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p-Index From 2021 - 2026
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All Journal Nusantara Education Studies
Syamsiati Arifah
Universitas Sarjanawiyata Tamansiswa, Yogyakarta

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Collaborative Learning and Academic Performance in Higher Education Syamsiati Arifah; Asmarani Asmarani; Cindi Mutia; Bayu Erlangga
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-382

Abstract

Collaborative learning has become an important student-centered instructional approach for improving academic performance in higher education. This study examines the relationship between collaborative learning and academic performance through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published over the last five years were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that collaborative learning positively influences academic performance by enhancing student engagement, knowledge construction, communication skills, teamwork, and critical thinking. Effective implementation depends on instructor facilitation, balanced group participation, supportive learning environments, and appropriate collaborative activities. However, challenges such as unequal participation, group coordination, communication barriers, and technology integration continue to affect learning effectiveness. The study concludes that collaborative learning is an effective instructional strategy for improving academic achievement while developing essential professional competencies in higher education.
Digital Feedback and Learning Quality: Behaviorist, Cognitive, and Constructivist Perspectives Syamsiati Arifah; Claranis Pola Amadea; Tiara Novian Rizqyseha
Nusantara Education Studies Vol. 4 No. 1 (2026): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-680

Abstract

Digital transformation in education has encouraged the utilization of various learning technologies that enable feedback to be delivered in a faster, more interactive, and adaptive manner. This article aims to examine the role of digital feedback in improving learning quality from behaviorist, cognitive, and constructivist perspectives. The study employed a library research approach by analyzing scientific articles, academic books, and reports from international organizations published over the last five years. Data were analyzed through thematic analysis and narrative synthesis to identify the concepts, characteristics, and pedagogical implications of digital feedback in learning. The findings indicate that digital feedback is characterized by timeliness, personalization, interactivity, and data-driven features that support more effective and learner-centered instruction. From the behaviorist perspective, digital feedback serves as reinforcement of learning behaviors; from the cognitive perspective, it facilitates information processing and metacognitive development; and from the constructivist perspective, it promotes reflection, collaboration, and knowledge construction. These findings demonstrate that digital feedback constitutes an important pedagogical component in fostering adaptive, participatory, and meaningful learning.
Co-Authors Asmarani Asmarani Bayu Erlangga Cindi Mutia Claranis Pola Amadea Tiara Novian Rizqyseha