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All Journal AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian Journal of Islamic Early Childhood Education AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan Jurnal Studi Kependidikan dan Keislaman Al-MIKRAJ: Jurnal studi Islam dan Humaniora Social Science Academic EDUJAVARE: International Journal of Educational Research
Azizah, Suci Midsyahri
Institut Agama Islam Sunan Giri Ponorogo
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : EDUJAVARE: International Journal of Educational Research

 1 
Blended Learning in Post-Pandemic Classrooms: Challenges and Innovations Afriani, Gusma; Niamah, Miftaku; Azizah, Suci Midsyahri; Waham, Jihad Jaafar; Pandey, Digvijay; El-Farra, Samar A.
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.795

Abstract

The COVID-19 pandemic significantly altered educational practices, leading to the widespread adoption of blended learning, which integrates face-to-face and online instruction. As schools transition into the post-pandemic era, blended learning has evolved from a crisis-response tool into a lasting pedagogical approach. This study aimed to investigate the challenges and innovations in implementing blended learning within post-pandemic classrooms in Indonesia. Using a qualitative research method, the study was conducted from January to March 2025 in three secondary schools and two higher education institutions representing diverse socio-economic and technological backgrounds. Data were collected through semi-structured interviews, focus group discussions, and classroom observations involving 25 participants, including teachers, students, and administrators. The findings revealed significant challenges, such as unequal access to technology, difficulties in maintaining student engagement, and the need for pedagogical adaptation and professional development. However, the study also highlighted innovative practices, including the use of collaborative platforms, multimedia resources, and student-centered learning models that enhanced engagement and independent learning. Teachers reported a transformation in their roles, shifting from content deliverers to learning facilitators. Despite progress, both students and educators expressed the need for stronger support systems to navigate hybrid learning effectively. The study concludes that while blended learning offers flexibility and digital engagement opportunities, its sustainability depends on addressing technological, pedagogical, and human-centered challenges.
Digital Literacy as a Core Competency: Preparing Students for the Future Workforce Seeletse, Solly Matshonisa; Azizah, Suci Midsyahri; Mardhotillah, Bunga; Fathoni, Tamrin
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 1 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i1.799

Abstract

In the era of rapid technological advancement, digital literacy has become a fundamental competency required for success in the modern workforce. However, there remains a gap between the digital skills taught in educational settings and the competencies needed by employers. This study explores how digital literacy can be integrated as a core competency in educational systems, aiming to better prepare students for the digital-first workforce. Using a qualitative case study approach, the research involved in-depth interviews, focus group discussions, and document analysis across several educational institutions. The study found that while there is growing recognition of the importance of digital literacy, its integration remains inconsistent, with many institutions focusing primarily on technical skills rather than the broader cognitive and ethical aspects of digital literacy. Additionally, gaps in teacher training and the lack of standardized frameworks for teaching digital literacy were identified as key challenges. The study concludes that a more comprehensive and standardized approach is needed to incorporate critical thinking, ethical engagement, and adaptability to ensure students are fully prepared for the digital workforce. 
Co-Authors Afriani, Gusma Ahmad kirom Ahmad Zainal Abidin Alfida, Viqi Noor Dian Maharani Diansyah, Nur El-Farra, Samar A. Fitri Wah Yuni Fitri Wahyuni Fitri Wahyuni Hidayatulloh, Aswin Ibnu Yazid Kadenun Kadenun, Kadenun Mardhotillah, Bunga Muhammad Almeyda El Jalaluddin Rumi Murdianto Murdianto Musthofa, Salis Nanik Setyowati Nia Agustina Niamah, Miftaku Pandey, Digvijay Rofichoh, Siti Samsudin Samsudin Samsudin Samsudin IAI Sunan Giri Ponorogo Seeletse, Solly Matshonisa Sholihah, Abdah Munfaridatus Tamrin Fathoni Waham, Jihad Jaafar Wijayanti, Lisma Meilia