Journal International Inspire Education Technology

EVALUATING THE EFFECTIVENESS OF DEEP LEARNING BASED ASSESSMENT IN VOCATIONAL EDUCATION: A META ANALYSIS

2025-11-09T20:05:51+07:00

This study examines the effectiveness of a deep learning–based assessment system in vocational education, focusing on its implementation at SMK Negeri 8 Purworejo. To build a strong evidence base, the research first conducted a meta-analysis of earlier studies on automated deep learning assessment systems, selecting only those that used deep learning for performance-based evaluation, reported measurable accuracy or efficiency outcomes, and aligned with vocational or practical task contexts. The empirical phase tested a prototype system designed for productive Teknik Kendaraan Ringan (TKR) subjects, particularly for evaluating engine tune-up, component inspection, and basic troubleshooting practices. The system utilized video and image-based deep learning models to analyze student performance during hands-on activities. Data were collected from learning outcome documents, teacher interviews, student perception questionnaires, and observations of assessment duration. The results show that the deep learning–based system improves scoring precision, shortens evaluation time, and is positively received by both teachers and students. These practical gains support the meta-analytic findings and highlight the system’s potential to automate aspects of vocational assessment that were previously difficult to evaluate objectively. The study’s contribution lies in combining meta-analysis with real classroom implementation, offering a meaningful step toward AI-driven adaptive assessment in vocational education.

OPTIMIZATION OF TEAM QUIZ STRATEGY IN ISLAMIC RELIGIOUS AND CHARACTER EDUCATION LEARNING AT SMP NEGERI 2 PANYABUNGAN

2025-11-16T15:18:44+07:00

This research is motivated by the challenge of increasing students’ active participation in Islamic Religious and Character Education (PAI-BP) learning at the junior high school level, which impacts their understanding of the material and the development of collaborative skills. This study aims to examine the optimization of the team quiz strategy in PAI-BP learning, identify effective implementation steps, and analyze the supporting and inhibiting factors in its application. The research adopted a descriptive qualitative design with a purposive sample involving the school principal, 2 PAI-BP teachers, and 10 students at SMP Negeri 2 Panyabungan. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed using Miles and Huberman’s data analysis techniques with source triangulation to ensure data validity. Findings reveal that the optimization of the team quiz strategy was carried out through random grouping of students considering ability diversity, efficient time management, and clear role distribution within groups. The main supporting factors include full support from the school through regular socialization, teacher competence in designing innovative learning strategies, and high student enthusiasm for interactive learning. Identified obstacles include limited learning time and differences in understanding levels among students. This study concludes that the team quiz strategy plays a crucial role in increasing students’ active engagement, cooperation, and understanding of PAI-BP material. The research implications include a theoretical contribution to enriching active learning literature, particularly in PAI-BP subjects, and practical recommendations for teachers to implement random grouping, clear role division, and gradual implementation of team quizzes to overcome time limitations. This study also identifies opportunities for future research related to the development of technology-integrated team quiz models and their implementation in different learning contexts.

AI-BASED ADAPTIVE LEARNING SYSTEMS TO SUPPORT THE MERDEKA CURRICULUM: PERSONALIZING MATHEMATICS LEARNING AT THE JUNIOR HIGH SCHOOL LEVEL

2025-11-28T21:31:52+07:00

Indonesia’s Kurikulum Merdeka (Merdeka Curriculum) demands personalized mathematics learning, but teachers in heterogeneous junior high school classrooms lack scalable tools. This creates a critical “implementation gap” between the policy’s differentiation ideals and classroom reality. This study aimed to design, develop, and evaluate a bespoke AI-Based Adaptive Learning System (ALS) natively aligned with the Merdeka Curriculum’s “Fase D” framework to enhance student achievement. A mixed-methods, quasi-experimental pre-test/post-test control group design (N=435) was employed over 14 weeks. The treatment group (n=232) used the ALS. Effectiveness was measured by an ANCOVA on mathematics achievement scores, supplemented by usability surveys (SUS) and qualitative data from teachers and students. The ALS group demonstrated significantly superior mathematics achievement (F(1, 432) = 121.4, p < .001, \eta_p^2 = .219). Qualitative data confirmed the system enabled “Targeted Differentiation” for teachers and provided “Personalized Pacing and Safety” for students, reducing peer anxiety. The context-aligned ALS is a highly effective, usable (SUS=79.5), and feasible tool. It successfully provides the scalable, individualized support required to operationalize the pedagogical philosophy of the Kurikulum Merdeka.

THE EFFECT OF VIDEO TUTORIAL MEDIA ON STUDENTS’ PRACTICAL UNDERSTANDING OF TUNE-UP PROCEDURES FOR THE 2010 TOYOTA AVANZA ENGINE

2025-12-14T21:21:15+07:00

As a vocational automotive teacher from SMK Muhammadiyah Larangan, the authors often find chapter trials of Grade XI students (TKR) they have had trouble memorizing the correct sequence of stages tuning?motors for eg 2010 Toyota Avanza EFI engine, especially in determining the function TPS, MAP and IACV. A single live example from the teacher is often not enough: students?might miss some crucial part of it while taking notes, or be too shy to ask questions when they don’t understand something. To address this problem, the researcher used a classroom action research with 12 minute video?instructional media using smartphone creations and Avanza engine 2010 in school. Sixty Grade XI TKR students were selected for this study, divided into an Experimental Group (video learning method) and a Control Group (traditional demonstration method). The results showed: Mean of Experimental group: 85.0, average of the control group : 67.3. A total of 83.3% of the experimental group received marks for the category of Excellent, while the control group received 0%. The result of the independent t-test showed that there is a significant difference between the means of the two groups, since t(58) = 8.21 The aforementioned findings prove the effect of the use of cheap instructional videos prepared by lecturers to address the issue of resource equality for better access to independent learning for the students, which lies squarely within the principle of autonomy of the students under the Merdeka Curriculum of Indonesia.

THE ROLE OF EMOTIONAL INTELLIGENCE IN EDUCATIONAL COMMUNICATION WITHIN THE LEARNING PROCESS OF ISLAMIC RELIGIOUS EDUCATION

2025-12-28T01:20:06+07:00

Emotional intelligence has increasingly gained attention as a crucial psychological competence in educational studies, particularly in relation to the effectiveness of communication between educators and learners. This article aims to provide an in-depth analysis of the role of emotional intelligence in educational communication within the learning process of Islamic Religious Education (IRE), emphasizing the integration of educational psychology, pedagogical perspectives, and Islamic values. This study employs a qualitative method with a library research approach by critically reviewing relevant academic literature, educational journals, and Islamic sources, including the Qur’an, Prophetic traditions, and classical Islamic scholars’ works.

The findings reveal that emotional intelligence plays a strategic role in shaping effective, humane, and character-oriented educational communication. Educators with high emotional intelligence are better able to regulate emotions, develop empathy, and create a psychologically safe learning environment, thereby preventing verbal and non-verbal violence in educational settings. Furthermore, the integration of emotional intelligence into IRE learning communication significantly contributes to strengthening moral internalization, role modeling, and positive discipline among students.

The novelty of this article lies in its comprehensive conceptual framework that integrates emotional intelligence theory with Islamic educational values and classical scholarly perspectives, an area that has received limited scholarly attention. This article is expected to serve as both a theoretical reference and a practical guideline for Islamic education educators in developing emotionally intelligent and character-based educational communication practices.

CULTURALLY-RESPONSIVE LEARNING TECHNOLOGY: INTEGRATING LOCAL WISDOM AND MOTHER TONGUES INTO DIGITAL LEARNING PLATFORMS FOR INDIGENOUS STUDENTS

2026-01-05T22:11:03+07:00

Indigenous students across diverse regions continue to experience inequitable learning outcomes due to digital learning platforms that insufficiently reflect their cultural identities, local wisdom, and mother tongues. Conventional EdTech systems often adopt universalized content structures that overlook indigenous epistemologies, resulting in decreased motivation, limited comprehension, and reduced learning engagement. These challenges highlight the need for culturally-responsive digital learning models capable of integrating local narratives, linguistic heritage, and community-based knowledge systems into technology-supported education. This study aims to develop and analyze a culturally-responsive learning technology framework that embeds local wisdom and mother tongues within digital learning platforms to enhance accessibility, inclusivity, and meaningful learning for indigenous students. The research employs a mixed-methods design involving qualitative ethnographic documentation of indigenous cultural practices and quantitative usability testing of a prototype platform. Data are collected from indigenous teachers, students, and community leaders through interviews, observations, and structured questionnaires. Findings indicate that integrating culturally grounded content—such as traditional stories, regional ecological knowledge, and local vocabulary—significantly improves learning relevance, cognitive connection, and emotional engagement. Quantitative analysis shows measurable gains in comprehension and task completion accuracy when learning materials incorporate mother-tongue scaffolding and culturally familiar representations. The study concludes that culturally-responsive learning technology fosters deeper identity affirmation, strengthens intergenerational knowledge transmission, and reduces digital learning barriers among indigenous students. The incorporation of local wisdom and mother tongues not only enhances academic outcomes but also promotes cultural sustainability within digital ecosystems. Future implementations should prioritize community co-design, adaptive language features, and scalable platform architectures to ensure long-term impact and cross-regional applicability.

IMPLEMENTATION OF DEEP LEARNING BASED PEER TEACHING IN DESCRIPTIVE TEXT WRITING LEARNING FOR STUDENTS OF STATE JUNIOR HIGH SCHOOL

2025-11-12T20:05:45+07:00

This study examines how well State Junior High School 4 Purworejo pupils’ descriptive writing abilities are improved by peer instruction based on deep learning. While prior research has looked at peer teaching to improve collaborative learning and deep learning to foster higher order thinking, there are still few studies that combine both strategies in the context of descriptive text writing. This gap makes the current study a unique contribution. A quasi experimental non equivalent control group design was combined with a qualitative examination of students’ views in a mixed method methodology. Purposive sampling was used to choose 60 students, who were split evenly between the experimental and control groups. An analytical rubric comprising topic, structure, vocabulary, grammar, and mechanics was used to assess writing skills. Compared to the control group (74.2), the experimental group’s mean posttest score was higher (83.4). The superior efficacy of the suggested model was demonstrated by an independent t-test, which yielded a significant value of 0.003 (p< 0.05). Students in the experimental group reported more knowledge (87%), greater writing confidence (81%), and higher motivation (90%), according to qualitative results from surveys and interviews. These findings demonstrate that incorporating deep learning concepts knowledge construction, reflective inquiry, and meaningful collaboration into peer instruction provides a pedagogically sound and theoretically sound strategy for enhancing descriptive writing abilities.

HADITH-BASED TARGHIB AND TARHIB AS MOTIVATION STRATEGIES IN IMAM AL-MUNDHIRI’S DIDACTIC WORK

2025-11-11T14:37:32+07:00

This study explores the concepts of targhib (motivation through promises and hope) and tarhib (motivation through warnings and threats) as reflected in Imam al-Mundhiri’s didactic work Al-Targhib wal-Tarhib, which compiles Prophetic hadiths on encouragement and deterrence. Using a qualitative descriptive approach through library research, this study analyzes selected hadiths thematically to identify their educational and psychological implications. The findings reveal that the targhib–tarhib framework represents a balanced motivational system in Islamic education, combining positive reinforcement with moral awareness and behavioral control. Imam al-Mundhiri’s work demonstrates how the Prophet Muhammad (peace be upon him) utilized emotional and spiritual stimuli to nurture faith, discipline, and ethical conduct among learners. In the perspective of educational psychology, this method aligns with reinforcement and behavior modification theories but extends beyond them by integrating spiritual and moral dimensions. The implementation of targhib–tarhib principles in contemporary learning environments can serve as an effective strategy to enhance students’ intrinsic motivation, character formation, and emotional intelligence, contributing to the development of holistic and value-based education.

IMPLEMENTING DEEP LEARNING BASED LEARNING MANAGEMENT TO IMPROVE LEARNING QUALITY AT SD IT ULUL ALBAB 2 PURWOREJO

2025-11-24T13:17:18+07:00

Improving learning quality in Islamic elementary schools requires management strategies that are both pedagogically strong and sensitive to the school’s religious identity. This study examines how deep learning based learning management is applied at SD IT Ulul Albab 2 Purworejo Regency using a descriptive qualitative design supported by observations, informal teacher interviews, and document analysis. Deep learning is understood as an approach that emphasizes conceptual understanding, inquiry, collaboration, reflection, and the integration of Islamic character values. The thematic analysis, supported by triangulated data sources, shows that the school implements this framework through contextual curriculum planning, active collaborative learning, value-based routines, and authentic assessment practices. While not making causal claims, the findings reveal emerging indications of increased student engagement, stronger critical thinking tendencies, and the reinforcement of Islamic behavior. Overall, the study suggests that deep learning based learning management offers a promising model for Islamic integrated schools seeking to enhance educational quality and nurture Qur’anic and 21^st century competencies.

IMPLEMENTATION OF THE INDEPENDENT CURRICULUM IN PAI-BP LEARNING AT SMA N 3 PANYABUNGAN

2025-12-23T00:09:30+07:00

SMA Negeri 3 Panyabungan is one of the schools that has implemented the Independent Curriculum starting from the 2022/2023 school year and is one of the driving schools in Mandailing Natal Regency. This study discusses: 1) How to apply the Independent Curriculum in PAI-BP learning at SMA Negeri 3 Panyabungan, 2) Supporting and inhibiting factors for the implementation of the Independent Curriculum in PAI-BP learning at SMA Negeri 3 Panyabungan. The purpose of this study is to find out the application and the supporting and inhibiting factors. This type of research is classified as qualitative research with primary and secondary data sources. The data collection method uses observation, interviews, and documentation. The results of the study show that the implementation of the Independent Curriculum at SMA Negeri 3 Panyabungan has reached the highest option, namely independent sharing. In this option, schools have the flexibility to implement the Independent Curriculum by developing their own teaching tools, which show the school's full readiness. This readiness is also reflected in the existing human resources, where many students produce innovative works. Supporting factors include its status as a driving school, the number of driving teachers, and the balance between projects and character cultivation. However, there are challenges such as lack of student motivation, limited time and teacher readiness, limited learning media, and the need to improve evaluation.

THE ROLE OF ISLAMIC RELIGIOUS EDUCATION IN CHILDREN'S CHARACTER FORMATION

2025-12-17T19:12:25+07:00

This research explores the fundamental role of Islamic Religious Education (IRE) as a strategic instrument in constructing noble character personalities in children amidst the dynamics of contemporary digital transformation. Utilizing a qualitative approach with a comprehensive literature review method, this study profoundly analyzes the mechanisms of internalizing Islamic values in the character formation process of the younger generation. The research findings indicate that Islamic Religious Education plays a vital role as a spiritual foundation in instilling principles of morality such as honesty (shiddiq), trustworthiness (amanah), intelligence (fathonah), and communicative ability (tabligh), which are integrated into both intracurricular and extracurricular learning. Essential Islamic character values include patience, integrity, empathy, responsibility, and discipline, which shape the students' holistic personality. Effective implementation in the digital era necessitates adaptive strategies that integrate learning technology with pedagogical approaches based on the values of the Qur'an and Hadith, through synergistic collaboration between educators, families, and the community. This study offers a theoretical contribution to the development of a contemporary Islamic education paradigm that is responsive to the challenges of modernity while maintaining the authenticity of Islamic teachings in forming a generation with noble character, high individual and social piety.Character Building

THE TRANSFORMATION OF ISLAMIC EDUCATION THROUGH TECHNOLOGY INTEGRATION IN THE DIGITAL ERA

2025-12-28T01:18:28+07:00

The rapid advancement of technology in the digital era has fundamentally transformed various aspects of human life, particularly in the way information is created, stored, and disseminated. In the context of Islamic education, this digital transformation presents both significant opportunities and complex challenges. This study explores the urgency of adapting Islamic education to technological progress to ensure its relevance for "digital native" generations. The findings indicate that digital technology serves as a powerful tool to expand accessibility to Islamic teachings through e-learning, mobile applications, and online platforms, while also fostering 21st-century skills such as critical thinking and digital literacy. However, this shift necessitates rigorous oversight to combat the spread of inaccurate or distorted content that may conflict with Islamic principles. This research provides a conceptual framework for integrating technology into Islamic Religious Education (PAI) and identifies strategic solutions to overcome the barriers of digital transformation, aiming to produce a generation that is both spiritually grounded and technologically proficient.

EFFECTS OF SCAFFOLDING ON STUDENTS’ EXTRANEOUS COGNITIVE LOAD IN THE DEEP LEARNING APPROACH

2025-11-09T20:03:59+07:00

This study explores how scaffolding, when blended with a deep learning approach, can ease students’ extraneous cognitive load during junior high school science lessons. A quasi-experimental Nonequivalent Control Group Design was used because the research took place in real classroom settings, where random assignment was not possible. To reduce potential selection bias, both classes were matched based on prior science achievement and taught by the same teacher using comparable learning materials. A total of 62 seventh-grade students participated, with 31 in the experimental group and 31 in the control group. In the experimental class, scaffolding was implemented through step-by-step guidance, worked examples, prompts, and gradually reduced support as students progressed through deep learning activities such as exploring problems, connecting concepts, and reflecting on their thinking. Data were collected using an Extraneous Cognitive Load Questionnaire adapted from Paas, van Merriënboer, and Sweller (2021) and analyzed with an Independent Samples t-test. The findings revealed a significant difference between the two groups, t(60) = 9.03, p < .001, with the experimental class (M = 2.52) reporting a substantially lower cognitive load than the control class (M = 4.41). The 1.89-point decrease reflects a meaningful practical improvement, showing that students experienced less unnecessary mental effort while engaging with complex material. Overall, the study shows that combining scaffolding with deep learning strategies not only strengthens students’ understanding but also makes the learning process mentally more manageable, leading to a more effective and engaging science learning experience.

A IMPLEMENTATION OF THE STRENGTHENING PANCASILA STUDENT PROFILE PROJECT IN THE ISLAMIC RELIGIOUS EDUCATION AND CHARACTER (PAI-BP) SUBJECT AT SMA 2 PLUS PANYABUNGAN

2025-11-11T14:40:00+07:00

This study discusses the implementation of the Strengthening Pancasila Student Profile Project (P5) in the Islamic Religious Education and Character (PAI-BP) subject at SMA 2 Plus Panyabungan. The research focuses on describing the application of the P5 project in PAI-BP learning. This study employed a qualitative approach, with data collection techniques including observation, interviews, and documentation. The findings reveal that PAI-BP teachers developed contextual teaching modules using the theme “Build Their Soul and Body” through issues such as bullying, which were linked to Islamic values. The school also provided support for the project’s implementation. As a result, the project has begun to foster students’ awareness of religious values and character traits such as empathy and social care. However, the project’s implementation still requires improvement, particularly regarding school policy, scheduling, teacher training, and sustainable character building to optimally achieve the goal of forming the Pancasila student profile. The novelty of this research lies in connecting the contextual issue of bullying with the PAI-BP subject, positioning Islamic values as a practical solution to ethical problems faced by students. Nonetheless, the findings also indicate that the P5 integration process has not yet run optimally.

THE EFFECTIVENESS OF CANVA-BASED E-MODULES IN ISLAMIC EDUCATION LEARNING AT SMA NEGERI 1 TAMBANGAN

2025-12-23T00:11:01+07:00

This study aimed to determine the effectiveness of using Canva-based e-modules in Islamic Education (PAI) learning at SMA Negeri 1 Tambangan. The background of this research lies in the need to create innovative and interactive learning media that enhance students interest and understanding of Islamic Education materials. This qualitative research used observation, interviews, and documentation as data collection techniques. The data were analyzed through data reduction, dwasplay, and verification using source, technique, and time triangulation. The results showed that Canva-based e-modules improved students motivation, participation, and comprehension in PAI learning. The modules appealing vwasuals and multimedia elements such as images, videos, and animations made the material easier to understand and encouraged active learning. Supporting factors include accessibility and interactive design, while challenges include limited internet access and digital literacy among teachers and students. Overall, the Canva-based e-module was proven to be an effective innovative learning medium for improving the quality of Islamic Education at the senior high school level.

CYBER WELLBEING IN THE PESANTREN ENVIRONMENT: STRATEGIES TO PREVENT CYBERBULLYING AND GADGET ADDICTION AMONG SANTRI

2025-12-16T21:45:04+07:00

The rapid expansion of digital technology has reshaped communication and learning practices in pesantren, creating both opportunities and risks for santri. Increasing access to smartphones and social media exposes students to cyberbullying, excessive screen time, and gadget dependency, which threaten their psychological wellbeing and disrupt the pesantren’s disciplined learning culture. These challenges highlight the urgent need for a culturally appropriate cyber-wellbeing framework tailored to Islamic boarding schools. This study aims to identify effective strategies for preventing cyberbullying and gadget addiction among santri through a holistic approach that integrates digital literacy, moral education, and behavioral regulation. A mixed-methods design was employed, combining surveys of 312 santri from three pesantren, focus group discussions with ustadz/ustadzah, and observational analysis of daily digital practices. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically coded to capture contextual nuances. The findings reveal that cyberbullying incidents primarily occur through group-chat interactions and anonymous messaging channels, often triggered by peer conflicts and lack of digital etiquette. Gadget addiction was strongly associated with unrestricted device use and absence of structured digital routines. Implementation of three core strategies—digital adab training, gadget-use time management, and monitoring systems involving peer mentors—significantly reduced risky online behaviors. The study concludes that cyber-wellbeing efforts in pesantren must be grounded in Islamic values, community discipline, and collaborative monitoring between teachers and peers. These culturally embedded strategies offer a comprehensive model for strengthening digital resilience among santri in the evolving digital era.

THE ROLE OF FAMILY-BASED CHARACTER EDUCATION IN CHILDREN’S PERSONALITY DEVELOPMENT

2025-12-20T10:43:45+07:00

Parents are obligated to teach noble morals to their children as the foundation of their personality development. Parents must be able to serve as role models and examples that can be imitated by children within the family environment. The family plays a very significant role in character education because children spend most of their time at home. The family becomes the first institution of character education before children receive formal education at school.

Parents, especially mothers, have an undeniable role in educating children. The function of the mother as an educator within the family environment cannot be replaced, as the mother carries, gives birth to, and breastfeeds the child. For this reason, the mother is often referred to as the first and primary school for the child. Nevertheless, fathers also bear responsibility in educating their children. One of the most important factors determining the success of a child’s life is the effort made by parents. Therefore, parents must strive to create a peaceful and supportive atmosphere for their children.

Providing enjoyable time together should not only involve staying at home but also engaging in enthusiastic learning processes through the use of various strategies. The success of children’s education greatly depends on the responsibility of parents in fulfilling their roles. The role of parents as motivators in shaping children’s character at home becomes a strategic effort in creating a learning process that encourages children to be active, enabling them to acquire attitudes and behaviors that continue to develop over time. Character education implemented from an early age within the family serves as a foundation for children’s future development. The family is also the first institution where children receive education and serves as a place for the growth and formation of children’s personality traits.

DIGITALIZATION OF TRADITIONAL PESANTREN: A LOW-COST EDTECH DEVELOPMENT STRATEGY TO ENHANCE SANTRI’S AUTONOMY AND DIGITAL SKILLS

2026-01-05T22:12:02+07:00

Traditional pesantren remain one of the most influential and enduring educational institutions in Indonesia, yet many continue to operate with limited technological infrastructure. The rapid digital transformation in the national education system has intensified the need for pesantren to adopt low-cost, context-appropriate EdTech solutions to strengthen santri autonomy, digital literacy, and readiness for 21st-century learning demands. The research is grounded in the recognition that pesantren face structural barriers—including financial constraints, low teacher digital capacity, and limited access to digital devices—that hinder their participation in broader educational innovations. These gaps highlight the urgency of developing affordable, scalable, and culturally compatible digitalization strategies.

The study aims to design and evaluate a low-cost EdTech development model tailored to pesantren environments, focusing on enhancing self-regulated learning, digital skills, and instructional efficiency. A mixed-methods approach is employed, combining needs assessment surveys, classroom observations, interviews with kyai and ustadz, and prototype testing of low-cost digital learning tools such as offline learning apps, modular LMS platforms, and open-source interactive media.

The results indicate that low-cost EdTech integration significantly improves santri autonomy, with notable increases in self-directed learning scores and digital skill acquisition. Teachers report reduced workload and improved lesson organization, while santri demonstrate greater engagement through blended and peer-supported digital activities. Prototype testing shows that even minimal technological interventions—such as offline content repositories and basic digital task modules—yield substantial pedagogical benefits.

The study concludes that digitalizing traditional pesantren does not require high-cost technological investments; rather, effective change emerges from strategic, culturally aligned, and scalable EdTech designs. Strengthening teacher training, developing open-source digital resources, and building sustainable school-level technology governance are essential for long-term implementation.