Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Journal International Inspire Education Technology (JIIET) Journal International Dakwah and Communication
Costa, Tiago
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Designing a Hybrid Learning Model for Diverse Educational Needs Mustofa, Muhammad; Costa, Tiago; Silva, Pedro
Journal International Inspire Education Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v3i3.719

Abstract

The rapid shift towards digital learning has highlighted the need for flexible and inclusive educational models that address diverse learner needs. Hybrid learning, which combines traditional face-to-face instruction with online learning, offers a solution to bridge the gap between accessibility and personalized learning. This research aims to design a hybrid learning model tailored to meet the varying educational needs of students from different backgrounds, learning preferences, and technological capabilities. A qualitative approach was employed, utilizing case studies from schools and universities that have implemented hybrid learning. Interviews with educators, administrators, and students were conducted to gather insights into the strengths and challenges of hybrid learning environments. Data was also collected from surveys to analyze student engagement and learning outcomes in hybrid settings. The findings indicate that a well-designed hybrid learning model can increase student engagement, foster personalized learning experiences, and provide greater flexibility in accessing educational resources. However, challenges such as digital divide issues, technological limitations, and the need for teacher training were also identified. The study highlights the importance of integrating support mechanisms for students and educators to maximize the effectiveness of hybrid learning. In conclusion, the research underscores the potential of hybrid learning to meet diverse educational needs, provided that key challenges such as technology access and educator readiness are addressed. The findings provide valuable insights for educators and policymakers looking to implement or enhance hybrid learning models in various educational settings.
Digital Da’wah Strategy for Generation Alpha: Case Study Zuhdi, Ahmad; Yusuf, Fakhri; Zulfikar, Zulfikar; Costa, Tiago; Malintang, Jimmy
Journal International Dakwah and Communication Vol. 4 No. 2 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jidc.v4i2.770

Abstract

The rapid advancement of digital technology has transformed the landscape of Islamic preaching (da’wah), particularly in engaging Generation Alpha, a demographic deeply immersed in digital platforms. Traditional da’wah methods, which rely on face-to-face interactions and textual resources, are less effective in reaching this tech-savvy generation. Digital da’wah strategies must be adapted to align with the media consumption habits, cognitive preferences, and interactive engagement styles of Generation Alpha. Understanding the effectiveness of digital platforms in delivering Islamic teachings is crucial for optimizing contemporary da’wah efforts. This study aims to analyze the effectiveness of digital da’wah strategies in engaging Generation Alpha by examining content formats, platform choices, and interaction models. A qualitative case study approach is employed, incorporating in-depth interviews with digital da’wah practitioners, content analysis of online Islamic educational materials, and audience engagement metrics. Findings reveal that short-form videos, gamification, and interactive storytelling significantly enhance engagement and message retention among Generation Alpha. Social media platforms such as YouTube, TikTok, and interactive learning apps emerge as the most effective channels for digital da’wah. The study concludes that Islamic content must be visually engaging, concise, and interactive to maintain relevance in the digital era. Recommendations for optimizing digital da’wah strategies for Generation Alpha are discussed.  
Evaluating the Efficacy of Open Learning Platforms in Higher Education Mufron, Ali; Mendes, Clara; Costa, Tiago
Journal International Inspire Education Technology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v4i1.794

Abstract

The rise of open learning platforms has transformed higher education by providing accessible, flexible, and cost-effective learning opportunities for diverse student populations. Traditional educational models often face challenges in accommodating students with varying learning preferences, geographical limitations, and financial constraints. Open learning platforms offer self-paced learning, interactive content, and collaborative tools that enhance student engagement and academic performance. This study aims to evaluate the efficacy of open learning platforms in higher education by examining their impact on student learning outcomes, engagement levels, and knowledge retention. A mixed-methods research design was employed, integrating quantitative analysis of student performance metrics with qualitative feedback from learner surveys and instructor interviews. Findings indicate that students using open learning platforms demonstrate improved academic performance, increased motivation, and enhanced critical thinking skills. Statistical analysis reveals a strong correlation between interactive learning features and student engagement. The study concludes that open learning platforms are effective tools for higher education, promoting inclusivity and personalized learning experiences. Future research should explore the long-term impact of open education on professional development and strategies for optimizing platform design to maximize learning effectiveness.
Co-Authors Ahmad Zuhdi Ali Mufron, Ali Ariyanti, Rini Indradewa, Rhian Lima, Lucas Malintang, Jimmy Mendes, Clara Muhammad Mustofa Silva, Pedro Sucipto, Bambang Yusuf, Fakhri