Journal of Strategy and Transformation in Educational Management
pISSN 3063-4954 |eISSN 3063-3206 Journal of Strategy and Transformation in Educational Management is a scientific journal that publishes research results, case studies, and theoretical reviews in the field of educational management. This journal aims to provide a forum for academics, practitioners, and researchers to share and develop knowledge and practice related to strategy and transformation in educational management. The journal publishes articles twice a year, in Mei and November. The journal is indexed by Google Scholar. The journal invites authors to submit original manuscripts that have not been published previously in other journals.
Stakeholder Relationship Management Strategy to Improve the Quality of Education Services
Stakeholder relationship management is one of the important aspects in the implementation of education that is oriented towards improving service quality. Stakeholders in education include internal and external parties, such as educators, students, parents, the government, the business world, and the community. Strategically managed relationships can create harmonious cooperation, increase trust, and strengthen support for educational programs. Actionable strategies include transparent communication, active participation in decision-making, and strengthening ongoing partnerships. In addition, the use of information technology also plays a role in increasing the effectiveness of coordination and information delivery between stakeholders. The implementation of an effective stakeholder relationship management strategy is expected to be able to improve the quality of education services as a whole, both from academic and non-academic aspects, so that educational institutions can produce graduates who are competent, adaptive, and in accordance with the needs of the community.
Hak Cipta (c) 2026 Journal of Strategy and Transformation in Educational Management
Digitalization and Innovation in Higher Education
The rapid development of digital technology has led to significant transformations in higher education, particularly in the learning process. Digital learning has become a key strategy to enhance flexibility, effectiveness, and accessibility for students. This study aims to analyze the implementation of digital learning in higher education and to identify its benefits, challenges, and impacts on learning quality. The research adopts a qualitative approach using literature review and document analysis related to policies and practices of digital learning in higher education institutions. The findings indicate that the implementation of digital learning improves students’ learning autonomy, expands access to learning resources, and encourages innovation in teaching methods. However, challenges such as limited infrastructure, readiness of human resources, and gaps in digital literacy remain significant barriers. Therefore, comprehensive development strategies, including the enhancement of digital competencies among lecturers and students as well as strong institutional policy support, are required to ensure the optimal and sustainable implementation of digital learning in higher education.
The Role of Leadership in Integrating Human Resource Management, Finance, and School Facilities
This study examines the strategic role of leadership in integrating human resource management, financial governance, and school facility administration to enhance institutional effectiveness and educational quality. Educational organizations operate through interconnected management systems that require coordinated planning, implementation, and evaluation. Using a qualitative systematic literature review combined with comparative institutional analysis, this research evaluates how leadership practices influence teacher development, financial accountability, and infrastructure optimization. The findings indicate that leadership integration fosters organizational synergy, improves staff performance, strengthens financial transparency, and ensures sustainable facility utilization. Transformational and strategic leadership models were found to be particularly effective in aligning resource allocation with educational goals. Despite challenges such as budget limitations, unequal infrastructure distribution, and human resource capacity gaps, integrated leadership frameworks significantly contribute to resilient and future-ready educational institutions.
Organizational Justice and Academic Ethics in Educational Conflict Management
Conflict is an inseparable phenomenon from the dynamics of educational organizations, considering the interaction between individuals with diverse backgrounds, interests, and roles. Conflicts that are not managed appropriately have the potential to disrupt the academic climate, reduce the quality of learning, and weaken trust in educational institutions. In this context, organizational fairness and academic ethics are important cornerstones in educational conflict management. Organizational justice includes procedural, distributive, and interactional fairness that influences the perception of academic citizens of institutional policies and decisions. Meanwhile, academic ethics serves as a moral guideline that directs professional behavior, integrity, and responsibility of the entire academic community.
Integrating Curriculum Development, Teaching Strategies, and Assessment in Education
Education in the 21st century requires an integrated approach that aligns curriculum development, instructional strategies, and assessment practices to ensure meaningful learning outcomes. Many educational systems still treat these three components separately, leading to fragmented learning experiences and inconsistent evaluation of student achievement. This paper examines the relationship between curriculum development, teaching strategies, and assessment in contemporary education and argues that their integration is essential for improving educational quality. Using a conceptual and literature-based approach, this study synthesizes theories and empirical findings from curriculum studies, instructional design, and educational assessment. The analysis demonstrates that an aligned educational system enhances student engagement, deepens understanding, and supports fair and authentic evaluation of learning. The paper concludes that policymakers, educators, and institutions must adopt a holistic framework that connects curriculum planning, classroom practice, and assessment to foster more effective and equitable education.
Transformational Learning Design: Developing an Environment-Based Mathematics Model for Quality and Outcome Improvement
This study develops and evaluates the Environment-Based Mathematics Learning (EBML) model as a transformational instructional approach to improve learning quality and outcomes in secondary mathematics. The model integrates environmental exploration, contextual problem-solving, and collaborative inquiry to strengthen students’ conceptual understanding. Using a developmental research design, EBML was validated through expert assessments, classroom observations, student responses, and pre–post learning performance. The validation results show a high level of conceptual and structural validity (average score 3.72), while practicality tests indicate strong acceptance among teachers (90.63%) and students (92.16%). Effectiveness analysis demonstrates significant improvement in learning outcomes, with achievement increasing from 62.06% to 87.79% and a gain index of 0.68. Student activity also remained consistently high across all learning stages. The findings confirm that EBML is a feasible, effective, and contextually rich model that transforms mathematics learning by connecting abstract concepts to meaningful environmental experiences.
Hak Cipta (c) 2025 Journal of Strategy and Transformation in Educational Management
Designing Quality Management Systems for Higher Education Transformation
Higher education institutions are undergoing significant transformation driven by rapid digitalization, shifting learner expectations, and rising demands for accountability. These changes challenge universities to redesign their Quality Management Systems (QMS) so they can remain agile, competitive, and aligned with global standards. This study presents a strategic framework for designing a QMS that supports institutional transformation by integrating digital tools, evidence-based decision-making, and continuous quality improvement processes. Using a qualitative exploratory approach involving document analysis and expert validation, the study identifies key components of an effective QMS: leadership commitment, holistic governance, digital monitoring systems, stakeholder engagement, and data-driven evaluation. Findings show that well-structured QMS designs lead to improved institutional performance, enhanced academic quality, and sustainable organizational transformation. The paper offers practical implications for higher education leaders seeking to strengthen internal quality assurance, optimize strategic decision-making, and create a culture of continuous improvement.
Adoption of AI-Based Learning Analytics to Support Academic Decision-Making in Universities
This study examines the adoption of AI-based learning analytics and its role in supporting academic decision-making in universities. As higher education institutions face increasing demands for accountability and data-driven governance, AI-enabled analytics offer new opportunities to monitor student performance, identify risk patterns, and improve instructional quality. Using a mixed-methods design, the research collected survey responses from 261 academic staff and conducted interviews with 15 university leaders. Findings show that most respondents perceive AI-based analytics as highly useful for early identification of at-risk learners, curriculum refinement, and accreditation reporting. Institutional readiness particularly digital infrastructure, staff competence, and leadership support significantly influences the extent of analytics utilization. Qualitative insights reveal that ethical concerns, cultural resistance, and integration challenges remain major barriers to adoption. The study concludes that successful implementation requires not only technological investment but also strategic leadership and clear governance frameworks to ensure responsible and effective use of analytics. These results contribute to ongoing discussions on digital transformation in higher education and highlight the organizational conditions necessary to leverage AI-driven insights for improving academic planning and student outcomes.
The Role of Social Media Literacy in Supporting Digital Transformation of University Learning Systems
Social media literacy has become an essential competence in higher education as universities accelerate their digital transformation efforts. This study examines how social media literacy among students and lecturers supports the effectiveness of university learning systems in digital environments. Using a mixed-methods approach, quantitative survey data were collected from Marine Engineering undergraduates, while qualitative insights were obtained from interviews with university lecturers. The findings indicate that students demonstrate varying levels of literacy across four dimensions: access, analysis, evaluation, and ethical content creation. Higher literacy levels are significantly associated with stronger digital engagement, including active participation in online discussions, effective use of learning management systems, and improved responsiveness in academic communication. Lecturers with stronger social media literacy show greater readiness to integrate digital communication tools into pedagogical practice, contributing to more interactive and connected learning environments. The study highlights that social media literacy functions not only as a technical skill but also as a strategic communication capability that supports institutional digital transformation. Implications include the need for universities to strengthen literacy programs, enhance digital pedagogy training, and develop policies that promote responsible and effective digital communication.
The Strategy of Ethics Education as a Means of Student Character Building: A Case Study at SMA Muhammadiyah 1 Metro
The integration of character education in schools is very important to develop students' ethical (moral) values, despite facing challenges from family background and the influence of digital media, schools try to collaborate with parents in efforts to educate children at home and conduct digital literacy to strengthen ethical values. Good school programs can be carried out in order to form students' personal morals and ethics. This study uses a descriptive qualitative approach chosen because it describes the phenomenon in depth based on the views of participants. The purpose of this study is to describe the strategy of ethics education in shaping student character at SMA Muhammadiyah 1 Metro, which includes ethics education, factors of ethics formation, the role of Islamic religious education in shaping ethics, shaping children's mentality, educating student morals, and preparing superior generations. The results of this study show that ethics education is systematically integrated through religious activities (congregational prayer and tahfidz program), social activities (Friday clean and donation), and habituation of character values by teachers. The contribution of this research can have a positive impact on educators, educational institutions, and policy makers in preparing a superior generation with character.
The Communication System of Surabaya Main Waste Bank (BSIS): A Study on Environmental Education and Community Empowerment through Participatory Waste Management
The Surabaya Main Waste Bank (BSIS) represents an innovative approach to urban waste management by integrating environmental, social, and educational dimensions. This study aims to explore the communication system of BSIS and its role in supporting environmental education and community empowerment, particularly in the context of its integration with educational institutions. Employing a descriptive qualitative approach through a case study method, data were collected via observation, interviews, and document analysis. The findings reveal that BSIS functions not only as a waste management center but also as an environmentally oriented community learning space. Its structured and educational communication strategies enable BSIS to serve as a real-life learning laboratory for schools, particularly in supporting Adiwiyata programs and contextual, cross-curricular learning. Nevertheless, the study identifies key challenges, including the limited formal integration with educational institutions and the lack of teacher training related to community-based environmental education.To address these challenges, the study highlights the need for curriculum integration and community-based teacher training programs to strengthen the synergy between environmental management and sustainable education.
Trends in Primary and Secondary Education Completion Rates in Indonesia, 2019–2023: An Analysis of the COVID-19 Pandemic Impact
Education completion rates are key indicators of a country’s progress in achieving equitable access and quality learning outcomes. In Indonesia, disparities across regions and levels of schooling have long posed challenges to the goal of universal education, and the COVID-19 pandemic (2020–2022) further tested the resilience of the national education system through extended school closures and an abrupt shift to distance learning. This study analyzes the five-year trends (2019–2023) in primary and secondary education completion rates, identifies patterns of increase or stagnation, and examines how emergency education policies influenced these trends. Using a descriptive quantitative approach with official secondary data from Statistics Indonesia and the Ministry of Education, this research applies descriptive statistics and trend visualizations to reveal that completion rates increased at all levels. The primary level maintained the highest rates, rising from 93.8% in 2019 to 96.8% in 2023, while lower secondary rose from 84.0% to 89.6%, and upper secondary, historically the weakest point, improved from 59.0% to 65.8%, with the sharpest annual gain (+5.5%) at the peak of the pandemic. Year-on-year changes suggest that emergency measures such as flexible graduation requirements, distance learning support, and internet subsidies successfully mitigated dropout risks in the short term. However, the slowing gains after 2021 indicate that temporary policies must be followed by sustainable structural interventions to address persistent regional disparities and the digital divide.
Generational Shift in Learning Discomfort: A Systematic Literature Review of Pedagogical Tensions Between Millennials and Generation Z
This study aims to map the development of scientific studies on pedagogical tensions between Millennials and Generation Z in the context of formal and digital learning. This study employs a Systematic Literature Review (SLR) approach, following the PRISMA protocol. A total of 115 scientific articles indexed in the Scopus database from 2019 to 2024 were analyzed using bibliometric tools VOSviewer and CiteSpace. The results indicate six main clusters in the literature on intergenerational pedagogical tension: (1) culture and perception; (2) learning experiences and generational differences; (3) communication and intergenerational activities; (4) development of digital content and media; (5) Gen Z consumer behavior and local values; and (6) strategies and institutional support. Keywords such as generation, student, education, and medium emerged as central nodes in the literature network, highlighting the importance of generational and media aspects in learning dynamics. Additionally, topics such as trust, intention, and belief also show an increasing trend in recent publications, indicating a shift in focus toward affective and psychological aspects in digital education. This study contributes to expanding intergenerational education research through a visual bibliometric approach and provides a conceptual foundation for developing inclusive and adaptive pedagogical strategies tailored to the characteristics of digital-native generations like Gen Z. The main limitation of this study is its focus on articles in the Scopus database, which does not include literature from other databases such as Web of Science or Google Scholar. Therefore, further research is recommended to expand the scope of data and deepen exploration of practical dimensions in the implementation of intergenerational pedagogy.
The Role of Orientalists in The Quran and Hadith: Liberalization and Hermeneutics
Orientalists when viewed from the epistemological aspect, then "pure Science" or religion as the object of research is the basis for the West (Orientalists) in studying Islam using several methods of approach, namely the historicism approach, the phenomenological approach, and the theological approach. Orientalists when viewed from the axiological aspect, then behind their study of Islam there is a certain motivation or goal that they want to achieve. These motivations are Religious motivation, namely the spread of Christianity, Imperialism motivation, namely controlling the eastern or Islamic world including its natural resources (business) and political influence, and scientific motivation, namely studying Islam by viewing Islam as an object of scientific study. Orientalists can also be recognized through their objects of study, namely Orientalists who study the Qur'an and Orientalists who study the Hadith, the focus of their analysis is more focused on the history of its codification and historical facts that are considered to accompany the text, without paying attention to the essence and practices of Muslims. The existence of research results, studies, and analysis of orientalists has caused different reactions for "Muslim intellectuals", some are against it and some are neutral even though they know that many orientalist conclusions are not true. What is clear is that they study Islam using Methodology, in the author's opinion this is the most important part that needs to be captured by Muslim scholars.
The Influence of the Problem Based Learning Model And Students' Learning Motivation Towards Physics Learning Outcomes Students of SMAN 5 Takalar
This study investigates the influence of the Problem-Based Learning (PBL) model and students' learning motivation on physics learning outcomes among Grade XII science students at SMAN 5 Takalar. Motivated by low achievement rates under conventional instruction—where only 54.9% of students reached the minimum competency standard—this experimental research involved 70 students divided into two homogenous groups: an experimental class applying PBL and a control class using direct instruction. Data were collected through tests and questionnaires, then analyzed using descriptive statistics, two-way ANOVA, and t-tests. The results showed that students taught with PBL outperformed those in conventional settings, with an average score of 42.06 compared to 31.74. PBL was also effective across both high and low learning motivation levels. However, no significant interaction was found between the learning model and motivation. These findings suggest that PBL can be a consistently effective instructional approach to enhance learning outcomes in physics education, regardless of students’ motivation levels.
Thinking Profile Of Junior High School Students In Understanding The Concept Of Quadrangles With Linguistic Intelligence, Logical-Mathematical Intelligence, And Visual-Spatial Intelligence
This study aims to describe the thinking profile of junior high school students who understand the concept of quadrilaterals with linguistic, logical, mathematical, and visual-spatial intelligence. This research is a descriptive study with a qualitative approach. The research subjects are three seventh-grade students of MTs Misykat Al-Anwar Kwaron, Diwek, Jombang, East Java. The research began by determining the research subjects using the MIR ( Multiple et al.) instrument. Relatively similar mathematical abilities and the same gender were also considerations for researchers when choosing subjects. Based on the interview guidelines, the researcher interviewed each subject. Data validity checking used time triangulation. Based on the results of the research that has been conducted, it was found that, (i) students with linguistic intelligence when associating information in grouping quadrilaterals based on alphabetical order, and when associating or connecting information in mentioning the properties of the flat shapes, the students pay attention to the sides first even though what is mentioned is different, such as having four sides, opposite sides are the same length, opposite sides are parallel, and when mentioning the definition of the flat shapes, the students use the genetic definition, (ii) students with logical-mathematical intelligence when associating information in grouping quadrilaterals based on simple images according to them, namely starting from rectangles, squares, then the next one is random, and when associating information in mentioning the properties of quadrilaterals, the students consistently start by paying attention to the number of sides, and continue with the following property, when associating information in mentioning the definition, the students mention the properties mentioned before by starting with the word "quadrangle", (iii) students with visual-spatial intelligence when associating information in grouping quadrilaterals based on their sense of sight are focused on shapes that are easy according to them, namely starting with rectangles, squares and so on, when associating information in mentioning the properties of quadrilaterals, the students use teaching aids and mentioning the number of symmetries of the quadrilateral, then randomly mentioning its properties, when relating information in mentioning the definition of the quadrilateral, the student uses the properties that have been mentioned previously, but the subject has difficulty in choosing which property is suitable to represent the definition of the quadrilateral.
Hak Cipta (c) 2024 Journal of Strategy and Transformation in Educational Management
Development Of Learning Devices Of Direct Teaching Model For Grade Vii Students On The Concept Of Quadrangles
This study aims to produce a direct teaching model learning device for grade VII students on the concept of quadrilaterals. This study was conducted following the development stage of the 4-D learning model device from Thiagarajan . At the development stage , it was continued with the experimental stage which aimed to determine the effectiveness of the direct teaching model using the developed learning device, as well as to compare the learning outcomes of grade VII students on the concept of quadrilaterals taught with the direct teaching model compared to the learning outcomes of students taught with conventional learning. The learning devices developed were: (1) Learning Implementation Plan (RPP), (2) Student Worksheets (LKS), (3) Attitude and Performance Assessment Sheets, and (4) Learning Outcome Tests (THB). The results of the study showed that: (1) the direct teaching model learning device for grade VII students on the concept of quadrilaterals that was developed had met the criteria for a suitable learning device because it was declared valid by the validators, and at the trial stage, the teacher's ability to manage learning was categorized as good, student activities were categorized as effective, student responses were positive, and THB was valid, reliable and sensitive; (2) direct teaching model learning is effective for teaching the concept of quadrilaterals to grade VII students because 90% of students experienced learning completion, the teacher's ability to manage learning is categorized as good, student activities are categorized as effective, student responses are positive, and assessments of attitudes and performance are categorized as good; (3) the learning outcomes of grade VII students on the concept of quadrilaterals taught using direct teaching model learning are significantly better than the learning outcomes of students taught using conventional learning.
The Development Of Problem Based Learning Modeling By Using Environmental To Improve Mastery Learning At Junior High School
This study aims to: 1) Know the description of the needs analysis of the development of environment-based mathematics learning models in junior high schools / MTs so far; 2) Obtain comprehensive information in designing environment-based mathematics learning models to improve learning outcomes in junior high schools; 3) Produce products in the form of model books and environment-based mathematics learning tools that are valid to improve learning outcomes in junior high schools; 4) Produce products in the form of model books and environment-based mathematics learning tools that are practical to improve learning outcomes in junior high schools; 5) Produce products in the form of model books and environment-based mathematics learning tools that are effective for improving learning outcomes in junior high schools. The subjects of this research were students and teachers of MTs. Aisyiyah Sungguminasa. The research and development procedure used is the 4-D (Four-D) model, namely Define, Design, Develop and Disseminate. The data collection techniques used were observation, interview, test, questionnaire and documentation. The research instruments used learning implementation observation instruments, student learning outcomes assessment test instruments, and learning device validation sheets. The data analysis technique was carried out by (1) analyzing the level of validity, (2) analyzing the level of practicality, and (3) analyzing student and teacher response data. The results of this study indicate the need for the development of an environment-based mathematics learning model to improve learning outcomes at MTs. Aisyiyah Sungguminasa. The validation test results showed that the model book, learning tools and several research questionnaires were declared very valid based on expert assessments. Furthermore, the results of the practicality test also stated that this model proved to be very practical based on the results of observations of learning implementation and teacher and student response questionnaires.
Challenges and Solutions in Improving School Infrastructure in Remote Areas
Improving school infrastructure in remote areas presents numerous challenges, ranging from geographic isolation and limited accessibility to inadequate funding and resources. This article examines the multifaceted obstacles that hinder the development of educational facilities in these regions. It also explores potential solutions to overcome these challenges, including government policies, community involvement, and innovative technological approaches. By analyzing case studies and successful projects, the article highlights the importance of a collaborative effort among stakeholders to ensure sustainable and equitable educational infrastructure. The findings emphasize that addressing these challenges requires a comprehensive strategy that integrates local context and needs, promoting not only physical infrastructure improvements but also the overall quality of education. This study aims to provide a roadmap for policymakers, educators, and community leaders to enhance the learning environment in remote areas, ultimately contributing to the broader goal of educational equity and inclusion.
The Role of Technology in Preventing Bullying in Educational Environments
Preventing bullying in educational environments is becoming increasingly important with the growing use of technology in daily life. This article explores how technology can be used as an effective tool to detect, report, and prevent bullying behavior in schools. We analyze various technologies, such as mobile applications and social media platforms, as well as strategies for their implementation in reducing bullying incidents. The study also identifies ethical and practical challenges associated with the application of technology in the context of bullying prevention. By considering relevant literature and case studies, this article provides a comprehensive view of the role of technology in supporting a safe and inclusive educational environment.
Roles and challenges of human resource management Funding and opportunities for human resource management in education
Management of human resources, finances, and facilities is an essential aspect of training This paper aims to explore the role and challenges of managing these resources in the context of education in Indonesia The research method is a literature study, where secondary information from various sources is collected and analyzed The results showed that the management of personnel, finance, and facilities plays a strategic role in improving the quality, efficiency, and effectiveness of education However, managing these resources also comes with various challenges, such as lack of expertise, accountability, transparency, participation, and coordination among different stakeholders This article recommends several strategies to overcome these challenges, such as capacity building, implementation of quality standards, development of information systems, community empowerment, and synergy between government, private sector, and civil society.
The role of formative and summative assessment in improving learning quality and student learning outcomes
Formative and summative assessment are two types of assessment that complement each other in improving the quality of teaching and student learning outcomes. Formative assessments are conducted continuously throughout the learning process to monitor student progress, provide feedback and identify learning difficulties. Summative assessment occurs at the end of the semester or unit of study to determine the student's final grade. This article examines the role of formative and summative assessments in educational settings and provides recommendations for their effective implementation. Literary research is used as a research method, collecting and analyzing sources related to the topic. The results showed that formative and summative assessments can improve learning quality and student learning outcomes when implemented with appropriate, valid, reliable, fair, transparent and competency-based principles. Recommendations are to align formative and summative assessments with learning objectives, curriculum, and strategies. Use different assessment methods and tools that match the characteristics of the student and the learning material, and provide constructive, timely and meaningful feedback to students.
The role of accountability in the implementation of the curriculum policy (2013) in secondary school
This study aims to examine the role of accountability in encouraging the implementation of the 2013 Curriculum Policy in secondary schools. This study uses a qualitative approach to the case study method. Data were collected through interviews, observations, and documentation from four secondary schools in Makassar City that implemented the 2013 curriculum. The results show that accountability is vital in encouraging the implementation of the 2013 Curriculum Policy in secondary schools. Accountability can be vertical accountability, which includes the relationship between the school and the board, and horizontal accountability, which includes the relationship between the school and the community. Vertical accountability can facilitate the implementation of the 2013 Curriculum Policy through government monitoring, guidance and evaluation mechanisms. Horizontal accountability can contribute to implementing the 2013 Curriculum Policy through school participation, transparency, and feedback mechanisms. This study recommends that the government increase the capacity and commitment of schools to implement the 2013 curriculum by supporting resources, tools, and incentives. The study also recommends that schools increase community involvement and confidence in implementing the 2013 curriculum by providing information, communication, and consultation.
Strategic management in education: concept, practice, and impact on the quality of education
This paper explores the concepts, practices, and implications of strategic management in education. Strategic management is the ability to set an educational organization's vision, mission, goals, and strategies that meet the needs and challenges of the future. Strategic management also includes the skills to manage resources, collaborate, and create a conducive learning culture. This article outlines several models and theories of strategic management and examples of strategic management practices in several countries. This article also deals with the impact of strategic management on the quality of education, both in terms of the learning process, student learning outcomes, and the effectiveness of educational organizations. This paper argues that strategic management is an essential factor that can improve the quality of education in an era of globalization and rapid change.
Information and Communication Technology-Based Learning Innovation in the Covid-19 Pandemic Era
This article discusses the challenges and opportunities arising from the COVID-19 pandemic in the education sector, especially regarding information and communication technology (ICT) to support online learning. This article also outlines some learning innovations by various parties, such as governments, educational institutions, teachers, and students, to overcome barriers and harness the potential of ICT in online learning. In addition, this article also provides several recommendations to improve network quality and accessibility website learning in Indonesia, such as strengthening digital learning content and platforms, developing students' and teachers' digital skills, and expanding digital connectivity for schools across the country.