Beyond Platform Adoption: Education Policy Transformation, Institutional Capacity, and Learning Effectiveness
Abstract
The integration of digital technology into education has accelerated significantly, transforming not only instructional practices but also education policy and governance frameworks. This study examines the transition from conventional to digital learning by assessing the association between technology-based education policy transformation and student learning outcomes in Ujung Pandang District, Makassar City, Indonesia. Adopting a quantitative explanatory design, data were collected through a structured survey administered to 198 students enrolled in public senior high schools that had implemented digital learning platforms. Technology-based policy transformation was operationalized through four dimensions: digital platform utilization, institutional support, teacher readiness, and digital infrastructure. Learning outcomes were measured using perceived academic performance, learning engagement, and perceived learning effectiveness. Descriptive statistics indicate that students perceived the implementation of digital learning policies at a relatively high level, particularly in terms of digital platform utilization and infrastructure availability. Inferential analysis reveals a strong and statistically significant relationship between policy transformation and learning outcomes. Regression results demonstrate that technology-based education policy transformation explains a substantial proportion of variance in learning outcomes, highlighting the importance of governance and institutional factors in shaping digital learning effectiveness. Among the policy dimensions, digital platform utilization and teacher readiness emerged as the strongest predictors. This study contributes to the literature by framing digital learning effectiveness within an education policy transformation and public administration perspective. The findings provide policy-relevant insights for local governments and education administrators seeking to strengthen the design, implementation, and sustainability of technology-based learning reforms in urban education contexts.
Downloads
References
Al-Fraihat, D., Joy, M., Sinclair, J., & Masa’deh, R. (2020). Evaluating e-learning systems success: An empirical study. Computers in Human Behavior, 102, 67–86.
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.
Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2020). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 17(1), 1–24.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage.
Dunleavy, P., & Margetts, H. (2020). Government digital transformation: A public administration perspective. Oxford University Press.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1–12.
Howlett, M., & Mukherjee, I. (2018). Routledge handbook of policy design. Routledge.
Howlett, M., Ramesh, M., & Perl, A. (2020). Studying public policy: Policy cycles and policy subsystems (4th ed.). Oxford University Press.
Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning. Computers & Education, 159, 104009.
Mergel, I., Edelmann, N., & Haug, N. (2019). Defining digital transformation: Results from expert interviews. Government Information Quarterly, 36(4), 101385.
Nugroho, Y., Putri, D. A., & Laksmi, S. (2021). Digital transformation of education in Indonesia: Challenges and policy responses. Journal of Asian Public Policy, 14(3), 401–417.
OECD. (2021). Education at a glance 2021: OECD indicators. OECD Publishing.
OECD. (2023). Digital education outlook 2023. OECD Publishing.
Prasojo, E., Kurniawan, T., & Holidin, D. (2021). Digital governance and public service innovation in Indonesia. Public Policy and Administration, 36(4), 483–506.
Putri, R. S., Purwanto, A., & Pramono, R. (2022). Impact of online learning on students’ learning motivation. Journal of Education and Learning, 16(2), 189–198.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., & Tambunan, A. R. S. (2020). Teachers’ perceptions of online learning during COVID-19. Journal of Ethnic and Cultural Studies, 7(2), 90–109.
Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning. Computers in Human Behavior, 118, 106675.
Sujarwoto, S., Prasetyia, F., & Mulyono, S. (2022). Digital divide and educational inequality during COVID-19 in Indonesia. Journal of Asian Public Policy, 15(2), 276–292.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2021). Developing a validated instrument to measure ICT competencies. Computers & Education, 170, 104223.
UNESCO. (2020). Education in a post-COVID world: Nine ideas for public action. UNESCO Publishing.
UNESCO. (2021). Reimagining our futures together: A new social contract for education. UNESCO.
UNESCO. (2023). Global education monitoring report 2023. UNESCO Publishing.
van Deursen, A. J. A. M., & van Dijk, J. A. G. M. (2019). The first-level digital divide shifts. New Media & Society, 21(2), 354–375.
Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies, and practices. Learning, Media and Technology, 45(2), 107–114.
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22, 3–12.
Copyright (c) 2026 Oky Nur Pratiwi Johansyah, Sulmiah Sulmiah
This work is licensed under a Creative Commons Attribution 4.0 International License.
.png)
