International Journal of Science Education and Technology (IJSET)
The International Journal of Science Education and Technology (IJSET) is a leading academic journal published by PT.Ariya Research And publisher, which specializes in the dissemination of cutting-edge and innovative research in the field of science and technology education. Founded with a passion for integrating educational theory, empirical research, and technology-based classroom practice, the journal has become a strategic platform for the international scientific community concerned with the transformation of STEM (Science, Technology, Engineering, and Mathematics) education globally. This journal serves as a forum for scientific dialogue between academics, teachers, researchers, curriculum developers, and education policymakers from various countries. With its cross-disciplinary scope, IJSET raises contemporary issues that reflect the rapid development of science and technology, as well as the challenges of grounding these values into the formal and non-formal education process. Scope and Topics The scope of IJSET is very broad, but it still focuses on the development of science and technology education based on research and educational technology. Frequently discussed topics include: Innovation in science and technology teaching and learning, including the application of active learning models, scientific inquiry, problem-based learning (PBL), and project-based learning (PjBL). The use of digital technologies in education, such as simulations, interactive software, augmented reality (AR), virtual reality (VR), artificial intelligence (AI), and web-based learning systems. Development and evaluation of STEM curriculum, including cross-curricular approaches, the integration of science and technology in daily life, and education based on global issues (e.g., climate change, renewable energy, and sustainability). Psychopedagogical studies, such as science literacy, learning motivation, math anxiety, critical and creative thinking skills, and metacognition in STEM learning. Collaborative research between universities and schools, or between academia and the technology industry, to bridge the gap between educational theory and practice. Science and technology teacher education, including pre-service training and continuous professional development (in-service), as well as the integration of TPACK (Technological Pedagogical Content Knowledge). Characteristics and Academic Quality The International Journal of Science, Education and Technology is an international peer-reviewed journal with a strict selection rate. Each article submitted goes through a double-blind review process, ensuring scientific quality and objectivity in publications. The editorial process involves editors and reviewers from various countries with expertise in the fields of education, science, technology, and education policy. This journal supports the replication of scientific studies, quantitative and qualitative methodologies, and mixed-methods approaches in education, and provides a place for real classroom-based research results that have a high practical contribution to the world of education. Indexation and International Reputation IJSET in the process of indexing Scopus Web of Science – Emerging Sources Citation Index (ESCI) ERIC – Education Resources Information Center EBSCOhost, ProQuest, SpringerLink, and more Strategic Value and Global Contribution IJSET has strategic value as a journal that encourages transformative pedagogical practices in the digital era. In the context of the globalization of education and the industrial revolution 4.0, the journal plays an important role in: Connecting the theory and practice of science and technology education. Encourage the use of new technologies in teaching, both for teachers, lecturers, and professional training. Facilitate knowledge exchange between countries, through the publication of research from various cultural contexts and national education systems. Supporting sustainable education, by prioritizing critical thinking about future environmental, energy, and technological issues. It is the main reference for STEM education researchers who want to publish the results of empirical research, both experimental, longitudinal, and exploratory studies. Publication Format and Writing Ethics All articles in IJSET must be written in good academic English and meet scientific writing standards. Authors must adhere to the ethical principles of publication, including academic honesty, originality of writing, open data, and the use of relevant and up-to-date references (especially from the last 10–15 years). This journal accepts various types of articles, including: Original research articles Review articles Theoretical papers Practice-based reflections
LEARNING MANAGEMENT SYSTEMS IN EDUCATION: A LITERATURE REVIEW ON THEIR EFFECT ON MOTICVATION AND ACADEMIC ACHIEVMENT
The rapid expansion of Learning Management Systems (LMS) in global education has intensified scholarly interest in their pedagogical effectiveness, particularly regarding student motivation and academic achievement. Despite widespread institutional adoption, empirical findings remain fragmented and occasionally inconsistent. This study presents a systematic literature review of Q1-indexed international research published between 2015 and 2025 to examine how LMS implementation influences motivational constructs and learning outcomes across diverse educational contexts. Using a transparent and replicable review protocol, 78 empirical studies were identified, screened, and synthesized through thematic and descriptive analytical procedures. The results indicate that LMS usage demonstrates a more consistent and statistically significant association with student motivation—particularly engagement, self-regulated learning, and academic self-efficacy—than with direct academic achievement outcomes. While a majority of studies report positive relationships between LMS integration and performance indicators, the magnitude of these effects varies substantially across contexts and methodological designs. Importantly, the evidence consistently supports a mediated relationship in which motivational constructs function as central explanatory mechanisms linking LMS-supported learning environments to academic performance. These findings suggest that LMS effectiveness depends less on technological adoption itself and more on pedagogical integration, instructional design quality, and learner readiness. By synthesizing contemporary high-impact research, this study contributes to theoretical clarification and methodological coherence in educational technology scholarship. The review underscores the importance of aligning LMS implementation with motivation-based learning frameworks to optimize both engagement and achievement in digitally mediated education.
Copyright (c) 2026 International Journal of Science Education and Technology (IJSET)
Analysis of the Effectiveness of the Use of Digital Technology in Distance Learning during the Pandemic
The COVID-19 pandemic has triggered major disruption to the global education system and forced a massive shift from face-to-face learning to digital technology-based distance learning. This rapid and wide-scale change raises fundamental questions about the effectiveness of the use of digital technology in supporting the quality of learning processes and outcomes. This study aims to analyze the effectiveness of the use of digital technology in distance learning during the pandemic through a systematic literature study of empirical articles with international reputation. The study used a systematic literature review approach by analyzing 62 Scopus and Web of Science indexed Q1 journal articles published in the 2020–2024 period. The analysis was carried out thematically, focusing on the dimensions of academic achievement, learning engagement, perception of learning quality, and psychosocial impact. The results of the study show that digital technology in general is able to maintain the sustainability of learning and maintain academic achievement in certain contexts, especially higher education. However, this effectiveness is contextual and influenced by the quality of pedagogical design, digital literacy readiness, and socio-economic conditions of students. Additionally, fluctuating learning engagement, digital fatigue, and technology access gaps emerged as key challenges in distance learning during the pandemic. These findings confirm that digital technology cannot be seen as a universal solution, but rather as part of a learning ecosystem that requires mature pedagogical integration and access-equity-oriented policy support. This research makes a conceptual contribution in understanding the effectiveness of digital learning in crisis situations and becomes the basis for the development of sustainable digital learning models in the post-pandemic era.
Blended Learning Models Supported by Educational Technology: A Systematic Literature Review of Instructional Quality and Effectiveness
Blended learning has emerged as a dominant instructional paradigm in higher education, integrating face-to-face teaching with digital learning environments supported by educational technology. Despite widespread implementation, variability persists in instructional quality and measurable learning outcomes. This systematic literature review synthesizes empirical research published in Q1-indexed journals between 2014 and 2025 to examine how blended learning models supported by educational technology influence instructional quality and effectiveness. Following PRISMA 2020 guidelines proposed by Page, M. J., 67 peer-reviewed studies were included after a multi-stage screening process across Scopus, Web of Science, and ERIC databases.The review identifies dominant blended learning models, including the rotation model, flex model, enriched virtual model, and flipped classroom design, and analyzes how technological affordances such as Learning Management Systems, adaptive learning platforms, artificial intelligence tools, and learning analytics mediate instructional quality. Findings demonstrate that blended learning significantly improves academic achievement, learner engagement, and self-regulated learning when pedagogical alignment is achieved. Theoretical framing draws on constructive alignment theory introduced by Biggs, J. and blended learning conceptualization advanced by Graham, C. R..However, effectiveness is moderated by instructor digital competence, institutional infrastructure, learner readiness, and contextual equity factors. This review proposes an integrated conceptual model linking blended learning configurations, technological affordances, and instructional quality dimensions. The findings contribute to the refinement of blended learning implementation frameworks and provide strategic guidance for higher education institutions seeking scalable, high-quality digital transformation.
Mobile Learning as an Educational Technology Innovation: A Systematic Literature Review
Mobile learning has become a prominent focus in educational technology research, driven by the widespread adoption of mobile devices and the growing emphasis on flexible, learner-centred pedagogies. Beyond its technological dimension, mobile learning is increasingly conceptualised as an educational technology innovation that reshapes pedagogical practices, learning environments, and institutional arrangements. This systematic literature review aims to synthesise contemporary research on mobile learning through an explicit innovation lens, examining how it has been theorised, implemented, and evaluated across educational contexts. Guided by the PRISMA 2020 framework, the review analyses peer-reviewed journal articles published between 2010 and 2025 and indexed in Scopus, Web of Science, ERIC, and Google Scholar. The synthesis focuses on theoretical framings, research designs, pedagogical applications, learning outcomes, adoption processes, and systemic challenges. The findings indicate that mobile learning is associated with positive effects on learner engagement, motivation, and task-specific learning outcomes when supported by pedagogically sound instructional designs. However, the innovative potential of mobile learning is constrained by methodological limitations, an overreliance on individual-level adoption models, and persistent issues related to equity, sustainability, and institutional support. This review contributes to the literature by positioning mobile learning as a socio-technical educational innovation and by proposing a future research agenda that aligns with the British Journal of Educational Technology’s emphasis on theory-informed, practice-relevant, and systemically grounded educational technology research.
Copyright (c) 2025 International Journal of Science Education and Technology (IJSET)
Development Of Android-Based Learning on The Social Impact of Informatics
The rapid advancement of mobile technology necessitates innovative pedagogical approaches that leverage students' familiarity with digital devices. This study addresses the pedagogical challenges in teaching the social impact of informatics at SMP Negeri 11 Sungai Kakap, where limited school facilities and teachers' reliance on conventional textbooks have resulted in suboptimal learning engagement. Employing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) research and development model, this research developed an Android-based interactive learning application utilizing MIT App Inventor. The media incorporated multimedia elements including textual explanations, animated videos generated through artificial intelligence, audio narration, and interactive quizzes aligned with the Merdeka Curriculum for eighth-grade informatics. Validation was conducted through expert assessment and user trials involving five students in a small-scale trial and twenty-five students in a large-scale implementation. Media experts rated the application with an average score of 3.47 (SD = 0.12), categorized as "very feasible," while material experts awarded a mean score of 3.44 (SD = 0.15), also classified as "very feasible." The large-scale user trial yielded a mean score of 3.54 across four dimensions: usability and navigation (3.75), presentation clarity (3.53), aesthetics (3.38), and instructional quality (3.50). These findings demonstrate that the developed Android-based learning media meets technical and pedagogical standards for classroom implementation and significantly enhances student engagement in understanding the social implications of information technology. The study contributes to the growing body of evidence supporting mobile learning as an effective strategy for delivering complex socio-technical concepts in secondary education contexts with limited technological infrastructure.
Analysis Of The Effectiveness Of The Use Of Digital Technology In Distance Learning In Sumatra Province
The rapid expansion of digital technology has fundamentally transformed distance learning practices worldwide, particularly in developing countries where educational systems face structural and infrastructural constraints. In Indonesia, Sumatra Province represents a critical context for examining the effectiveness of digital technology utilization in distance learning due to its geographical dispersion, socioeconomic heterogeneity, and uneven digital readiness. This study aims to analyze the effectiveness of digital technology in supporting distance learning in Sumatra Province by synthesizing high-quality empirical evidence from Q1-indexed international journals alongside contextual studies relevant to Indonesia. Employing a systematic literature synthesis methodology, this research integrates findings from meta-analyses, experimental and quasi-experimental studies, and large-scale policy evaluations to examine how technological modalities, pedagogical design, and contextual factors interact to influence learning outcomes. The results demonstrate that digital technology can effectively enhance learning achievement when it is embedded within structured instructional designs that emphasize pedagogical interaction, scaffolding, and formative feedback. Blended and asynchronous learning models consistently show higher effectiveness and equity potential than fully synchronous approaches, particularly in regions with limited internet connectivity. However, the effectiveness of digital distance learning in Sumatra is significantly moderated by disparities in infrastructure, device access, and teacher digital competence. The findings further highlight the central role of teachers in mediating technology’s impact, indicating that sustained professional development in digital pedagogy is essential for achieving meaningful learning gains. This study contributes theoretically by reinforcing the concept of conditional effectiveness in digital education and practically by providing evidence-based implications for policymakers seeking to optimize digital learning implementation in subnational developing-region contexts. Overall, the study underscores that technology alone is insufficient to improve learning outcomes without pedagogical coherence, institutional support, and equity-oriented strategies.
Enhancing Students’ Learning Motivation through Student-Centered Learning Approaches
Learning motivation is a central determinant of students’ engagement, persistence, and academic success across educational levels. In recent decades, student-centered learning has been widely promoted as an instructional paradigm capable of addressing motivational shortcomings commonly associated with traditional teacher-centered approaches. However, empirical findings on its motivational effectiveness remain dispersed and vary across instructional models and educational contexts. This study aims to synthesize quantitative evidence on the impact of student-centered learning on students’ learning motivation through a comprehensive meta-analysis. Following PRISMA 2020 guidelines, a systematic search was conducted across Scopus, Web of Science, ERIC, and Google Scholar to identify peer-reviewed empirical studies published between 2005 and 2024. Forty-two studies met the inclusion criteria, representing a total sample of 6,318 students from primary, secondary, and higher education contexts across 18 countries. Effect sizes were calculated using Hedges’ g and analyzed under a random-effects model to account for between-study heterogeneity. The results reveal that student-centered learning has a statistically significant and positive effect on students’ learning motivation, with a pooled effect size of g = 0.67, indicating a moderate to strong impact. Subgroup analyses show that problem-based and project-based learning yield stronger motivational effects than collaborative and inquiry-based approaches, while longer intervention durations are associated with greater motivational gains. The findings provide robust empirical support for student-centered learning as an effective pedagogical strategy for enhancing student motivation and offer important theoretical and practical implications for instructional design, teacher professional development, and education policy.
Designing Canva-Based Interactive E-Book Learning Media for Microsoft Office Instruction in Rural Vocational Education: An ADDIE-Driven Design and Validation Study
Digital inequity continues to challenge vocational education in rural areas, where limited infrastructure and instructional resources constrain students’ opportunities to acquire essential digital skills. This study reports the design, development, and validation of an interactive e-book learning medium for Microsoft Office instruction using the ADDIE instructional design model. The study was conducted in a rural vocational high school in West Kalimantan, Indonesia, involving Grade XI students from the Agribusiness of Food Crops program. The e-book was developed using Canva as a cloud-based authoring platform to ensure accessibility, mobile compatibility, and cost efficiency. The research employed a design-based development approach, incorporating expert validation and student response evaluation. Participants included two media experts, one subject-matter expert, one vocational teacher, and 30 students. Quantitative data were collected using Likert-scale validation instruments and student response questionnaires, while qualitative feedback informed iterative revisions. The results indicate that the developed e-book achieved a high level of validity, with expert validation scores exceeding 90%, and was perceived by students as practical, engaging, and supportive of independent learning. Observational findings further suggest improvements in student engagement and instructional efficiency. The study demonstrates that low-threshold design platforms, when guided by systematic instructional design principles, can produce pedagogically robust digital learning media suitable for resource-constrained contexts. The findings contribute to the literature on educational technology and instructional design by extending e-book development research into rural vocational education and highlighting practical strategies for promoting digital learning equity.
Development Of Interactive Multimedia-Based Learning Media
The integration of digital technologies in education has heightened the need for pedagogical innovations that enhance conceptual understanding and student engagement, particularly in subjects involving abstract technical content such as Computer Systems. This study aimed to develop and evaluate an interactive multimedia learning application using Smart Apps Creator (SAC 3) for Grade X Informatics students at SMA Negeri 01 Boyan Tanjung. Employing a Research and Development (R&D) methodology grounded in the ADDIE model, the study systematically carried out needs analysis, instructional design, multimedia development, classroom implementation, and formative evaluation. Data were collected through expert validation sheets, student response questionnaires, observations, and documentation, and analyzed using descriptive statistics. Results from expert validators indicated high levels of feasibility, with media experts awarding scores of 88.09% and 91.66%, and material experts assigning 93.18% and 84.09%, placing the product in the “Very Valid” category. Classroom implementation involving both small- and large-scale trials demonstrated strong student engagement and positive perceptions, with overall student response reaching 85.14%, categorized as “Very Good.” The interactive multimedia effectively supported learners in visualizing system components, reduced cognitive load, and increased motivation compared to traditional teaching resources. The findings affirm that SAC-based multimedia constitutes a practical and pedagogically robust solution for enhancing the teaching of Computer Systems, particularly in schools with limited infrastructure. Future research should incorporate experimental measurements of learning gains and broaden implementation across diverse educational contexts.
Development of Android-Based Learning Media on the Social Impact of Informatics to Enhance Student Engagement and Digital Literacy in Junior High School
Android-based learning media continues to emerge as an important educational innovation, especially in supporting digital literacy and technology-integrated learning environments. This study aimed to develop and evaluate an Android educational application for the topic “Social Impact of Informatics” for seventh-grade students at SMP Negeri 1 Ketapang. The development followed the ADDIE model and involved two media experts, one subject-matter expert, and thirty students. Data were collected using expert validation and student response questionnaires. The results showed that the developed media achieved a score of 3.8 from media experts, 4.3 from a subject expert, and 4.2 from students, all falling into the “Feasible” category for learning implementation. Additional statistical analysis confirmed high practicality and consistent user acceptance. The study concludes that the Android-based media is a valid and effective solution for enhancing students’ independent learning and motivation toward digital-based Informatics topics. Recommendations for future improvement include expanding interactive features and offline capabilities to optimize classroom integration.
The Influence Of Learning Facilities And Learning Independence On Students’ Learning Outcomes In Information And Communication Technology Subjects At Senior High School Level
Introduction: Mastery of Information and Communication Technology (ICT) has become an essential competency for students in the digital era. However, the effectiveness of ICT-based learning is shaped by both external and internal factors, particularly the availability of adequate learning facilities and the level of students’ learning independence. Method: This study applied a quantitative ex-post facto design involving a saturated sample of 72 tenth-grade students enrolled in ICT subjects at SMA Karya Budi Putussibau. Data were collected using questionnaires, observations, and interviews. Instrument validity and reliability were tested using Pearson Product-Moment and Cronbach’s Alpha. Data were analysed using classical assumption testing and multiple linear regression with a significance level of 0.05. Results: Findings indicate that learning facilities and learning independence each have a significant positive effect on ICT learning outcomes. Furthermore, both variables simultaneously explain 70.4% of the variance in student performance, reflected in the regression model . Learning facilities contributed more strongly compared to learning independence. Discussion: The results reinforce theoretical perspectives emphasizing the interplay between contextual resources and self-regulated learning. Adequate ICT facilities provide essential access and learning opportunities, while learning independence determines students’ ability to utilize such resources effectively. The findings align with global evidence underscoring the importance of both environmental support and learner autonomy in technology-integrated education. Conclusion: Improving ICT learning outcomes requires a dual approach: strengthening infrastructure quality while simultaneously cultivating student self-regulation and independence. Schools and policymakers should balance technological investment with pedagogical efforts that empower students to become autonomous digital learners.
Food as Regulation, Tantrum as Communication: An Integrated Behavioural-Sensory-Emotional Analysis of Obsessive Eating and Emotional Dysregulation in an Indonesian Adolescent with Autism Spectrum Disorder
This study investigates the interplay between food obsession, tantrum behaviour, and emotional dysregulation in a 19-year-old Indonesian male diagnosed with autism spectrum disorder (ASD), through a three-day intensive structured observation. Data were collected using behavioural checklists, emotion intensity scales (5-point Likert format), food obsession inventories, field journals, caregiver interviews, and video documentation. Quantitative analysis revealed high consistency across observation days (Cronbach’s α = 0.92), with mean scores of 11.4 out of 15 for tantrum behaviours, 11.7 for emotional dysregulation, and 13.2 for food obsession. Tantrums were most frequently triggered by denial of preferred foods, particularly snacks, bread, and chocolate, and by disruptions to rigid routines. Notably, tantrum frequency dropped by 93 percent in structured learning environments (mean = 0.3 episodes per day) compared to unstructured home settings (mean = 4.2 episodes per day). The findings support a transactional model wherein food obsession functions as both a sensory-seeking behavior and a maladaptive emotion regulation strategy, exacerbated by inconsistent behavioural reinforcement in the home environment. Based on this integrative understanding, we propose a multi-component intervention framework combining Applied Behaviour Analysis (ABA), sensory integration therapy, and emotion regulation training. This case underscores the necessity of culturally responsive, individualized, and theoretically integrated approaches to managing complex behavioural challenges in adolescents with ASD in low-resource contexts such as Indonesia.
The Role of Teachers in Enhancing Student Motivation through Student-Centered Learning Approaches
Student motivation is a pivotal factor in academic achievement and lifelong learning. In response to the limitations of traditional, teacher-cantered pedagogies, student-cantered learning (SCL) has emerged as a transformative approach that prioritizes learner agency, active engagement, and personalized pathways. This mixed-methods study investigates how teachers enact SCL strategies to enhance student motivation in Indonesian secondary schools. Data were collected from 120 teachers and 650 students through surveys, classroom observations, and semi-structured interviews. Quantitative analysis employed structural equation modelling (SEM), while qualitative data underwent thematic analysis. Findings reveal that teacher practices—particularly autonomy support, scaffolding of inquiry, and responsive feedback—significantly predict increases in students’ intrinsic motivation (β = 0.67, p < 0.001). Autonomy support emerged as the strongest predictor (β = 0.42), followed by competence-building interactions. Qualitative insights highlight that effective SCL teachers shift from directive instruction to facilitative roles, co-constructing knowledge with students and fostering emotionally safe learning environments. These teachers emphasize choice, relevance, and reflective dialogue, which collectively nurture students’ sense of ownership and self-efficacy. Grounded in Self-Determination Theory, the study demonstrates that motivational outcomes in SCL contexts are deeply mediated by teacher agency and pedagogical mindset. The results carry significant implications for teacher education, professional development, and curriculum policy, particularly in systems undergoing pedagogical reform. By repositioning teachers as empathetic facilitators rather than content transmitters, educational systems can more effectively cultivate intrinsically motivated, self-regulated learners prepared for 21st-century challenges.
Design and Evaluation of an Android-Based Augmented Reality Learning Application for Computer Hardware Education in Vocational High Schools
Augmented Reality (AR) has emerged as a transformative tool in educational technology, particularly for visualizing abstract or complex physical systems. This study presents the design, development, and empirical evaluation of an Android-based AR application for teaching computer hardware concepts to tenth-grade students in a vocational high school in Indonesia. Guided by Mayer’s Cognitive Theory of Multimedia Learning and the Technology Acceptance Model (TAM), the application was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) framework. The AR system enables students to interact with 3D models of hardware components (e.g., CPU, RAM, motherboard) via marker-based recognition on printed cards, supported by audio explanations and embedded quizzes. The application was validated by two media experts (94.5% “very feasible”), two design experts (92.5%), and one subject-matter expert (80% “feasible”). A field trial involving 30 students yielded a 90% positive response rate, with high ratings for usability (87.3%), visual clarity (92%), aesthetic appeal (91%), and instructional design (90%). Qualitative feedback indicated enhanced motivation, spatial understanding, and autonomous learning. Findings suggest that marker-based AR on widely available Android devices can effectively support computer hardware education in resource-constrained settings. This study contributes to the growing body of evidence on low-cost, scalable AR solutions in technical and vocational education.
Integration Of Ai Technology In Digital Marketing Learning To Increase Innovation And Student Learning Independence
The rapid evolution of the digital economy demands that vocational education cultivate not only technical proficiency but also 21st-century competencies such as innovation and self-regulated learning (SRL). Yet, many Indonesian vocational schools continue to employ teacher-cantered, theoretical approaches that fail to bridge the “application gap” in Digital Marketing education. This study investigates the impact of integrating generative Artificial Intelligence (AI) tools within a Project-Based Learning (PBL) framework on students’ innovation and SRL. Conducted as a Classroom Action Research (CAR) using the Kemmis & McTaggart model, the intervention was implemented over two iterative cycles with 131 students from the Retail Business program at SMKN 1 Pemulutan. Data were collected through validated rubrics, 13-item SRL questionnaire (α = 0.82), systematic observations, and project artifacts. Findings reveal a significant improvement: average innovation scores rose from 58% (pre-intervention) to 85% (post-Cycle II), with 81% of students achieving “Good” or higher. SRL scores increased by 31.8% (from 52.4% to 84.2%), and 80% of students consistently demonstrated autonomous behaviours. Qualitative analysis indicates that AI functioned as a cognitive partner that accelerated ideation, while PBL provided an authentic context for critical evaluation and creative synthesis. The study demonstrates that the synergistic integration of AI and PjBL effectively fosters both technical and dispositional competencies in vocational settings. It contributes empirical evidence to the emerging discourse on human-AI co-creativity in Global South education and offers a scalable, low-cost pedagogical model for AI-enhanced vocational teaching.
Evaluation of the Implementation of the Independent Learning Curriculum in Improving the Quality of Higher Education in Indonesia
The Independent Learning Curriculum is a transformational policy launched by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) in response to the stagnation of the quality of higher education in Indonesia. This study aims to systematically evaluate the effectiveness of the implementation of the Independent Curriculum in improving the quality of higher education, focusing on three main dimensions: (1) improving the quality of learning, (2) the relevance of graduates to the world of work, and (3) structural challenges in implementation. Using a systematic literature review (SLR) approach based on the PRISMA 2020 protocol, this study analysed 28 scientific publications from Q1 journals (Scopus/WoS) and 7 official policy reports published in 2019–2024. The findings show that the Independent Curriculum significantly increased the student engagement index from 58% (2021) to 85% (2023) and the graduate absorption rate 76% at participating colleges compared to 58% at non-participating universities. The Independent Academic Mobility Program has been attended by more than 120,000 students until 2024, with 89% of participants reporting an increase in job readiness. However, implementation faces a serious challenge in the form of a sharp digital infrastructure gap between regions: 96% of universities in DKI Jakarta have adequate digital access, while in Papua only 32%. In addition, the readiness of lecturers and the resistance of the academic bureaucracy hindered the scalability of the reform. The study concludes that the Independent Curriculum has great potential in transforming Indonesian higher education, but its sustainability depends on national commitments to equitable infrastructure distribution, strengthening the capacity of academic human resources, and decentralization of policies responsive to local contexts. These findings provide an empirical basis for evidence-based policies to realize quality, inclusive, and sustainable higher education.