The Covid-19 pandemic makes the government adjust the learning system from face-to-face to e-learning amid restrictions on mass social contact. We develop the Updated Delone and McLean information systems success (D&M ISS) model by incorporating external factors. The newly added constructs include student capability, teacher capability, and social influence. We employed partial least squares structural equation modeling (PLS-SEM) on 427 respondents gathered from online survey questionnaires completed by undergraduate and postgraduate students during the pandemic. The study identifies that user satisfaction depends on improving the system’s quality, quality of information, teacher’s capability, students’ capability, and social impact. The study also finds a reciprocal relation between students’ satisfaction and net academic benefit. The e-learning system should be enhanced by improving the system’s quality and students’ satisfaction, quality of information, quality of service, and student and teacher capability that do not influence the use of e-learning. This paper provides valuable theoretical and practical implications for regulators and researchers to evaluate e-learning success.

Penggunaan teknologi digital dalam proses belajar mengajar Bahasa Indonesia telah menjadi isu yang semakin menarik perhatian dalam beberapa tahun terakhir. Tujuan dari penelitian ini adalah untuk mengevaluasi pemanfaatan teknologi digital dalam proses belajar mengajar Bahasa Indonesia dan efeknya terhadap kemampuan literasi multimodal para pelajar. Penelitian ini menggunakan metode kualitatif dengan desain studi kasus. Pengumpulan data dilakukan melalui observasi di kelas, wawancara dengan guru Bahasa Indonesia. Hasil penelitian menunjukkan bahwa penggunaan teknologi digital dalam proses pembelajaran Bahasa Indonesia dapat meningkatkan kemampuan literasi multimodal para siswa. Pemanfaatan teknologi digital, yaitu (1) presentasi slide; (2) video pembelajaran; dan (3) sumber daya online memungkinkan siswa untuk berinteraksi dengan berbagai mode komunikasi secara aktif. Hal ini memberikan pengalaman pembelajaran yang lebih beragam dan membantu siswa memahami materi dengan lebih baik. Kesimpulan dari penelitian ini adalah dalam meningkatkan kemampuan literasi multimodal siswa, penggunaan media digital dalam pembelajaran Bahasa Indonesia dapat menjadi pilihan yang tepat. Oleh karena itu, penelitian ini memberikan kontribusi pada pemahaman kita tentang peran media digital dalam pengembangan kemampuan literasi multimodal siswa dalam pembelajaran Bahasa Indonesia.

The result of this research is achieving the Indonesian teaching material development model for junior high school (SMP) include the teaching design based on sociolinguistic approach using multicultural context. To achieve the goal, the approach applied in the research is Research and Development (R&D). The research product is a teaching CD guided book, formulized through focused discussion (FGD) collaboratively among researchers, education experts, teachers, and related instance ( Diknas /Education Department). Based on the research, it was found that there were teachers’ and students’ need map in developing the teaching material based on multicultural context. The teachers’ need was developed based on (a) teachers knowledge, (b) the teachers’ view toward multicultural education, (c) multicultural activities at school, and (d) the learning process realization. Whereas, the teaching material need was developed using the following indications (a) the limited teaching material, (b) there is no teaching material based on multicultural context, (3) curriculum is considered as a fixed price. And then, the concept of teaching material development guidance was compiled in the form of teaching material based on multicultural context by using logical systematic as follows: (a) reference concept, (b) material development design, (c) material organization, (d) language skill, (e) multicultural context development.

Pancasila, Indonesia’s official state ideology, serves as a guiding framework for the nation’s governance and legal systems. As the country continues to grapple with challenges related to corruption, inequality, and legal inefficiencies, there is an increasing recognition of the need to integrate Pancasila’s principles into legal reforms. This study evaluates the impact of civic education, grounded in Pancasila, on the effectiveness and legitimacy of Indonesia’s legal system. It argues that embedding Pancasila’s values—such as justice, democracy, and social welfare—into civic education can foster a more law-abiding, ethically responsible society, which in turn strengthens the rule of law and enhances legal reforms. Through a comprehensive analysis of existing civic education programs and their influence on public understanding of legal rights and obligations, this research highlights the role of education in shaping legal consciousness and promoting societal trust in legal institutions. The urgency of this research lies in Indonesia’s ongoing efforts to modernize its justice system while addressing systemic corruption and inefficiency. By situating Pancasila at the core of civic education, the study advocates for a holistic approach to legal reform, one that aligns legal practices with broader societal values. This research contributes to the discourse on legal reform by proposing a model in which education, ethical values, and legal practice are interconnected to create a more robust and transparent legal framework in Indonesia.

The transition to Industry 5.0 necessitates a robust legal framework to regulate human capital investment, ensuring digital workforce development aligns with labor protections and Sustainable Development Goals (SDGs). This study examines the regulatory structures governing human capital investment in Indonesia, the European Union, and the United States, evaluating their effectiveness in addressing digital transformation challenges, AI-driven employment governance, and workforce adaptability. A mixed-methods approach integrates legal analysis with empirical assessments of policy effectiveness, workforce investment trends, and labor market outcomes. Findings reveal significant disparities in AI workforce governance, skill accreditation, and automation labor rights. Indonesia’s fragmented legal framework hinders workforce reskilling and AI employment governance, while the European Union’s AI Act provides a structured, albeit inconsistently implemented, model for digital employment regulation. The United States, despite its technological leadership, lacks federal AI workforce policies, leading to state-level regulatory variations. The study underscores the necessity of harmonized legal frameworks to bridge workforce skill gaps, protect labor rights, and advance SDG-aligned workforce policies. Future legal reforms must prioritize AI governance, digital workforce training, and cross-border labor protections to ensure equitable workforce transitions. Strengthening public-private partnerships, standardizing AI employment regulations, and enhancing labor rights enforcement will be essential for fostering sustainable human capital investment in the industry 5.0 era. The contribution of research extends beyond theoretical frameworks, providing substantial implications for policy formulation, industry practices, educational advancements, and societal improvements.

This research explores the role of Teacher Professional Education (PPG) in supporting the achievement of the Sustainable Development Goals (SDGs) in Indonesia, especially SDG 4 which emphasizes quality and inclusive education. Adapting Bronfenbrenner’s ecological systems theory, this research analyzes four indicators of professional teacher development: adaptive development indicator ecosystem analysis, field development ecosystem, network development ecosystem, and leadership development ecosystem. This research uses a mixed method research design, data is taken from respondents with PPG alumni backgrounds in 2018-2022. This research shows significant progress in active learning innovation and teacher academic qualifications. In addition, there are still challenges in active participation in classroom action research indicators and teacher professional collaboration. The results of this research provide important insights for policymakers to strengthen the PPG program to achieve SDG goals, support a sustainable education ecosystem, and improve the quality of education in Indonesia.