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This Author published in this journals
All Journal International Journal of Education Research and Development
Hedi Herdiana
Institut Agama Islam Negeri Curup, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics

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A Systematic Literature Review of Managing Universal and Vocational Secondary Education in a Plural System: Equity Challenges, Implementation Readiness, and the Integration of Islamic Education Deny Haryadi; Revi Permanasari; Hedi Herdiana; Lukman Asha; Ifnaldi Ifnaldi; Dina Hajja Ristianti
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.148

Abstract

Universal secondary education policies particularly free secondary schooling and the removal of school fees together with efforts to strengthen vocational secondary education, have become central to education reform in many developing countries. However, wider access does not necessarily lead to better quality or greater equity. This systematic literature review brings together research on policy design, governance, implementation capacity, and secondary education outcomes, with special attention to plural systems that include public, private, and faith-based providers, including Islamic education ecosystems. The review groups the evidence into four main areas: (1) policy design and governance; (2) equity, inclusion, and participation; (3) implementation capacity, including financing, teachers, and accountability; and (4) outcomes and transitions, such as learning achievement, employment opportunities, empowerment, and social cohesion. Overall, the findings suggest that these reforms usually raise enrolment, but gender, socio-economic, and regional inequalities often remain. Lower household costs can help substantially, but they do not always improve retention when social norms, indirect costs, and structural barriers continue to limit participation. Rising enrolment can also place pressure on school capacity and learning quality. In vocational education, outcomes tend to improve when curricula reflect labour market needs and are supported by industry partnerships, good teaching, and regular curriculum updates.
Educational Problems in Indonesian Islamic Boarding School: A Systematic Review of Curriculum Barriers, Digital Obstacles, And Institutional Responses Revi Permanasari; Deny Haryadi; Hedi Herdiana; Lukman Asha; Ifnaldi Ifnaldi; Dina Hajja Ristianti
International Journal of Education Research and Development Vol. 6 No. 1 (2026): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v6i1.151

Abstract

This systematic literature review synthesizes empirical findings on educational issues in Indonesian Islamic boarding schools (pesantren), with emphasis on curriculum implementation barriers, digital limitations, and institutional responses. Drawing on peer-reviewed journal articles and using a structured, transparent review process, the study examines the relationship between classroom practices, technological readiness, and institutional governance. The findings show that curriculum barriers arise across several dimensions, including student readiness, teaching approaches, and conceptual understanding, and are often reinforced by the tendency of institutions to prioritize religious subjects over general subjects. Digital transformation offers both opportunities and challenges, as limited resources, weak managerial support, and resistance to technology continue to constrain integration. Quantitative evidence indicates that structured digital literacy management accounts for a substantial share of students’ literacy outcomes, underscoring the importance of institutional capacity. Institutional responses generally involve leadership-based modernization, stronger program governance, and teacher professional development through supervision. However, the literature remains constrained by the dominance of case studies, limited contextual scope, and short-term evaluation designs. Overall, the review concludes that sustainable reform in pesantren depends on alignment among curriculum integration, digital readiness, governance strengthening, and preservation of institutional identity, while future research should adopt longer-term and comparative approaches.
Co-Authors Deny Haryadi Dina Hajja Ristianti Ifnaldi Ifnaldi Lukman Asha Revi Permanasari