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All Journal Journal of Economics and Business UBS JEMSI (Jurnal Ekonomi, Manajemen, dan Akuntansi) International Journal of Management Science and Application
Ilham Arief
Universitas Pelita Harapan
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance

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Adaptive Performance in Early Career Transitions The Role of Learning Goal Orientation A Systematic Literature Review Ayu Ambarwati; Ilham Arief; Ardi Ardi; Khoe Yao Tung
Journal of Economics and Business UBS Vol. 15 No. 4 (2026): Journal of Economics and Business UBS
Publisher : Cv. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52644/4wzerw31

Abstract

Adaptive performance is a critical competency for employees navigating rapidly changing organizational environments; however, its theoretical foundations during early career transitions, particularly in government settings, remain underdeveloped. Following the PRISMA 2020 guidelines, this systematic review aimed to identify, synthesize, and evaluate evidence on adaptive performance during early career transitions, with a focus on learning goal orientation as an antecedent, career adaptability as a mediating resource, and the contextual influences of identity threat and bureaucratic structures within the public sector. Searches of Scopus and Semantic Scholar using the search string (("Adaptive Performance" OR "Learning Goal Orientation") AND Career) identified 209 records. After removing 50 duplicate records and screening 159 unique records, 42 studies were included in the final synthesis. Four thematic clusters emerged: (1) learning goal orientation as a dispositional antecedent of adaptability and performance; (2) career construction and self-concept mechanisms; (3) identity threat as a contextual moderator during early career entry; and (4) structural and cultural characteristics of government careers. Learning goal orientation consistently demonstrated a positive association with adaptive performance, primarily through the mediating role of career adaptability. Adaptive performance during early career transitions in government contexts is a dynamic, multidimensional outcome shaped by individual motivation, career construction processes, social support, and institutional constraints. Future research should prioritize longitudinal research designs, cross-cultural validation in emerging economies, and evidence-based interventions aimed at strengthening learning goal orientation
Triple Convergence dan Masa Depan Perkembangan Manusia Indonesia: Pendidikan Farmasi, Kecerdasan Buatan, Pembatasan Media Sosial, dan Moralitas Anak Muda di Persimpangan yang Menentukan Ilham Arief; Ardi Kho
JEMSI (Jurnal Ekonomi, Manajemen, dan Akuntansi) Vol. 12 No. 4 (2026): Agustus 2026
Publisher : Lembaga Komunitas Informasi Teknologi Aceh (KITA), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35870/jemsi.v12i4.6924

Abstract

This article critically examines the convergence of three concurrent transformative forces in Indonesia: the development of pharmacy education, the acceleration of artificial intelligence (AI), and social media restrictions through Government Regulation No. 17/2025 (PP TUNAS) and Ministerial Regulation No. 9/2026, effective March 28, 2026. This revision integrates a fourth, previously overlooked variable: the influence of social media restrictions on the moral development of young people. Using the Triple Convergence analytical framework grounded in Sen's capability approach, Bronfenbrenner's developmental ecology, Vygotsky's ZPD theory, and Kohlberg's theory of moral development, this critical review synthesizes 83 sources (2020–2026). The findings reveal a structural paradox: the four forces have the potential to reinforce each other in producing clinically and ethically competent pharmacists, but also have the potential to be detrimental if not coordinated. Social media restrictions have the dual effect of protecting against harmful content while simultaneously reducing the space for developing empathy and moral reasoning, essential to the healthcare profession. This article argues that policies should be designed within an integrated framework centered on expanding human capabilities, including moral capabilities.
Advancing Academic Thriving in the Digital Era Through Human-Centered Artificial Intelligence and Institutional Support Ilham Arief; Niko Sudibjo; Yohana F. C Palupi Meilani
International Journal of Management Science and Application Vol. 5 No. 2 (2026): IJMSA
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijmsa.v5i2.653

Abstract

The rapid adoption of artificial intelligence in higher education raises a critical but underexamined question: does digital transformation advance academic thriving equitably, or does it reproduce existing inequalities among students? This paper addresses that question through a narrative integrative review grounded in Self-Determination Theory (SDT). Searches across three databases—Scopus, Google Scholar, and the Sinta portal—identified 36 sources, of which 16 met strict inclusion criteria (Scopus Q1/Q2, SJR above 1.0 or Sinta 1–2; publication years 2017–2026) and were retained as the primary evidence base for thematic synthesis. An additional eight foundational theoretical references were incorporated to strengthen the SDT-based framework and acknowledge the theoretical development of the constructs; these references were not subject to the same systematic screening process because they predate the 2017–2026 search boundary. The total number of references cited in the manuscript is 24. A three-pass thematic coding procedure applied to the 16 selected studies identified three consistent analytical patterns. First, human-centered artificial intelligence supports student engagement by satisfying the SDT needs for autonomy and competence, but only when system design prioritizes human oversight over automation efficiency. Second, institutional support converts AI-enabled engagement into sustained academic perseverance by fulfilling the SDT need for relatedness. Third, socioeconomic status functions as a boundary moderator that determines how equitably both pathways reach different student populations. These literature-derived patterns are distinguished from four propositions newly formulated by the authors. Synthesizing both, this study proposes the Human-Centered Digital Academic Thriving Framework (HC-DATF), a formally articulated conceptual model with two antecedents, two sequential mediators, one boundary moderator, and four testable propositions. The framework offers theoretical and practical contributions for universities, policymakers, and educational technology developers committed to equitable digital learning environments.
Co-Authors Ardi Ardi Ardi Kho Ayu Ambarwati Khoe Yao Tung Sudibjo, Niko Yohana F. C Palupi Meilani