The implementation of e-learning in Indonesian high schools encounters substantial challenges, notwithstanding its inherent advantages, such as enhanced flexibility and accessibility. The Ministry of National Education's initiative to promote online learning is significantly impeded by the absence of clear regulatory frameworks and the heterogeneous conditions of educational institutions, particularly distinguishing between Senior High Schools (SMA) and Vocational High Schools (SMK), each of which has distinct curricular demands. This study employs a comprehensive review method, systematically analyzing existing literature, policy documents, and case studies pertinent to the implementation of e-learning in these settings. Preliminary findings indicate that insufficient technological resources, varying educational objectives, and regulatory ambiguity contribute to inconsistencies in the quality of e-learning experiences. To effectively address these challenges, it is imperative to develop a comprehensive e-learning framework that is specifically tailored to the unique requirements of SMA and SMK, accompanied by increased investment in both infrastructure and educator training. Furthermore, engaging policymakers to establish mandatory regulations is critical for fostering a more equitable educational landscape. By addressing these multifaceted issues, e-learning has the potential to significantly elevate the quality of education in Indonesia, thereby cultivating a more skilled and adaptable workforce.
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