environment. However, challenges such as limited infrastructure, device costs, teacher training requirements, and ethical issues related to the use of technology in religious education remain significant concerns. This study emphasizes the need for a structured approach and supportive policies to ensure the effective, sustainable, and consistent implementation of VR in Quranic learning in madrasahs.
REFRAMING ISLAMIC VALUES IN EDUCATION MANAGEMENT: EVALUATING THE MERDEKA CURRICULUM THROUGH AN ISLAMIC LEADERSHIP LENS
The transformation of education in Indonesia through the Independent Curriculum emphasizes flexibility, differentiatory learning, and character strengthening. However, its implementation in Islamic educational institutions requires a more in-depth study of how Islamic values are represented and integrated in learning practices. This research aims to evaluate the Independent Curriculum from the perspective of Islamic leadership and offer a framework for reframing Islamic values in education management. Using a qualitative approach with a case study design, data were collected through in-depth interviews, observations, and document analysis in schools and madrassas that implemented the Independent Curriculum. Thematic analysis reveals that the integration of Islamic values, such as amanah, adl, ikhtiyar, and ihsan, remains partial and highly dependent on teachers' initiative and the school leadership culture. The findings also confirm that leaders who practice Islamic leadership principles are able to create a more ethical, collaborative, and character-oriented learning culture. This research proposes a model of integrating Islamic values at three levels: curriculum, learning practices, and school leadership. Overall, this study highlights the importance of harmonizing national curriculum policies with Islamic values, as well as the need for more systematic guidelines to support the implementation of the Independent Curriculum in the Islamic education context.
ENGLISH TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION AT SMA SWASTA AL MAKSUM
This study aimed at investigating the teacher strategies and the implementation of those strategies in teaching reading comprehension at SMA Swasta Al-Maksum Deli Serdang Sumatera Utara. The research conducted uses descriptive qualitative research to collect data from semi-structured interviews and classroom observation techniques involving one English teacher teaching eleventh-grade students. The result of this study shows that several strategies such as Note-taking (highlighting critical vocabulary, guiding students to write difficult words with meanings and examples), Peer tutoring (helping less able readers, pairing stronger and weaker students, small-group discussion to interpret texts collaboratively), Game learning (motivating reading activities, vocabulary and comprehension games, point and reward system to promote active participation), YouTube video materials (providing visual reinforcement, selecting topic-related videos, pre-teaching vocabulary, post-video tasks linking visual content to reading texts). These strategies contribute to addressing problems such as limited literacy skills, low student motivation, and varied levels of comprehension. Consequently, this study provides insight into learning strategies to be adopted to improve learning processes in EFL language learning despite adverse learning conditions such as minimal language literacy skills in learning institutions.
THE IMPACT OF DIGITAL TOOLS ON IMPROVING LITERACY: A SYSTEMATIC LITERATURE REVIEW
This study aims to evaluate the impact of digital tools on improving literacy through a systematic literature review. The results of the study show that digital tools, such as e- books, educational applications, and online learning platforms, have great potential to improve student literacy by providing flexible access and a variety of relevant reading sources. Digital tools also offer interactive features that can increase student engagement and understanding, as well as provide instant feedback that aids the learning process. However, this study also identifies several challenges, including the digital divide and the potential for disruption that can result from uncontrolled use of digital tools. Optimising the benefits of digital tools for improving literacy requires collaboration from various parties, such as teachers, parents, and education policymakers, as well as adequate training for educators. Overall, when used correctly, digital tools can make a significant contribution to improving student literacy.
LITERATURE REVIEW: THE EFFECT OF PROJECT-BASED LEARNING ON STUDENT MOTIVATION AND ACHIEVEMENT IN SCIENCE
Project Based Learning (PBL) is a student-centred educational approach where learners acquire knowledge and skills through in-depth investigation of complex and authentic problems or challenges. In PBL, students are actively engaged in a long-term learning process, working collaboratively to design, develop and produce real products or solutions, while integrating multiple disciplines and developing 21st century skills. The research method in this study is literature. The results showed that PBL was consistently positively correlated with increased student intrinsic motivation and academic achievement in science. However, the review also identified challenges in implementing PBL, including the need for careful planning and adequate support. Thus, PBL offers a promising approach to improving the quality of science education, with significant potential to prepare students for the real-world demands of the modern era.
STRENGTHENING THE CHARACTER OF PANCASILA THROUGH THE INTEGRATION OF HUMANITARIAN VALUES (STUDY OF MEGA BUANA UNIVERSITY STUDENTS)
This study is entitled “Strengthening Pancasila Character Through Integration of Human Values (Study of Mega Buana University Students)” and aims to examine how the humanitarian values in Pancasila are integrated into the lives of students and their impact on character formation. Pancasila, especially the second principle, emphasizes the importance of a just and civilized humanitarian attitude, but its implementation among students still faces challenges such as intolerance and individualism. Through a descriptive qualitative approach, this study collects data from in-depth interviews, observations, and documentation studies of Mega Buana University students. The results of the study indicate that students' understanding of the values of humanity in Pancasila is still diverse, and its application in everyday life is influenced by social, educational, and campus cultural environmental factors. The integration of human values in academic and extracurricular activities has been shown to have a positive impact in shaping the character of students who are more caring, fair, and socially responsible. This study concludes that the integration of human values in the curriculum and campus activities needs to be improved to form a generation of students based on the values of Pancasila, especially in facing today's social challenges.
Ilyas, Aqila Afifah L, Muh. Farhan Ekafriansyah, Muh. Arfaqsad Alfarizky
INTERPERSONAL COMMUNICATION BETWEEN TEACHERS AND STUDENTS IN FACILITATING THE TEACHING AND LEARNING PROCESS
Effective communication is a key element in creating a productive and conducive learning environment. This research uses the literature study method to analyze the impact of teachers' communication competence and classroom culture on the learning process. The study revealed several important findings. First, teachers' ability to deliver material clearly and listen to students actively can increase students' participation and engagement in the classroom. Second, respect for learners' socio-cultural backgrounds can prevent misunderstanding and create an inclusive learning atmosphere. Third, emotional support from teachers has been proven to increase students' motivation to learn and help minimize behavioral problems in the classroom. Therefore, teachers' communication competence needs to be continuously improved to maximize the learning process.
THE ROLE OF SYSTEMATIC CONTROL AND EVALUATION SYSTEMS IN IMPROVING THE EFFECTIVENESS OF PUBLIC POLICY: A LITERATURE REVIEW
This study aims to analyse the role of systematic control and evaluation systems in improving the effectiveness of public policy through a literature review method. Control systems are seen as mechanisms that ensure policy implementation is in line with plans, prevent deviations, and maintain accountability. Meanwhile, systematic evaluation plays a role in providing data-based assessments of the relevance, effectiveness, efficiency, and impact of policies, while also providing constructive feedback for future policy improvements. The study findings indicate that the integration of these two mechanisms creates a continuous learning cycle that strengthens the policy formulation and implementation processes. Thus, the consistent, adaptive, and evidence-based application of control and evaluation systems is key to achieving effective, transparent, and accountable public policy governance.
PREPARING STUDENTS AS AGENTS OF SOCIAL CHANGE: ANTI-RACISM AND ANTI-ETHNOCENTRISM EDUCATION THROUGH A SOCIAL JUSTICE- BASED CURRICULUM
This study aims to analyse the role of anti-racism and anti-ethnocentrism education within a social justice-based curriculum framework as an effort to prepare students to become agents of social change. The background of this study is based on the urgency of building critical awareness and inclusive attitudes amid increasing social challenges resulting from racial and ethnic discrimination. The method used is library research through a systematic review of academic literature, previous studies, educational policy documents, and examples of curriculum implementation in various contexts. The results of the study indicate that integrating anti-racism and anti-ethnocentrism values into the curriculum can strengthen students' social awareness, empathy, and critical thinking skills regarding issues of injustice. The success of implementation requires participatory learning strategies, support from competent teachers, and an inclusive school environment. This study recommends strengthening teacher training, selecting multicultural teaching materials, and formulating education policies that prioritise social justice to ensure the sustainability of positive impacts on society at large.
EDUCATIONAL TRANSFORMATION IN INDONESIA: REVIEWING THE POLICY LANDSCAPE AND LEARNING OUTCOMES
Educational transformation in Indonesia is a response to global dynamics, technological developments, and the demands of 21st-century competencies. This study aims to comprehensively review the national education policy landscape and analyse learning outcomes as the impact of policy implementation, using a literature review method. Data sources include academic literature, official government reports, previous research findings, and national and international education statistics. The findings indicate that policies such as the Merdeka Curriculum, education digitalisation programmes, strengthening vocational education, and improving teacher capacity have contributed positively to improving literacy, numeracy, critical thinking skills, and digital competencies among students. However, challenges such as infrastructure gaps, regional disparities in quality, and uneven teacher quality still limit the optimisation of learning outcomes. These findings underscore the need for policy continuity and consistency, strengthening access equity, aligning the curriculum with the job market, and integrating character education to ensure that educational transformation produces globally competitive generations while contributing to sustainable national development.
GOVERNMENT EFFORTS TO REALISE EDUCATIONAL EQUITY THROUGH TEACHER REDISTRIBUTION AND DIGITAL INFRASTRUCTURE IMPROVEMENT: A LITERATURE REVIEW ON STRATEGIES AND CHALLENGES IN REDUCING URBAN AND RURAL EDUCATIONAL DISPARITIES IN INDONESIA
Educational equity in Indonesia still faces significant challenges, particularly regarding quality and access disparities between urban and rural areas. This study employs a literature review method to analyse the government's strategies in reducing these disparities through two main approaches: teacher redistribution and digital infrastructure improvement. The findings indicate that teacher redistribution programmes, such as the Frontline Teachers programme and the placement of civil servant teachers (PNS/PPPK), have improved the teacher-student ratio and brought qualified educators to remote areas. Meanwhile, strengthening digital infrastructure through the Palapa Ring project, school digitisation, and the provision of technological devices have opened up more equitable access to online learning. However, the implementation of these two efforts still faces challenges such as teacher resistance to placement in remote areas, limited supporting facilities, low digital literacy, and limitations in basic infrastructure such as electricity and internet connectivity. This study concludes that the success of educational equity requires integrated policy synergy, local government involvement, and support from various stakeholders to ensure the sustainability of the programme.
INTEGRATING ISLAMIC VALUES IN BUILDING INDEPENDENCE AND MORALITY IN CHILDREN IN THE ERA OF RAPID TECHNOLOGICAL DEVELOPMENT
Rapid technological developments have brought significant changes to children's learning patterns, behaviour, and character. Although these developments open up great opportunities to expand knowledge and skills, challenges such as moral degradation, declining independence, and exposure to negative content pose real threats. This study aims to analyse strategies for integrating Islamic values in building independence and morality in children in the digital age, using a qualitative descriptive literature review method. Data were obtained from relevant literature, including books, journal articles, and previous studies, which were then analysed using content analysis. The results of the study indicate that Islamic values—such as Amanah (trustworthiness), Tawhid (monotheism), honesty, responsibility, and Ukhuwwah (brotherhood)—play a fundamental role in shaping the character of independent and moral children amid technological advances. The effectiveness of integrating these values is greatly influenced by the involvement of parents, educational institutions, and the social environment through creative and adaptive approaches, such as the use of interactive Islamic digital media, education based on role models, and Islamic digital literacy. This study recommends collaborative strategies that leverage technology as a tool to strengthen Islamic values, enabling children to grow into a generation of intelligent, independent, and morally upright Muslims in the digital age.
STRENGTHENING TEACHER COMPETENCE THROUGH CONTINUOUS TRAINING IN THE ERA OF EDUCATIONAL TRANSFORMATION(LITERATURE REVIEW)
This study examines the role of continuous professional development (CPD) in strengthening teacher competencies in the era of educational transformation. Using a literature review approach, this study synthesises findings from recent studies, policies, and best practices to identify strategies, challenges, and opportunities in the implementation of continuous training programmes for teachers. The findings reveal that teacher competency improvement is influenced by the integration of pedagogical, professional, social, and personal skills, all of which require continuous updating in line with curriculum reforms, technology integration, and changing student needs. This study reveals the dual nature of the era of educational transformation: on the one hand, it presents challenges in the form of unequal access to training, high teacher workload, and resistance to change; on the other hand, it opens up opportunities through digital learning platforms, cross-institutional collaboration, and personalised training assisted by artificial intelligence. These findings underscore the importance of strong policy support, relevant training materials, and collaboration among stakeholders to build an inclusive, adaptive, and sustainable CPD ecosystem that can improve the overall quality of teaching and educational outcomes.
CONTINUOUS IMPROVEMENT CYCLE-BASED EVALUATION: AN EFFECTIVE CONTROL STRATEGY FOR PROGRAMME SUCCESS
This study aims to analyse the application of continuous improvement cycle-based evaluation and its integration with effective control strategies in order to increase the chances of programme success. The method used is a literature review with a descriptive-analytical approach, which examines concepts, theories, and empirical findings from various scientific sources such as journals, books, and research reports. The results of the study indicate that the application of a continuous improvement cycle model, such as Plan-Do-Check-Act (PDCA), enables program evaluation to be carried out systematically, adaptively, and repeatedly, so that weaknesses can be identified and corrected quickly. Meanwhile, effective control strategies—including the establishment of clear performance indicators, continuous monitoring, proactive risk management, strong governance, and the use of technology—can strengthen the evaluation process and ensure the efficient achievement of programme objectives. The synergy between these two approaches not only improves programme performance and quality but also fosters an organisational culture that is responsive, accountable, and quality-oriented. These findings have important implications for programme managers across sectors to adopt an integrated evaluation-control framework as a long-term management strategy.
IMPLEMENTATION OF STUDENT-CENTRED LEARNING MODEL TO IMPROVE INDEPENDENCE AND 21ST CENTURY SKILLS
This study aims to examine in depth the implementation of student-centred learning as a strategy to improve learning independence and 21st century skills. The method used is a literature review with a qualitative descriptive approach, utilising various recent academic sources such as scientific journals, books, and relevant conference proceedings. The findings indicate that student-centred learning is effective in developing independence by granting students autonomy to set goals, choose strategies, and evaluate their own learning. Additionally, this model has proven to support the mastery of 21st-century skills, such as critical thinking, creativity, communication, collaboration, digital literacy, and problem-solving abilities. Factors contributing to the successful implementation include the role of teachers as facilitators, the use of educational technology, and a collaborative and contextual learning environment. However, challenges remain, particularly regarding teacher readiness, resources, and student readiness differences. Overall, the implementation of student-centred learning is considered relevant to the demands of modern education and capable of making a significant contribution to the development of competent and adaptive independent learners in the global era.
CURRICULUM FLEXIBILITY IN THE DIGITAL AGE: EFFORTS TO BUILD EDUCATION THAT IS RESPONSIVE TO CHANGE
Technological developments in the digital era demand fundamental transformations in the education system, particularly in terms of curriculum. This study aims to examine the concept and dimensions of curriculum flexibility in the digital era and strategies for building education that is responsive to change. Using a literature review method, this study analyses various scientific sources, including journals, books, research reports, and relevant policy documents. The findings reveal that curriculum flexibility encompasses continuous adjustments to content, teaching methods, media, and assessment, taking into account technological advancements, 21st-century competency requirements, and local and global contexts. Implementation strategies for responsive education include the integration of information and communication technology, enhancing educators' competencies, strengthening partnerships with industry, implementing project-based learning, and policies that support curriculum innovation. This study emphasises that curriculum flexibility is a crucial foundation for building an adaptive, inclusive, and sustainable education system, while also preparing students to become lifelong learners ready to face the challenges and opportunities of the future.