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All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian dan Penilaian Pendidikan Jurnal PGSD Holistika : Jurnal Ilmiah PGSD SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Journal for Lesson and Learning Studies Jurnal Instruktional Arus Jurnal Pendidikan JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Society: Jurnal Pengabdian Masyarakat Jurnal Sistem Informasi Mahakarya (JSIM) Realita: Jurnal Penelitian dan Kebudayaan Islam Innovative: Journal Of Social Science Research Jurnal Manajemen, Ekonomi, Hukum, Kewirausahaan, Kesehatan, Pendidikan dan Informatika (MANEKIN) PANDITA: Interdisciplinary Journal of Public Affairs Jurnal Pendidikan Abad Ke-21 SULIWA: Jurnal Multidisiplin Teknik, Sains, Pendidikan dan Teknologi
DIRGANTARA WICAKSONO
PPs UNJ
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Tren dan Tantangan Pelaksanaan Distance Learning di Pendidikan Tinggi: Kajian Sistematis 2020–2024 Nur'akbar, Tomy; Jabar, Abdul; Nisa, Vika Zakiyatun; Wicaksono, Dirgantara
PANDITA: Interdisciplinary Journal of Public Affairs Vol. 9 No. 1 (2026): Januari - Juni
Publisher : Fakultas Ilmu Administrasi Universitas Krisnadwipayana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61332/ijpa.v9i1.426

Abstract

This systematic literature review aims to analyze the trends, challenges, and empirical findings of distance learning and blended learning in higher education during the period 2020–2024. Utilizing the PRISMA protocol, this study synthesizes 120 articles identified through major academic databases and narrowed down to 42 eligible studies that meet the inclusion criteria. Findings indicate three dominant trends: the massive adoption of digital learning platforms, the increasing integration of learning analytics in monitoring student engagement, and the shift from emergency remote learning toward sustainable hybrid models. However, persistent challenges remain, including digital inequality, varying levels of digital readiness among lecturers and students, inconsistent instructional quality, low student engagement, and concerns regarding data ethics in learning analytics. Results also show heterogeneous learning outcomes influenced by variations in pedagogical design, technological infrastructure, and student characteristics. This review outlines key research gaps and proposes future directions, including longitudinal studies, contextual investigations in low-resource settings, and multi-dimensional evaluations that integrate cognitive, affective, and social outcomes. The findings contribute to strengthening policy formulation and instructional design for sustainable post-pandemic higher education
Studi Literatur tentang Pemanfaatan Learning Management Systems (LMS) untuk Meningkatkan Interaksi serta Kolaborasi Guru dan Siswa Hastuti, Dwi; Fauziah, Syifah; Edde, Genta Primadana; Wicaksono, Dirgantara
PANDITA: Interdisciplinary Journal of Public Affairs Vol. 9 No. 1 (2026): Januari - Juni
Publisher : Fakultas Ilmu Administrasi Universitas Krisnadwipayana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61332/ijpa.v9i1.427

Abstract

This study aims to examine the use of Learning Management Systems (LMS) in improving the quality of the learning process through a literature review approach. The focus of the study is directed toward analyzing the role of LMS as a digital learning medium that supports the delivery of learning materials, facilitates interaction between educators and students, and enables systematic and structured learning management. This research employed a qualitative literature review method by analyzing relevant national and international journal articles, books, and conference proceedings related to LMS implementation in educational settings. The reviewed literature reveals that LMS plays a significant role in enhancing student engagement, learning flexibility, and independence by providing access to learning resources anytime and anywhere. LMS also supports formative assessment, monitoring of learning progress, and effective communication between teachers and learners. However, several challenges in LMS implementation are identified, including limited digital infrastructure, inadequate technological skills among educators and students, low learning motivation, and resistance to changes in conventional teaching practices. In addition, institutional support and instructional design quality are found to be critical factors influencing the effectiveness of LMS-based learning. The findings of this study provide a comprehensive overview of the potential and limitations of LMS as a digital learning tool in various educational contexts. Therefore, this study recommends strengthening digital infrastructure, improving digital competencies, and developing innovative learning designs to optimize LMS utilization as a strategic instrument for improving the quality of education in the digital era
Peran Gamification dalam Meningkatkan Keterlibatan Mahasiswa pada Pembelajaran Jarak Jauh: Suatu Studi Literatur Kinanti, Afra Diar; Nurhayati; Sani, Naufal Hajid; Wicaksono, Dirgantara
PANDITA: Interdisciplinary Journal of Public Affairs Vol. 9 No. 1 (2026): Januari - Juni
Publisher : Fakultas Ilmu Administrasi Universitas Krisnadwipayana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61332/ijpa.v9i1.430

Abstract

Distance learning faces major challenges related to low levels of student engagement, which are reflected in limited participation, decreased motivation, and a weakened sense of connectedness in online learning environments. Gamification has emerged as a pedagogical approach with the potential to enhance student engagement; however, previous studies report mixed findings, largely depending on how gamification is designed and implemented. This article aims to theoretically examine the role of gamification in enhancing student engagement in distance learning through an integrative literature review. The analysis focuses on the three dimensions of student engagement; behavioral, emotional, and cognitive and relates them to the Community of Inquiry framework, which includes teaching presence, social presence, and cognitive presence. The synthesis of the literature indicates that instructionally designed gamification aligned with learning objectives can reduce students’ sense of isolation, increase learning interactivity, and strengthen the sense of progress that is often diminished in conventional online learning. In contrast, superficial gamification tends to produce limited and unsustainable motivational effects. This article argues that the effectiveness of gamification in distance learning is largely determined by the quality of pedagogical design, the fulfillment of students’ psychological needs, and its integration within the online learning ecosystem. The findings of this review are expected to provide a conceptual foundation for developing more meaningful and student-centered distance learning designs
Tinjauan Keselarasan Konstruktif pada Pengembagan Sistem Instruksional Unit Pembelajaran Analisis Cerpen di Kelas 9 Fadhylah, Erlin; Wicaksono, Dirgantara
PANDITA: Interdisciplinary Journal of Public Affairs Vol. 9 No. 1 (2026): Januari - Juni
Publisher : Fakultas Ilmu Administrasi Universitas Krisnadwipayana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61332/ijpa.v9i1.431

Abstract

This research evaluates the instructional system design of a ninth-grade short story analysis unit through a constructive alignment and cognitive depth audit. The study addresses a common issue in literary education, namely the gap between engaging learning activities and the expected depth of students’ analytical thinking. A descriptive qualitative research design was employed using document analysis techniques applied to lesson plans, learning activities, and assessment instruments. The evaluation was conducted using a constructive alignment matrix to examine the coherence between learning objectives, instructional activities, and assessment methods, as well as a Depth of Knowledge (DoK) checklist to assess the level of cognitive demand embedded in the unit design. The findings reveal that the instructional unit demonstrates a high degree of alignment between learning objectives and assessment components, with fifty percent of the total assessment weight allocated to students’ analytical abilities in identifying and interpreting intrinsic and extrinsic elements of short stories. However, the analysis also uncovers a cognitive gap between learning activities and assessment expectations. Learning activities are predominantly centered on educational games and recognition-based tasks, while the assessment instruments require higher-order thinking skills such as interpretation, synthesis, and critical evaluation. The integration of digital technology in learning activities is found to be effective in increasing student engagement and motivation. Nevertheless, the absence of explicit scaffolding strategies limits students’ ability to transition from surface-level recognition tasks to deeper literary analysis. Therefore, this study highlights the need for structured instructional scaffolding to ensure cognitive continuity and to support the development of higher-order analytical skills in literature learning.
Arsitek digital masa depan: revolusi pemahaman coding siswa al bayan melalui E-modul Scratch Rohim, Abdul; Wicaksono, Dirgantara
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.19227

Abstract

Purpose: This study aims to develop a Scratch-based visual programming e-module to bridge the coding literacy gap among novice students who possess visual learning preferences but lack computational experience.Design/methodology/approach: Adopting the ASSURE instructional design model, this Research and Development (R&D) study involved 23 seventh-grade students at SMP Al Bayan Islamic School Jakarta. Instruments included expert validation, response questionnaires, and pre-test/post-test analysis. The e-module was constructed using Canva and Book Creator integration.Findings: Expert validation for material (100%) and media (95.6%) confirmed high feasibility. Field trials indicated positive student response with a score of 4.14 (5-point scale). Effectiveness was evidenced by a significant surge in classical mastery from 13% to 91%, with mean scores rising substantially from 36.81 to 89.Practical implications: The e-module provides IT educators with a standardized visual instructional instrument, replacing conventional methods to accelerate the comprehension of fundamental programming logic.Originality/value: This study offers empirical contributions regarding the efficacy of applying the ASSURE model to transform technical (hard-skill) materials into interactive visual media for a low-prior-knowledge demographic.     Purpose: Penelitian ini bertujuan mengembangkan e-modul visual programming berbasis Scratch guna mengatasi kesenjangan literasi coding pada siswa pemula yang memiliki preferensi belajar visual namun minim pengalaman komputasi. Design/methodology/approach: Mengadopsi model desain instruksional ASSURE, penelitian pengembangan (R&D) ini melibatkan 23 siswa kelas 7 di SMP Al Bayan Islamic School Jakarta. Instrumen meliputi validasi ahli, angket respon, serta pre-test dan post-test. E-modul dikembangkan menggunakan integrasi Canva dan Book Creator. Findings: Validasi ahli materi (100%) dan ahli media (95,6%) mengonfirmasi kelayakan produk yang sangat tinggi. Uji coba lapangan menunjukkan respon positif siswa dengan skor 4,14 (skala 5). Efektivitas terbukti melalui peningkatan ketuntasan klasikal yang signifikan dari 13% menjadi 91%, dengan lonjakan rata-rata nilai dari 36,81 menjadi 89. Practical implications: E-modul ini menyediakan instrumen instruksional visual yang terstandarisasi bagi guru TIK, menggantikan metode konvensional untuk mempercepat pemahaman logika pemrograman dasar. Originality/value: Studi ini memberikan kontribusi empiris mengenai efektivitas penerapan model ASSURE dalam mentransformasi materi teknis (hard-skill) menjadi media visual interaktif bagi demografi siswa dengan kompetensi awal rendah.
Co-Authors Abdul Jabar Abdul Rohim, Abdul Aghnia, Lulu Azmi Agus Suradika Ahmad Suryadi, Ahmad Alam, Bahrul Aminawati, Aminawati Ansharullah Ansharullah Aryani, Rita Astriani, Linda Aswir, Aswir Burhanuddin, Dien Desi Rahmawati Dewi, Dini Aulia Dwi Hastuti Edde, Genta Primadana Ermawati, Eny Fadhylah, Erlin Fanisyah, Elsah Farhana, Fitri Fatkhussarifin, Fatkhussarifin Fauziah, Syifah HAERUDIN, ABD MALIK Hafifah, Ai Happy Indira Dewi Hendrayana, Deni Humamy, Raudhoh Fitra Indina Tarjiah Iswan Iswan Kamelia, Alfina Kartini Kartini Kinanti, Afra Diar Kinanti, Putri Kosim, Ahmad Kurniawan, Erfan Kurniawan, Yayan Yulis Kusuma, Chendra Kuswanto Mahrus Ali muhammad roqib, muhammad Muhammad Sahrul Murdiratno, Herry Mutiah, Shofi Nisa, Vika Zakiyatun Nomi, Ahmad Suryadi Nur'akbar, Tomy Nurhayati Purnama, Happy Yoga Purnamawati, Siti Nuraini R. Andi Ahmad Gunadi Rahmadani, Salsa Alvianita Rahmat Hidayat, Asep Ramdhani, Muhamad Ranjani, Nuha Fatin Sadat, Angwar Samsudin Sani, Naufal Hajid Santi, Apri Utami Parta Sarwiyanti, Sarwiyanti Sa’duddin Setyaningrum, Widia Shodiq, Nur Ahmad Sibthi, Humam Rasyidu Subagyo , Ahmad Sukmawati, Rika Sulistiyaningrum, Alfi Oktafian Susari, Erfi Fitri Taufik Taufik Uswadi, Aos WINATA, WIDIA Yusnita, Rimah Zulfitria Zulfitria, Zulfitria