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All Journal Journal Emerging Technologies in Education International Journal of Educational Narratives International Journal of Language and Ubiquitous Learning Journal of Social Science Utilizing Technology
Erna Wahyuni
Universitas Borneo Tarakan

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Impact of Using Online Learning Platforms on Student Engagement Azizatul Banat; Erna Wahyuni; Erwin Erwin; Siti Aisyah Siti Aisyah Hanim; Adam Mudinillah
Journal Emerging Technologies in Education Vol. 2 No. 1 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i1.800

Abstract

Background. The use of platforms in learning will affect student engagement. Online platforms are changing the traditional approach to education. This will have a significant impact on student engagement. The online learning platform as a whole can have a positive impact on students. Student engagement in learning will provide effectiveness and independence. Purpose. This research aims to identify how much impact the online learning platform has on student engagement. In addition, it can also analyze the positive and negative impacts of using online learning platforms during learning. Method. The method used in this research is quantitative method. Data collection was done by distributing questionnaires to students and teachers. The questionnaire contains statements related to the impact of using online learning platforms on student engagement. This statement is loaded into google from which the results will be processed through the SPSS application. The data obtained can be tested by proving the statements listed on Google from. This is adjusted to the facts that often appear in the world of education. Results. The result of this research is that the impact of online platform on student engagement can be effective. Technology developed in online learning will have the potential to increase student engagement during learning. But on the other hand, it still considers the factors that will affect the maximization of the benefits of the online learning platform. Conclusion This research can be concluded that the use of platform in online learning will affect the engagement of students. Maximum use of the platform will be able to provide technological accessibility as well as adequate training for educators and students. The utilization of online platform will increase the effectiveness of distance learning. It will allow flexibility and ease of interaction between students.
Use of Online Websites as Interactive Learning Media in Moral Creed Lessons Erna Wahyuni; Rahmi Jumiyah; Wina Asry
International Journal of Educational Narratives Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i3.1076

Abstract

Background. The world of the internet is developing very rapidly in this era, in the world of education this technological device is really needed, the use of the internet is closely related to the world of education in the learning process, so that educational institutions have high enthusiasm for developing the use of technology in learning activities. Purpose. The aim of this research is to explain how to use online websites as an interactive learning medium for learning material on moral beliefs. Method. The research method used by researchers is a quantitative method, namely survey model, interviews via the Google Meet application and via Google Form.    Results. The results of this research are to increase students' enthusiasm for learning in the use of learning media and increase students' motivation in learning. Conclusion. The limitations of this research are that the researcher developed an online website platform as a medium and also a learning resource in a district level school and as a tool to motivate and improve learning achievement. students, therefore future researchers can carry out the same research but developed it for several schools across provinces in Indonesia.
Integration of Multicultural Folklore in Language Curriculum to Increase Intercultural Empathy Erna Wahyuni; Sara Hussain
International Journal of Language and Ubiquitous Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v3i2.2310

Abstract

Background. Intercultural empathy is an essential skill in globalized societies, yet language education often overlooks its emotional and cultural dimensions. Multicultural folklore offers a rich and underutilized resource for embedding cultural narratives in language curricula to foster deeper cross-cultural understanding. Purpose. This study aims to investigate the effectiveness of integrating multicultural folklore into language learning to enhance students' intercultural empathy across five core dimensions: openness, empathy, respect, engagement, and confidence. Method. Using a quasi-experimental design, two groups of junior high school students (N=60) were observed over six sessions. The experimental group received a folklore-integrated language curriculum, while the control group followed a conventional language program. Data were collected through pretests, posttests, and student reflective journals, analyzed using descriptive statistics and thematic coding. Results. The experimental group showed a significant increase in empathy scores, with a mean gain of 11 points compared to 2 points in the control group. Reflective writings revealed enhanced emotional engagement, especially in students exposed to diverse cultural narratives. The empathy dimension showing the highest improvement was respect, followed by emotional empathy. Conclusion. Multicultural folklore is a powerful pedagogical tool for fostering intercultural empathy in language education. The integration of narrative elements into linguistic instruction enhances not only comprehension but also emotional connection and cultural sensitivity. Future research should explore broader cultural contexts and assess long-term impact.
Leveraging Local Wisdom in Curriculum Design to Promote Sustainable Development in Rural Schools Erna Wahyuni; Meredith Tandon; Bouyea Jonathan
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1347

Abstract

Background. Rural schools often face challenges in promoting sustainable development due to limited resources and the disconnect between global educational frameworks and local contexts. Local wisdom, rooted in the cultural and environmental knowledge of rural communities, offers valuable insights that can be integrated into curriculum design to foster sustainability and relevance in education. Despite its potential, the integration of local wisdom into formal education remains underutilized in many rural areas, limiting the impact of education on sustainable development. Purpose. This study aims to explore how local wisdom can be leveraged in curriculum design to promote sustainable development in rural schools. Method. Using a qualitative case study approach, the research involved interviews and focus group discussions with educators, community leaders, and students from three rural schools. The study examined existing curricula, identified elements of local wisdom, and explored ways to incorporate these elements into formal education. Data were analyzed thematically to identify key strategies for integrating local wisdom into teaching practices. Results. The findings reveal that incorporating local wisdom into the curriculum enhances students’ understanding of sustainable practices by connecting global sustainability goals with local knowledge and practices. Educators and community leaders played a critical role in bridging this gap, creating a more relevant and contextually grounded learning experience for students. The study also highlights the importance of collaboration between schools and local communities in fostering a sense of ownership and responsibility for sustainable development. Conclusion. In conclusion, leveraging local wisdom in curriculum design can significantly contribute to sustainable development in rural schools by creating more relevant, practical, and community-centered learning experiences. Further research is recommended to explore scalable models for integrating local knowledge into educational frameworks.
Co-Authors Azizatul Banat Bouyea Jonathan Erwin Erwin Meredith Tandon Mudinillah, Adam Rahmi Jumiyah Sara Hussain Siti Aisyah Siti Aisyah Hanim Wina Asry