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All Journal Journal of Moeslim Research Technik International Journal of Educatio Elementaria and Psychologia Journal of Social Entrepreneurship and Creative Technology Journal Neosantara Hybrid Learning Rechtsnormen: Journal of Law
Pieter Hendriks
Utrecht University
Aerospace Engineering Automotive Engineering Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Other

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 1 
TECHNO-ECONOMIC ANALYSIS OF A COMMUNITY-OWNED RENEWABLE ENERGY COOPERATIVE BASED ON A WAQF (ISLAMIC ENDOWMENT) MODEL Siti Mariam; Ayesha Begum; Pieter Hendriks
Journal of Moeslim Research Technik Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/technik.v2i4.2717

Abstract

The global energy transition requires novel, equitable financing models for decentralized, community-owned renewable energy (CORE) systems, as high-cost conventional capital often renders essential infrastructure projects financially unviable in developing regions. This study aims to develop and validate a bespoke Techno-Economic Model (TEM) that quantifies the structural benefits of integrating a CORE cooperative with the perpetual, non-profit Waqf (Islamic Endowment) financing mechanism. A quantitative approach utilized the TEM to optimize a 25-year microgrid project lifespan, comparing a Waqf-funded scenario (zero cost of capital, 30% mandatory asset preservation fund) against a Conventional Debt Benchmark (CDB) with an 8.5% interest rate. The optimized 250 kWp PV/500 kWh BESS Waqf-CORE system achieved a Levelized Cost of Energy (LCOE) of 0.081/kWh, which is 35.2% lower than the CDB’s LCOE of 0.125/kWh. This cost reduction equated to a 1.83 million capital avoidance over the project’s Net Present Cost (NPC). The Waqf model fundamentally eliminates debt-related overheads and ensures perpetual asset maintenance, proving that patient, ethical capital is structurally superior for long-duration public utility infrastructure. This offers a robust, scalable, and self-sustaining blueprint for achieving energy access and climate resilience in Muslim-majority nations and beyond.
FOSTERING PSYCHOLOGICAL SAFETY: THE IMPACT OF INCLUSIVE LEADERSHIP IN SCHOOLS ON TEACHER JOB SATISFACTION AND TEAM INNOVATION Jeroen de Vries; Eva Janssen; Pieter Hendriks
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3096

Abstract

Inclusive leadership in schools has gained increasing attention for its potential to foster a positive organizational climate and improve key outcomes, such as teacher job satisfaction and team innovation. Despite growing interest, there is limited empirical research on how inclusive leadership directly impacts these factors in educational settings. This study aims to examine the relationship between inclusive leadership and teacher job satisfaction, as well as the mediating role of psychological safety in enhancing team innovation in schools. A mixed-methods approach was utilized, combining quantitative surveys administered to 300 teachers with qualitative interviews conducted with 20 school leaders. The results revealed that inclusive leadership significantly contributed to higher levels of teacher job satisfaction and psychological safety. Furthermore, psychological safety was found to mediate the relationship between inclusive leadership and team innovation, highlighting its critical role in promoting a collaborative and innovative work environment. The findings suggest that when school leaders demonstrate inclusive behaviors, such as fostering open communication, valuing diverse perspectives, and supporting professional development, it creates a psychologically safe environment where teachers feel valued and motivated to contribute innovative ideas. This study underscores the importance of inclusive leadership in enhancing both teacher well-being and the innovative capacity of school teams.
THE PROCEDURAL GENERATION OF LUDIC NARRATIVES: AN INNOVATIVE TECHNOLOGICAL APPROACH TO DYNAMIC STORYTELLING IN GAME DESIGN Lars Jensen; Lim Haeun; Pieter Hendriks
Journal of Social Entrepreneurship and Creative Technology Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jseact.v2i6.2968

Abstract

The evolution of dynamic storytelling in game design has been significantly influenced by advances in procedural generation techniques, allowing for the creation of adaptive and player-driven narratives. While traditional narratives in games follow a linear path, procedural generation enables stories to evolve based on player choices, offering unique and personalized experiences. This research aims to explore the potential of procedural narrative generation in enhancing player engagement and learning outcomes in educational games. The study employs a mixed-methods approach, combining quantitative analysis of player engagement, knowledge retention, and problem-solving abilities with qualitative insights from participant interviews. A total of 240 participants were divided into three groups: those who interacted with games featuring fully procedural narratives, semi-procedural narratives, and traditional static narratives. The results show that players in the fully procedural narrative group demonstrated higher levels of engagement and cognitive performance, particularly in knowledge retention and problem-solving. These findings indicate that procedural narratives can significantly enhance player immersion and educational outcomes, providing a more interactive and personalized gaming experience. The study concludes that the integration of procedural generation in narrative design offers a promising avenue for improving educational game design, fostering deeper engagement and more effective learning.
INSTRUCTIONAL DESIGN AND TEACHER AGENCY IN TECHNOLOGY-ENHANCED HYBRID LEARNING Noor Aziz; Pieter Hendriks; Eva Janssen
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.v4i2.4052

Abstract

Technology-enhanced hybrid learning has transformed contemporary education by integrating digital platforms with face-to-face instruction, yet it raises persistent challenges regarding instructional design coherence and teacher agency in pedagogical decision-making. This study aims to examine the relationship between instructional design and teacher agency in hybrid learning environments and to explore how their interaction influences teaching effectiveness. A qualitative research design based on systematic literature review and interpretive analysis was employed, drawing on peer-reviewed studies, institutional reports, and educational technology frameworks published between 2015 and 2026. Findings reveal that instructional design provides structural guidance for hybrid learning implementation, while teacher agency enables adaptive, context-responsive pedagogical practices. The results further indicate that effective hybrid learning emerges from a dynamic balance between standardized instructional frameworks and teacher autonomy in utilizing digital technologies. Institutional support, technological infrastructure, and professional development significantly influence this balance. The study concludes that instructional design and teacher agency are interdependent constructs that jointly determine the success of technology-enhanced hybrid learning systems, highlighting the need for flexible pedagogical frameworks that empower teachers as active designers of learning.
The Disruption of Labor Law in the Platform Economy: Towards a Normative Reconfiguration Hermanto Hermanto; Pieter Hendriks; Sophie Vermeer
Rechtsnormen: Journal of Law Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/rjl.v3i3.2216

Abstract

Background. The emergence of the platform economy characterized by gig work, algorithmic management, and digital intermediation has profoundly challenged traditional labor law frameworks. Conventional legal categories such as “employee” and “employer” often fail to capture the complexity of work relationships within platform-based environments. As a result, workers engaged in ride-sharing, food delivery, and other digital services are frequently excluded from fundamental labor protections, including minimum wage, social security, and collective bargaining rights. Purpose. This study aims to critically examine how platform-mediated work disrupts existing labor law norms and to propose a normative reconfiguration that reflects the evolving nature of work. Method. The study involved 288 university students from Chinese, Japanese, and Korean TFL settings, and the data from questionnaires were analysed using appropriate statistical methods. Results. The findings reveal widespread legal fragmentation, insufficient protection for platform workers, and a growing tension between labor flexibility and social security. Conclusion. The study concludes that a redefinition of labor status and regulatory categories is essential for restoring legal coherence and ensuring just working conditions in the platform economy. A hybrid regulatory model integrating digital rights with labor standards is proposed as a pathway forward.
Co-Authors Ayesha Begum Eva Janssen Hermanto Hermanto Jeroen de Vries Lars Jensen Lim Haeun Noor Aziz Siti Mariam Sophie Vermeer