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All Journal KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An
Eko Nurhaji Purnomo
Universitas Brawijaya
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Transforming Learning Management through Virtual Learning Environments: A Multiple Case Study Approach Eko Nurhaji Purnomo; Ainul Hayat
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 14, No 1 (2026): Kolokium: Publishing April 2026
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium.v14i1.1279

Abstract

The rapid advancement of digital technology has transformed the educational landscape, prompting institutions to rethink conventional learning management practices. The integration of Virtual Learning Environments (VLEs) has emerged as a strategic innovation that fosters inclusive, interactive, flexible, and learner centered education. This study adopts a qualitative multiple case study design to explore how VLE integration transforms learning management across three schools with distinct characteristics. The findings indicate that transformation occurs across three dimensions planning: shifting from traditional design to digitally integrated curriculum development, implementation: evolving from instructional teaching to facilitative digital engagement and evaluation: transitioning from manual assessment to adaptive digital analytics. Major challenges include teachers limited digital competence, low self efficacy, and resistance to pedagogical change. Continuous professional development and emotional readiness programs are essential to strengthen teachers’ capacity for technology integration. The qualitative scope and limited number of cases constrain the generalizability of the findings, as contextual and infrastructural variations may influence implementation. Future studies should broaden contextual coverage and employ mixed methods to enhance the validity and applicability of results. Theoretically, this study advances understanding of digital pedagogy transformation, while practically emphasizing the importance of teacher competence, robust infrastructure, and adaptive learning cultures in sustaining educational innovation.
FORMULATING A NEURO-BEHAVIORAL INSTRUCTIONAL MODEL FOR COMPLEX LEARNING TASKS: THEORETICAL FRAMEWORK AND PRACTICAL GUIDELINES Abdur Rofik; Suwadji Suwadji; Imron Rosyadi Hamid; Eko Nurhaji Purnomo; Ruciana Galunggung
Primary Education Journals (Jurnal Ke-SD-An) Vol 6 No 2 (2026): JULI 2026
Publisher : Universitas Islam Raden Rahmat Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36636/primed.v6i2.10582

Abstract

Pengelolaan cognitive load (beban kognitif) dalam pembelajaran yang kompleks masih menjadi tantanganutama dalam desain pembelajaran karena tuntutan kognitif yang berlebihan dapat menurunkan efisiensi memori kerja dan retensi perilaku peserta didik. Meskipun teori cognitive load, neuroedukasi, dan pembelajaran perilaku telah banyak dikaji, masih sedikit penelitian yang mengintegrasikan ketiga perspektif tersebut ke dalam kerangka pembelajaran yang praktis. Penelitian ini mengusulkan model Neuro-Behavioral Instructional (NBI) yang menggabungkan regulasi cognitive load, keterlibatan neuro-afektif, dan penguatan perilaku dalam satu kerangka terpadu. Penelitian menggunakanmetode integrative literature review melalui proses pencarian dan penyaringan sistematis terhadap studi empiris pada berbagai basis data akademik utama, sehingga diperoleh 31 artikel peer-reviewed yang memenuhi kriteria inklusi. Hasil sintesis mengidentifikasi mekanisme dual-channel scaffolding yang terdiri atas cognitive-support scaffolding untuk mengurangi extraneous cognitive load dan neuro affective triggers untuk meningkatkan germane cognitive load melaluipenguatan motivasi serta keterlibatan emosional peserta didik. Berdasarkan temuan tersebut, penelitian inimengusulkan matriks praktis desain pembelajaran yang memandu pendidik dalam menyusun urutan tugas belajar, mengintegrasikan aktivitas pembelajaran yang bermakna, menyediakan adaptive scaffolding, dan menerapkan umpan balik formatif. Alih-alih mengklaim perubahan perilaku jangka panjang secara definitif, kerangka NBI yang diusulkan menawarkan model berbasis teori yang berpotensi meningkatkan keterlibatan belajar berkelanjutan dan perkembangan perilaku positif serta menjadi landasan bagi penelitian empiris selanjutnya.
Co-Authors Abdur Rofik Ainul Hayat Imron Rosyadi Hamid Ruciana Galunggung Suwadji Suwadji