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All Journal Vokatek : Jurnal Pengabdian Masyarakat Journal of Vocational, Informatics and Computer Education
Rahmaniar
Universitas Negeri Makassar
Humanities Computer Science & IT Education Social Sciences

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LAMACCA: Learning Analytics–Driven Adaptive Modular LMS Architecture for Collaborative Cyber Classrooms in Higher Education Rahmaniar; Sapto Haryoko; Muhammad Rais; Supriadi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.468

Abstract

This study addresses limitations of many Learning Management Systems (LMS) that operate primarily as content management and administrative platforms with minimal integration of learning analytics, adaptive learning, and collaborative cyber classroom environments. Despite advances in artificial intelligence, educational data mining, and immersive technologies, these components are often implemented as separate tools rather than parts of an integrated system. This fragmentation limits the ability of institutions to transform LMS into intelligent learning ecosystems that are data informed, adaptive, modular, and collaborative. This study aims to propose LAMACCA (Learning Analytics–Driven Adaptive Modular LMS Architecture for Collaborative Cyber Classroom) as a conceptual framework that integrates learning analytics, adaptive mechanisms, modular learning design, and collaborative cyber classroom interaction into a unified LMS architecture capable of supporting data informed pedagogy in higher education. A conceptual research design was conducted through systematic literature synthesis across four domains: learning analytics, adaptive learning systems, modular architectures, and collaborative virtual learning environments. Studies were examined using criteria of architectural relevance, pedagogical alignment, and cyber classroom integration to identify core principles and model their integration into a unified LMS structure. The study produces a four layer architectural model consisting of (1) a learning analytics engine as the intelligence core, (2) adaptive mechanisms for personalized learning pathways, (3) modular learning components for flexible instructional design, and (4) a collaborative cyber classroom environment that enables real time interaction supported by analytics based monitoring. This integration reconceptualizes the LMS from a passive content management platform into an adaptive, collaborative, and analytics driven cyber learning ecosystem.
Strengthening Digital Literacy to Prevent Online Gambling Exposure through Social Media among Adolescents in Terasa Village, Sinjai Regency Nur Azizah Eka Budiarti; Haekal Febriansyah Ramadhan; Dewi Fatmarani Surianto; Rahmaniar; Muhammad Fadhullah
Vokatek : Jurnal Pengabdian Masyarakat Volume 4: Issue 1 (April 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatekjpm.v4i1.1302

Abstract

The rapid expansion of online gambling in Indonesia has increasingly reached adolescents, largely through advertisements, links, and persuasive content circulating on social media. Adolescents in Terasa Village, Sinjai Regency, are particularly vulnerable because intensive social media use is not yet balanced by adequate digital literacy. This community service activity aimed to strengthen adolescents' digital literacy as a protective strategy to prevent exposure to online gambling through social media. The activity employed a participatory, practice-based training that combined interactive lectures, demonstrations, and simulations, and used a one-group pretest–posttest design to measure changes in participants' understanding. A nine-item instrument covering digital literacy concepts, recognition of online gambling content, its impacts, and reporting procedures was administered before and after the training. The results showed improvement across all items, with the average proportion of correct answers rising from about 60.7% in the pretest to about 89.3% in the posttest, an average increase of roughly 28.6 percentage points. The Normalized Gain value was about 0.73, which falls into the high category. The largest improvement occurred on items concerning how to block and report gambling content, which were initially the least understood. These findings confirm that practice-based digital literacy training is effective in closing knowledge gaps and equipping rural adolescents with protective skills against online gambling exposure.
Co-Authors Dewi Fatmarani Surianto Haekal Febriansyah Ramadhan Muhammad Fadhullah Muhammad Rais Sapto Haryoko Supriadi