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All Journal Journal Neosantara Hybrid Learning Pengabdian: Jurnal Abdimas Journal of Social Science Utilizing Technology
Putri Julia Ningsi
Universitas Islam Negeri Mahmud Yunus Batusangkar

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UNIVERSAL DESIGN FOR LEARNING IN HYBRID EDUCATION: BRIDGING ACCESSIBILITY AND ACADEMIC ACHIEVEMENT Ni Wayan Karimi; Putri Julia Ningsi; Nina Anis; Dyah Retno Wulan
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.v4i2.3768

Abstract

The integration of Universal Design for Learning (UDL) in hybrid education has gained attention for its potential to address the diverse needs of students and bridge gaps in accessibility and academic achievement. Hybrid learning, which combines in-person and online instruction, presents unique challenges in ensuring equal access to learning resources and opportunities. UDL, with its flexible framework for creating inclusive educational environments, aims to provide multiple means of representation, engagement, and expression. This study investigates the impact of UDL principles on student engagement and academic performance in hybrid learning settings. The research employs a mixed-methods approach, combining quantitative surveys and academic performance assessments with qualitative interviews and focus groups. The results indicate that UDL significantly enhances student engagement and academic achievement in hybrid courses, with a 15% improvement in test scores and higher participation rates. Students reported increased satisfaction, particularly due to the adaptability of learning materials and assessments. The study concludes that UDL offers a promising framework for improving accessibility and promoting academic success in hybrid education. Implementing UDL principles can help educators create more inclusive and equitable learning environments, fostering greater success for a diverse range of students.
Empowering Arabic Language Educators in the Digital Age: A Participatory Action Research on Integrating AI-Driven Pedagogy in Rural Schools Putri Julia Ningsi; Ahmed Al Fahad; Mona Al Johani; Ana Durrotul Hikmah
Pengabdian: Jurnal Abdimas Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/abdimas.v4i2.3791

Abstract

Background. The digital age has introduced Artificial Intelligence (AI) to transform education. However, rural schools often lack these opportunities. This research investigates how AI-driven pedagogy can empower Arabic language teachers in underserved rural communities. Purpose. The study's primary objective is to evaluate the impact of AI tools on teaching practices. Specifically, it assesses how AI can enhance pedagogical effectiveness, increase student engagement, and ultimately improve learning outcomes in Arabic language classes. Method. The research utilized a Participatory Action Research (PAR) approach. Teachers actively participated in the research process, experimenting with AI tools, reflecting on their use, and adapting their teaching strategies. Data were collected via interviews, observations, and feedback surveys. Results. Findings demonstrate significant improvements. AI tools enhanced instructional effectiveness and facilitated personalized learning. This led to increased student interest and participation in Arabic lessons. Teachers also reported greater satisfaction in meeting diverse student needs. Conclusion. AI is crucial for empowering rural educators. By providing tools for personalized and effective instruction, AI integration helps bridge educational gaps. This fosters a more inclusive and sustainable learning environment in underserved rural settings.
Immersive Pedagogy: The Impact of Virtual Reality (VR) Simulations on STEM Learning Retention Andy Rachman; Putri Julia Ningsi; Ren Suzuki
Journal of Social Science Utilizing Technology Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v4i2.3877

Abstract

Background. Education in STEM disciplines faces persistent challenges related to engagement, conceptual understanding, and long-term retention, as conventional instructional methods often fail to provide interactive, contextually rich experiences necessary for deep learning. Recent advances in immersive technologies, particularly Virtual Reality (VR), offer the potential to bridge this gap by providing learners with interactive, multisensory environments that enhance understanding and cognitive retention. Purpose. The study aimed to investigate the impact of VR simulations on undergraduate students’ STEM knowledge retention and to identify specific features of immersive pedagogy that contribute to durable learning outcomes, while further seeking to provide actionable guidance for integrating VR into higher education curricula effectively. Method. A quasi-experimental design was employed, involving 120 undergraduate students divided into an experimental group exposed to VR simulations and a control group receiving conventional instruction. Data collection included pre-tests, immediate post-tests, delayed post-tests, observational records, and platform analytics, which were analyzed using statistical techniques including paired-sample t-tests and ANCOVA to assess the significance and magnitude of learning gains. Results. Results indicated that VR participants achieved significantly higher immediate and delayed post-test scores, particularly on conceptual and application-based items. Engagement metrics and observational data corroborated enhanced cognitive involvement and sustained learning. Conclusion. Findings confirm that immersive pedagogy via VR significantly improves STEM retention and provides a scalable, evidence-based approach for enhancing higher education instruction.
Co-Authors Ahmed Al Fahad Ana Durrotul Hikmah Andy Rachman Dyah Retno Wulan Mona Al Johani Ni Wayan Karimi Nina Anis Ren Suzuki