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All Journal DeReMa (Development Research of Management) Jurnal Manajemen PAEDAGOGIA IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Proceeding National Conference Business, Management, and Accounting (NCBMA)
Ardin Sianipar
Universitas Pelita Harapan
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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LEADERSHIP LEGACY AND SUSTAINABLE SCHOOL PERFORMANCE: A SYSTEMATIC LITERATURE REVIEW OF LEADERSHIP STYLE, ORGANIZATIONAL CULTURE, TEACHER MOTIVATION, AND JOB SATISFACTION Ardin Sianipar; Aldo Hutagalung; Fransiska Wahyu Ari Susilawati
Proceeding National Conference Business, Management, and Accounting (NCBMA) 9th National Conference Business, Management, and Accounting
Publisher : Faculty of Economics and Business Universitas Pelita Harapan

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Abstract

This study examines how leadership style, organizational culture, teacher motivation, and job satisfaction contribute to leadership legacy and sustainable school performance. The purpose of this study is to synthesize existing research, identify key research gaps, and propose an integrative conceptual framework that supports sustainable educational leadership aligned with Sustainable Development Goal 4 (SDG 4). A systematic literature review (SLR) was conducted following PRISMA guidelines. Articles were retrieved through the Dimensions AI platform, which provides access to major academic databases including Scopus, Emerald Insight, ScienceDirect, SpringerLink, and Google Scholar. The initial search identified 150 studies published between 2015 and 2025. After applying inclusion and exclusion criteria based on the PICOS framework and conducting independent screening by two researchers, 42 articles were selected for final analysis. Inter-coder reliability was assessed using Cohen’s kappa to ensure analytical consistency. The findings reveal three key patterns. First, leadership style—particularly transformational, instructional, and collaborative leadership—plays a central role in shaping leadership legacy and long-term school development. Second, organizational culture functions as an institutional mechanism that preserves leadership values and practices across leadership transitions. Third, teacher motivation and job satisfaction act as mediating factors linking leadership practices with school performance outcomes. This study contributes theoretically by proposing an integrative framework connecting leadership style, organizational culture, teacher motivation, and job satisfaction to leadership legacy and sustainable school performance. Practically, the findings provide insights for policymakers and school leaders seeking to strengthen sustainable educational leadership, particularly within the context of Indonesian secondary education.
Strategi Pemasaran Digital untuk Meningkatkan Pendapatan di Institusi Pendidikan di Era Digital Ardin Sianipar; Widya Angelia; Natalina Damayanthi
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 13 No. 1 (2026): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v13i1.66139

Abstract

This study aims to identify digital marketing strategies that enhance revenue streams in educational institutions, with a focus on developing countries such as Indonesia and on advanced technologies like AI and VR. A Systematic Literature Review (SLR) following PRISMA guidelines analyzed 25 peer-reviewed articles from 2020 to 2025, sourced from Scopus, Web of Science, and Google Scholar. Keywords included "digital marketing" and "revenue stream." Thematic analysis evaluated strategies, impacts, and influencing factors. SEO, social media, and AI-driven personalization increased enrollment by 25%, enhanced visibility by 200% compared with traditional methods, and improved ROI by 200%. Donations increased by 18%, and revenue from the adult segment rose by 42%, despite a 15–20% decline in post-pandemic enrollment. Technology infrastructure and collaboration support success, while skill gaps and privacy regulations hinder progress. This research uniquely focuses on the revenue impact of digital marketing in education, particularly in low-adoption regions such as Indonesia. It integrates AI, VR, and Generation Z behavior, addressing gaps in data ethics and multichannel strategies. Institutions should prioritize SEO, social media, and staff training, while adopting and implementing effective privacy policies. Influencer collaborations and CRM investments can enhance engagement and revenue. Governments should support digital training and implement balanced regulation to foster sustainable growth.
AI in Education and Online Learning - Educational Leadership for Human-Centred Digital and Artificial Intelligence Transformation Ardin Sianipar; Widya Angelina; Aldo Hutagalung
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.114675

Abstract

This study presents a systematic literature review (SLR) guided by the PRISMA 2020 protocol to synthesize the role of educational leadership in driving digital transformation and the adoption of artificial intelligence (AI) toward human-centered development in both traditional and open and distributed learning (ODL) environments. Drawing on 15 peer-reviewed studies (2018–2024), the findings reveal that leadership serves as a pivotal mediator between technological innovation and equitable educational outcomes. Three thematic pathways emerged: (1) leadership competence for AI integration, which determines institutional readiness and ethical governance; (2) human capacity building, where teacher digital literacy and pedagogical redesign translate technology into meaningful learning; and (3) ethical and inclusive AI practices that safeguard transparency, fairness, and accessibility. The study advances a Human-Centred AI Leadership Framework that integrates four domains—educational leadership, digital transformation, AI integration, and human development—within ODL ecosystems. Conceptually, it extends transformational and distributed leadership theories to socio-technical and ethical dimensions. In practice, it provides policy guidance for embedding AI governance, teacher professional development, and equity-driven digital strategies within national and institutional systems. The review highlights that the future of AI in education hinges not on automation but on leadership that combines technology with humanity.
TECHNOLOGY-ENABLED IMPLEMENTATION OF INCLUSIVE EDUCATION POLICIES: A SYSTEMATIC REVIEW OF UDL, MTSS, AND LEARNING ANALYTICS Widya Angelia; Ardin Sianipar; Natalina Damayanthi
DeReMa (Development Research of Management): Jurnal Manajemen Vol. 21 No. 1 (2026): Vol. 21 No.1 (2026): Mei
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/derema.v21i1.10356

Abstract

This article synthesises evidence on the implementation of inclusive education policies by examining the interplay of technology, pedagogical frameworks, and systemic support in shaping adoption, consistency, adherence, and feasibility across various school contexts. Design/methodology/approach: A Systematic Literature Review (SLR) was conducted in accordance with the PRISMA 2020 guidelines. Seventeen Scopus-indexed articles (2016–2024) were analysed, focusing on study characteristics, theoretical foundations, and implementation indicators. Quality was assessed using JBI checklists. Findings reveal that the combination of assistive technologies, learning management systems, and analytics dashboards enhances adoption and consistency when paired with teacher professional development and Leadership support. The UDL and MTSS frameworks strengthen coherence in curriculum adaptation and monitoring. Nevertheless, affordability, teacher readiness, and infrastructure gaps particularly in LMICs remain significant challenges. Temporal differences emerged: pre-COVID studies emphasised classroom level interventions, while post COVID research highlighted systemic digital infrastructure and accountability. Research limitations include reliance on English only sources, methodological heterogeneity, and potential publication bias. Implications: Policymakers must align inclusion mandates with funding and infrastructure, while school leaders should integrate teacher training and data driven monitoring to support inclusive practices. Researchers are encouraged to adopt mixed method and longitudinal designs across contexts. This study presents a comparative synthesis of pre and post COVID literature, highlighting systemic strategies and justice-oriented perspectives as crucial for sustaining inclusive education.
Co-Authors Aldo Hutagalung Fransiska Wahyu Ari Susilawati Natalina Damayanthi Widya Angelia Widya Angelina