Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Jurnal Pendidikan Terapan Archipel: Journal of Indonesian Interdisciplinary Studies
Yuni Misrahayu
Universitas Doktor Husni Ingratubun Papua
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Innovations in the Systematic Literature Review (SLR) Procedure for Evaluating Effective E-Learning Practices in Elementary Schools Yuni Misrahayu
Archipel: Journal of Indonesian Interdisciplinary Studies Vol. 1 No. 11 (2026): Archipel - July
Publisher : PT. AVID MEDIA INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65739/archipel.v1i11.74

Abstract

The COVID-19 pandemic accelerated the adoption of e-learning in elementary education, producing a rapidly expanding body of research on its effectiveness. Conventional Systematic Literature Review (SLR) procedures, built on manual, sequential PRISMA workflows, struggle to keep pace with this growth, remain vulnerable to reviewer fatigue and inconsistent screening decisions, and rarely provide appraisal criteria tailored to the developmental characteristics of young learners. This study proposes and demonstrates an innovated SLR procedure that integrates artificial-intelligence-assisted screening with a purpose-built Effectiveness Evaluation Matrix covering cognitive, affective, and behavioral indicators specific to elementary-aged students. Following an enhanced PRISMA 2020 workflow, 1,842 records were retrieved from six databases; after AI-assisted title-and-abstract screening, eligibility assessment, and Mixed Methods Appraisal Tool quality appraisal, 31 studies published between 2021 and 2026 were synthesized. Findings show that e-learning practices are most effective when they combine interactive multimedia or gamified content, structured teacher facilitation, and active parental involvement, while effectiveness declines where digital literacy and infrastructure are limited. The AI-assisted screening stage reduced manual screening workload while maintaining high sensitivity when validated against human reviewers. This innovation offers a faster, more transparent, and pedagogically grounded SLR procedure that future researchers can adapt when evaluating educational-technology interventions in primary-education contexts
The Influence of Teacher Leadership on Students’ Adaptive Learning Behavior in Technology-Integrated and Curriculum-Adaptive Classroom Environments Muhammad Arafah; Yuni Misrahayu; Umar Natuna; Teti Berliani; Syamsudin
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1380

Abstract

Purpose: This study examines the relationship between teacher leadership and students’ adaptive learning behavior in technology-integrated and curriculum-adaptive classroom environments, focusing on strategy adjustment, learning independence, and responsiveness to instructional changes. Methods: A quantitative approach with an explanatory design was used. Data were collected from 120 grade XI senior high school students in public and private schools in Sengkang City, South Sulawesi Province, using a five-point Likert-scale questionnaire. Multiple linear regression was applied to examine the predictive role of teacher leadership on adaptive learning behavior while controlling for gender and school type. Findings: The results show that teacher leadership positively and significantly predicted students’ adaptive learning behavior (B = 0.54; t = 7.62; p < 0.001). The model explained 40% of the variance in adaptive learning behavior (R² = 0.40; adjusted R² = 0.38). Students who perceived stronger teacher leadership tended to report better learning strategy adjustment, independence, and responsiveness to changing classroom conditions. Research Implications:  The findings suggest that strengthening teacher leadership can support students’ learning adaptability. Teachers should provide clear instructional direction, academic support, and a supportive classroom climate to help students respond to curriculum demands and technology-integrated learning. Originality:  This study contributes to educational leadership literature by examining adaptive learning behavior as a classroom-level outcome associated with teacher leadership in Indonesian senior high school contexts.
Co-Authors Muhammad Arafah Syamsudin Teti Berliani Umar Natuna