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All Journal Technomedia Journal ADI Bisnis Digital Interdisiplin (ABDI Jurnal) International Transactions on Education Technology (ITEE)
Abbas, Maulana
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Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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The Impact of Educational Information Systems on Learning Accessibility in Higher Education Munthe, Rusli Ginting; Abbas, Maulana; Fernandez, Rico; Ulita, Novena
International Transactions on Education Technology (ITEE) Vol. 3 No. 1 (2024): International Transactions on Education Technology (ITEE)
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/itee.v3i1.686

Abstract

This study explores the impact of educational information systems on enhancing learning accessibility in higher education, as digital tools increasingly become integral to academic support, and student engagement. The main objective is to assess how these systems improve access to learning resources and facilitate communication, particularly for students from diverse backgrounds and with varying educational needs. Using a mixed-methods approach, this research combines quantitative analysis of accessibility metrics with qualitative insights from surveys and interviews with students and faculty across different higher education institutions. The findings show that educational information systems significantly enhance learning accessibility by providing flexible access to resources, facilitating real-time feedback, and supporting personalized learning paths. These systems also improve student engagement by enabling convenient access to materials and fostering a collaborative learning environment that accommodates different learning styles. However, the study identifies several barriers, including gaps in digital literacy, usability challenges, and unequal access to the necessary infrastructure, which can limit the effectiveness of these systems in reaching all students equally. Additionally, concerns around data privacy and system complexity are noted as areas needing attention to build user trust and ensure smoother system integration. The study concludes that while educational information systems hold great promise for improving accessibility and inclusivity in higher education, addressing these barriers through targeted training, digital equity initiatives, and robust data protection policies is essential for maximizing their potential. These insights offer valuable guidance for educational institutions aiming to create more inclusive learning environments through strategic integration of educational information systems.
Sustainable Practices in Learning Factories: Technology for SDG4: Penerapan Teknologi Berkelanjutan dalam Learning Factories untuk Mendukung SDG 4 Sunarya, Po Abas; Friandi, Sendy Zul; Santoso, Nuke Puji Lestari; Xolani, Zanele; Abbas, Maulana
Technomedia Journal Vol 10 No 1 (2025): June
Publisher : Pandawan Incorporation, Alphabet Incubator Universitas Raharja

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/tmj.v10i1.2466

Abstract

Learning factories serve as innovative platforms to promote sustainable education by integrating advanced technologies, contributing directly to achieving Sustainable Development Goal 4 (SDG4), which focuses on ensuring inclusive and equitable quality education and lifelong learning opportunities for all. This study investigates the application of sustainable practices in learning factories, aiming to identify technological innovations that enhance education while promoting resource efficiency and accessibility. The objective of this research is to explore how these technologies can address educational challenges and contribute to sustainable development. Employing a mixed-methods approach, this research combines in-depth qualitative case studies of learning factories with quantitative data from surveys and interviews conducted with educators, students, and industry stakeholders. The findingsreveal that implementing technologies such as automation, virtual and augmented reality, and digital twins improves learning outcomes by providing immersive, hands-on experiences while minimizing environmental impacts. Additionally, the results highlight the importance of fostering partnerships between academic institutions and industries to create a collaborative ecosystem for sustainable innovation. The conclusion emphasizes the transformative role of learning factories in advancing sustainable education through technology, suggesting that broader adoption of these practices can accelerate progress toward SDG4. This study offers practical recommendations for educators, policymakers, and industry leaders to integrate technology-driven sustainability in educational environments, thus supporting global efforts toward equitable and quality education.
AI-Driven Educational Data Analytics and Intelligent Tutoring in Learning Factory Environments Abas Sunarya; Sunarjo, Richard Andre; Abbas, Maulana; Al-Kamari, Omar Arif; Sabda Maulana
International Transactions on Education Technology (ITEE) Vol. 4 No. 1 (2025): International Transactions on Education Technology (ITEE)
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/itee.v4i1.950

Abstract

The rapid growth of artificial intelligence in higher education creates new op- portunities to make learning factory environments more adaptive, data-informed, and aligned with industrial practice. This study examines how the integration of educational data analytics and intelligent tutoring systems supports smarter learning factory models that connect theoretical instruction with hands-on indus- trial training. Using a quantitative research design, data were collected from 180 higher education students participating in AI-supported learning factory sessions. Log data on learning interactions, performance metrics, and system- generated feedback were analyzed using statistical modeling to test the effects of AI-driven interventions on learning outcomes. The results show that ed- ucational data analytics significantly increases the adaptability of instructional content, enabling the intelligent tutoring system to personalize learning paths in real time based on individual performance profiles. Students who engaged with AI-based tutoring reported higher learning engagement and achieved better problem-solving scores and stronger retention of practical concepts than those in conventional learning factory settings. These findings indicate that combining educational data analytics with intelligent tutoring systems improves both the efficiency and effectiveness of learning factory models by enabling continuous feedback loops, dynamic adjustment of learning tasks, and learner-centered in- struction. The study concludes that AI-driven, data-informed learning factories can play a strategic role in preparing students with industry-relevant compe- tences and offers practical implications for educational technologists and insti- tutions designing next-generation education technology solutions.
Digital Transformation as a Strategy for Building Adaptive Pesantren Management Systems Oganda, Fitra Putri; Sunarya, Po Abas; Hardini, Marviola; Sihotang, Sondang Visiana; Ikhsan, Ramiro Santiago; Abbas, Maulana
ADI Bisnis Digital Interdisiplin Jurnal Vol 6 No 2 (2025): ADI Bisnis Digital Interdisiplin (ABDI Jurnal)
Publisher : ADI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/abdi.v6i2.1195

Abstract

Digital transformation has become a central force in reshaping the educational ecosystem in the era of Industry 4.0. In Islamic education, particularly within pesantren, digitalization plays a strategic role in improving digital literacy, promoting social inclusion, and strengthening community engagement. This study aims to examine how digital transformation can be effectively implemented in pesantren management through adaptive strategies that integrate technology, learning innovation, and organizational governance. A qualitative approach was used, with data collected from 30 in-depth interviews involving educators, students, pesantren administrators, parents, and educational technology experts. Additional data were obtained through 3–5 observations of digital activities, internal documentation, and a review of 25–40 relevant academic sources. Data analysis was conducted through data reduction, thematic categorization, and triangulation across interviews, observations, and documentation. The findings show that digital transformation enables pesantren to enhance management adaptability, improve learning experiences, and strengthen collaboration with external stakeholders. The success of these digital initiatives is influenced by leadership commitment, human resource readiness, and community participa- tion. The study also highlights that digital literacy programs support students’ preparedness for an increasingly technology-driven global environment. This study contributes to the discourse on digital education in Islamic institutions by offering practical insights for policymakers and pesantren leaders in balancing tradition with innovation, emphasizing the need for strategic planning and capacity development to ensure sustainable and mission-aligned digital practices.
Co-Authors Abas Sunarya Al-Kamari, Omar Arif Fernandez, Rico Fitra Putri Oganda Friandi, Sendy Zul Ikhsan, Ramiro Santiago Marviola Hardini Novena Ulita Po Abas Sunarya Rusli Ginting Munthe, Rusli Ginting Sabda Maulana Santoso, Nuke Puji Lestari Sihotang, Sondang Visiana Sunarjo, Richard Andre Xolani, Zanele