https://journal.nurscienceinstitute.id/index.php/jpe <hr style="border: 0; border-top: 1px solid #ccc; margin: 20px 0;" /> <div style="font-family: arial; font-size: 14px; line-height: 1.7; text-align: justify; margin: 0 auto; max-width: 900px;"><img style="width: 25%; float: left; margin-right: 20px; border-radius: 6px; margin-bottom: 10px;" src="https://journal.nurscienceinstitute.id/public/journals/19/journalThumbnail_en_US.webp" alt="cover image" /> <div class="col-12 about_journal"> <table class="nursciencetable"> <tbody> <tr> <th>Journal title</th> <td><strong>: <a href="https://journal.nurscienceinstitute.id/index.php/jpe" target="_blank" rel="noopener">Journal of Profession Education</a></strong></td> </tr> <tr> <th>Initials</th> <td><strong>:</strong> JPE</td> </tr> <tr> <th>Abbreviation</th> <td><strong>:</strong> J. Prof. Educ.</td> </tr> <tr> <th>Language</th> <td><strong>:</strong> English, Indonesian</td> </tr> <tr> <th>Management Style</th> <td><strong>:</strong> Open Access</td> </tr> <tr> <th>Frequency</th> <td><strong>:</strong> 2 issues per year</td> </tr> <tr> <th>DOI Prefix</th> <td><strong>:</strong> <a href="https://doi.org/10.53088/jpe">10.53088/jpe</a></td> </tr> <tr> <th>E-ISSN</th> <td><strong>:</strong> <a href="https://issn.brin.go.id/terbit/detail/20210713051460108" target="_blank" rel="noopener">2798-6527</a></td> </tr> <tr> <th>Publisher</th> <td><strong>:</strong> Nur Science Institute, Indonesia</td> </tr> <tr> <th>Editor-in-Chief</th> <td><strong> : Muhamad Taufik Hidayat </strong>(Scopus ID: <a href="https://www.scopus.com/authid/detail.uri?authorId=57200368133" target="_blank" rel="noopener">57200368133</a>)</td> </tr> <tr> <th>License</th> <td><strong>:</strong> CC BY SA</td> </tr> <tr> <th>Citation Analysis</th> <td><strong>:</strong> <a href="https://app.dimensions.ai/discover/publication?search_mode=content&amp;or_facet_source_title=jour." target="_blank" rel="noopener">Dimensions</a></td> </tr> </tbody> </table> </div> <hr style="border: 0; border-top: 1px solid #ccc; margin: 20px 0;" /></div> <div class="row card-panel lighten-5 identitas"> <div class="description"> <p style="text-align: justify;"><strong data-start="117" data-end="158">Journal of Profession Education [ISSN <a href="https://issn.brin.go.id/terbit/detail/20210713051460108">2798-6527</a>] </strong> is a peer-reviewed journal that publishes original research, theoretical studies, and innovative practices in the field of professional education. It covers topics such as teacher education, vocational and technical training, curriculum design, workplace-based learning, continuing professional development, and educational policy. JPE welcomes interdisciplinary approaches and aims to contribute to the development of professional competencies across various sectors. Manuscripts may be submitted in English or Bahasa Indonesia and must be original and unpublished.</p> </div> </div> Nur Science Institute en-US Journal of Profession Education 2808-9693 <p style="text-align: justify;">Authors who publish with this journal agree to the following terms:</p> <p style="text-align: justify;">The author(s) retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a <a href="https://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA 4.0</a> license that allows others to remix, adapt, and build upon the work even for commercial purposes, as long as they credit the author(s) and license their new creations under the identical terms.</p> <p style="text-align: left;">License details: <a href="https://creativecommons.org/licenses/by-sa/4.0/">https://creativecommons.org/licenses/by-sa/4.0/</a></p> https://journal.nurscienceinstitute.id/index.php/jpe/article/view/2443 <p>This study examines the effect of Human Resource Management (HRM) practices on lecturers’ professional performance and investigates the moderating role of Continuing Professional Development (CPD) in this relationship. A quantitative research design was employed using a structured questionnaire distributed to lecturers at higher education institutions that have implemented formal HRM policies and CPD programs. The collected data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings indicate that effective HRM practices significantly enhance lecturers’ professional performance. In addition, Continuing Professional Development is found to strengthen the relationship between HRM practices and professional performance, suggesting that lecturers who actively engage in continuous learning are better able to translate HRM policies into improved professional outcomes. These results are consistent with Human Capital Theory and Social Exchange Theory, which emphasize the importance of sustained investment in employee development and organizational support. Practically, the study highlights that professional development initiatives are most effective when integrated with supportive and well-structured HRM systems. Higher education institutions are therefore encouraged to align CPD programs with strategic HRM practices to foster sustainable improvements in lecturers’ professionalism and performance.</p> Sri Maitri Wayan Ni Wayan Lasmi Komang Widhya Sedana Putra P Copyright (c) 2025 Sri Maitri Wayan, Ni Wayan Lasmi, Komang Widhya Sedana Putra P https://creativecommons.org/licenses/by-sa/4.0 2025-12-30 2025-12-30 5 2 13 23 10.53088/jpe.v5i2.2443 https://journal.nurscienceinstitute.id/index.php/jpe/article/view/2392 <p>This study examines the integration of Technological Pedagogical Content Knowledge (TPACK) into curriculum management in education through a Systematic Literature Review (SLR) approach. It aims to map how TPACK is implemented at both classroom and curriculum levels, its impact on teaching quality and learning outcomes, and the remaining research gaps. Articles were sourced from Google Scholar (2020–2025) using keywords related to TPACK, its integration, and curriculum management, then selected based on relevance, peer‑reviewed status, and methodological quality. The findings show that TPACK is generally implemented through lesson plan/module design, the selection of digital media aligned with objectives and content, and student‑centered interactive learning activities. TPACK integration is reported to enhance engagement, learning outcomes, and higher‑order thinking skills, and to support scope and sequence mapping and technology‑based curriculum development. However, limited infrastructure, teacher training, policy support, and the scarcity of longitudinal studies in developing‑country contexts remain key obstacles, underscoring the need for further research and stronger TPACK‑based curriculum policies.</p> Muallim Copyright (c) 2025 Muallim https://creativecommons.org/licenses/by-sa/4.0 2025-12-30 2025-12-30 5 2 1 11 10.53088/jpe.v5i2.2392