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p-Index From 2021 - 2026
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All Journal Journal of General Education and Humanities Indonesian Journal of Education and Science
Rahman
Universitas Qamarul Huda Badaruddin Bagu
Humanities Languange, Linguistic, Communication & Media Mathematics Other

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THE TRANSFORMATION OF LEARNING IN THE DIGITAL ERA: A THEORETICAL REVIEW OF TECHNOLOGY INTEGRATION IN EDUCATION Rahman
Indonesian Journal of Education and Science Vol. 1 No. 3 (2025): April
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i3.101

Abstract

The transformation of learning in the digital era has become a significant issue in contemporary education, in line with the continuous advancement of technology. This study aims to examine the integration of technology in education and its impact on the learning process. The main focus of this research is to understand how technology can be applied in educational contexts to enhance the quality of learning and student engagement. The method used in this study is a qualitative approach with a literature review design and thematic analysis. Data were collected through a review of various articles, journals, and research reports related to technology integration in education. Data analysis was conducted by identifying key themes emerging from the literature review and comparing relevant research findings. The results indicate that although technology offers great potential for improving learning, major challenges remain, such as unequal access, teacher readiness, and the lack of ongoing professional development. Nevertheless, technology integration can enhance student engagement and enable more flexible, 21st-century competency-based learning. The conclusion of this study emphasizes that the success of technology integration in education highly depends on infrastructure readiness, supportive policies, and continuous teacher training. This research also opens opportunities for further studies on the long-term impacts of digital transformation in learning.
A Literature Review on Technology-Based Learning: Trends, Challenges, and Opportunities Rahman
Indonesian Journal of Education and Science Vol. 1 No. 5 (2025): October
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i5.139

Abstract

This study synthesizes literature on technology-based learning to identify prevailing trends, implementation challenges, and actionable opportunities across educational levels, with particular attention to Indonesian high schools and Islamic schools. Motivated by rapid digital transformation and uneven adoption during and after the COVID-19 pandemic, the review aimed to answer: What are TEL trends; which barriers hinder effective implementation; and what opportunities can be leveraged to improve teaching and learning through technology? A qualitative systematic literature review was conducted using purposive sampling of 25 publications from 2015–2025 drawn from international and local academic databases. Data were extracted with a structured form and analyzed through thematic content analysis supported by NVivo to generate cross-cutting themes. The review found four dominant trends—artificial intelligence for adaptive learning, mobile and cloud-based platforms for flexible access, immersive XR/AR/VR experiences for experiential learning, and pedagogical innovations such as gamification and flipped classrooms—alongside persistent challenges including infrastructure and access inequities, limited teacher competencies, cultural and organizational resistance, sustainability and scalability concerns, and digital literacy gaps. Corresponding opportunities include personalized learning, expanded access and inclusion, enhanced student engagement through innovative pedagogy, and data-informed strategic planning. The study concludes that TEL is a systemic transformation requiring aligned pedagogy, professional development, equitable infrastructure, and context-sensitive strategies to realize its potential. Future research should empirically assess TEL interventions in classroom settings and explore long-term impacts on equity and learning outcomes.
Effectiveness of an LMS-Based Visual–Linguistic Instructional Design for Enhancing University Students’ Understanding of Pancasila Values: A One-Group Pretest–Posttest Study Across Two Disciplinary Cohorts Rahman Rahman; Jumatriadi Jumatriadi; Sanwani Sanwani
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1900

Abstract

Learning Management Systems (LMS) increasingly mediate values education, yet the pedagogical alignment between multimodal interface design and civic-values learning remains underexamined. This study investigated whether a visual–linguistic instructional design grounded in the Cognitive Theory of Multimedia Learning (CTML) was associated with improved understanding of Pancasila values, how students perceived its design features, and how these perceptions related to engagement. Using a convergent mixed-methods design, a six-week Moodle-based module developed through the ADDIE model was implemented with 47 second-semester undergraduates from Science Education (n = 19) and English Education (n = 28) at Universitas Qamarul Huda Badaruddin Bagu. Data were collected through a researcher-developed Pancasila Understanding Test, LMS analytics, open-ended reflections, and semi-structured interviews with 12 participants, and analysed using paired-samples t-tests, correlation and regression, and reflexive thematic analysis. Both cohorts showed significant pretest–posttest gains (p < .001) with large within-group effect sizes (d_av ≈ 1.63 and 1.70). In contrast, the between-cohort gain difference was negligible and non-significant (d ≈ 0.07, p > .05). Time-on-task was the strongest engagement correlate of gains (r = .65), explaining 42% of gain-score variance (R² = .42). Three themes emerged: clarity and accessibility, engagement and motivation, and cognitive overload from excessive visual density. These findings provide preliminary evidence that coordinated visual–linguistic LMS design may support Pancasila learning, while highlighting the need to calibrate visual density and interpret effects cautiously given the absence of a control group and the small, single-institution sample.
Co-Authors Jumatriadi Jumatriadi Sanwani Sanwani