Article Per Year (5 Year)
p-Index From 2020 - 2025
0.947
P-Index
This Author published in this journals
All Journal Pedagogia: Jurnal Pendidikan Language Literacy: Journal of Linguistics, Literature, and Language Teaching PEDAGOGIA EDUJAVARE: International Journal of Educational Research
Waham, Jihad Jaafar
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : EDUJAVARE: International Journal of Educational Research

 1 
Blended Learning in Post-Pandemic Classrooms: Challenges and Innovations Afriani, Gusma; Niamah, Miftaku; Azizah, Suci Midsyahri; Waham, Jihad Jaafar; Pandey, Digvijay; El-Farra, Samar A.
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 2 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i2.795

Abstract

The COVID-19 pandemic significantly altered educational practices, leading to the widespread adoption of blended learning, which integrates face-to-face and online instruction. As schools transition into the post-pandemic era, blended learning has evolved from a crisis-response tool into a lasting pedagogical approach. This study aimed to investigate the challenges and innovations in implementing blended learning within post-pandemic classrooms in Indonesia. Using a qualitative research method, the study was conducted from January to March 2025 in three secondary schools and two higher education institutions representing diverse socio-economic and technological backgrounds. Data were collected through semi-structured interviews, focus group discussions, and classroom observations involving 25 participants, including teachers, students, and administrators. The findings revealed significant challenges, such as unequal access to technology, difficulties in maintaining student engagement, and the need for pedagogical adaptation and professional development. However, the study also highlighted innovative practices, including the use of collaborative platforms, multimedia resources, and student-centered learning models that enhanced engagement and independent learning. Teachers reported a transformation in their roles, shifting from content deliverers to learning facilitators. Despite progress, both students and educators expressed the need for stronger support systems to navigate hybrid learning effectively. The study concludes that while blended learning offers flexibility and digital engagement opportunities, its sustainability depends on addressing technological, pedagogical, and human-centered challenges.
Virtual Reality in Education: Immersive Learning for Deeper Understanding Iqbal, Khurshed; Mokoena, Oratilwe Penwell; Tesema, Ayenew Kassie; Waham, Jihad Jaafar
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.801

Abstract

Integrating Virtual Reality (VR) in education presents a promising opportunity to enhance immersive learning and deepen student understanding of complex subjects. Despite its potential, the widespread adoption of VR in classrooms remains limited due to challenges such as high costs, inadequate teacher training, and the difficulty in aligning VR with existing curricula. This study aims to explore the impact of VR on student engagement, conceptual understanding, and learning outcomes across diverse educational settings. A qualitative approach was employed, involving semi-structured interviews, participant observations, and document analysis with students, teachers, and curriculum developers at two secondary schools and one university in Jakarta, Indonesia. The findings reveal that VR significantly enhances student engagement, promotes deeper conceptual understanding, and fosters emotional connections to learning materials. However, challenges related to technological infrastructure, teacher readiness, and curriculum integration were also identified. The study concludes that while VR has substantial educational benefits, its successful implementation requires overcoming these barriers through targeted training, improved content design, and a more systematic approach to curriculum integration. This research contributes to the growing knowledge of educational technologies, offering practical insights into how VR can effectively transform teaching and learning practices. 
Co-Authors Afriani, Gusma Azizah, Suci Midsyahri El-Farra, Samar A. Iqbal, Khurshed Mokoena, Oratilwe Penwell Niamah, Miftaku Pandey, Digvijay Tesema, Ayenew Kassie