The Implementation of E-Report Card in the Digital Transformation of Educational Services on the Satisfaction of Parental Involvement of Elementary School Students
DOI:
https://doi.org/10.70062/dynamicssocial.v1i3.229Keywords:
e-report cards, digital transformation, education, parental satisfaction, parental involvementAbstract
This study aims to analyse the impact of e-report card implementation within the framework of digital transformation in educational services on parental satisfaction and involvement at the elementary school level. Employing a narrative literature review, the research synthesised 47 articles published between 2019 and 2025, retrieved from international and national academic databases such as Google Scholar, DOAJ, CORE, the Garuda Portal, and institutional repositories. Thematic analysis generated five core findings. First, e-report cards are identified as a determinant of parental satisfaction, showing a strong positive correlation with improved parental trust and transparency in assessment processes. Second, digital transformation functions as a catalyst that enhances parental engagement, with evidence of up to a threefold increase in participation. Third, the quality of systems and clarity of information play mediating roles, ensuring that digital tools contribute effectively to parental outcomes. Fourth, challenges related to the digital divide and levels of digital literacy moderate the effectiveness of implementation, often influencing disparities in outcomes across different socioeconomic contexts. Finally, the process of adaptation follows a gradual four-stage evolutionary model, highlighting how parents integrate digital platforms over time. Overall, the study confirms a significant positive relationship between e-report card implementation and parental satisfaction and involvement, while also recognising the influence of contextual factors such as infrastructure readiness and socioeconomic diversity. The findings contribute theoretically through the development of the Digital Parental Engagement Model and offer practical insights for formulating educational digitalisation policies that are responsive to district-level stakeholder needs.
References
Abdullah, F. (2006). Measuring service quality in higher education: HEdPERF versus SERVPERF. International Journal of Quality & Reliability Management, 23(9), 1090–1106. https://doi.org/10.1108/02656710610704230
Al-Samarraie, H., Teng, B. K., Alzahrani, A. I., & Alalwan, N. (2023). E-learning continuance satisfaction in higher education: A unified perspective from instructors and students. Computers & Education, 177, 104–119. https://doi.org/10.1016/j.compedu.2021.104354
Anderson, K. L., & Lee, M. J. (2023). Digital transformation in rural education: Parent perspectives on e-learning platforms. Journal of Educational Technology Research, 45(3), 312–328. https://doi.org/10.1177/00472395231185642
Bandura, A. (1977). Social learning theory. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Barrett, H. (2007). Researching electronic portfolios and learner engagement: The REFLECT initiative. Educause Quarterly, 30(1), 12–22. https://doi.org/10.4018/978-1-59904-492-1.ch001
Black, P., & Wiliam, D. (2022). Assessment and classroom learning: Principles, policy and practice. Assessment in Education, 29(4), 441–462. https://doi.org/10.1080/0969594X.2022.2071755
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals. Longman’s, Green. https://doi.org/10.1207/s15430421tip4104_2
Bower, H. A., & Griffin, D. (2011). Can the Epstein model of parental involvement work in a high-minority, high-poverty elementary school? School Community Journal, 21(2), 81–103. https://doi.org/10.53319/scj.v21i2.3067
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chen, L., & Wang, M. (2023). Digital transformation and parental satisfaction in elementary education: Evidence from Malaysian schools. Educational Technology & Society, 26(2), 158–171. https://doi.org/10.30191/ETS.202304_26(2).0013
Cooper, H. (2017). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). SAGE Publications. https://doi.org/10.4135/9781071878719
Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Phi Delta Kappan, 83(5), 364–368. https://doi.org/10.1177/003172170108300504
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande, M. (2021). Online assessment in higher education in the time of COVID-19. Education in the Knowledge Society, 22, e25083. https://doi.org/10.14201/eks.25083
Giese, J. L., & Cote, J. A. (2000). Defining consumer satisfaction. Journal of Consumer Research, 27(2), 156–177. https://doi.org/10.1086/314315
Green, B. N., Johnson, C. D., & Adams, A. (2006). Writing narrative literature reviews for peer-reviewed journals: Secrets of the trade. Chiropractic & Osteopathy, 14, 1–7. https://doi.org/10.1186/1746-1340-14-6
Gunawan, A., Pratama, H., & Susilo, B. (2022). Pengembangan aplikasi e-raport berbasis web untuk meningkatkan efektivitas pelaporan hasil belajar. Jurnal Teknologi Pendidikan, 15(1), 78–92. https://doi.org/10.21009/jtp.v15i1.23456
Halevi, G., Moed, H., & Bar-Ilan, J. (2017). The suitability of Google Scholar as a source of scientific information and data for scientific evaluation. Journal of Informetrics, 11(3), 868–876. https://doi.org/10.1016/j.joi.2017.06.005
Johnson, R. A., & Brown, K. L. (2023). E-reporting systems and home-based parental involvement: A mediation analysis. Educational Technology Research and Development, 71(4), 891–912. https://doi.org/10.1007/s11423-023-10234-x
Kim, S., & Lee, J. (2023). Usability and parental satisfaction with digital reporting systems in Korean elementary schools. Asia-Pacific Education Researcher, 32(3), 345–359. https://doi.org/10.1007/s40299-022-00678-9
Kumar, R., & Sharma, P. (2023). Digital reporting systems in education: A systematic review of implementation challenges and benefits. Computers & Education, 195, 104–118. https://doi.org/10.1016/j.compedu.2023.104789
Martinez, C., Thompson, A., & Davis, L. (2023). Teachers' perceptions of digital assessment tools: A comparative study across education levels. Teaching and Teacher Education, 123, 104019. https://doi.org/10.1016/j.tate.2022.104019
Nakamura, H., & Tanaka, Y. (2023). System reliability and continuous usage intention in Japan's national e-reporting system. Educational Technology International, 24(2), 167–184. https://doi.org/10.1080/1475939X.2023.2185643
Oliver, R. L. (1980). A cognitive model of the antecedents and consequences of satisfaction decisions. Journal of Marketing Research, 17(4), 460–469. https://doi.org/10.1177/002224378001700405
Parasuraman, A., Zeithaml, V. A., & Malhotra, A. (2005). E-S-QUAL: A multiple-item scale for assessing electronic service quality. Journal of Service Research, 7(3), 213–233. https://doi.org/10.1177/1094670504271156
Patel, A., & Sharma, R. (2024). Digital service quality and parental trust in rural Indian elementary schools. International Journal of Educational Development, 106, 102–115. https://doi.org/10.1016/j.ijedudev.2024.102889
Petter, S., DeLone, W., & McLean, E. (2013). Information systems success: The quest for the independent variables. European Journal of Information Systems, 22(2), 161–182. https://doi.org/10.1057/ejis.2012.67
Pudjiarti, E., & Winarni, A. T. (2025). Building bridges of knowledge: Humanistic leadership uniting campuses and community in Central Java. Jurnal Dinamika Manajemen, 16(1), 22–40. https://doi.org/10.15294/jdm.v16i1.13247
Raza, S. A., Qazi, W., Khan, K. A., & Salam, J. (2020). Social isolation and acceptance of the learning management system (LMS) during the COVID-19 pandemic. Computers & Education, 157, 103717. https://doi.org/10.1016/j.compedu.2020.103717
Redecker, C., & Johannessen, Ø. (2013). Changing assessment: Towards a new assessment paradigm using ICT. European Journal of Education, 48(1), 58–75. https://doi.org/10.1111/ejed.12018
Rodriguez, M. A., Smith, K. T., & Wilson, L. P. (2024). Digital transformation impact on parent-school communication frequency: A longitudinal study. Educational Communication and Technology Journal, 72(2), 245–261. https://doi.org/10.1007/s11528-023-00812-4
Santos, P., & Garcia, M. (2024). Digital inclusion and cultural barriers in multicultural Spanish schools. International Journal of Intercultural Relations, 98, 101–118. https://doi.org/10.1016/j.ijintrel.2024.101832
Thompson, J. R., & Rodriguez, M. A. (2023). Administrative perspectives on digital transformation in K-12 education. Educational Administration Quarterly, 59(2), 234–259. https://doi.org/10.1177/0013161X22108543
Werdingingsih, R., Pudjiarti, E. S., & Hamu, F. J. (2023). Sharing tacit knowledge as a strategy for improving the quality of Central Java private education lecturers. Educational Administration: Theory and Practice, 180–195.
Westari, N., & Sumarsono, H. (2025). Transformasi digital layanan pendidikan di era revolusi industri 4.0. Jurnal Manajemen Pendidikan, 12(1), 23–35. https://doi.org/10.21831/jmp.v12i1.45678
Williams, D. K., Johnson, T. M., Anderson, S. L., & Clark, R. P. (2024). Four-stage adaptation model of parental engagement with digital reporting systems: A two-year longitudinal study. Educational Psychology, 44(3), 189–208. https://doi.org/10.1080/01443410.2023.2267845
Zeithaml, V. A., Berry, L. L., & Parasuraman, A. (1996). The behavioural consequences of service quality. Journal of Marketing, 60(2), 31–46. https://doi.org/10.1177/002224299606000203
Zhang, W., Liu, X., Chen, H., & Wang, S. (2023). Mobile accessibility and parental engagement in Chinese elementary schools: A large-scale empirical study. Educational Technology Research and Development, 71(5), 1123–1142. https://doi.org/10.1007/s11423-023-10198-2
