https://www.sajst.org/online/index.php/sajst Asian Journals Publishing en-US Southeast Asian Journal of Science and Technology 2672-2984 <p>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by/4.0">Creative Commons Attribution 4.0 International License</a> that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.&nbsp;</p> https://www.sajst.org/online/index.php/sajst/article/view/373 This study examines the critical role of principals’ digital leadership in fostering a culture of learning innovation in the era of technological disruption through a Systematic Literature Review (SLR) based on PRISMA 2020. A total of 28 selected sources were analyzed from an initial pool of 120 publications indexed in Google Scholar, Scopus, DOAJ, and SINTA levels 2–6, published between 2015 and 2025. The main findings identify four core pillars of digital leadership: Digital Competency Leadership (LMS mastery and data-driven decision-making), Innovation Leadership (vision for PjBL and STEAM), Collaborative Networking Leadership (Professional Learning Communities supported by Google Workspace), and Ethical and Inclusive Digital Culture (data privacy and accessibility). These pillars show a strong positive correlation (r = 0.72) with indicators of learning innovation culture, including blended learning implementation, teacher collaboration, student-centered environments, data-based evaluation, and creative learning models, resulting in improvements in student learning outcomes of up to 40–50%. Key challenges include low digital literacy (only 35% of teachers are digitally proficient), limited network infrastructure, administrative workload reaching 60%, and resistance to change (45%). These challenges can be mitigated through targeted training, Kotter’s change management framework, and the integration of AI and VR platforms. The resulting conceptual model offers practical recommendations, including strengthening measurable digital vision, collaborative PLCs, digital pedagogy training, and industry partnerships to build an innovative educational ecosystem aligned with the Merdeka Curriculum and Society 5.0, supporting Indonesia’s Golden Generation 2045. Erwin Nauval Abdurrahman Mutoharoh Mutoharoh Falih Ihza Furtasan Ali Yusuf Umalihayati Copyright (c) 2025 Erwin Nauval Abdurrahman, Mutoharoh Mutoharoh , Falih Ihza, Furtasan Ali Yusuf, Umalihayati https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 1 11 https://www.sajst.org/online/index.php/sajst/article/view/374 This study aims to develop a teacher performance management model based on Internal Quality Assurance (IQA) to enhance teacher professionalism and improve the quality of learning in schools. The research employed a Research and Development (R&D) approach using a mixed methods design. Data were collected through questionnaires, in-depth interviews, classroom observations, and analysis of internal school documents. Quantitative and qualitative data were analyzed to examine changes in teacher performance and stakeholder perceptions toward the developed model. The results indicate that the IQA-based teacher performance management model effectively improves teacher performance across key dimensions, including lesson planning, instructional implementation, evaluation, and professional development. Quantitative findings reveal a significant positive increase in teacher performance scores, particularly in evaluation and monitoring aspects, highlighting the critical role of feedback and supervision within an internal quality assurance system. Qualitative findings further demonstrate positive perceptions from both teachers and school principals. Teachers reported clearer understanding of performance standards, greater adaptability in instructional strategies, and stronger institutional support for continuous professional development. Meanwhile, principals perceived the model as facilitating supervision, evaluation, and evidence-based decision-making processes. The findings align with the principles of Continuous Quality Improvement (CQI) and professional learning community theories, emphasizing ongoing evaluation, collaboration, and sustainable capacity building. Overall, this study concludes that the IQA-based teacher performance management model is an effective strategy for strengthening internal quality assurance systems and improving learning quality at both individual and organizational levels. Therefore, the model is recommended as a practical guide for teacher performance management implementation across various school context. Baehaki Endi Sutisna Nuryati Furtasan Ali Yusuf Syadeli Hanafi Copyright (c) 2025 Baehaki, Endi Sutisna, Nuryati , Furtasan Ali Yusuf, Syadeli Hanafi https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 12 20 https://www.sajst.org/online/index.php/sajst/article/view/375 This study explores quality management in education amidst digital disruption, focusing on the harmonization of policies, human resource development (HR), and technology integration. The main objectives of this study are to assess the effectiveness of current educational policies in supporting digital transformation, evaluate the role of human resource development in integrating technology, and explore the impact of technology tools such as Learning Management Systems (LMS) on teaching quality. A mixed-method approach was used, combining qualitative and quantitative research methods. Qualitative data were collected through in-depth interviews with 48 educators and education administrators to understand the challenges they face in adapting to digital disruption and how policies and HR development can support technology implementation in education. Quantitative data were gathered through a survey, which assessed the perceptions of respondents regarding the effectiveness of education policies, HR development, and the use of technology in education. The survey results were analyzed using descriptive statistics, with the findings presented in percentage distributions. The results indicate that while a majority of respondents agree that policies are starting to align with technological needs, there are significant gaps in policy implementation, especially in terms of infrastructure and regional coordination. Additionally, despite the recognition of the importance of human resource development, only a limited number of educators feel adequately trained to integrate technology into their teaching practices. The study highlights the need for more focused training programs, equitable access to technology, and stronger policy implementation to effectively address the challenges of digital disruption in education. A Syarah Inti Hujah Minhatul Ma’arif Furtasan Ali Yusuf Dewi Surani Copyright (c) 2025 A Syarah, Inti Hujah, Minhatul Ma’arif, Furtasan Ali Yusuf, Dewi Surani https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 21 26 https://www.sajst.org/online/index.php/sajst/article/view/376 This study aims to explore the impact of the implementation of Learning Experience Platforms (LXP) in teacher professional development. This research using a mixed-methods approach, combines quantitative and qualitative data to analyse the effectiveness of LXP in enhancing pedagogical competence, mastery of learning technology, teaching motivation, and interaction with students. The quantitative phase involves data collection from 40 teachers through questionnaires, while the qualitative phase is conducted through semi-structured interviews and focus group discussions (FGD) with 15-20 teachers to explore their experiences using LXP. The quantitative results show significant improvement in all measured indicators, with the largest increase in teaching motivation (18.4%). The qualitative results reveal that the majority of teachers feel that LXP facilitates easy access to training, tailors learning to their needs, and enhances collaboration with peers. However, challenges in teacher collaboration still need improvement. Overall, this study shows that LXP has the potential to be a more effective, adaptive, and sustainable model for teacher professional development. Mela Febriana Ifa Hafiroh Minhatul Ma’arif Furtasan Ali Yusuf Mutoharoh Mutoharoh Copyright (c) 2025 Randy Joy Ventayen; Mela Febriana, Ifa Hafiroh, Minhatul Ma’arif, Furtasan Ali Yusuf, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 27 32 https://www.sajst.org/online/index.php/sajst/article/view/377 Study This aim develop an Academic Quality Audit (AMA) model based on ADDIE approach to increase effectiveness school . Quality academic school need comprehensive , adaptive , and capable audit system measure process achievements and results learning . Research this development (R&D) involving head schools , teachers, and supervisors as test subjects . Research results show that the AMA model developed is valid, practical , and effective For used as quality monitoring instruments academic . In addition , the application of this model contribute to improvement effectiveness schools that include dimensions leadership , management learning , culture quality and system internal evaluation . Findings This strengthen the importance of quality audits as integral part in management improvement quality education . Azzan Fauzan Hasbiyah Umalihayati Nuryati Mutoharoh Mutoharoh Copyright (c) 2025 Azzan Fauzan, Hasbiyah, Umalihayati , Nuryati, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 33 39 https://www.sajst.org/online/index.php/sajst/article/view/378 This qualitative descriptive study analyzes the strategies employed by the principal of TK Bina Nusantara in developing a productive and collaborative teachers’ work environment. The study involved 13 participants consisting of one principal, six senior teachers, four junior teachers, and two educational staff members. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the Miles and Huberman model with triangulation to ensure validity. The findings reveal that effective strategies include strengthening the school vision, providing adequate ICT facilities, implementing weekly Professional Learning Communities, lesson study, internal subject-teacher forums, coaching and mentoring, and clinical supervision. These strategies are supported by visionary leadership but constrained by administrative workload and disparities in teachers’ competencies. The study produces a conceptual model for developing teachers’ work environments and recommends structured Professional Learning Communities, document digitalization, and performance-based recognition to support sustainable transformation in early childhood education institutions. Siti Sofiah Mutoharoh Mutoharoh Umalihayati Syadeli Hanafi Minhatul Maarif Copyright (c) 2025 Siti Sofiah, Mutoharoh Mutoharoh , Umalihayati, Syadeli Hanafi, Minhatul Maarif https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 40 49 https://www.sajst.org/online/index.php/sajst/article/view/380 The ongoing shift toward student-centered learning is increasingly supported by the adoption of digital technologies, particularly blended learning, artificial intelligence (AI), and a range of interactive platforms. This article presents a systematic analysis of recent studies examining how these three domains contribute to improved learner autonomy, engagement, and collaboration across educational levels. The findings indicate that blended learning—when designed using active pedagogical principles—enhances cognitive, affective, and behavioral engagement while providing flexibility in learning pace and learning spaces. The integration of AI and learning analytics facilitates the personalization of learning experiences, delivers adaptive feedback, and strengthens self-regulated learning through continuous monitoring and recommendation mechanisms. Furthermore, interactive platforms such as learning management systems, social networking sites, and immersive virtual environments enable collaborative learning and foster more egalitarian learning communities. Nonetheless, the literature highlights persistent challenges related to educators’ digital literacy, infrastructure disparities, and ethical as well as data-privacy concerns, which call for a human-centred approach in the design and implementation of educational technologies. This article therefore recommends strengthening blended-learning design, implementing ethically grounded AI integration, and leveraging interactive platforms to broaden opportunities for students to participate as co-designers of the learning process. Atikah Atikah Minarti Agustina Furtasan Ali Yusuf Dewi Surani Mutoharoh Mutoharoh Copyright (c) 2025 Atikah Atikah , Minarti Agustina, Furtasan Ali Yusuf, Dewi Surani, Mutoharoh Mutoharoh https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 50 55 https://www.sajst.org/online/index.php/sajst/article/view/381 Digital transformation in education has catalyzed a paradigm shift from traditional teacher-centered pedagogies toward student-centered learning, emphasizing active knowledge construction, critical thinking, and learner autonomy. This article conducts a systematic literature review (SLR) following PRISMA guidelines to examine how digital technologies enhance the effectiveness of student-centered learning in higher education. From an initial pool of over 1,000 articles sourced from Scopus-indexed international journals (2019–2025), 20 high-quality studies were selected for thematic synthesis. Key findings indicate that technologies such as Learning Management Systems (LMS), blended learning, mobile applications, artificial intelligence (AI)-driven adaptive systems, and learning analytics significantly boost multidimensional student engagement—behavioral (e.g., participation), cognitive (e.g., deep processing), and affective (e.g., motivation)—while fostering collaboration, personalization, and improved learning outcomes. For instance, AI-enabled analytics provide real-time adaptive feedback, enhancing self-regulation by 25-40% in blended environments. However, persistent challenges persist, including the digital divide exacerbating access inequities in vulnerable populations, educators' limited digital pedagogy competencies beyond technical skills, infrastructural gaps, and ethical concerns like algorithmic bias and data privacy. The review concludes that successful digital transformation demands holistic integration: robust pedagogical redesign, continuous professional development aligned with UNESCO ICT-CFT frameworks, inclusive policies addressing structural barriers, and institutional governance ensuring ethical AI deployment. These insights offer actionable recommendations for policymakers and educators to realize equitable, sustainable digital learning ecosystems. Inti Hujah Yunizar Furtasan Ali Yusuf Mutoharoh Mutoharoh Minhatul Maarif Copyright (c) 2025 Inti Hujah, Yunizar, Furtasan Ali Yusuf, Mutoharoh Mutoharoh , Minhatul Maarif https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 56 64 https://www.sajst.org/online/index.php/sajst/article/view/382 This study aims to analyze the impact of the implementation of digital technology on the management of educational resources in Pandeglang City. Using a quantitative approach with a descriptive design, this study involved 10 schools that have implemented digital technology in managing administration, human resources, educational facilities, and academic data. The results show that the implementation of digital technology significantly improves the efficiency and effectiveness of educational resource management, with the greatest improvement seen in administration and academic data management. However, challenges related to infrastructure limitations and training need to be addressed to maximize the benefits of digital technology. Therefore, strengthening technological infrastructure and increasing training for educators and administrative staff are key factors in ensuring the successful implementation of digital technology in schools in Pandeglang City. Khairul Ikhwan Umi Hanifah Basrowi Mutoharoh Mutoharoh Furtasan Ali Yusuf Umalihayati Copyright (c) 2025 Khairul Ikhwan, Umi Hanifah, Basrowi, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Umalihayati https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 65 70 https://www.sajst.org/online/index.php/sajst/article/view/383 Educational management serves as a critical factor in determining school performance amid demands for enhanced educational quality and the challenges of digital transformation. However, numerous studies indicate that the implementation of educational management in schools still faces obstacles, such as weak leadership, low resource management effectiveness, and suboptimal technology integration. This study aims to systematically analyze the influence of educational management on school performance through a review of recent scientific literature. The method employed is a Systematic Literature Review (SLR), analyzing 32 national and international articles published between 2020 and 2025. Data were collected via article search and selection based on inclusion criteria, and analyzed using thematic analysis. The findings reveal that educational management—particularly school principal leadership, instructional leadership, school-based management, and digital leadership—significantly impacts teacher performance, learning quality, and student academic achievement. Furthermore, digital leadership emerges as an increasingly relevant management approach for enhancing school performance in the technology era. The novelty of this study lies in its comprehensive synthesis of various educational management approaches within an integrated analytical framework. Theoretically, this research contributes to advancing educational management scholarship; practically, it serves as a reference for school administrators and policymakers in fostering sustainable school performance improvements. Rise Arisanti Haerul Wafa Mutoharoh Mutoharoh Furtasan Ali Yusuf Dewi Surani Copyright (c) 2025 Rise Arisanti, Haerul Wafa, Mutoharoh Mutoharoh , Furtasan Ali Yusuf, Dewi Surani https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 71 80 https://www.sajst.org/online/index.php/sajst/article/view/384 Human Resource Management (HRM) in education plays a pivotal role in enhancing teacher professionalism, particularly in response to increasing demands for educational quality and the ongoing transformation of teaching practices in the digital era. Despite its strategic importance, existing studies indicate that the implementation of educational HRM often encounters challenges, including ineffective leadership, inadequate professional development systems, and suboptimal management of human capital in schools. This study aims to systematically examine the role of educational human resource management in improving teacher professionalism through a comprehensive review of recent scholarly literature. Employing a Systematic Literature Review (SLR) approach, this study analyzes 32 national and international journal articles published between 2020 and 2025. Data were collected through a structured search and selection process based on predefined inclusion criteria and analyzed using thematic analysis. The findings demonstrate that key dimensions of educational HRM—such as recruitment and selection, continuous professional development, performance appraisal, leadership support, and digital competency development—have a significant influence on teachers’ professional competence, pedagogical skills, and commitment to continuous improvement. Moreover, the integration of digital-based HRM practices emerges as a crucial factor in strengthening teacher professionalism in contemporary educational settings. The novelty of this study lies in its integrative synthesis of educational human resource management practices and their direct linkage to teacher professionalism. Theoretically, this research enriches the discourse on HRM in education, while practically it provides valuable insights for school leaders and policymakers in designing effective strategies for sustainable teacher professional development. Maseliya Haerul Wafa Dewi Surani Copyright (c) 2025 Maseliya, Haerul Wafa, Dewi Surani https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 81 90 https://www.sajst.org/online/index.php/sajst/article/view/385 School-Based Management (SBM) has emerged as a key governance reform aimed at improving educational quality by decentralizing decision-making authority to the school level. Amid increasing demands for accountability, effectiveness, and adaptability in education, SBM is widely regarded as a strategic approach to enhancing school quality. However, empirical evidence indicates that the implementation of SBM across educational systems still encounters challenges, including limited leadership capacity, uneven stakeholder participation, insufficient accountability mechanisms, and varying institutional readiness. This study aims to systematically examine the contribution of School-Based Management to educational quality improvement through a review of recent national and international scientific literature. Employing a Systematic Literature Review (SLR) approach, this study analyzes 32 peer-reviewed articles published between 2021 and 2026. Data were collected through a structured article search and selection process based on predefined inclusion criteria and analyzed using thematic analysis. The findings reveal that School-Based Management significantly contributes to educational quality improvement, particularly through enhanced school leadership, increased school autonomy, strengthened teacher participation, and improved teaching–learning processes. The results also indicate that SBM positively influences student academic outcomes when supported by effective leadership, accountability systems, and contextual readiness. Furthermore, recent studies highlight the growing integration of quality assurance mechanisms and digital technologies within SBM practices as emerging trends in educational governance. The novelty of this study lies in its comprehensive synthesis of diverse national and international SBM research within an integrated analytical framework. Theoretically, this review contributes to the advancement of School-Based Management scholarship, while practically it provides evidence-based insights for policymakers and school leaders seeking to implement sustainable strategies for educational quality improvement. Wiwi Widya Lestari Furtasan Ali Yusuf Basrowi Copyright (c) 2025 Wiwi Widya Lestari , Furtasan Ali Yusuf, Basrowi https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 91 100 https://www.sajst.org/online/index.php/sajst/article/view/386 Innovative curriculum management has become a critical factor in improving educational quality amid rapid global changes, including digital transformation, shifting labor market demands, and increasing expectations for learner-centered education. Despite widespread curriculum reform initiatives, numerous studies indicate that the implementation of innovative curriculum management in education systems continues to face substantial challenges, such as limited leadership capacity, insufficient teacher readiness, fragmented curriculum alignment, and uneven integration of digital technologies. This study aims to systematically analyze innovative curriculum management practices in contemporary education systems through a review of recent national and international scientific literature. This research employs a Systematic Literature Review (SLR) method, examining 32 peer-reviewed articles published between 2021 and 2026. Data were collected through a structured search and selection process based on predefined inclusion criteria and analyzed using thematic analysis. The review synthesizes evidence on various curriculum management innovations, including competency-based curricula, learner-centered curriculum design, decentralized curriculum governance, digital and data-driven curriculum management, and the integration of emerging technologies. The findings reveal that innovative curriculum management significantly contributes to improvements in teaching and learning quality, curriculum relevance, and student learning outcomes when supported by effective leadership, teacher professional agency, and coherent governance structures. Leadership that emphasizes collaboration, instructional support, and innovation-oriented decision-making plays a central role in translating curriculum reforms into classroom practice. Additionally, digital and data-driven approaches emerge as increasingly influential in enabling adaptive, personalized, and responsive curriculum implementation in contemporary education systems. Ibnu Muarif Mutoharoh Mutoharoh Furtasan Ali Yusuf Copyright (c) 2025 Ibnu Muarif, Mutoharoh Mutoharoh , Furtasan Ali Yusuf https://creativecommons.org/licenses/by/4.0 2025-08-31 2025-08-31 9 2 101 110