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All Journal Journal International of Lingua and Technology Journal of Selvicoltura Asean International Journal of Educatio Elementaria and Psychologia Journal of Loomingulisus ja Innovatsioon Journal of Social Entrepreneurship and Creative Technology Journal of Humanities Research Sustainability Lingeduca: Journal of Language and Education Studies Journal Neosantara Hybrid Learning International Journal of Educational Narratives Journal of Social Science Utilizing Technology
Andres Villanueva
University of San Carlos
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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Textual Authority and Historical Interpretation: Revisiting Classical Sources Through Critical Philology Fahrizal Fahrizal; Andres Villanueva; Catherine Li
Journal of Humanities Research Sustainability Vol. 3 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i3.4028

Abstract

Background. Classical texts have long served as the foundation for historical interpretation, shaping our understanding of past events, philosophies, and cultural legacies. However, the authority of these texts has been questioned as critical philology increasingly reveals the complex layers of translation, adaptation, and contextualization that shape historical narratives. Revisiting classical sources through the lens of critical philology allows for a more nuanced understanding of their role in historical interpretation and the authority they hold in shaping intellectual and cultural traditions. Purpose. This study aims to examine the authority of classical texts in historical interpretation, focusing on how critical philology can reveal the ways in which these texts have been manipulated, adapted, and re-contextualized. It explores the implications of these processes for our understanding of historical events and intellectual traditions. Method. A critical philological approach is employed, analyzing key classical texts alongside their translations, commentaries, and later adaptations. Textual analysis is complemented by historical contextualization to uncover the shifts in meaning and authority across different periods and cultures. Results. The study reveals that classical texts are not fixed repositories of knowledge but dynamic works whose meanings have evolved over time. The manipulation of these texts in different historical contexts significantly affects their authority in shaping historical narratives. Conclusion. This research demonstrates the importance of revisiting classical sources through critical philology to reassess their role in historical interpretation, offering new insights into the fluid nature of textual authority.
ETHNOFORESTRY AS A PILLAR OF SOCIAL AND ECOLOGICAL RESILIENCE IN TROPICAL FORESTS Andres Villanueva; Catherine Li; Carlos Fernandez
Journal of Selvicoltura Asean Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jsa.v3i2.3756

Abstract

Tropical forests are critical to global biodiversity and climate regulation. However, they face increasing threats from deforestation, climate change, and unsustainable land use practices. Ethnoforestry, the integration of indigenous knowledge and forest management practices, has emerged as a crucial component of both ecological and social resilience. Indigenous communities have long managed tropical forests using sustainable practices that ensure the balance of ecosystems while supporting local livelihoods. This research explores the role of ethnoforestry as a pillar of resilience in tropical forest regions. This study aims to investigate how ethnoforestry practices contribute to social and ecological resilience in tropical forests. Specifically, it seeks to understand the mechanisms through which indigenous forest management practices help mitigate environmental degradation and enhance community well-being. A qualitative approach was used, including field observations, interviews with indigenous forest managers, and analysis of case studies from tropical forest regions in Southeast Asia and Latin America. Data were analyzed using thematic analysis to identify key practices that promote resilience. The findings highlight that ethnoforestry practices, such as agroforestry, selective logging, and forest regeneration, contribute significantly to both biodiversity conservation and social cohesion. These practices foster sustainable resource use, mitigate environmental degradation, and enhance the adaptive capacity of communities. Ethnoforestry plays a vital role in enhancing the resilience of both ecosystems and human communities in tropical forests. Integrating indigenous knowledge into forest management strategies is essential for achieving long-term sustainability.
TECHNOLOGY-ENHANCED LEARNING IN PRIMARY EDUCATION: EFFECTS OF INTERACTIVE DIGITAL PLATFORMS ON STUDENT ENGAGEMENT AND ACHIEVEMENT Samantha Gonzales; Josefa Flores; Andres Villanueva; Ahmad Yani
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3426

Abstract

Technology-enhanced learning has become increasingly prominent in primary education as schools integrate interactive digital platforms to support teaching and learning. These platforms are widely assumed to enhance student engagement and academic achievement, yet empirical evidence at the primary level remains uneven and context dependent. This study aims to examine the effects of interactive digital platforms on student engagement and academic achievement in primary education, with particular attention to the relationship between engagement dimensions and learning outcomes. The study employed a quantitative quasi-experimental design involving experimental and control groups of primary school students. Data were collected using engagement questionnaires, curriculum-aligned achievement tests, classroom observations, and academic records. Inferential statistical analyses were conducted to compare group differences and examine relationships between engagement and achievement. The findings reveal that students exposed to interactive digital platforms demonstrated significantly higher levels of behavioral, emotional, and cognitive engagement than those receiving conventional instruction. Academic achievement scores were also significantly higher in the experimental group. Correlation analysis indicates a strong positive relationship between student engagement and achievement outcomes. The study concludes that interactive digital platforms positively influence engagement-driven learning in primary education when integrated within structured pedagogical practices. Technology-enhanced learning is most effective when engagement functions as a central mechanism linking digital interaction to academic success.
Development of a Cloud Computing Based Management Information System for MSMEs Andres Villanueva; Carlos Fernandez; Zhang Li
Journal of Loomingulisus ja Innovatsioon Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/innovatsioon.v2i2.1980

Abstract

Micro, Small, and Medium Enterprises (MSMEs) are vital for economic growth in many developing countries, including Indonesia. However, these businesses face significant challenges related to management inefficiencies, limited access to resources, and lack of technological adoption. This study aims to develop a cloud-based Management Information System (MIS) specifically tailored for MSMEs. The system is designed to improve operational efficiency, enhance decision-making, and facilitate better management practices for MSMEs in Indonesia. The research utilizes a design and development approach, incorporating both qualitative and quantitative methods. Data was collected through surveys and interviews with MSME owners and managers to identify their needs and challenges. The MIS was then developed using cloud computing technologies and tested with a sample of MSMEs. The cloud-based MIS successfully streamlined key management processes such as inventory tracking, financial management, and customer relationship management. Users reported increased operational efficiency, easier data access, and better decision-making capabilities. The system proved scalable, allowing MSMEs of different sizes and sectors to benefit from the technology. The study concludes that cloud computing-based MIS can significantly improve the management processes of MSMEs, contributing to their growth and sustainability.
FOSTERING ENTREPRENEURIAL MINDSETS: AN IMPACT ASSESSMENT OF A COMMUNITY-BASED ENTREPRENEURSHIP TRAINING PROGRAM FOR AT-RISK YOUTH Thabo Mokoena; Josefa Flores; Andres Villanueva
Journal of Social Entrepreneurship and Creative Technology Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v3i1.2955

Abstract

At-risk youth frequently encounter significant socio-economic obstacles, leading to high vulnerability to unemployment and social exclusion. Community-based entrepreneurship training programs are increasingly employed as vital interventions to foster self-sufficiency and build economic resilience. However, empirical evidence specifically quantifying their direct impact on the entrepreneurial mindset of this marginalized demographic remains limited. This research aims to assess the impact of a community-based entrepreneurship training program on fostering an entrepreneurial mindset—specifically entrepreneurial knowledge, self-confidence, and business intention—among at-risk youth. The study also explores the influential role of support factors like mentorship. A mixed-methods design was implemented. The quantitative phase utilized pre- and post-program surveys (N=100) to measure changes in key indicators. The qualitative phase included semi-structured interviews and focus group discussions to gain deeper insights into participant experiences and mindset shifts. Data was analyzed using paired t-tests and thematic analysis. Quantitative analysis showed a statistically significant increase across all measured indicators post-program. Entrepreneurial knowledge and confidence in starting a business saw dramatic increases, from 28% to 85% and 32% to 80% respectively. Furthermore, the intention to pursue entrepreneurship rose from 40% to 75%. Qualitative results underscored the crucial role of mentorship and peer networking in translating knowledge into actionable plans. The findings confirm that tailored community-based entrepreneurship training is highly effective and transformative, not only equipping at-risk youth with technical skills but also significantly empowering them psychologically to pursue entrepreneurship as a viable path for socio-economic mobility. This model warrants continued adoption and scalable implementation.
NATURAL LANGUAGE PROCESSING (NLP) APPLICATIONS FOR ERROR ANALYSIS IN LEARNING INDONESIAN FOR FOREIGN SPEAKERS (BIPA) Inriati Lewa; Zain Nizam; Andres Villanueva; Le Hoang Nam
Journal International of Lingua and Technology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v4i3.1113

Abstract

The increasing global demand for Indonesian language learning (BIPA) necessitates systematic, scalable error analysis to optimize pedagogical interventions, a task severely hindered by the limitations of manual correction. This study aimed to develop and validate a specialized Natural Language Processing (NLP) framework to automatically classify linguistic errors in BIPA written output and generate a statistically generalizable error map for curriculum reform. The research employed a corpus-based, developmental design, building a BIPA-Optimized NLP Error Classification Pipeline and validating it on a corpus of over 500,000 words. The model achieved a high F1-score of 0.89. Findings revealed a high error density (7.2 per 100 words), with Affix Misapplication constituting the most resistant obstacle (45% of all errors). Crucially, ANOVA confirmed a non-significant reduction rate of these errors across proficiency levels (p=0.316), indicating that simple exposure is insufficient. The study concludes that the NLP pipeline successfully provides the first objective diagnostic standard for BIPA pedagogy, proving that the difficulty is structural. This mandates an urgent shift toward systematic, targeted remediation strategies focused on the most persistent error sub-types, enabling evidence-based curriculum development.
VOICING HYBRIDITY: A CRITICAL DISCOURSE ANALYSIS OF CODE-SWITCHING AND IDENTITY CONSTRUCTION AMONG THIRD-CULTURE YOUTH ON SOCIAL MEDIA Evi Martiningsih; Andres Villanueva; Jessica Green; Sitti Agustina
Lingeduca: Journal of Language and Education Studies Vol. 4 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/lingeduca.v4i3.2632

Abstract

Third-Culture Youth (TCY), a growing global demographic, navigate complex hybrid identities. Their use of code-switching (CS) on social media a key “third space” is a central yet often misunderstood discursive practice, frequently stigmatized rather than analyzed as a sophisticated mechanism for identity construction. This research utilizes Critical Discourse Analysis (CDA) to investigate the specific functions of code-switching as a strategic discursive resource employed by TCYs to construct and perform hybrid identities in digitally-mediated environments. A qualitative, netnographic methodology was employed, analyzing public social media content (N=1,284 artifacts) from 45 purposively sampled TCY informants across Instagram, TikTok, and Twitter (X). Fairclough’s CDA framework was applied to link linguistic texts to social practices. Findings reveal CS is a normative practice (present in 82% of data). Two primary functions were identified: (1) In-Group Signaling to establish community boundaries, and (2) ‘Affective/Nuanced Expression’ to convey cultural-emotional concepts (e.g., natsukashii) deemed untranslatable in English. Code-switching is not a linguistic deficit but a sophisticated, learned mechanism for “voicing hybridity.” TCYs strategically deploy CS as a resilient social practice to perform a coherent ‘third culture’ identity, actively challenging dominant monolingual ideologies.
THE EFFECTIVENESS OF BLENDED LEARNING IN IMPROVING 21ST CENTURY SKILLS IN MIDDLE SCHOOL STUDENTS Baso Intang Sappaile; Samantha Gonzales; Andres Villanueva
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.2695

Abstract

Blended learning is frequently promoted as an effective instructional model for fostering 21st-century skills; however, much of the existing discourse assumes its superiority without adequately examining the contextual and pedagogical conditions that shape its outcomes. This study addresses this gap by investigating whether blended learning meaningfully improves critical thinking, collaboration, creativity, and digital literacy among middle school students in a real classroom environment. The research aims to evaluate not only the magnitude of improvement but also whether the observed changes can be attributed to the blended instructional design rather than external factors such as teacher expertise or students’ prior technological exposure. A quasi-experimental method was employed involving two groups of eighth-grade students: an experimental group receiving blended instruction through a combination of face-to-face learning, digital modules, and interactive online tasks, and a control group receiving conventional instruction. Data were collected through performance-based assessments, observation checklists, and student self-evaluation surveys. The analysis utilized paired-sample and independent-sample t-tests to compare pre- and post-intervention differences. The findings indicate a statistically significant improvement in all four targeted skills among the experimental group, with the strongest gains observed in digital literacy and collaborative problem-solving. However, the results also suggest that the effectiveness of blended learning is highly dependent on instructional scaffolding, the quality of digital resources, and students’ initial readiness for technology-mediated tasks. The study concludes that blended learning can enhance 21st-century skills in middle school students when implemented through a structured, well-facilitated design. It cautions, however, against assuming universal effectiveness across diverse learning environments.
DIGITAL WELLBEING IN HYBRID LEARNING ENVIRONMENTS: BALANCING ACADEMIC PERFORMANCE AND MENTAL HEALTH Catherine Li; Andres Villanueva; Josefa Flores; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.3974

Abstract

The widespread institutionalization of hybrid learning environments has intensified student exposure to digitally mediated academic demands, generating mounting concern among educators, policymakers, and mental health professionals regarding the cumulative effects of prolonged screen engagement, boundary dissolution between academic and personal digital spaces, and algorithmically driven distraction on student psychological wellbeing and academic performance outcomes. Existing frameworks for digital wellbeing have been developed predominantly for general consumer technology contexts and remain insufficiently theorized for the specific cognitive, emotional, and social demands of hybrid educational settings. This study aims to examine the relationship between digital wellbeing practices, academic performance, and mental health outcomes among students engaged in hybrid learning environments across tertiary educational institutions. A sequential explanatory mixed-methods design was employed, combining a quantitative survey administered to 624 undergraduate students across four universities with qualitative interviews conducted with 36 purposively selected participants, analyzed through structural equation modeling and reflexive thematic analysis respectively. Digital wellbeing practices significantly predicted both academic performance (? = 0.512, p < .001) and mental health outcomes (? = 0.467, p < .001), with screen boundary management and purposeful technology disengagement emerging as the strongest protective factors. Intentional digital wellbeing integration within hybrid learning design substantially reduces psychological distress while sustaining academic performance, necessitating institution-level policy commitments beyond individual student self-regulation.
Teachers’ Reflective Journals as Professional Narratives: Insights into Pedagogical Ethics and Practice Markus Oci; Luis Santos; Andres Villanueva; Ali Khan
International Journal of Educational Narratives Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i5.2560

Abstract

Background. Reflective practice has long been recognized as a cornerstone of teachers’ professional growth, offering a pathway for ethical awareness and pedagogical refinement. This study explores teachers’ reflective journals as professional narratives that reveal the moral, emotional, and intellectual dimensions of teaching. Purpose. The purpose of this research is to analyze how reflective writing fosters teachers’ ethical consciousness, self-understanding, and pedagogical decision-making within the context of daily classroom practice. Method. Using a qualitative narrative inquiry design, data were collected from 20 reflective journals written by in-service teachers over one academic semester. Results. The findings demonstrate that reflective journals function not merely as records of experience but as dialogical spaces for reconstructing professional identity and moral integrity. Teachers’ reflections revealed an ongoing interplay between personal values and institutional expectations, highlighting the ethical complexity of teaching.   Conclusion. The study concludes that reflective journaling cultivates moral sensitivity, critical awareness, and a sustained commitment to ethical teaching practice, positioning it as a vital narrative tool for professional learning.
Co-Authors Agustina, Sitti Ahmad Yani Ali Khan Baso Intang Sappaile Carlos Fernandez Catherine Li Dina Destari Dodi Setiawan Riatmaja Fahrizal Fahrizal Inriati Lewa Jessica Green Josefa Flores Le Hoang Nam Luis Santos Martiningsih, Evi Noorhani Dyani Laksmi Samantha Gonzales Thabo Mokoena Zain Nizam Zhang Li