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All Journal E-Jurnal Ekonomi Sumberdaya dan Lingkungan Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Bahana Manajemen Pendidikan Journal of Education and Learning (EduLearn) Edukasi: Jurnal Pendidikan dan Pengajaran JURNAL IQRA´ Jurnal Manajemen Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Diklabio: Jurnal Pendidikan dan Pembelajaran Biologi Tarbawi: Jurnal Keilmuan Manajemen Pendidikan International Journal of Pedagogy and Teacher Education Jurnal Ilmiah Dikdaya EDUKATIF : JURNAL ILMU PENDIDIKAN GERVASI: Jurnal Pengabdian kepada Masyarakat Jurnal Gentala Pendidikan Dasar Dinasti International Journal of Education Management and Social Science Al-Kharaj: Journal of Islamic Economic and Business Jurnal Paedagogy Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Pengabdian UNDIKMA ACADEMIA: Jurnal Inovasi Riset Akademik Indonesian Journal of Educational Development (IJED) Journal Of Human And Education (JAHE) DINAMIKA ILMU: Jurnal Pendidikan Jurnal Ilmiah Ilmu Terapan Universitas Jambi Electronic Journal of Education, Social Economics and Technology Finger : Jurnal Ilmiah Teknologi Pendidikan Indonesian Educational Administration and Leadership Journal (IDEAL) Indonesian Technology and Education Journal JUPEMA Asian Journal of Science Education Educational Leadership and Management Journal Edukasi Jurnal Sinar Edukasi (JSE) El Midad: Jurnal Jurusan PGMI
Hendra, Robi
Universitas Jambi
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Pengaruh Altruistic Leadership, Budaya Organisasi, Lingkungan Kerja, dan Pengembangan Sumber Daya Manusia terhadap Kinerja Guru Sekolah Dasar di Kabupaten Bungo Wila Yurnita; Robi Hendra; Akhmad Habibi
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 1 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2025 - Januari 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i1.6596

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh altruistic leadership, budaya organisasi, lingkungan kerja, dan Pengembangan Sumber Daya Manusia (SDM) terhadap kinerja guru SD di Kabupaten Muara Bungo. Penelitian ini menggunakan metode deskriptif kuantitatif dengan sampel 303 guru, dan analisis data dilakukan menggunakan Smart-PLS 4 untuk menguji hubungan antar variabel. Temuan penelitian menunjukkan bahwa altruistic leadership berpengaruh positif dan signifikan terhadap kinerja guru, tetapi berpengaruh negatif terhadap budaya organisasi dan lingkungan kerja. Lingkungan kerja berpengaruh positif terhadap kinerja guru, meskipun berdampak negatif terhadap budaya organisasi. Sementara itu, pengembangan SDM menunjukkan pengaruh positif dan signifikan terhadap kinerja guru, budaya organisasi, dan lingkungan kerja, dengan pengaruh paling kuat dibandingkan variabel lainnya. Budaya organisasi juga berpengaruh positif terhadap kinerja guru. Temuan ini menyoroti bahwa penguatan SDM dan penciptaan lingkungan kerja yang kondusif merupakan faktor kunci dalam meningkatkan kinerja guru, sekaligus menekankan perlunya mengatasi dampak negatif altruistic leadership terhadap budaya organisasi dan lingkungan kerja.
The Influence of E-Leadership, School Culture, Teacher Cooperation, and Teacher Self-Efficacy on Teacher Performance: The Context of Indonesia Elfina, Ira; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51294

Abstract

This study investigates the influence of leadership, school culture, teacher cooperation, and teacher self-efficacy on teacher performance in Indonesian primary schools. Using a quantitative survey. Data were collected from 500 elementary school teachers in Jambi Province, drawn from a population of 16,910 teachers. The sample size was determined using a sample size calculator with 95% confidence and a 4% margin of error. A 46-item questionnaire, adapted from established scales, was administered using a five-point Likert scale. Content validity was confirmed through expert review and the Content Validity Index (CVI), with all items exceeding 0.80. Data was analysed using Partial Least Squares Structural Equation Modeling (PLSSEM) with SmartPLS 4. The structural model shows that e-leadership has a positive and significant effect on school culture (β = 0.190; p < 0.001), teacher cooperation (β = 0.299; p < 0.001), and teacher performance (β = 0.288; p < 0.001). School culture (β = 0.266; p < 0.001) and teacher cooperation (β = 0.253; p = 0.002) also significantly enhance teacher performance. Teacher self-efficacy significantly predicts school culture (β = 0.683; p < 0.001) and teacher cooperation (β = 0.578; p < 0.001), but its direct effect on teacher performance is not significant (β = 0.109; p = 0.080). These results highlight the central role of e-leadership, school culture, and collaboration as key drivers of teacher performance, while self-efficacy operates mainly through indirect, contextual mechanisms.
The Influence of Digital Culture, Teacher AI Competence, and Teacher Leadership on Student AI Leadership and Academic Performance at Senior High School in Muaro Jambi Nova Triana Hakim; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51296

Abstract

This study examines the impact of digital culture, teachers’ AI competence, and teacher leadership on students’ AI leadership and academic performance amid digital transformation in education. Grounded in an extended Technology Acceptance Model (TAM), the research explores how these constructs interact to influence AI integration in teaching and learning. A quantitative approach was employed, with data collected from students at Senior High School in Muaro Jambi who engaged in AI-assisted learning. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) for analysis, the study found that digital culture significantly and positively impacts teacher leadership, teacher AI competence, and student AI leadership, positioning digital culture as a primary enabler of technological and pedagogical innovation. However, the direct effects of teacher leadership, teacher AI competence, and student AI leadership on academic performance were positive but statistically insignificant, suggesting that their influence is mediated through pathways of leadership and competence development. These findings underscore the importance of fostering a strong digital culture for AI adoption and highlight that improvements in academic performance require sustained pedagogical alignment and implementation. This research contributes to the theoretical expansion of TAM by integrating cultural and human dimensions. It offers practical insights for educators and policymakers aiming to strengthen AI integration for educational transformation.
Validating A Technology Acceptance Model of Generative AI in Undergraduate Music Education Tomi, Masvil; Utama, Galuh Tulus; Ramadhanti, Sri; Dekti, Gen; Sembiring, Dian Arisandy Eka Putra; Hendra, Robi; Yusuf, Muhammad
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51436

Abstract

Generative artificial intelligence (AI) tools such as ChatGPT are rapidly entering higher education, yet their acceptance in highly embodied and practice‑oriented domains like music education remains underexplored. This study examines relationships among perceived usefulness (PU), perceived ease of use (PEOU), attitude toward use (ATT), behavioral intention (BI), and actual use (AU). A cross‑sectional survey of 218 music education students was conducted, supported by focus group discussions (FGDs) and classroom observations. A 28‑item TAM‑based instrument was adapted to Generative AI in music learning and underwent expert review, pilot testing, and full validation. Measurement results indicated satisfactory reliability and validity (Cronbach’s α = 0.80–0.89; composite reliability = 0.84–0.91; average variance extracted = 0.56–0.66; HTMT < 0.85), with good model fit (χ²/df = 2.11, CFI = 0.953, TLI = 0.943, RMSEA = 0.072, SRMR = 0.049). Descriptive results suggested generally positive acceptance (means on a 1–5 scale: PU = 4.07, PEOU = 3.94, ATT = 4.02, BI = 3.88, AU = 3.41). Students predominantly used AI to summarize theory, brainstorm composition ideas, generate practice drills, and simplify technical terms, while performative and practical uses remained limited. The findings corroborate TAM’s applicability to Generative AI in music education and resonate with evidence from language learning and teacher education contexts. We propose institutional strategies to support responsible adoption: concise usage guidance, assessment‑integrated AI literacy, and transparent ethical policies addressing originality and authorship. The study offers a domain‑specific, validated instrument and empirically grounded recommendations for integrating Generative AI as a cognitive and creative adjunct—rather than a replacement—for embodied musical learning.
Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal: Journal Management at the University of Jambi: An Evaluative Study Towards an Accredited Journal Hansein Arif Wijaya; Yusuf, Muhammad; Hendra, Robi
Educational Leadership and Management Journal Vol. 3 No. 1 (2025): Element - 2025
Publisher : FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/element.v3i1.51608

Abstract

Scientific journals play a strategic role in ensuring the quality and reputation of higher education institutions, particularly through the national accreditation mechanism facilitated by the Arjuna portal. This study aims to evaluate journal management at the University of Jambi from the aspects of management, substance, accreditation, and indexation as a basis for strengthening governance towards meeting accreditation standards. The study uses a descriptive-evaluative approach with document analysis of the recapitulation file "JURNAL UNJA Rev.xlsx" containing 49 journals as a sample. Data were analyzed quantitatively and descriptively to describe the distribution of Sinta status, ISSN completeness, consistency of publication frequency, the existence of an editorial team and publication ethics, as well as DOAJ and Scopus indexing status. Qualitative-interpretive analysis was conducted by comparing actual conditions with Arjuna standards and literature findings regarding journal management and publication ethics. The results show that the majority of journals in the sample have been Sinta accredited (S1–S6), with the largest concentration in Sinta 4 and Sinta 5, but there are still journals with status 0 and marked "-" which reflect unclear or incomplete accreditation data. Six journals do not yet have an ISSN, five journals show discrepancies in publication frequency, six journals do not have documented editorial team information and publication ethics, and six journals are listed as "empty" or inactive journals. In terms of indexing, only a small number of journals are indexed by DOAJ and two journals are listed in Scopus category Q4. These findings indicate that the University of Jambi has a potential base of accredited journals, but still requires regulatory journal identity, strengthening editorial and ethics institutions, structuring the portfolio of inactive journals, and a gradual strategy for improving accreditation and indexing to support sustainable fulfillment of Arjuna standards.
A Review of Emotional Intelligence and Multicultural Competence in Indonesian University Students: Learning Style and Social Support as Major Predictors of Academic Achievement Hendra , Robi; Denmar, Denny; Wijaya, Hansein Arif; Tomi, Masvil; Yusuf, Muhammad; Sembiring, Dian Arisandy Eka Putra; Putri, Dea Amelia Dwi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.50077

Abstract

This study examines how emotional intelligence (EI), multicultural competency (MC), learning style (LS), and social support (SS) affect university students' academic performance. In Jambi, Indonesia, 242 undergraduate students from three universities completed a five-point Likert-scale questionnaire. PLS-SEM with SmartPLS 3.0 tested the proposed relationships. Research indicates that learning style (β = 1.725, p < 0.001) and social support (β = 0.952, p < 0.001) significantly impact academic achievement, explaining 76.4% of its variance (R² = 0.764). Despite expectations, emotional intelligence (β = 0.072, p = 0.137) and multicultural competence (β = -0.030, p = 0.466) did not directly impact academic accomplishment. While multicultural competency negatively impacts learning style (β = -0.987, p < 0.001), social support is the biggest predictor of both learning style and academic accomplishment. Learning style and social support drive academic performance in the examined environment, while emotional intelligence and multicultural competency have minimal direct roles. The report recommends that colleges prioritize programs that help students identify and improve their learning styles and strengthen institutional and peer support systems above emotional intelligence and multicultural training. This study enhances our understanding of non-cognitive factors of academic success in multicultural Indonesian higher education. Keywords: PS-SEM, university students, Indonesia, academic performance, emotional intelligence, multicultural competency, learning style, social support
Modeling Actual Use Of Technology and Student Engagement in Biology Project‑Based Learning Using Artificial Neural Networks Sembiring, Dian Arisandy Eka Putra; Yusuf, Muhammad; Mardiyanti, Lely; Fauzan, Muhammad; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.51335

Abstract

In higher education, especially science and biology, digital technology in project-based learning (PjBL) environments has improved student engagement and learning outcomes. technological, AI, and lecturer assistance have been studied in PjBL, but few have used Artificial Neural Networks (ANN) to analyze the complicated interactions between technological acceptance variables and student engagement. ANN is used to predict students' attitudes toward technology (ATT), intention to use technology (INT), actual use of technology in PjBL (AU-PjBL), and student engagement (SE) based on PEOU, PU, and Lecturer Support. Biology education students at Universitas Jambi completed a 35-item Likert-scale questionnaire. We created four ANN models: Model A (PU, PEOU → ATT), Model B (PU, ATT → INT), Model C (INT, LS → AU-PjBL), and Model D (AU-PjBL, LS → Each model was trained and tested using ten network configurations. Model performance was assessed using Root Mean Square Error (RMSE), and input variable relevance was determined via sensitivity analysis. All ANN models have low RMSE values for training and testing datasets, indicating good predicting accuracy. According to sensitivity analysis, PU predicts ATT better than PEOU, ATT predicts INT better than PU, INT predicts AU-PjBL better than LS, and AU-PjBL predicts SE better than LS. These data emphasize that students' perceived utility, positive attitudes, intention, and technology use drive biology PjBL involvement. The paper highlights ANN as a powerful analytical tool for modeling non-linear and interdependent relationships in technology-enhanced PjBL and gives practical implications for developing meaningful technology use and engagement learning environments. Keywords: Artifical neural network; actual use of technology; lecturer support; project-based learning; biology education.
The Impact of Parental Support, School Environment, Self-Efficacy, and Effort Expectancy on Innovative Work Behavior with Generative AI among SMK Students in Jambi Province Saudagar, Ferdiaz; Musyaiyadah, Musyaiyadah; Lestari, Agus; Wijaya, Hansein Arif; Hendra, Robi
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 7 No. 2 (2025): Indonesian Educational Administration and Leadership Journal
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v7i2.52232

Abstract

his study aims to examine the influence of parental support, work environment, self-efficacy, and business expectations on the innovative work behavior (IWB) of students at the University of Jambi. Using a quantitative approach, data was collected through a structured questionnaire that was distributed to 310 students from various faculties. The research instrument has passed the validity and reliability test through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Structural Equation Modeling (SEM) is used to test hypotheses. The model feasibility index showed a good fit (χ²/df = 2.91; RMSEA = 0.063; CFI = 0.934; TLI = 0.921). The results showed that the work environment and self-efficacy had a significant positive influence on IWB, while parental support and business expectations did not show a significant direct influence. However, parental support has a positive effect on self-efficacy, and the work environment significantly affects business expectations, which suggests an important indirect pathway. This model explains 48.6% of the variance in IWB. The novelty of this study lies in the integration between environmental factors and personal psychological factors in a single model to predict student innovation behavior in the context of higher education. These findings provide insights for educational institutions to strengthen the potential for student innovation through improved learning environments and confidence-building programs. This research contributes to the development of science in the field of physics education by offering a model of student behavior that supports the formation of innovative, confident, and proactive learners of important attributes in the advancement of science and education. Keywords: Parental Support, Work Environment, Self-Efficacy, Effort Expectancy, Innovative Work Behavior
Determinants of Learning Satisfaction in Technology-Integrated Higher Education: The Role of Digital Competence and Self-Regulated Learning Sari, Liza Puspita; Habibi, Akhmad; Hendra, Robi
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.47792

Abstract

The integration of digital technologies into higher education has transformed instructional practices and reshaped determinants of student learning satisfaction. This study investigates the influence of self-efficacy, academic service quality, digital competence, and self-regulated learning on student satisfaction within a technology-integrated biology education context. A quantitative survey design was employed involving 155 undergraduate students selected from a population of 360 students at a public university in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analysed through PLS-SEM. The measurement model demonstrated satisfactory reliability and validity, with all constructs meeting the required thresholds for factor loadings, composite reliability, and average variance extracted. The structural model revealed that academic service quality (β = 0.361, p < 0.05) and self-regulated learning (β = 0.516, p < 0.001) significantly and positively predicted student satisfaction. In contrast, self-efficacy and digital competence did not exhibit significant direct effects. The model explained 85.7% of the variance in learning satisfaction (R² = 0.857), indicating strong predictive capacity. These findings suggest that within technology-integrated higher education environments, students’ capacity to regulate their learning processes and the quality of institutional academic services play more decisive roles in shaping satisfaction than technical digital skills alone. The study contributes empirical evidence to the discourse on technology-enhanced pedagogy by emphasizing the strategic importance of self-regulation and institutional service systems in optimizing digitally mediated learning experiences.
Transformational Leadership and Workload Driving Performance through Innovation and Job Satisfaction in Rural Education Partiwi, Marsa Hijro; Hendra, Robi; Muazza, Muazza; Yanto, Yanto
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48403

Abstract

This study examines how transformational leadership and workload drive teacher performance through innovative work behaviour and job satisfaction in a rural educational context. While previous studies have explored these variables separately, empirical evidence integrating leadership, workload, innovation, and satisfaction within rural education settings remains limited. Using a quantitative cross-sectional design, data were collected from 362 teachers in Kerinci District, Jambi Province, Indonesia, and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that transformational leadership significantly influences innovative work behaviour (β = 0.386, p < 0.001) and job satisfaction (β = 0.120, p = 0.010). Workload emerges as the strongest predictor of innovative work behaviour (β = 0.578, p < 0.001) and job satisfaction (β = 0.648, p < 0.001). Furthermore, innovative work behaviour (β = 0.171, p = 0.015) and job satisfaction (β = 0.497, p < 0.001) positively affect teacher performance. These findings highlight that teacher performance in rural education is shaped not only by inspirational leadership but also by structured and manageable workloads that foster innovation and satisfaction. This study contributes to leadership and organizational behaviour literature by clarifying the mechanisms through which leadership and workload influence performance in developing-region educational contexts and offers practical implications for school leadership and educational policy.
Co-Authors Ade Kusmana Adellia Adellia Affriliani Affriliani, Affriliani Agustin, Salsabila Ahmad Ridwan Ahmad Syarif Akhmad Habibi Akhmad Habibi Akhmad Habibi, Akhmad Akmal Sutja Aldino, Sopyan Ali Idrus Ali Sadikin Ali Sadikin Amirul Mukminin Amirul Mukminin Aprililitzavivayarti, Aprililitzavivayarti Aprillitzavivayarti Aprillitzavivayarti Aprillitzavivayarti, Aprillitzavivayarti Arza Agustira Atiyyah, Jazilatul Bahri, Zainul Bestari, Nyami Boy Indrayana Budi Setiawan Cahaya Rahma Izandy CIndy SIntiya Danisma Danisma Danola Padang, Astri Denny Denmar Dezaneru, Rio Dian Arisandy Eka Putra Sembiring Dinda Anggun Kurnia Dinda Khairunnisa, Dinda Dwipa, Rendy Dyfa Maharani Andalusia Elfina, Ira Ella Febriyanti Eni Trisnawati Erna Mandela Fathiah Rahmadani Febriyanti, Ella Fidhiya Marlan Utami Firman Firman Firman Firman Fitriana Fitriana Francisco D. Guillén-Gámez Friscilla Wullan Tresta Gen Dekti Hajrawati Hansein Arif Wijaya Hary Soedarto Harjono Hendra Sofyan Hendri Hendri I Wayan Sumandya Indria Nurfadanti Indriyani Indriyani Indryani Irawidiarti Irawidiarti Irma Sulistyawati Istifada Istifada Jatmiko Budi Santoso Jazilatul Atiya Jehlie Alaisa Marasigan Contreras Jumeiliani Sirin K.A. Rahman Kemas Abdu Rahman Lalu Nurul Yaqin Leni Rahmadani Lestari, Agus Lestari, Nindi Linardo Pratama Lutfi Lutfi Mahesa Nababil Marzul Hidayat Memi, Memi Meryza Coziffya Mohamad Muspawi Mohd Afifi Bahurudin Setambah Mohd Faiz Mohd Yaakob Muazza Muazza Muhammad Fauzan Muhammad fauzan Muhammad Fauzan Muhammad Idris Addayan Muhammad Irzi Fadilah Muhammad Joni Muhammad Ridwansyah Muhammad Rifqi Muhammad Safri, Muhammad Muhammad Sofwan Muhammad Yusuf Muhammad Yusuf Mukhlash Abrar Mursyd, Danial Musyaiyadah, Musyaiyadah Nanang Sriyadi Nisa, Salsa Nofi Fitri Salfika Nova Susanti Nova Triana Hakim Okky Wulandari Okky Wulandari Partiwi, Marsa Hijro Pratama, Robin Putri Ayu Lestary Putri Nurhidayati Putri, Dea Amelia Dwi Qudwatie, Muhammad Rafiqi Ragil Prastian Ramadhanti, Sri Rangga Ernanto Rio Dezaneru Risna Fadillah Robin Pratama Roihan, Muhammad Rudi Hartono Rukmana, Lisa Ryan Ilhamsyah Safitri, Rahma Ayu Saputri, Lidya Saputri, Nadila Sari, Liza Puspita SAUDAGAR, FERDIAZ Serlly Serlly Serlly, Serlly Setiyadi, Bradley Setiyadi, Bradley Siskawati, Garina Siti Amanah Sofyan Sofyan Sri Wachyunni Supian Syifa Nurul Huda Tersta, Friscilla Wulan Tomi, Masvil Turki Mesfer Alqhatani Usie Chusnein Utama, Galuh Tulus Utami, Sindi Marsya Wahyudi, Astari Wati, Suci Rahma Widana, I Wayan Wijaya, Hensein Arif Wila Yurnita Wulandari, Bunga Ayu Wulandari, Okky YAAKOB, MOHD FAIZ MOHD YANTO YANTO Yantoro, Y Yantoro, Yantoro Yovinda, A. Noven Yuliana Afifah Yundi Fitrah Yusa Hendra Pratama Zainul Bahri Zuhri Saputra Hutabarat Zusmita Wasni, Nila