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All Journal Jurnal Administrasi Kesehatan Indonesia Critical Medical and Surgical Nursing Journal Jurnal Pendidikan IPA Indonesia
Pangandaman, Hamdoni
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Education Health Professions Nursing

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Barriers and Strategies in the Implementation of Virtual Learning Modalities Amid COVID-19 among Students in Nursing Schools at Sulu Province, Philippines Pangandaman, Hamdoni; Mukattil, Nursidar
Critical Medical and Surgical Nursing Journal Vol. 13 No. 1 (2024): MARCH 2024
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/cmsnj.v13i1.51366

Abstract

Introduction: The COVID-19 pandemic prompted a significant shift toward virtual learning modalities in nursing education. However, this transition has been marked by various challenges, including faculty and student unfamiliarity with online platforms and the need to adapt curricula rapidly. The purpose of this study to examine the barriers and strategies in the implementation of virtual learning among students in nursing schools at sulu province, philippines during the COVID-19 pandemic. Methods: Quantitative research study with a focus on descriptive analysis was employed to collect and analyze data from 95 nursing students across three higher education institutions in the Sulu Province. A questionnaire was used to assess sociodemographic factors, technology usage, and barriers experienced during virtual learning. Data were analyzed using frequency, percentage, mean, and standard deviation. Results: The results revealed that most participants were between 19 and 20 years old, with a higher percentage of females. The majority of students reported owning and using various online technologies, including online videos, social media platforms, mobile apps, and email. Key barriers to virtual learning included the absence of face-to-face interaction, poor internet connectivity, limited technical support, restricted access to clinical simulations, and distracting home environments. Language barriers, technical jargon in learning materials, limited access to required software, insufficient opportunities for collaboration, and privacy and security concerns were also identified as barriers. Conclusion: The findings underscore the importance of implementing key strategies to enhance virtual learning modalities in nursing education. These strategies can significantly improve the quality and effectiveness of virtual learning in nursing education, especially in challenging contexts like the Sulu Province.
LEADERSHIP TRAITS OF NURSE MANAGERS AND NURSE STAFF COMMITMENT IN THE PHILIPPINES HOSPITALS Abdulmalik, Paida P.; Pangandaman, Hamdoni
Indonesian Journal of Health Administration (Jurnal Administrasi Kesehatan Indonesia) Vol. 12 No. 1 (2024): June
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/jaki.v12i1.2024.49-61

Abstract

Background: Effective nurse leadership significantly influences healthcare service quality. Nurse managers' leadership impacts staff nurse commitment, patient outcomes, and organizational success. Aims: To examine nurse manager leadership traits and their relationship with staff nurse commitment in a government hospital. Methods: Descriptive-inferential correlation research with stratified and randomized nurse managers (n = 21) and staff nurses (n = 117) as participants from five selected hospitals at Lanao del Norte. Adopted questionnaires on leadership traits and commitment were used and data were analyzed using frequency, percentage, mean, and standard deviation in SPSS v.25. Results: The result shows that nurse manager leadership qualities are usually valid for a leader who encourages others to do what is right, gives subordinates continuing education, and is an ethical and self-confident leader. Their staff nurses believed positive components of the leadership traits of nurse managers were sometimes true. Staff nurses were generally still deciding whether they were committed to their work effectively, continuously, or normatively. Nurse managers' leadership traits are significantly related to the staff nurses' affective, continuance, and normative commitment. Conclusion: Fostering positive leadership through education and supportive environments enhances staff nurse commitment and job satisfaction, reducing nurse turnover and improving nursing care quality. Keywords: commitment, leadership traits, leadership qualities, nurse manager, nurse staff
Technology-Enhanced Science Teaching for 21st-Century Learning: A Systematic Review of Evidence-Based Strategies and Their Alignment with SDG 4 Sayadi, Darwisa; Pangandaman, Hamdoni
Jurnal Pendidikan IPA Indonesia Vol. 14 No. 3 (2025): September 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpii.v14i3.29379

Abstract

The evolving demands of 21st-century education require science teaching strategies that promote student engagement, critical thinking, and real-world application. Although many studies examine individual approaches, consolidated evidence identifying which strategies best align with modern educational outcomes—and what large-scale evidence from the fully online COVID-19 period implies—remains limited. This study systematically reviews and synthesizes high-quality empirical evidence on technology-enhanced strategies for teaching science, with a focus on their use in teacher education programs. Guided by the PICO framework, a comprehensive search across seven major databases (2015–2025) yielded 133,414 records. After applying predefined inclusion/exclusion criteria and conducting critical appraisal using the JBI checklists and ROBVIS, 23 studies met eligibility for analysis. Thematic synthesis revealed three dominant categories of effective strategies: (1) immersive technologies (e.g., augmented reality, virtual reality, interactive simulations); (2) collaborative digital platforms (e.g., Google Classroom, Edmodo, Internet Reciprocal Teaching); and (3) interactive learning tools (e.g., virtual laboratories, gamified slide presentations, digital flipbooks). Across diverse disciplines and grade levels, these strategies generally improved engagement, conceptual understanding, and scientific literacy under controlled or well-supported conditions. Triangulation with evidence from fully online learning during COVID-19, however, indicates heterogeneous—and at scale, often negative—system-level outcomes when enabling conditions are weak, as reflected in international assessments (e.g., PISA 2022). Distinct from prior reviews, this study integrates technology-enhanced pedagogy with SDG 4 goals, providing a global synthesis that bridges instructional innovation and sustainable education frameworks. The findings underscore the importance of professional development, curriculum alignment, and equitable technology access as enabling conditions for successful implementation. We conclude that student-centered, technology-enhanced approaches embedded within inquiry- or project-based frameworks can advance learning outcomes while supporting quality, inclusive, and future-ready science education.
Co-Authors Abdulmalik, Paida P. Mukattil, Nursidar Sayadi, Darwisa