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All Journal International Journal of Evaluation and Research in Education (IJERE) DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Jurnal Pendidikan Humaniora Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pendidikan Dasar Nusantara PAWIYATAN AKSIOMA: Jurnal Program Studi Pendidikan Matematika Briliant: Jurnal Riset dan Konseptual Elementary: Jurnal Ilmiah Pendidikan Dasar Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Bidang Pendidikan Dasar ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Jurnal SOLMA JURNAL DIVERSITA Pendas : Jurnah Ilmiah Pendidikan Dasar Justek : Jurnal Sains Dan Teknologi Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan IRJE (Indonesian Research Journal in Education) Journal of Studies in Early Childhood Education (J-SECE) Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Journal AL-MUDARRIS JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of Educational Research and Evaluation Journal of Education Action Research International Journal of Elementary Education J-MPI (Jurnal Manajemen Pendidikan Islam) Journal on Education JTP - Jurnal Teknologi Pendidikan Jurnal Ilmiah Mandala Education (JIME) JURNAL PENA EDUKASI Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Thinking Skills and Creativity Journal JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Alpen: Jurnal Pendidikan Dasar Jurnal ABDINUS : Jurnal Pengabdian Nusantara Autentik : Jurnal Pengembangan Pendidikan Dasar JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Perseda : Jurnal Pendidikan Guru Sekolah Dasar Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Darma Agung At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pengabdian, Pendidikan dan Teknologi Jurnal Konseling Pendidikan Islam Jurnal Pendidikan Dasar Perkhasa Indonesian Values and Character Education Journal Sentra Cendekia Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Reforma: Jurnal Pendidikan dan Pembelajaran Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan) CENDEKIA : Jurnal Ilmu Pengetahuan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Simki Pedagogia Journal of English Language and Education SOCIAL : Jurnal Inovasi Pendidikan IPS Berajah Journal JURNAL ILMIAH GLOBAL EDUCATION Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) PTK: Jurnal Tindakan Kelas Wacana : Jurnal Bahasa, Seni, dan Pengajaran Indonesian Community Journal Education and Counseling Journal Jurnal Pendidikan dan Pembelajaran Formosa Journal of Sustainable Research (FJSR) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Journal of Learning Improvement and Lesson Study Indonesian Research Journal on Education Prosiding Seminar Nasional Pascasarjana Jurnal Konseling Pendidikan Islam Ta'dib Journal of Innovation and Teacher Professionalism Al-Bidayah : jurnal pendidikan dasar Islam Jurnal Pendidikan Progresif AL-ADABIYAH: Jurnal Pendidikan Agama Islam Refleksi: Jurnal Riset dan Pendidikan Jurnal Simki Pedagogia
Radeni Sukma Indra Dewi
Universitas Negeri Malang
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ANALISIS HAMBATAN IMPLEMENTASI KURIKULUM MERDEKA: STUDI KASUS PEMAHAMAN DAN KETERAMPILAN DIGITAL GURU Fauziyah; Radeni Sukma Indra Dewi; Intan Sari Rufiana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38378

Abstract

This study aims to analyze the barriers to the implementation of the Merdeka Curriculum and the role of elementary school teachers’ digital literacy using a Systematic Literature Review (SLR) approach. The review followed the PRISMA protocol and screened 312 articles from Scopus, Web of Science, ERIC, Google Scholar, and SINTA databases, resulting in 38 eligible articles for final analysis. The findings reveal four major themes hindering curriculum implementation: limited teachers’ curriculum literacy, low levels of digital literacy, a gap between instructional planning and classroom practice, and weak institutional and infrastructural support. The analysis also indicates that teachers’ understanding of learning outcomes, differentiation principles, and authentic assessment remains superficial, leading them to produce administrative teaching documents without internalizing the curriculum’s underlying philosophy. Low digital literacy further increases the complexity of these challenges, particularly regarding the use of pedagogical technologies, techno-anxiety, and limited access to digital devices in schools. In addition, a significant gap between lesson plan documentation and classroom implementation was identified, influenced by teachers’ pedagogical capacity and administrative workload. Limited institutional support, overly theoretical training, and unequal digital infrastructure serve as structural factors that reinforce these barriers. The synthesis of the SLR results emphasizes that successful implementation of the Merdeka Curriculum requires a systemic approach that integrates the strengthening of curriculum literacy, digital literacy, continuous professional development, as well as improvements in school facilities and evidence-based policy reforms to support instructional transformation in the Merdeka Belajar era.
TRANSFORMASI ETNOSOSIAL SEBAGAI BASIS PENGUATAN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR Muhammad Agung Nur Huda; Syamsul Hadi; Radeni Sukma Indra Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.38941

Abstract

This study aims to analyze the forms of ethnosocial transformation in inclusive education practices at the elementary school level, describe the relationship between inclusive education policies and ethnosocial values, and explain the role of ethnosocial transformation in bridging the gap between policy norms and inclusive education practices in elementary schools. The study employed a systematic literature review method using a descriptive qualitative approach with a policy analysis design based on literature review. Data were obtained through document analysis of national education regulations and relevant scholarly articles related to inclusive education and ethnosocial transformation. Data analysis was conducted using thematic content analysis and an interactive analysis model. The findings indicate that ethnosocial transformation in inclusive education at the elementary school level is manifested through changes in perspectives on justice and diversity, the strengthening of social relations and collaboration among school communities, and the transformation of inclusive pedagogical practices and classroom management. These findings affirm that ethnosocial values function as a bridge between policy norms and inclusive education practices; therefore, strengthening inclusive education requires strong policy integration accompanied by the transformation of social values and school culture
Teacher's Journey in Understanding, Interpreting, and Applying the Concept of Merdeka Belajar in IPAS Learning Zulia Nurul Faizah; Hayuni Retno Widarti; Sri Rahayuningsih; Shirly Rizki Kusumaningrum; Radeni Sukma Indra Dewi
Ta'dib Vol 27 No 1 (2024)
Publisher : Universitas Islam Negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jt.v27i1.12199

Abstract

The concept of merdeka belajar is a characteristic of the kurikulum merdeka. This concept is the basis for teachers in implementing learning, including in the IPAS subject. The purpose of this study is to describe how teachers understand, interpret, and apply independent learning in IPAS learning as well as efforts to continue to fight for IPAS learning with interesting presentations. Data were obtained through interviews, observations, documentation at SDN Banaran 2 Kandangan Kediri which were then described qualitatively descriptively, analyzed using the Miles and Huberman technique, and validated by triangulation. The results of this study show that the merdeka mengajar platform is a medium for teachers to understand merdeka bealajar, reflection on recognizing themselves and their role as educators as an effort to interpret merdeka bealajar, and the obligation to complete independent training on the merdeka mengajar platform; binding policies from structural education authorities from sub-districts and school clusters; and the absence of guidelines that truly integrate science and social studies in learning are the difficulties of teachers in implementing merdeka bealajar. This research can be a consideration for policy holders, curriculum developers, and education practitioners as an effort to optimally implement the independent curriculum.
PENGUATAN KARAKTER SISWA MELALUI INTEGRASI NILAI-NILAI PANCASILA PADA PENDIDIKAN KEWARGANEGARAAN DI SEKOLAH DASAR Asrofah, Fitrika Lailatul; Radeni Sukma Indra Dewi; Intan Sari Rufiana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.37959

Abstract

This study investigates the reinforcement of student character through the integration of Pancasila values and Civic Education in elementary schools. The problem addressed in this research is the limited implementation of character education that meaningfully connects philosophical national values with classroom practices. The study aims to identify how Pancasila principles can be systematically embedded into Civic Education learning and how this integration contributes to the development of students’ moral, social, and civic competencies. Using a qualitative descriptive methodology, data were collected through classroom observations, teacher interviews, and document analysis in three public elementary schools. The findings show that character strengthening becomes more effective when Pancasila values are explicitly linked with daily learning activities, contextual issues, and collaborative classroom tasks. Teachers who apply inquiry-based discussions, project-based assignments, and reflective learning strategies demonstrate higher success in cultivating responsibility, cooperation, critical thinking, and national identity among students. The study concludes that integrating Pancasila values into Civic Education not only enhances students’ understanding of civic responsibilities but also fosters consistent character growth aligned with Indonesia’s national ideology. These results highlight the importance of intentional planning, innovative pedagogy, and teacher competency development to ensure that character education becomes a transformative part of elementary learning.
Web Genially Gamification: Development of Joyful Learning Media to Improve Literacy and Numeracy Learning Outcomes of Elementary School Students Kusumaningrum, Shirly Rizki; Faizah, Siti; Rufiana, Intan Sari; Jemeo, Maria Kurniati; Khusniah, Navik; Andini, Fahrany Wahyu; Khasanah, Kholidatul; Nurlaili, Amaliya Islami; Herawati, Megania; Dewi, Radeni Sukma Indra
JURNAL PENDIDIKAN DASAR NUSANTARA Vol 11 No 2 (2026): Jurnal Pendidikan Dasar Nusantara
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jpdn.v11i2.27273

Abstract

This study aims to develop Genially Web-based Gamification learning media within the framework of Joyful Learning to improve elementary school students' literacy and numeracy learning outcomes. The method used is Research and Development (R&D) with the Lee & Owens model, which includes the stages of analysis, design, development, implementation, and evaluation. Validation was carried out by subject matter experts and media experts, while practicality was tested by teachers and students. Effectiveness was tested through a one-group pretest and post-test design. The results showed that the Genially-based learning media obtained a highly valid rating from subject matter experts (88.33%) and media experts (82.5%). The practicality test received a very good response from teachers (90%) and students (97.39%). In addition, students’ learning outcomes in both literacy and numeracy domains showed a significant improvement. The average literacy score increased from 68.12 (pretest) to 88.74 (post-test), while the numeracy score increased from 66.22 to 89.38, resulting in an overall average N-Gain of 0.667 (medium–high category). These findings confirm that the integration of gamification through Web Genially creates a fun, interactive, and effective learning experience that simultaneously strengthens literacy comprehension and numeracy problem-solving skills among elementary school students.
Analisis Implementasi Kurikulum Merdeka pada Sekolah Penggerak di SDN 1 Selorejo Kecamatan Dau Kabupaten Malang Radeni Sukma Indra Dewi; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Shirly Rizki Kusumaningrum; Mudrikah Mudrikah
Jurnal Simki Pedagogia Vol 6 No 2 (2023): Volume 6 Nomor 2 Tahun 2023
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v6i2.327

Abstract

The Independent Curriculum is an intracurricular curriculum in which the material is maximized so that students have more time to develop learning ideas and expand their competency. The Mobilizing School's role in implementing the Independent Curriculum is to create an operational curriculum that satisfies the learning requirements of students. Schools also provide infrastructure and human resources to facilitate the Independent Curriculum's implementation. In this study, a qualitative descriptive approach was used to describe the topic about the circumstances and information gathered during the observation, as well as the challenges encountered, so that it became valuable knowledge and input to policymakers in revising the curriculum. The findings of this study reveal that the Independent Curriculum has been implemented maximally and stably in Mobilizing Schools, albeit there are still numerous inadequacies and challenges to its implementation. The ability of school leaders and teachers to implement changes is critical in the implementation of the Independent Curriculum in Mobilizing Schools. The principle, as a leader and facilitator, must be able to influence the mentality of the human data source staff in order to carry out reforms at the school and ensure that the Independent Curriculum is implemented efficiently.
Pengalaman Siswa Sekolah Dasar dalam Pembiasaan Literasi Digital melalui Literacy Cloud untuk Penguatan Minat Baca dan Berpikir Kritis Zulaichah, Lilik; Arafik, Muh; Pristiani, Riska; Dewi, Radeni Sukma Indra
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 6 No. 1 (2026): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2026 (1)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v6i1.3921

Abstract

Pembiasaan literasi digital di sekolah dasar menjadi bagian penting dalam penguatan minat baca dan kemampuan berpikir kritis siswa pada era transformasi pendidikan. Namun, kajian yang mengeksplorasi pengalaman langsung siswa dalam implementasi literasi digital masih terbatas. Penelitian ini bertujuan mendeskripsikan pengalaman siswa sekolah dasar dalam pembiasaan literasi digital melalui pemanfaatan Literacy Cloud untuk memperkuat minat baca dan berpikir kritis. Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologi dan dilaksanakan pada siswa kelas III di SDN Percobaan 2 Malang. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembiasaan literasi digital melalui Literacy Cloud memberikan pengalaman belajar yang menarik dan kontekstual, meningkatkan keterlibatan siswa dalam kegiatan membaca, serta mendorong munculnya indikator berpikir kritis seperti kemampuan bertanya, mengemukakan pendapat, dan merefleksikan isi bacaan. Simpulan penelitian menegaskan bahwa pembiasaan literasi digital berbasis Literacy Cloud berkontribusi secara bermakna terhadap penguatan minat baca dan kemampuan berpikir kritis siswa. Penelitian ini merekomendasikan eksplorasi lebih lanjut pada jenjang kelas berbeda atau melalui pendekatan metodologis lain untuk menguji keberlanjutan dampaknya dalam jangka panjang.
Analisis Kebijakan Desentralisasi Pendidikan pada Tingkat Sekolah Dasar: Kajian Implementasi dan Implikasi terhadap Mutu Pendidikan Fitriyah, Siti Ni'matul; Hadi, Syamsul; Dewi, Radeni Sukma Indra
Jurnal Ilmiah Global Education Vol. 7 No. 1 (2026): JURNAL ILMIAH GLOBAL EDUCATION
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v7i1.5243

Abstract

Decentralization of education transfers authority from the central government to local governments and schools to improve the relevance and effectiveness of educational services. This study aims to analyze the implementation of basic education decentralization policies, and examine their implications for the quality of education. The analysis was conducted on national regulations and a number of local regulations from Surabaya, Yogyakarta, and Palangka Raya. The results of the study show that decentralization is realized through three main pillars: decentralization of authority, decentralization of curriculum, and decentralization of budget. Regional implementation shows a variety of strategies, ranging from the establishment of mandatory local content, the provision of school-based curricular autonomy, to the development of culture-based local curricula. The implications include increased learning relevance, room for innovation for teachers, and strengthening of cultural identity, although there are still challenges in terms of regional capacity, budget accountability, and quality gaps between regions. These findings confirm that decentralization has the potential to strengthen the quality of basic education if accompanied by capacity building and effective monitoring mechanisms.
SYSTEMATIC LITERATURE REVIEW: EFEKTIVITAS MODUL ADAPTIF FLIPPED CLASSROOM BAGI KETERLIBATAN DAN PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR Diyah Rutin Waliah; Intan Sari Rufiana; Radeni Sukma Indra Dewi
JURNAL PENDIDIKAN DASAR PERKHASA: Jurnal Penelitian Pendidikan Dasar Vol 12, No 1 (2026): Jurnal Pendidikan Dasar Perkhasa: Jurnal Penelitian Pendidikan Dasar
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jpdp.v12i1.5688

Abstract

Abstract. This study aims to synthesize empirical evidence on the impact of adaptive learning modules within the Flipped Classroom model on elementary students’ learning engagement and mathematical understanding. The review was conducted using a Systematic Literature Review (SLR) approach following the PRISMA 2020 protocol, with the PICO framework guiding the formulation of the research question. Data sources were retrieved from major international databases, including Scopus, Web of Science, ERIC, and ScienceDirect, using a combination of keywords related to flipped classroom, adaptive learning modules, student engagement, mathematical understanding, and elementary education. The screening process initially identified 1400 relevant articles, of which 50 met the inclusion criteria for in-depth analysis.The selected studies involved elementary school students and employed various research designs, including experimental, quasi-experimental, mixed-methods, and qualitative approaches. Common data collection instruments included mathematics achievement tests, engagement observation sheets, motivation and engagement questionnaires, classroom activity recordings, and learning analytics from adaptive learning systems. Data analysis consisted of thematic synthesis, cross-study comparison, and extraction of effect sizes related to learning engagement and mathematical outcomes.The SLR findings indicate that the integration of adaptive learning modules within the Flipped Classroom model consistently enhances students’ behavioral, emotional, and cognitive engagement. Most studies also report significant improvements in mathematical understanding, particularly in conceptual comprehension, retention, and problem-solving abilities. The effectiveness of these interventions is influenced by the quality of technology integration, the appropriateness of adaptive module design, and teacher readiness. However, several challenges persist, including limited teacher training, infrastructure readiness, and variability in adaptive implementation. Overall, the findings affirm that adaptive learning modules in the Flipped Classroom model hold strong potential for improving the quality of mathematics instruction in elementary schools. Keywords: Flipped Classroom, Adaptive Learning Modules, Student Engagement, Mathematical Understanding,  Elementary Mathematics Education, Technology-Enhanced Learning  Abstrak. Penelitian ini bertujuan mensintesis bukti empiris mengenai pengaruh penggunaan modul ajar adaptif dalam model Flipped Classroom terhadap keterlibatan belajar dan pemahaman matematis siswa sekolah dasar. Kajian dilakukan melalui pendekatan Systematic Literature Review (SLR) berbasis protokol PRISMA 2020 dengan kerangka PICO sebagai dasar perumusan pertanyaan penelitian. Sumber data dikumpulkan dari database internasional seperti Scopus, Web of Science, ERIC, dan ScienceDirect menggunakan kombinasi kata kunci terkait flipped classroom, adaptive learning modules, student engagement, mathematical understanding, dan elementary education. Proses penyaringan menghasilkan 1400 artikel relevan pada tahap awal, dan 50 artikel memenuhi kriteria untuk dianalisis secara mendalam.Studi terpilih melibatkan subjek siswa sekolah dasar dengan variasi desain penelitian, mencakup eksperimen, quasi-eksperimen, mixed methods, dan studi kualitatif. Instrumen yang digunakan meliputi tes hasil belajar matematis, lembar observasi keterlibatan, kuesioner motivasi dan engagement, rekaman aktivitas pembelajaran, serta log data dari sistem pembelajaran adaptif. Analisis dilakukan melalui sintesis tematik, komparasi antar-desain penelitian, dan ekstraksi ukuran efek terhadap keterlibatan dan hasil belajar matematis.Hasil SLR menunjukkan bahwa integrasi modul ajar adaptif dalam pembelajaran Flipped Classroom secara konsisten meningkatkan keterlibatan perilaku, emosional, dan kognitif siswa. Sebagian besar studi juga melaporkan peningkatan signifikan dalam pemahaman matematis, khususnya pada pemahaman konseptual, retensi, dan kemampuan pemecahan masalah. Efektivitas intervensi dipengaruhi oleh kualitas integrasi teknologi, kesesuaian desain modul adaptif, serta kesiapan pendidik. Tantangan yang muncul mencakup keterbatasan pelatihan guru, kesiapan infrastruktur, dan variasi implementasi adaptivitas. Secara keseluruhan, temuan ini menegaskan bahwa modul ajar adaptif dalam model Flipped Classroom memiliki potensi kuat untuk meningkatkan kualitas pembelajaran matematika di sekolah dasar. Kata kunci: Flipped Classroom, Modul Ajar Adaptif, Keterlibatan Belajar, Pemahaman Matematis, Pembelajaran Matematika Sekolah Dasar, Pembelajaran Berbasis Teknologi
Designing Adaptive Multimodal Literacy in LMS: Empowering Pre-Service Teachers through Asynchronous Learning Innovation Shirly Rizki Kusumaningrum; Radeni Sukma Indra Dewi; Aynin Mashfufah
Journal of English Language and Education Vol 11, No 2 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i2.1689

Abstract

This study explores the development and implementation of an adaptive multimodal literacy module within a Learning Management System (LMS) to enhance literacy instruction in teacher education. Grounded in evidence-based literacy instruction, multimodal literacy theory, and adaptive learning pedagogy, the module was designed following the ADDIE model and implemented among 60 pre-service English teachers enrolled in a literacy course. Using a research and development design, data were collected through literacy pre- and post-tests, engagement questionnaires, LMS analytics, and reflective discussions. Results revealed a statistically significant improvement in literacy competence (t(59) = 9.67, p .001, d = 0.92), with notable gains in reading comprehension, vocabulary acquisition, and multimodal text interpretation. LMS data indicated increased engagement, reflected in a 92% completion rate and high mean engagement score (4.36). Qualitative findings further showed enhanced metacognitive awareness and professional reflection, as participants began to conceptualize literacy teaching through multimodal and adaptive perspectives. Despite these achievements, challenges included technical constraints and initial confusion navigating adaptive branches. Overall, the study demonstrates that adaptive multimodal literacy instruction can effectively integrate cognitive, affective, and reflective dimensions of learning in asynchronous environments. The approach not only promotes literacy mastery but also models digital pedagogy for future teachers. Findings provide valuable insights for higher education institutions seeking to design scalable, learner-centered innovations that connect adaptive technology with transformative literacy practices.
Co-Authors Ade Eka Anggraini Adi Atmoko Admoko, Adi Afandi, 'Alia Nur Husna Afandi, Alia Nur Husna Agustina, Baiq Ahmad Khoiri Ahmad Saifullah Ainur Rofiqi Alfan, Muhammad Alif, Mohammad Rizky Noer Amalia, Alviena Tazky Amina Divina Amina Divina P Anang Santoso Andini, Fahrany Wahyu Anjarwati, Rika Annisa Hasanah Annisa, Ahwatul Anugrahwati, Citra Arifin , Slamet Arin Nurul Makrifah Asmawati, Pipit Asrofah, Fitrika Lailatul Astutik, Dwi Widi Atna Tiningrum Aynin Mashfufah Bunga Ayu Dibtasari Chintyawaty Chinyawaty, Chinyawaty Choerul Anwar Ciptaningsih Ciptaningsih Dedi Kuswandi Desi Hermawati, Desi Devi Afidin Dewi, Santi Kurnia Dewi, Susana Eka Diah Aulia Azizatur Rohmah Diana Ariesanti Dini Rosyada Mahmud Diyah Rutin Waliah Dwi Rukmini Dwi Yani Eddy Sutadji Effendi, Muhammad Idris Endrik Mas Yulaidi Faizah, Siti Fatiha, Dilla Alfi Fauzi Achmad FAUZIYAH Fibri Ledia Alviana Fierda Nursitasari Amaliya Firman Cahyadi Fitriyah, Siti Ni'matul Fitriyah, Siti Ni’matul Fransisca, Windy Gunawan Gunawan Hardhita, Rizki Septa Haryanto, Henzi Hasanah, Annisa Hayu, Ratna Hayuni Retno Widarti Herawati, Megania Ibrahim Bafadal Iis Aprinawati, Iis Imroatul Mufidah Imroatul Mufidah Imron, Ilmawati Fahmi Intan Sari Rufiana Irna Anjarsari Islami, Kaisra Alfikri Istri Romawanti Jaka Nugraha Jannah, Iftakhul Kalimatul Januarius Mujiyanto Jemeo, Maria Kurniati Kasturi Kasturi Kasturi Kasturi, Kasturi Khasanah, Kholidatul Khoirudin, Mohammad Khuri, Atiu Dawil Khusniah, Navik Kusumaningrum, Shirly Rizky Lailatul Nurjanah Laili, Tika Rohmatul Lestari, Dewi Tri Lia Nur Atiqoh Bella Dina Lilik Handayani LINDA PUSPITASARI - A11111054, LINDA PUSPITASARI Lismi Animatul Chisbiyah Lutvitasari, Aprilia Dista Ma'ruf Mustofa Mardhatillah Mardhatillah Mardhatillah Mardhatillah, Mardhatillah Maryanah Maryanah Mat, Hamidah Mirnawati, Lilik Binti Misrianah Misrianah Mochamad Auliya' Akbar Mochammad Amirudin Ichda Mochammad Amirudin Ichda Mohammad Yusuf Randy Mohammad Zainuddin, Mohammad Mudrikah Mudrikah Mudrikah Mudrikah Mudrikah, Mudrikah Muh. Arafik Muhammad Agung Nur Huda Muhammad Idris Effendi Muhammad Saiful Anam Muhammad Syahrul Rizal Muhammad Taufek Mursid Saleh Mustakim, Sita Salina Mustofa, Ma'ruf Naila, Ishmatun Nanang Purwanto Naning Tyas Ayu Hera Warsito Nihayatul Luaili Nita Dwi Andayani Novia Frisda Eldiana Novianto Adhi Sucipta Nur Widyawati Nurfirmansyah, Iqbal Setya Nurhaswinda Nurlaili, Amaliya Islami Nurul Murtadho Nurwijayanti Oktaviani Adhi Suciptaningsih Oktavianto, Deo Arief Pahlevi, Mohammad Bintang Hadiansyah Peni Listyaningsih Pramesti, Fikha Anggraini Asih Priya Kusuma Bahari Punaji Setyosari Purwanti, Peni Pusnawati, Yeni Pusporini, Henny Putri Hana Pebriana Putri Wahyuningtyas, Putri Qumairoh, Iftitah Dian Rafi Rohayati Rafida . Rahadian Sofianto Rahadian Zainul Rahayu, Winanjar Rahmawati, Dian Nur Rahmayanti, Rissky Randy, Mohammad Yusuf Rani, Noorazi Ratna Ekawati Ratna Ekawati Ratna Ekawati Ratna Hayu Ricky Ulanda Kostriono Ririn Linawati Ririn Puji Utami Risca Candra Vinalistyosari Riska Pristiani Risky Setiawan Rizal, Muhammad Syahrul Rizki Amelia Rokhmah, Ummi Nur Rosyada, Nurrizka Arina Rudi Prasetyo Safitri Wulandari Safitri Wulandari Safitri, Aguslia Saifullah, Ahmad Sakina, Balik Shalikhatus Saputro, Uung Gundo Sari Sugianti Sari, Novita Cahya Sari Novita Septyani Kharisma Prathama Setianingsih Setianingsih, Setianingsih Shirly Rizki Kusumaningrum Shirly Rizky Kusumaningrum Shirly Rizky Kusumaningrum Shirly Rizky Kusumaningrum Sigit Priatmoko Siti Maemunah Siti Mufidah Situmorang, Raja Uruk Slamet Arifin Slamet Arifin Sri Rahayuningsih Sri Rahayuningsih Sri Suryani Sri Untari Sri Untari Sri Untari Sukoriyanto Sulastri Sulastri Sumianto Sumianto SUYONO Suyono Suyono Suyono Suyono Syahrul Syahrul Syamsul Hadi Syamsul Hadi Syamsul Ph.D M.A. Hadi Titik Haryati Transita Pawartani Tri Lestari, Dewi Tri Wahyuni, Yeni Trio Erawati Siregar Triya Manika Putra Ulfa Laelatul Fitriah Ulfa, Luluk Nur Hamidah Uung Gondo Saputro Wahju Kusumajanti Wati, Pulia Wicaksono, Samsiar Tri Bagus Widiyanti Widiyanti, Widiyanti Wiku Aji Sugiri Wildan Irwahyudi Wildan Irwahyudi Winanjar Rahayu Wulansari, Ayu Anggraeni Wuwur, Erwin Simon Paulus Olak Yani, Dwi Yulianti Yulianti Yunita Wildaniati, Yunita Yusella, Yeni Yusuf Hanafi Zainuddin Zainulloh Zamroni, Moh. Rozy Zihan Novita Sari Zulaichah, Lilik Zulia Nurul Faizah Zunarni, Anita