International Journal Corner of Educational Research

Educational Human Resource Management Strategies in the Digital Era

Sigit Apriyanto, Adelina Anum, Raed Nafea Farhan — Tue, 29 Jul 2025 00:00:00 +0000

Digital transformation drove significant changes in various aspects of educational governance, including in the management of human resources (HR). This study aimed to identify and synthesise HR management strategies that had been implemented globally in response to the challenges and opportunities of digitalisation over the past decade. Employing a systematic review approach to 65 scholarly articles published between 2014 and 2024, this study mapped out best practices across six key areas: digital recruitment, professional training and development, technology-based performance evaluation, utilisation of digital platforms, workforce well-being, as well as policy and transformational leadership. The synthesis results revealed that the successful implementation of these strategies heavily depended on the social context, national policies, and the level of technological infrastructure readiness in each country. Educational institutions that were able to integrate technology with data-driven approaches, apply adaptive leadership, and prioritise holistic HR well-being proved to be more resilient and adaptable in facing digital disruption. Moreover, training programmes that combined the strengthening of technical skills with motivational support yielded more sustainable outcomes. This study also emphasised the importance of a systemic approach and cross-sector collaboration in designing HR policies that were responsive to digital developments. The findings were expected to serve as a reference for stakeholders in formulating educational policies that were more adaptive, inclusive, and focused on strengthening human capacity in the era of digital transformation.

Utilisation of Augmented Reality (AR) and Virtual Reality (VR) in Education: A Systematic Review

Adelina Anum, Sigit Apriyanto — Fri, 25 Jul 2025 00:00:00 +0000

This review systematically examined the effectiveness and challenges of utilising Augmented Reality (AR) and Virtual Reality (VR) technologies in the field of education over the past decade. As immersive technologies developed, AR and VR offered new approaches that were interactive, contextual, and constructivist in the teaching and learning process. This study employed a systematic review method based on the PRISMA protocol to analyse 60 scholarly articles published between 2015 and 2025, covering various educational levels, fields of study, and learning outcome indicators. The findings revealed that the application of AR and VR generally enhanced conceptual understanding, motivation, student engagement, and psychomotor skills, particularly within the contexts of science, engineering, medical education, and vocational training. Nevertheless, the implementation of these technologies still faced several obstacles, including infrastructure limitations, teacher preparedness, and potential psychological effects such as disorientation and cybersickness. The review also highlighted a growing trend of collaboration between educational institutions and technology industries in the development of AR/VR content, as well as the importance of policy support in expanding access to and the quality of immersive technology-based learning. Thus, AR and VR held significant potential as integral components in the transformation of future educational ecosystems, provided they were accompanied by appropriate pedagogical strategies and adequate readiness of supporting ecosystems.

The Effectiveness of Learning Management System (LMS) Use in Higher Education

Ani Herniawati, Laskmi Holifah, Abd. Syakur — Tue, 01 Jul 2025 00:00:00 +0000

This study conducted a systematic review to assess the effectiveness of Learning Management Systems (LMS) in the context of higher education over the past decade. Following PRISMA guidelines and a structured methodological framework, peer-reviewed articles from a range of reputable academic databases were examined to uncover prevailing trends, key challenges, and effective practices in LMS adoption. The analysis demonstrated that LMSs played a significant role in fostering learning motivation, increasing student engagement, and improving the overall quality of the educational experience, particularly in online and blended learning settings. The effectiveness of LMS implementation was influenced by several factors, including the quality of digital instructional materials, the usability of the platform interface, the technological readiness of institutions, and the digital competencies of both educators and learners. Moreover, the review found that LMSs facilitated flexible learning pathways, enabled personalised content delivery, and supported performance tracking through integrated learning analytics. Despite these benefits, notable challenges persisted—most notably disparities in technology access, resistance to pedagogical innovation, and infrastructure deficiencies in underdeveloped, remote, or marginalised areas (commonly referred to as 3T regions: frontier, outermost, and disadvantaged). The study underscored the critical role of LMSs in the ongoing transformation of higher education in the digital era, highlighting the importance of aligning technological tools with pedagogical strategies and institutional policies. Ultimately, the findings provided important guidance for the development of more responsive, inclusive, and sustainable models for LMS integration that address both current demands and future advancements in higher education.

Prevalence of Research Methods in Higher Education in Lampung

Amrizal Amrizal, Sigit Apriyanto — Wed, 30 Jul 2025 00:00:00 +0000

Higher education research plays a crucial role in shaping academic quality and advancing knowledge, making it essential to map the methodologies applied in order to assess the direction and relevance of scholarly work. This study focused on mapping the prevalence of research methods employed in higher education studies in Lampung Province, specifically examining the tendencies towards quantitative, qualitative, and mixed-methods approaches, as well as the extent to which new methodologies such as digital ethnography and participatory action research have been adopted. A systematic literature review was conducted on articles, undergraduate theses, master’s dissertations, and doctoral research produced in universities across Lampung between 2015 and 2025, involving identification, classification, and comparative analysis of research methods. The findings reveal the dominance of quantitative approaches, although the past five years have shown a significant increase in qualitative and mixed-methods studies. Meanwhile, innovative methods remain rarely applied but indicate promising potential for future development. The conclusion highlights that methodological choices are not merely technical decisions but also reflections of academic culture and institutional capacity, suggesting that diversifying methodologies is vital to enhance research quality and strengthen its relevance to local contexts.

Implementation of The Independent Curriculum in Enhancing Critical Thinking Skills of Senior High School Students in Bandar Lampung

Destia Herlisya — Tue, 29 Jul 2025 00:00:00 +0000

This study was motivated by the imperative to strengthen critical thinking as a core competence within the Kurikulum Merdeka and by evidence that its implementation across senior secondary schools in Bandar Lampung remains uneven. The research focused on analysing how the Curriculum Merdeka contributes to the development of students’ critical thinking skills by examining classroom practices, teacher and student perceptions, and facilitating and inhibiting factors. A qualitative descriptive approach with purposive sampling was employed in three senior secondary schools (two public, one private), involving teachers, students and school leaders. Data were collected through semi-structured interviews, participant observation and document analysis (lesson plans and student artefacts) and were thematically analysed using Miles and Huberman’s framework, with source triangulation and member checking to strengthen validity. Findings indicate that the Kurikulum Merdeka creates opportunities for project-based and discussion-centred learning that can foster critical thinking, but its effectiveness is contingent upon teacher readiness, instructional leadership, infrastructure provision and students’ dispositions. The study recommends sustained pedagogical training, systematic institutional support and interventions to enhance student engagement and confidence; these measures carry implications for local policy and school practice in realising the Pelajar Pancasila profile.

The Impact of Edutech Utilisation on Mathematics Learning Outcomes

Nabila Nurhaliza Ali — Mon, 28 Jul 2025 00:00:00 +0000

This study aimed to analyse the differences in the utilisation of educational technology (Edutech) in mathematics learning between public and private schools in South Lampung Regency and its impact on students’ learning outcomes. The research background lies in the gap in digital infrastructure, teachers’ competence, and school management support that affect the optimisation of Edutech. A mixed-methods approach was employed with a descriptive qualitative and quantitative design. Quantitative data were obtained through mathematics achievement tests conducted in six sample schools representing both public and private institutions, while qualitative data were collected through teacher and headmaster interviews as well as student perception surveys. The findings reveal that private schools, particularly well-established ones, consistently integrate Learning Management Systems and interactive applications, whereas public schools still encounter obstacles such as limited devices and unstable internet access. These differences affect student achievement, with private school students generally scoring higher than their public school counterparts. The study concludes that Edutech contributes positively to mathematics learning outcomes, although its successful implementation strongly depends on policy support, facilities, and the readiness of teachers and students.