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All Journal Online Learning in Educational Research Jurnal Penelitian Kebijakan Pendidikan
Evi Muliyah
UIN Syarif Hidayatullah Jakarta, Indonesia
Education Languange, Linguistic, Communication & Media

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Academic Resilience During Emergency Online Learning: Student Narratives of Persistence and Wellbeing Maila D. H. Rahiem; Husni Rahim; Marhamah Lidinia; Evi Muliyah; Ratna Faeruz; Dewi Salistina
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1173

Abstract

Although the acute emergency phase of COVID-19 has ended, the pandemic remains a valuable reference point for understanding how universities can sustain humane learning during disruption. This qualitative open-ended survey study aimed to examine how Indonesian university students narrated academic resilience during emergency online learning, identify the sources of coping, motivation, and support that sustained them, and explain why those narratives remain relevant for post-pandemic online and blended learning. Data were generated from three open-ended questions answered by 266 university students from several Indonesian cities during the major COVID-19 outbreak wave in Indonesia in early 2022. The responses were analyzed using reflexive thematic analysis. Four interrelated themes were developed: emotional burden did not cancel persistence; resilience was relational before it was individual; meaning, gratitude, and purpose organized endurance; and everyday care together with humane lecturer support sustained day-to-day persistence. The findings show that academic resilience is better understood not as a fixed individual trait, but as a dynamic process shaped by emotional regulation, supportive relationships, meaning-making, embodied routines, and pedagogical responsiveness in times of crisis. The study contributes a narrative-ecological account that shifts resilience support from a narrow focus on individual toughness toward relational, meaningful, and pedagogically responsive learning environments for future disruptions.
Evaluating Learning Management System Usability for In-Service STEM Teacher Training Maila Dinia Husni Rahiem; Dzikri Rahmat Romadhon; Evi Muliyah; Tarma Tarma; Upi Fitriani; Putra Asga Elevri; Rita Pranawati
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1390

Abstract

This study aims to evaluate teachers’ perceived usability of a Learning Management System (LMS) implemented in a national STEM pedagogy pilot and to identify priority areas for refinement before large-scale implementation. A quantitative survey was conducted involving 152 senior high school (Sekolah Menengah Atas/SMA) and vocational high school (Sekolah Menengah Kejuruan/SMK) teachers from 38 Indonesian provinces. Data were collected using a 35-item questionnaire measuring seven dimensions of LMS usability. The findings indicate a high level of perceived usability (M = 3.814 out of 4), with the highest ratings observed for compatibility and application performance. Nevertheless, item-level analysis identified several areas requiring improvement, particularly navigation, notification clarity, and helpdesk functionality. This study contributes to the literature by evaluating LMS usability within a government-led, nationwide teacher professional development program involving both STEM and non-STEM teachers, thereby extending previous research that has predominantly focused on institution-based or student-centered settings. The study concludes that the LMS is suitable for broader implementation, provided that identified usability issues are addressed. It recommends that the Ministry of Primary and Secondary Education prioritize improvements to navigation design, notification systems, and user support services to enhance platform usability and sustain teacher engagement in STEM professional development.
Co-Authors Dewi Salistina Dzikri Rahmat Romadhon Faeruz, Ratna Husni Rahim Maila D. H. Rahiem Maila Dinia Husni Rahiem Marhamah Lidinia Putra Asga Elevri Rita Pranawati Tarma Tarma Upi Fitriani