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All Journal Nusantara Education Studies
Muntingah Muntingah
Universitas PGRI Adi Buana, Surabaya

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Optimizing Learning Management System in Online Learning to Improve Student Learning Outcomes Muntingah Muntingah; Arsyadi Yulian Prasetya; Defi Akhsan Nur Fauzan
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: 10.63208/21011-402

Abstract

Digital transformation in higher education encourages the utilization of Learning Management Systems (LMS) as online learning platforms that enhance the flexibility and effectiveness of student learning processes. This study aims to analyze the utilization of LMS in supporting improved student learning outcomes through a Systematic Literature Review (SLR) approach. The research data were obtained by reviewing scientific articles published over the last five years and analyzed using content analysis techniques. The findings indicate that LMS plays an important role in providing flexible learning access, increasing student engagement, supporting self-directed learning, and facilitating academic interaction through various digital features. However, the effectiveness of LMS implementation is influenced by system quality, digital literacy readiness, instructional design, and institutional support. Optimizing LMS implementation requires the integration of technological and pedagogical aspects to create meaningful learning experiences. Therefore, LMS can serve as an essential strategy for developing digital learning in higher education and contribute to improving student learning outcomes sustainably.
Understanding Feedback Literacy in Higher Education: Concepts, Practices, and Future Directions Putri Aprilia Cahya Ningsih; Muntingah Muntingah
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-469

Abstract

Feedback literacy has emerged as an important concept in higher education by emphasizing students' capability to interpret, evaluate, and utilize feedback for continuous learning. This study examines feedback literacy through a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Studies published over the last ten years were systematically collected from major academic databases and synthesized using a framework-based thematic analysis. Five themes were identified: the emergence of feedback literacy, its core components, educational practices supporting its development, educational contributions, and future perspectives. The findings indicate that feedback literacy strengthens learner autonomy, self-regulated learning, academic engagement, and lifelong learning through dialogic feedback, peer assessment, self-assessment, and reflective educational practices. The review also highlights the growing influence of digital technologies, sustainable assessment, and artificial intelligence in shaping future feedback processes. Developing feedback literacy should therefore become a strategic priority for higher education institutions.
Universal Design for Learning in Strengthening Inclusive Learning Muntingah Muntingah; Melinda Putri Rusmadini
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-552

Abstract

The diversity of learner characteristics has become a major challenge in developing, inclusive and equitable learning environments. Conventional learning approaches that rely on uniform instructional designs may create barriers for some learners in accessing, understanding, and demonstrating their knowledge. This article aims to analyze the role of Universal Design for Learning (UDL) in strengthening inclusive learning through a systematic literature review. The research employed a Systematic Literature Review (SLR) method by examining scientific articles published over the last five years from various academic databases. The findings indicate that UDL serves as a strategic approach that promotes learning flexibility through three fundamental principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression. The implementation of UDL is also strengthened by digital technology development, which enables multimodal learning resources and more adaptive learning experiences. However, several challenges remain, including teacher readiness, institutional support, and resource availability. This study highlights that UDL provides a significant contribution to the development of inclusive, responsive, and learner-centered education systems by addressing diverse learning needs in contemporary educational contexts.
Co-Authors Arsyadi Yulian Prasetya Defi Akhsan Nur Fauzan Melinda Putri Rusmadini Putri Aprilia Cahya Ningsih