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Digital transformation in education demands a fundamental shift in the role of teachers from traditional instructors to modern learning facilitators who are adaptive, creative, innovative, and responsive to the latest technological developments. This research aims to explore in depth the multidimensional role of economics teachers in optimizing visual learning media to increase students' interest in learning in the digital era, especially at SMAN 1 Lewolema in the 2024/2025 academic year. Using a descriptive qualitative approach, this study involved one economics teacher and 23 students of class X through observation, interviews, and comprehensive documentation. The results show that teachers play the role of innovative learning designers, interactive facilitators who encourage active participation, motivators who arouse the spirit of learning, and innovators who make effective use of visual media. The integration of visual learning media is carried out with a contextual and interactive approach, so that it is able to transform the student learning experience holistically. The positive impacts identified include an increase in the affective dimension through a sense of pleasure, a cognitive dimension through a better understanding of the material, and a conative dimension through increased focus, interest, and motivation of students to learn. However, the implementation of the use of visual learning media cannot be separated from various challenges. Obstacles that arise include the limitations of technology infrastructure in schools, the gap in teachers' digital competencies, and the diversity of students' psychological characteristics that affect acceptance of new methods. This research makes a theoretical contribution to understanding the dynamics of educational technology integration in Indonesia, as well as offering a practical blueprint for schools with limited resources.

This study aims to examine the application of the Project Based Learning (PjBL) model assisted by animated videos in improving problem-solving skills in Natural and Social Sciences (IPAS) subjects. The study used a quasi-experimental approach with a one-group pretest and posttest design. The subjects were 30 fifth-grade elementary school students selected as samples. The research instruments included a problem-solving ability test and an observation sheet for the implementation of learning. The results showed a significant increase in students' problem-solving skills after being treated through the PjBL model assisted by animated videos. The average posttest score was higher than the pretest, so it can be concluded that this learning strategy is effective in improving student learning outcomes. The use of animated videos helped students to visualize abstract concepts and engage more actively in the learning process. In addition, the results of observations of the implementation of learning showed that students became more active, enthusiastic, and able to work together in groups to complete the project. Student activity increased gradually, starting from the project planning stage, information collection, to the presentation of results. The teacher acted as a facilitator who provided direction and guidance, while students were directly involved in each process. This indicates that the integration of technology-based media supports collaborative and student-centered learning. Therefore, the implementation of the Project-Based Learning model with animated videos is not only effective in improving problem-solving skills but also fosters overall student engagement in science learning. Therefore, this learning model can be recommended as an innovative strategy to enhance problem-solving skills in primary education.

This study aims to analyze the effect of school principals' transformational leadership on the performance of ICT teachers in implementing digital learning at SMAN XYZ, specifically examining how four dimensions of transformational leadership Influence teacher motivation, creativity, and innovation in technology integration. This quantitative research employed an explanatory correlational design with 20 ICT teachers as respondents selected through purposive sampling. Data were collected using validated questionnaires adapted from the Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (1994) for transformational leadership and the TPACK framework by Koehler and Mishra (2009) for teacher performance. Simple linear regression analysis was conducted using SPSS 25 to test the research hypothesis. Results demonstrate that transformational leadership significantly and positively influences ICT teacher performance (β = 0.672, p = 0.003 < 0.05), explaining 67.2% of performance variance. The principal's transformational leadership scored highly (4.3/5), with individualized consideration contributing most significantly to teacher performance. ICT teacher performance reached a high category (4.1/5), with the most substantial achievement in technology-based lesson planning, although challenges remain in independent digital content development and innovative assessment methods. Theoretically, this research strengthens transformational leadership Theory in digital Education contexts and supports the TPACK framework's emphasis on leadership support for technology integration. Practically, findings guide principals to optimize transformational leadership through enhanced mentoring, professional development programs, and the creation of an innovation culture. The study offers an empirical foundation for educational policymakers to develop school leadership training programs focused on digital transformation, while highlighting the importance of individualized consideration in supporting teacher technology competency development.

This study aims to design and develop an interactive learning medium based on Augmented Reality (AR) for the subject of Basic Electronics Engineering, particularly on the topic of active and passive electronic components, in order to enhance the understanding and learning motivation of tenth-grade students at SMK Negeri 5 Padang. The development method used is the Multimedia Development Life Cycle (MDLC), which includes the stages of conceptualization, design, material collection, production, testing, and distribution. The final product of this research is an Android application utilizing AR technology to display 3D objects of electronic components, equipped with learning materials, educational videos, interactive evaluations, and a scan marker feature. The results of the development and implementation of this learning medium show that the Android application serves as an interactive medium that supports the learning process through Augmented Reality technology. The application received a score of 93% from the Media Expert, categorized as “Valid,” and 89.3% from the Material Expert, also categorized as “Valid.” Furthermore, the practicality test conducted with students showed an overall score of 93.15%, categorized as “Very Practical.” Based on the design results and validation by the Media Expert and Material Expert, it can be concluded that this interactive learning medium based on Augmented Reality technology is highly feasible for use. Furthermore, the implementation of this application in the learning process shows an increase in student participation and enthusiasm during the learning activities. Students appear more interested in exploring the material through 3D visualizations provided by AR technology, compared to conventional methods. The interactivity offered by the application, such as evaluation features and educational videos, also helps students understand concepts in a deeper and more enjoyable way. This shows that the integration of AR technology in learning media not only improves the effectiveness of the quality of the material.

The purpose of this study was to understand the impact of using the digital educational tool Educaplay on student learning outcomes, specifically in learning the concept of energy sources and their transformations in third-grade students at Brumbungan Lor Elementary School. The main question examined was whether the use of this interactive platform significantly impacts student learning outcomes. The method used was a quantitative approach with a pre-experimental one-group pretest-posttest design. The subjects were all 17 third-grade students at Brumbungan Lor Elementary School. The research instrument consisted of a pretest and a posttest, consisting of 15 multiple-choice questions structured according to basic competencies regarding energy sources and their transformations. Data were analyzed using a paired sample t-test. The analysis showed a two-tailed significance value of 0.000, less than 0.05. This finding indicates that the null hypothesis (H0), which states there is no difference in learning outcomes before and after the treatment, is rejected. Conversely, the alternative hypothesis (H1), which states there is a significant difference after the treatment, is accepted. Thus, the study proves that the interactive learning media Educaplay has a significant impact on improving student learning outcomes. Students experienced improved understanding and academic achievement after participating in learning using this media. This demonstrates that technology integration, specifically Educaplay, can create engaging, interactive learning experiences and motivate students to be more active in the learning process. The final results of the study confirm that Educaplay is a suitable alternative learning media for improving student academic achievement. Therefore, educators and teachers are encouraged to utilize it as part of their learning strategies to support improved student learning outcomes.  

This study aims to deeply examine the role and impact of AI implementation in the B2B sales process, including implementation challenges. The method used is a qualitative approach with descriptive studies, through a literature review of scientific journals, industry reports, and relevant previous studies. The analysis results show that the application of AI in B2B sales not only improves the accuracy of marketing strategies and lead conversion, but also strengthens the concept of value co-creation through collaboration between salespeople and AI systems. Technologies such as machine learning, predictive analytics, and NLP-based chatbots have been proven to accelerate sales cycles, expand service reach, and increase productivity by up to 30%. However, implementation challenges remain, including limited digital infrastructure, a lack of competent human resources, and organizational resistance to technological transformation. Therefore, optimal AI integration requires institutional readiness, adaptive strategies, and continuous investment in technology and human resource development. These findings provide theoretical and practical contributions to the development of AI-based B2B sales strategies, particularly in the context of the digital industry in Indonesia. Furthermore, the application of AI in B2B sales also opens up new opportunities for service personalization. With the support of real-time data analysis, companies can better understand the specific preferences and needs of their business partners. This enables the development of more targeted communication strategies and the enhancement of long-term relationships with business customers. AI also plays a role in reducing human error through automated systems that can validate data, provide predictive recommendations, and support faster and more accurate strategic decision-making. Furthermore, the adoption of AI in B2B requires clear regulations and governance, particularly regarding ethical data use and information security. Companies must be able to balance the use of technology to increase efficiency with the protection of privacy and consumer rights.

This research was conducted with the main purpose of examining and analyzing the specific needs of elementary school teachers in designing and implementing a Problem-Based Learning (PBL) model that is grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, with the ultimate goal of enhancing students’ critical thinking skills as a crucial competency in the 21st century. The study is rooted in the understanding that critical thinking is not only a fundamental learning outcome but also a key skill for students to thrive in modern society, while at the same time recognizing the current limitations in technology integration within elementary-level PBL practices. A quantitative descriptive method was employed, involving a purposive sample of 100 elementary school teachers who provided data through structured questionnaires and interviews. The analysis focused on five core indicators, namely teachers’ initial knowledge of TPACK-based PBL, the availability of facilities to support its implementation, teachers’ participation in relevant professional training, the degree of TPACK integration in classroom learning, and the actual application of PBL in teaching practice. Findings revealed that only 36% of teachers possessed sufficient awareness of TPACK-based PBL, 40% reported having adequate facilities in their schools, 40% had previously joined related training, 36% had integrated TPACK into their instruction, and 50% had applied PBL in their classrooms. These results clearly demonstrate a significant gap between existing practices and the ideal conditions needed for maximizing the potential of TPACK-based PBL. Consequently, the study emphasizes the urgency of developing and strengthening this model by improving teacher knowledge, ensuring continuous professional development opportunities, and promoting the effective use of technology to foster innovative, contextual, and student-centered learning that can systematically nurture critical thinking abilities in elementary school students.

The low level of students’ understanding of Islamic practices and values in daily life remains a significant challenge in the teaching of Islamic Religious Education (IRE) at the elementary school level. The teaching of IRE on the topic “Hajj and Qurban” in Grade V at SDN Bangbayang, Cisolok District, plays a strategic role in shaping Islamic character and instilling noble moral values in students. This study aims to critically examine the learning objectives, teaching materials, instructional methods, evaluation system, references, and teaching resources used in the learning process. The research employed a qualitative approach with data collected through classroom observation, interviews with teachers and students, and an analysis of instructional documents. The findings reveal that, in general, the teaching of IRE in Grade V has been implemented in accordance with the objectives and curriculum standards. Teachers have designed teaching modules based on the basic competencies and learning goals outlined in the curriculum. However, several aspects still require further development. Among these are the limited relevance of the learning materials to students’ everyday experiences, the lack of integration of technology-based media, and an evaluation process that places greater emphasis on cognitive aspects while paying less attention to affective and psychomotor domains. This situation indicates that while the learning process is carried out in line with procedural standards, students’ comprehension of Islamic values in practical and contextual terms remains insufficient. Therefore, strengthening the understanding of Islamic teachings in real-life contexts is essential so that students not only acquire theoretical knowledge but are also able to internalize and practice Islamic values in their daily lives. The teaching module currently used is adequate, yet further development is needed to make learning more practical, contextual, and impactful in fostering a strong Islamic character among students.

The purpose of this study is to describe and analyze solutions in the role of information technology-based teaching and learning in improving the quality of learning at SDN 3 Koba Bangka Tengah. This research was conducted at SDN 3 Koba Bangka Tengah, Bangka Belitung Islands Province. The research period was from June to September 2024. The object of this study was the entire learning process that utilizes information technology as a means and media to support teaching and learning activities. This study used a qualitative descriptive method. The data sources used consisted of primary data obtained through direct observation in the classroom and interviews with teachers, principals, and students; and secondary data in the form of learning administration documents, teaching tools, and learning outcome reports. Data collection techniques included participatory observation, in-depth interviews, and documentation studies. Data validity was tested by triangulation of sources to ensure the accuracy and consistency of information. The results showed that the use of information technology, such as the use of projectors, learning videos, and digital-based educational applications, significantly helped improve student motivation and understanding of the material. In addition, teachers showed quite good adaptation in using technological devices to support the learning process. However, several obstacles remain, such as limited internet network facilities, a lack of technology training for teachers, and inadequate school infrastructure. Nevertheless, the implementation of information technology has been proven to improve the quality of learning when supported by visionary school policies, ongoing teacher training, and active parental involvement in students' learning processes. These findings reinforce the importance of technology integration as a 21st-century learning strategy. Overall, information technology-based learning is an innovative solution for creating a more interactive, effective, and relevant learning environment.

The topics of morphology, anatomy, and physiology are integral to biology learning, yet they often present challenges for students due to their abstract and complex nature. Difficulties in understanding body structures and invisible biological processes lead to low student interest and engagement. This study aims to identify innovative learning approaches through an analysis of national scientific literature over the past decade. The results show that the integration of digital technology and student-centered learning methods can improve conceptual understanding and learning motivation. The most prominent innovations include the use of VR and AR-based media to clarify visualizations, the use of interactive videos and simulations to explain biological functions, and the application of contextual learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL). These approaches have proven effective in creating a more immersive learning experience that is relevant to students' needs.

This community service program focuses on training teachers at SMKN 1 Malingping in developing formative assessment instruments using the Quizizz and Wordwall platforms. The main objective is to enhance teachers’ competencies in integrating technology into classroom assessment practices, thereby improving the quality of teaching and learning. Formative assessment plays a crucial role in the learning process as it allows teachers to continuously monitor student progress, identify learning gaps, and provide timely feedback that supports both remediation and enrichment. By mastering digital tools such as Quizizz and Wordwall, teachers can design engaging, interactive, and effective assessment activities that align with curriculum objectives while also increasing student motivation and participation. The training was conducted through a workshop model, combining theoretical sessions on formative assessment principles with hands-on practice in creating and implementing online quizzes, interactive games, and customized learning activities. Teachers were guided step-by-step in account creation, content development, and analyzing assessment results for instructional decision-making. Feedback sessions were also integrated to address challenges and share best practices. The results of the training indicated a significant improvement in teachers’ skills and confidence in utilizing Quizizz and Wordwall for formative assessment. Participants demonstrated the ability to design varied assessment formats, adapt content to students’ needs, and effectively interpret assessment data to inform teaching strategies. Moreover, teachers reported increased student engagement when these platforms were implemented in classroom settings. This program highlights the importance of equipping educators with digital literacy skills that are relevant to 21st-century learning demands. The integration of Quizizz and Wordwall not only streamlines the assessment process but also fosters a more dynamic and student-centered learning environment. The experience from SMKN 1 Malingping suggests that similar training initiatives can be replicated in other schools to promote effective, technology-based formative assessment practices.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.

The development of digital technology has had a significant impact on the world of education, one of which is the introduction of various new media in learning, such as Smart TV. Smart TV, with its interactive multimedia features, offers a great opportunity to improve the quality and effectiveness of learning, particularly in increasing the enthusiasm and interest in reading for elementary school students. This study aims to determine the effectiveness of utilizing Smart TV as a digital transformation medium in increasing students' interest in reading at MI Darun Najah, Srobyong, Mlonggo, Jepara. The method used is a descriptive qualitative case study approach, involving fourth and fifth grade students and class teachers as research subjects. Data collection was carried out through participatory observation, in-depth interviews, and documentation to obtain a more comprehensive picture of the application of Smart TV in learning activities. The results of the study indicate that the use of Smart TV can increase active student engagement in the learning process. Students are more motivated and interested in reading, thanks to the attractive visual display and interactive multimedia features. Smart TV also creates a more enjoyable learning atmosphere, by integrating various types of media, such as images, videos, and text, which support learning. However, several obstacles were also found, including limited mastery of technology by teachers and limited time for technology integration in daily learning. Therefore, this study recommends ongoing training for teachers in operating Smart TVs and the development of a more flexible digital technology-based curriculum to maximize the benefits of using Smart TVs in elementary school learning. The study also suggests the need for regular evaluation of the effectiveness of Smart TV use in improving students' literacy skills.

This study also highlights the importance of ongoing professional development for pre-service teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.

Museums as cultural preservation institutions have the responsibility to convey information about collections in an informative manner to the public. One of the historical events displayed at the Brawijaya Museum is Operation Trident in 1968. This research aims to design collection labels as an effective communication medium by considering aspects of archive classification, material selection, label design, and information readability. The method used is action research which is carried out through the planning and action stages. The label is designed using Art Paper material with a combination of black-and-white colors and Times New Roman fonts. This research not only emphasizes the aesthetic aspect, but also pays attention to the functional aspect in conveying messages to visitors. The label design process is carried out by paying attention to the suitability between historical content and the form of visual presentation, so that information can be conveyed in a concise, clear, and interesting manner. Effectiveness evaluation was carried out through the EPIC model approach to 105 respondents, including empathy, persuasion, impact, and communication indicators. The results of the study showed that the label was designed to be very effective as a communication medium for museums with high scores on all four indicators. The implication of this research is to improve the visitor experience in understanding the historical value of collections and the efficiency of archive management in the museum environment. In addition, the design of this label can be a reference for other museums in developing information media based on a visual communication approach that is right on target. Thus, the museum serves not only as a repository of artifacts, but also as an interactive and communicative educational center. Furthermore, this research emphasizes the importance of integration between information technology and visual communication strategies in the management of modern museums. The use of professionally designed labels based on the results of empirical evaluation contributes to the improvement of the image of museum institutions in the eyes of the public. It is hoped that this approach can encourage museums to be more innovative in creating participatory learning experiences, especially for the younger generation.

Mathematics is a universal science that underlies the development of modern science and technology, and has an important role in the development of human thinking. Mathematics is a subject that is based on logical, rational, critical, and systematic thinking patterns. Religion and rationality are two perspectives that have a strong influence. Humans view religious values ​​and rational values ​​as different entities, causing a dichotomy paradigm, especially in the realm of education. In the perspective of the epistemology of science in Islam, Islam and science are complementary and interdependent entities. The mathematical approach used here does not mean that Islamic values ​​are low, but only to increase the belief of Muslims that all knowledge is valuable and can lead to true goodness and increase faith and closeness to Allah SWT.To examine how Islamic values ​​are applied in mathematics learning, To identify and develop effective strategies or methods in integrating Islamic values ​​in mathematics learning materials, To measure the extent of the application of Islamic values ​​in mathematics learning.This study uses a qualitative approach, while the type of research used by the researcher is descriptive research.Mathematics as a logical and systematic science, has a meeting point with Islamic teachings that emphasize truth, justice, and balance. For example, the concept of monotheism can be associated with the order of the universe expressed through mathematical formulas, fostering a sense of gratitude and obedience. The implementation of Islamic values ​​that are rahmatan lil 'alamin (blessing for all nature) in mathematics learning, especially to form honest and fair characters in students.

The low scientific literacy of elementary school students, influenced by the use of conventional learning methods and lack of interactivity, encourages the need for new innovations based on digital technology. This study aims to test the optimization of the use of digital technology as a strategy to improve scientific literacy through a quasi-experimental method with a pretest-posttest control group design. The research subjects consisted of 60 fifth-grade students from one elementary school, namely SDN Pondok Labu 03, taken from 2 classes, each consisting of 30 students (30 students in the experimental group and 30 students in the control group). The experimental group was given a digital technology-based science learning treatment, namely a virtual laboratory (Labster), and an educational application (Quizizz), for 8 weeks, while the control group used conventional methods. The research instruments included a scientific literacy test (HOTS questions) and student activity observation sheets. Data were analyzed quantitatively using t-test and ANOVA to compare the increase in scientific literacy scores between the two groups. The results showed that the experimental group experienced a significant increase in scientific literacy scores (N-Gain 0.72) compared to the control group (N-Gain 0.32). The research conclusion proves that the systematic integration of digital technology is effective in improving the scientific literacy of elementary school students at Pondok Labu 03.

This study examines the role of Artificial Intelligence (AI) in piano education through a qualitative review of six recent academic sources. AI technology has brought about significant transformations in music learning methods, particularly for the piano instrument. Various AI applications such as automated performance feedback systems, musical accompaniment generators, technical error detection devices, and adaptive learning platforms have enabled new approaches to teaching and learning. AI provides instant feedback, tailored exercises to individual abilities, and creates more interactive and flexible learning environments. These innovations are considered to support the development of students' technical skills more effectively, while increasing learning motivation through personalization and ease of access. Furthermore, this study examines the information systems that support these AI applications, including human-computer interaction, audio signal processing, and the use of machine learning models to recognize playing patterns and technical errors. While AI offers significant benefits, concerns arise regarding its limitations in understanding and responding to the emotional aspects of music. AI is not yet capable of fully supporting the development of subjective and complex musical expression. Over-reliance on this technology is also feared to undermine students' critical thinking, artistic sensitivity, and creativity. Therefore, this study emphasizes the importance of a balanced integration between AI technology and human pedagogical roles, with the teacher remaining the primary facilitator in fostering expression, interpretation, and artistic values in piano learning. The study recommends further research on emotionally responsive AI, blended learning models, and long-term evaluation of AI's impact on students' artistic and musical development.  

Indonesia is undergoing a transformative era in vocational education, pushed by the integration of technology-driven, project-based learning (PJBL) methodologies and Learning Management Systems (LMS). This comprehensive study examines the implementation and effectiveness of technology-driven project-based learning at SMK Cut Nya' Dien, utilizing a quasi-experimental design with 35 students divided into experimental and control groups. Using SPSS statistical analysis, the research demonstrates significant improvements in student learning outcomes, creativity measures, and engagement levels in the experimental group that utilized Google Classroom LMS with project-based learning approaches. This study is contributing to the growing body of literature supporting the efficacy of technology-integrated pedagogical methods in vocational education settings, providing empirical evidence for policy makers and educational practitioners seeking to enhance graduate employability and industry alignment. Results revealed statistically significant differences between groups (t (33) = 4.852, p = 0.0003) with a very large effect size (Cohen's d = 1.67), indicating substantial practical significance for educational implementation.

Human resource management (HRDM) is a crucial factor in supporting the success of companies in the digital era which is full of rapid change and global competition. Companies are required to not only adapt to technology, but also be able to build strategic and innovation-oriented MSDM systems. This study aims to examine the strategic role of MSDM in PT Telkom Indonesia (Persero) Tbk in supporting digital transformation and achieving organizational goals. Using a literature study approach, data was obtained from books, scientific journals, company annual reports, and official online sources. The results of the study show that PT Telkom Indonesia manages human resources strategically through various initiatives, such as the Great People Development Program (GPDP), digitization of the Human Capital Management (HCM) system, and strengthening the value-based work culture of "The Telkom Way" which includes Integrity, Enthusiasm, and Totality. This approach has a positive impact on increasing employee engagement, productivity, innovation, and the company's competitiveness in the highly competitive telecommunications industry. In addition, the implementation of digital technologies in HR management, such as the use of analytics platforms for performance measurement and online learning systems, has helped companies in accelerating the internal transformation process. However, challenges such as the digital divide between employees, differences in expectations between generations, and resistance to change are still obstacles that need to be addressed with a more inclusive, adaptive, and employee-well-being-oriented management strategy. This research provides the implication that the integration of technology, organizational culture, and talent development is an important combination in creating a resilient and sustainable HR system. The limitations of the research lie in the literature approach that has not touched the empirical aspect, so it is recommended that there be field studies or in-depth interviews with related parties in the next research to get a more holistic and accurate picture.