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Dominasi Faktor Kepemimpinan dan Sumber Daya Manusia (SDM) dalam Keunggulan Kompetitif Sekolah: Systematic Literature Review Anindita Nurfitriani; Rahmania Utari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

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Abstract: Competition among educational institutions requires schools to excel not only in academic outcomes but also in developing sustainable competitive advantage. This study aims to identify the dominance of leadership and human resource (HR) factors in building schools’ competitive advantage, examine research trends in terms of methods and locus, and synthesize the key factors influencing competitiveness. The study employed a Systematic Literature Review (SLR) by analyzing seven scientific articles published between 2020 and 2025 from Google Scholar and ScienceDirect databases, following predetermined inclusion and exclusion criteria. The synthesis results reveal that schools’ competitive advantage is predominantly determined by the effectiveness of strategic leadership and sustainable HR management. Common strategies include strengthening teacher competencies, fostering adaptive organizational culture, and optimizing intellectual capital components such as human capital, structural capital, and social capital through the Resource-Based View (RBV) framework. Furthermore, research trends on educational competitiveness remain dominated by qualitative and literature-based approaches, with diverse contexts ranging from Islamic schools to higher education institutions. Overall, this study confirms that leadership and human resources are the key determinants of educational institutions’ competitiveness. Future research with empirical approaches is recommended to enhance the validity of findings and deepen understanding of how competitive advantage strategies are implemented across educational levels. Keywords: Competitive advantange; strategic leadership; human resources; Resource-Based View Abstrak: Persaingan antar lembaga pendidikan menuntut sekolah untuk tidak hanya unggul dalam hasil akademik, tetapi juga memiliki keunggulan kompetitif yang berkelanjutan. Penelitian ini bertujuan untuk mengidentifikasi dominasi faktor kepemimpinan dan sumber daya manusia (SDM) dalam membangun keunggulan kompetitif sekolah, meninjau tren penelitian dari aspek metode dan lokus, serta mensintesis faktor-faktor yang memengaruhi keunggulan tersebut. Pendekatan yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis tujuh artikel ilmiah terbitan 2020–2025 yang diperoleh dari basis data Google Scholar dan ScienceDirect berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Hasil sintesis menunjukkan bahwa keunggulan kompetitif sekolah secara dominan ditentukan oleh efektivitas kepemimpinan strategis dan pengelolaan SDM yang berkelanjutan. Strategi yang banyak ditemukan mencakup penguatan kompetensi guru, pengembangan budaya organisasi adaptif, serta optimalisasi modal intelektual seperti human capital, structural capital, dan social capital berdasarkan perspektif Resource-Based View (RBV). Selain itu, tren penelitian keunggulan kompetitif di bidang pendidikan masih didominasi pendekatan kualitatif dan studi literatur, dengan konteks beragam mulai dari sekolah Islam hingga pendidikan tinggi. Secara keseluruhan, hasil penelitian ini menegaskan bahwa SDM dan kepemimpinan merupakan faktor utama yang menentukan daya saing lembaga pendidikan. Penelitian lanjutan dengan pendekatan empiris disarankan untuk memperkuat validitas temuan dan memperluas pemahaman tentang implementasi strategi keunggulan kompetitif di berbagai jenjang pendidikan. Kata kunci: Keunggulan Kompetitif; kepemimpinan strategis; sumber daya manusia; Resource-Based View

Supervisi Akademik Oleh Kepala Sekolah Dasar Untuk Mendorong Independent Learning Siswa Berdasarkan Kajian Systematic Literature Review Barquna Tri Raraswati; Rahmania Utari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

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Abstract: This study aims to analyze the role of principals in establishing a culture of academic supervision to strengthen teachers’ pedagogical competence and encourage students’ independent learning. The research adopts a systematic literature review method by collecting, selecting, and analyzing relevant articles published between 2020 and 2025 in Indonesian and English. The reviewed studies focus on principals’ practices in supervising teaching processes, including lesson planning, classroom observation, feedback, and professional development. The findings indicate that structured and reflective supervision contributes significantly to improving teachers’ ability in planning, implementing, and evaluating learning. Teachers who receive continuous guidance from principals demonstrate progress in using varied methods, media, and evaluation strategies, leading to better learning outcomes. Furthermore, improved pedagogical competence has an indirect impact on students’ independent learning, as teachers are more capable of designing lessons that promote autonomy and active engagement. The study concludes that the principal’s leadership in fostering a culture of academic supervision is crucial for both teacher development and student learning independence. Keywords: Principal; Academic Supervision; Pedagogical Competence; Independent Learning. Abstrak: Penelitian ini bertujuan untuk menganalisis peran kepala sekolah dalam membangun budaya supervisi akademik untuk meningkatkan kompetensi pedagogik guru sekaligus mendorong kemandirian belajar siswa. Metode yang digunakan adalah kajian literatur sistematis dengan menyeleksi dan menelaah artikel yang terbit antara tahun 2020 hingga 2025 dalam bahasa Indonesia maupun Inggris. Kajian difokuskan pada praktik kepala sekolah dalam melaksanakan supervisi pembelajaran, mencakup perencanaan, observasi kelas, pemberian umpan balik, serta pembinaan profesional guru. Hasil penelitian menunjukkan bahwa supervisi yang terstruktur dan reflektif mampu meningkatkan kemampuan guru dalam merancang, melaksanakan, dan mengevaluasi pembelajaran. Guru yang mendapat bimbingan berkelanjutan dari kepala sekolah menunjukkan peningkatan dalam pemilihan metode, media, dan evaluasi pembelajaran sehingga kualitas hasil belajar lebih optimal. Selain itu, peningkatan kompetensi pedagogik guru berdampak tidak langsung pada kemandirian belajar siswa, karena guru mampu menyusun pembelajaran yang mendorong partisipasi aktif dan pengelolaan belajar secara mandiri. Penelitian ini menegaskan bahwa kepemimpinan kepala sekolah dalam menumbuhkan budaya supervisi akademik berperan penting bagi pengembangan guru dan kemandirian belajar siswa. Kata kunci: Kepala sekolah; supervisi akademik; kompetensi pedagogik; kemandirian belajar.

Reputasi Sekolah dalam Perubahan Pendidikan: Tinjauan Literatur Sistematis tentang Strategi dan Tantangan Nur Aisyah Jamil; Rahmania Utari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

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Abstract: Rapid educational changes driven by globalization, digital transformation, and policy reforms have intensified challenges for schools in maintaining public trust and institutional legitimacy. In this context, school reputation has emerged as a strategic asset that reflects a school’s capacity to adapt to educational change. This study aims to systematically review the existing literature on school reputation by identifying key challenges and strategies for sustaining reputation amid contemporary educational transformation. Using a Systematic Literature Review (SLR) approach, this study followed the PRISMA 2020 guidelines. Literature searches were conducted across Scopus, ERIC, and Google Scholar databases, covering publications from 2014 to 2025. From an initial pool of 193 articles, seven empirical studies met the inclusion criteria and were analyzed using thematic synthesis. The findings reveal that school reputation is influenced by both internal and external factors, including leadership adaptability, quality management systems, digital readiness, policy pressures, and stakeholder expectations. Effective strategies for maintaining school reputation include adaptive and collaborative leadership, consistent school branding, pedagogical innovation, and transparent communication with stakeholders. This study concludes that school reputation should be integrated into educational change management as an adaptive strategic asset rather than treated merely as institutional image. The study contributes to educational management literature by providing a systematic synthesis that links school reputation with educational change, offering a conceptual foundation for future empirical research and practical school leadership strategies. Keywords: educational change; school leadership; school reputation; systematic literature review; stakeholder trust Abstrak: Perubahan pendidikan yang cepat akibat globalisasi, transformasi digital, dan reformasi kebijakan telah meningkatkan tantangan bagi sekolah dalam menjaga kepercayaan publik dan legitimasi kelembagaan. Dalam konteks ini, reputasi sekolah muncul sebagai aset strategis yang mencerminkan kemampuan sekolah untuk beradaptasi terhadap perubahan pendidikan. Penelitian ini bertujuan untuk meninjau secara sistematis literatur yang ada mengenai reputasi sekolah dengan mengidentifikasi tantangan utama serta strategi dalam mempertahankan reputasi di tengah transformasi pendidikan kontemporer. Penelitian ini menggunakan pendekatan Systematic Literature Review (SLR) dengan mengikuti pedoman PRISMA 2020. Penelusuran literatur dilakukan melalui basis data Scopus, ERIC, dan Google Scholar terhadap publikasi yang terbit pada periode 2014–2025. Dari total awal 193 artikel, sebanyak tujuh studi empiris memenuhi kriteria inklusi dan dianalisis menggunakan sintesis tematik. Hasil kajian menunjukkan bahwa reputasi sekolah dipengaruhi oleh faktor internal dan eksternal, termasuk kemampuan adaptasi kepemimpinan, sistem manajemen mutu, kesiapan digital, tekanan kebijakan, serta ekspektasi para pemangku kepentingan. Strategi efektif dalam mempertahankan reputasi sekolah meliputi kepemimpinan yang adaptif dan kolaboratif, konsistensi branding sekolah, inovasi pedagogik, serta komunikasi yang transparan dengan pemangku kepentingan. Penelitian ini menyimpulkan bahwa reputasi sekolah perlu diintegrasikan ke dalam manajemen perubahan pendidikan sebagai aset strategis yang adaptif, bukan sekadar dipandang sebagai citra kelembagaan. Studi ini berkontribusi pada khazanah literatur manajemen pendidikan dengan menyajikan sintesis sistematis yang mengaitkan reputasi sekolah dengan perubahan pendidikan, serta memberikan landasan konseptual bagi penelitian empiris selanjutnya dan strategi praktis kepemimpinan sekolah. Kata kunci: perubahan pendidikan; kepemimpinan sekolah; reputasi sekolah; tinjauan literatur sistematis; kepercayaan pemangku kepentingan

Dominasi Faktor Kepemimpinan dan Sumber Daya Manusia (SDM) dalam Keunggulan Kompetitif Sekolah: Systematic Literature Review Anindita Nurfitriani; Rahmania Utari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: Competition among educational institutions requires schools to excel not only in academic outcomes but also in developing sustainable competitive advantage. This study aims to identify the dominance of leadership and human resource (HR) factors in building schools’ competitive advantage, examine research trends in terms of methods and locus, and synthesize the key factors influencing competitiveness. The study employed a Systematic Literature Review (SLR) by analyzing seven scientific articles published between 2020 and 2025 from Google Scholar and ScienceDirect databases, following predetermined inclusion and exclusion criteria. The synthesis results reveal that schools’ competitive advantage is predominantly determined by the effectiveness of strategic leadership and sustainable HR management. Common strategies include strengthening teacher competencies, fostering adaptive organizational culture, and optimizing intellectual capital components such as human capital, structural capital, and social capital through the Resource-Based View (RBV) framework. Furthermore, research trends on educational competitiveness remain dominated by qualitative and literature-based approaches, with diverse contexts ranging from Islamic schools to higher education institutions. Overall, this study confirms that leadership and human resources are the key determinants of educational institutions’ competitiveness. Future research with empirical approaches is recommended to enhance the validity of findings and deepen understanding of how competitive advantage strategies are implemented across educational levels. Keywords: Competitive advantange; strategic leadership; human resources; Resource-Based View Abstrak: Persaingan antar lembaga pendidikan menuntut sekolah untuk tidak hanya unggul dalam hasil akademik, tetapi juga memiliki keunggulan kompetitif yang berkelanjutan. Penelitian ini bertujuan untuk mengidentifikasi dominasi faktor kepemimpinan dan sumber daya manusia (SDM) dalam membangun keunggulan kompetitif sekolah, meninjau tren penelitian dari aspek metode dan lokus, serta mensintesis faktor-faktor yang memengaruhi keunggulan tersebut. Pendekatan yang digunakan adalah Systematic Literature Review (SLR) dengan menganalisis tujuh artikel ilmiah terbitan 2020–2025 yang diperoleh dari basis data Google Scholar dan ScienceDirect berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Hasil sintesis menunjukkan bahwa keunggulan kompetitif sekolah secara dominan ditentukan oleh efektivitas kepemimpinan strategis dan pengelolaan SDM yang berkelanjutan. Strategi yang banyak ditemukan mencakup penguatan kompetensi guru, pengembangan budaya organisasi adaptif, serta optimalisasi modal intelektual seperti human capital, structural capital, dan social capital berdasarkan perspektif Resource-Based View (RBV). Selain itu, tren penelitian keunggulan kompetitif di bidang pendidikan masih didominasi pendekatan kualitatif dan studi literatur, dengan konteks beragam mulai dari sekolah Islam hingga pendidikan tinggi. Secara keseluruhan, hasil penelitian ini menegaskan bahwa SDM dan kepemimpinan merupakan faktor utama yang menentukan daya saing lembaga pendidikan. Penelitian lanjutan dengan pendekatan empiris disarankan untuk memperkuat validitas temuan dan memperluas pemahaman tentang implementasi strategi keunggulan kompetitif di berbagai jenjang pendidikan. Kata kunci: Keunggulan Kompetitif; kepemimpinan strategis; sumber daya manusia; Resource-Based View

Supervisi Akademik Oleh Kepala Sekolah Dasar Untuk Mendorong Independent Learning Siswa Berdasarkan Kajian Systematic Literature Review Barquna Tri Raraswati; Rahmania Utari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract: This study aims to analyze the role of principals in establishing a culture of academic supervision to strengthen teachers’ pedagogical competence and encourage students’ independent learning. The research adopts a systematic literature review method by collecting, selecting, and analyzing relevant articles published between 2020 and 2025 in Indonesian and English. The reviewed studies focus on principals’ practices in supervising teaching processes, including lesson planning, classroom observation, feedback, and professional development. The findings indicate that structured and reflective supervision contributes significantly to improving teachers’ ability in planning, implementing, and evaluating learning. Teachers who receive continuous guidance from principals demonstrate progress in using varied methods, media, and evaluation strategies, leading to better learning outcomes. Furthermore, improved pedagogical competence has an indirect impact on students’ independent learning, as teachers are more capable of designing lessons that promote autonomy and active engagement. The study concludes that the principal’s leadership in fostering a culture of academic supervision is crucial for both teacher development and student learning independence. Keywords: Principal; Academic Supervision; Pedagogical Competence; Independent Learning. Abstrak: Penelitian ini bertujuan untuk menganalisis peran kepala sekolah dalam membangun budaya supervisi akademik untuk meningkatkan kompetensi pedagogik guru sekaligus mendorong kemandirian belajar siswa. Metode yang digunakan adalah kajian literatur sistematis dengan menyeleksi dan menelaah artikel yang terbit antara tahun 2020 hingga 2025 dalam bahasa Indonesia maupun Inggris. Kajian difokuskan pada praktik kepala sekolah dalam melaksanakan supervisi pembelajaran, mencakup perencanaan, observasi kelas, pemberian umpan balik, serta pembinaan profesional guru. Hasil penelitian menunjukkan bahwa supervisi yang terstruktur dan reflektif mampu meningkatkan kemampuan guru dalam merancang, melaksanakan, dan mengevaluasi pembelajaran. Guru yang mendapat bimbingan berkelanjutan dari kepala sekolah menunjukkan peningkatan dalam pemilihan metode, media, dan evaluasi pembelajaran sehingga kualitas hasil belajar lebih optimal. Selain itu, peningkatan kompetensi pedagogik guru berdampak tidak langsung pada kemandirian belajar siswa, karena guru mampu menyusun pembelajaran yang mendorong partisipasi aktif dan pengelolaan belajar secara mandiri. Penelitian ini menegaskan bahwa kepemimpinan kepala sekolah dalam menumbuhkan budaya supervisi akademik berperan penting bagi pengembangan guru dan kemandirian belajar siswa. Kata kunci: Kepala sekolah; supervisi akademik; kompetensi pedagogik; kemandirian belajar.

WEBSITE SEBAGAI MEDIA HUMAS SEKOLAH Rahmania Utari
Jurnal Penelitian Ilmu Pendidikan Vol. 6 No. 2 (2013): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Penelitian ini bertujuan mendeskripsikan latar belakang, pemanfaatan, dan manajemendalam penyelenggaran website sekolah. Penelitian ini merupakan penelitian studimultikasus dengan pendekatan deskriptif kualitatif. Pengumpulan data menggunakanwawancara, observasi, dan studi dokumen. Teknik analisis data menggunakan modelanalisis interaktif. Hasil penelitian disimpulkan sebagai berikut. Pertama, latar belakangpenyelenggaraan website sekolah adalah kondisi persaingan antar sekolah, kesadaranperlunya menjalin komunikasi dengan pihak eksternal, keberadaan fasilitas dan SDMpendukung, dan pelaksanaan model belajar interaktif, mandiri dan jarak jauh berupae-learning. Kedua, pemanfaatan website sebagai media humas dengan mengemas isi pesandan tampilan dengan memperhatikan karakteristik sekolah untuk membangun imagepositif. Ketiga, manajemen tenaga pengelola website dalam rangka mendukung fungsikegiatan husemas masih diwarnai oleh hambatan SDM dan pendanaan bagi kompensasi,ketiadaan deskripsi tugas yang jelas, dan evaluasi yang belum menyeluruh.Kata kunci: website, humas, manajemen sekolah, dan e-learning

Indonesia high school teacher's organizational citizenship behavior Rahmania Utari
Jurnal Penelitian Ilmu Pendidikan Vol. 16 No. 2 (2023): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i2.61004

The teacher's job characteristics are pretty challenging. It is widely known that teachers need extra commitment and work beyond their duties. This research aims to describe the OCB level among teachers in the Special Province of Yogyakarta, Indonesia. The study was conducted using quantitative research with a descriptive analysis technique. 97 high school teachers were involved in the study. The questionnaire employs a rating scale with a Likert scale style. The instrument of the OCB scale is developed based on the modification of the grounded research conducted by Shaheen et al. in 2016. The results show that the average score of OCB teachers attain is 80.32. There, 17.52% of teachers had a total score under 75, and 8.25% obtained a score higher than 90. Teaching etiquette and showing empathy are the most OCB performed by teachers, followed by the teacher's approach to students. Even though the general scores in each OCB factor are pretty good, it can be found that the most suffering dimension of a teacher's OCB is in the teacher's social awareness. Tingkat perilaku kewargaan organisasi pada guru sekolah menengah atasKarakteristik pekerjaan guru terbilang menantang. Diketahui secara luas bahwa guru membutuhkan komitmen ekstra dan bekerja di luar tugasnya. Penelitian ini bertujuan untuk mendeskripsikan tingkat OCB pada guru di Provinsi Daerah Istimewa Yogyakarta, Indonesia. Metode penelitian ini adalah kuantitatif dengan teknik deskriptif. Sejumlah 97 guru SMA dilibatkan dalam penelitian ini. Kuesioner menggunakan skala penilaian dengan gaya skala Likert. Instrumen skala OCB dikembangkan berdasarkan modifikasi grounded research yang dilakukan oleh Shaheen et.al pada tahun 2016. Hasil penelitian menunjukkan rata-rata skor OCB yang dicapai guru adalah 80,32. Terdapat 17,52% guru dengan nilai total di bawah 75 dan 8,25% di antaranya memperoleh nilai total di atas 90. Etika mengajar dan menunjukkan empati merupakan OCB yang paling banyak dilakukan oleh guru, disusul dengan pendekatan individual guru kepada siswa. Walaupun skor umum pada masing-masing faktor OCB cukup baik, namun dapat ditemukan bahwa dimensi OCB guru yang paling lemah adalah kesadaran sosial guru.

Studi Etnografi Organisasi pada Harmonisasi Hamemayu Hayuning Bawana dan Environmental Social Governance dalam Transformasi SMK Menuju School 5.0 Syifa Aida Khoirunnisa; Azizah Iswan Ramadhani; Fitriana Luvitasari; Irman Ramadhan; Putri Khoirunisa Nurfadila; Rahmania Utari
Jurnal Manajemen Pendidikan : Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Vol. 8 No. 1 (2026): April Issue
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jump.v8i1.90998

Riset ini menelaah makna Hamemayu Hayuning Bawana (HHB) danpenerapan Environmental Social Governance (ESG) dalampengelolaan SMK sebagai dasar transformasi menuju School 5.0.Melalui pendekatan kualitatif etnografi di dua SMK Yogyakarta,ditemukan bahwa HHB dipahami sebagai pedoman moral-spiritualuntuk membentuk karakter, menjaga lingkungan, danmengembangkan teknologi humanis, meski belum sepenuhnyaterintegrasi dalam tata kelola sekolah. Tiga tema utama ESG yangmuncul ialah pendidikan karakter, kolaborasi sosial, dan tata kelolaakuntabel. Transformasi menuju School 5.0 ditandai dengan budayaramah lingkungan, governance etis, cerdas, dan pelestarian kearifanlokal. Harmoni HHB dan ESG terwujud dalam nilai kultural, integrasilingkungan dan teknologi, serta tata kelola humanis yang mendukungsekolah berkarakter dan berkelanjutan.

Pedagogical Practices for Fostering Agentic Engagement in Experiential Learning: A Systematic Literature Review Hidayah, Nurul; Utari, Rahmania
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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This study systematically synthesizes international research on pedagogical practices that foster agentic engagement in experiential learning contexts. Agentic engagement emphasizes learners’ proactive participation in shaping learning processes through initiative, decision-making, and meaningful interaction, making it a key element of student-centered pedagogy. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines using the Scopus database as the primary source of literature. The initial search identified 622 publications, which were screened through identification, eligibility assessment, and full-text review, resulting in 10 studies that met the inclusion criteria. The thematic synthesis revealed four major pedagogical dimensions that support agentic engagement: (1) learner-related factors, including self-efficacy, intrinsic motivation, and perceived competence; (2) instructional support through autonomy-supportive teaching, dialogic feedback, and student voice; (3) experiential learning design characterized by collaboration, problem-solving, co-creation, and opportunities for decision-making; and (4) pedagogical outcomes reflected in enhanced leadership, communication, resilience, self-regulation, and sustained participation. These findings indicate that agentic engagement is strengthened through pedagogical practices that position learners as active contributors rather than passive recipients of instruction. The review highlights the potential of experiential learning environments, including extracurricular activities such as scouting, to operationalize these practices within broader educational settings. The findings provide theoretical and practical implications for designing learner-centered pedagogical environments and offer directions for future research on technology-enhanced experiential learning that supports agentic engagement.

Technology-Supported Parent–Teacher Communication for Strengthening Learning Partnerships: A Systematic Literature Review Agustina, Dhian Nur; Utari, Rahmania
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Effective parent–teacher communication is a fundamental component of technology-supported learning partnerships that promote student learning and strengthen collaboration between schools and families. However, the rapid expansion of digital communication technologies has transformed interaction patterns while introducing new challenges related to equity, accessibility, and parental capacity. This systematic literature review synthesizes empirical evidence on technology-supported parent–teacher communication in elementary education, with particular attention to communication approaches and parental background factors influencing their implementation. Following the PRISMA framework, a systematic search was conducted in the Scopus database, covering publications from 2020 to 2025. Sixteen peer-reviewed empirical studies that met the inclusion criteria were analyzed through thematic synthesis. The findings reveal four complementary communication approaches: technology-enhanced communication, telephone-based communication, face-to-face interaction, and school-based meetings and collaborative activities. Among these, digital technologies—including email, instant messaging applications, learning management systems, and video conferencing platforms—emerged as the dominant infrastructure for sustaining continuous communication and supporting collaborative learning partnerships. Nevertheless, the effectiveness of these technologies is strongly influenced by parental socioeconomic status, employment conditions, educational attainment, cultural and linguistic background, and digital literacy, all of which shape access to, engagement with, and responsiveness toward school communication. These findings suggest that technology should be implemented as an inclusive pedagogical enabler rather than merely a communication medium. Schools are therefore encouraged to adopt flexible, multimodal, and context-responsive communication strategies that accommodate diverse family characteristics while fostering sustainable partnerships within technology-enhanced learning ecosystems.

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