Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities
Fatimah Alauwiyah
Sriwijaya University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Transformation and Governance Reform in Indonesian Cooperatives: A Systematic Literature Review Analysis toward Vision 2045 Tomy Wijaya; Fatimah Alauwiyah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1225

Abstract

This paper examines governance challenges in the digital transformation of cooperatives in Indonesia and their implications for strengthening cooperative institutions in the digital economy. The research aims to analyse the relationship between governance structures and cooperative digitalisation and to identify strategic directions for strengthening digital cooperatives in support of Vision 2045. The paper uses a qualitative approach, drawing on a systematic literature review of academic publications, policy documents, and institutional reports on cooperative governance and digital transformation. The findings show that the success of cooperative digitalisation is influenced by three key factors: adaptive governance frameworks, supportive regulations that accommodate digital innovation, and improved digital literacy among cooperative members and managers. In addition, the development of an inclusive digital ecosystem is essential to facilitate the integration of digital technologies in cooperative management, services, and member participation. These results highlight that governance reform and digital capacity building are fundamental prerequisites for accelerating cooperative digital transformation. However, this study is limited to literature-based analysis and does not capture empirical variations in local cooperative practices. Therefore, future research should employ empirical approaches, such as case studies or surveys, to evaluate the effectiveness of digital cooperative governance and its impact on member welfare and regional economic development.
Local History and Cultural Heritage in 21st-Century History Education: A Systematic Review of Pedagogy, Skills, and Sustainability Tomy Wijaya; Fatimah Alauwiyah; Muhammad Reza Pahlevi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1121

Abstract

This study presents a systematic literature review on the integration of local history and cultural heritage in 21st-century history education, focusing on pedagogical models, competency development, and alignment with Sustainable Development Goal (SDG) 11. Guided by the PRISMA 2020 framework, the review synthesizes 17 peer-reviewed and indexed articles published between 2020 and 2025. Thematic analysis was employed to map dominant instructional approaches, learning outcomes, and persistent research gaps. The findings indicate that heritage-based history education is implemented through place-based learning, heritage inquiry, museum and community engagement, and digital pedagogy such as virtual reality and virtual field trips, all of which significantly strengthen historical thinking and broader 21st-century skills, particularly critical thinking, collaboration, and digital literacy. The review further confirms a conceptual linkage between heritage-based history education and SDG 11 in fostering sustainability awareness, cultural preservation, and community participation. Nevertheless, the literature reveals fragmented curricular integration, limited longitudinal evidence on competency development, and insufficient systematic evaluation of the measurable contribution of history education to sustainability outcomes. By integrating pedagogical models, competency frameworks, and sustainability objectives within a unified analytical perspective, this study provides a structured conceptual foundation for advancing heritage-based history education in contemporary formal learning contexts.
Co-Authors Muhammad Reza Pahlevi Tomy Wijaya