Garuda - Garba Rujukan Digital

Cognitive Load Theory: Implications for Instructional Design in Digital Classrooms Surbakti, Rudy; Umboh, Satria Evans; Pong, Ming; Dara, Sokha
International Journal of Educational Narratives Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v2i6.1659

The rapid integration of digital tools in education has transformed classroom environments, creating new opportunities and challenges for instructional design. One key area of focus is the management of cognitive load, which refers to the mental effort required to process information during learning. Cognitive Load Theory (CLT) offers insights into how instructional materials can be optimized to improve learning outcomes. In digital classrooms, the effective design of instructional content becomes even more critical due to the increased multimedia elements and potential for cognitive overload. This study aims to explore the implications of Cognitive Load Theory (CLT) for instructional design in digital classrooms. It examines how digital tools, such as multimedia content and interactive activities, impact learners’ cognitive load and suggests strategies for reducing extraneous cognitive load to enhance learning efficiency and effectiveness. A mixed-methods approach was used, combining quantitative surveys to assess students’ cognitive load during digital learning activities and qualitative interviews with instructors to understand their perspectives on instructional design challenges. The study was conducted across several digital learning environments in higher education. The findings indicate that digital learning environments often lead to high cognitive load, particularly when multimedia content is poorly integrated. However, using principles from CLT, such as segmenting information and reducing unnecessary complexity, can significantly lower cognitive load and improve student learning outcomes. Both students and instructors reported that well-designed digital content led to better engagement and more efficient learning. The study concludes that applying Cognitive Load Theory to instructional design in digital classrooms can enhance learning by minimizing cognitive overload. Educators should be mindful of cognitive load when creating digital learning experiences to improve student performance and engagement.

The Effect of the Climate Crisis on Social Mobility and Economic Well-Being Bakti, Iriana; Tursunov, Dilshod; Pong, Ming
Journal of Social Science Utilizing Technology Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i1.2103

The climate crisis has emerged as one of the most pressing global challenges, affecting not only environmental sustainability but also socio-economic structures across nations. Rising temperatures, extreme weather events, and ecological degradation have profound implications for vulnerable populations, particularly in terms of their capacity for social mobility and access to economic opportunities. This study examines the interconnectedness between climate change impacts and patterns of social and economic inequality, focusing on how environmental disruptions exacerbate barriers to upward mobility and reduce overall economic well-being. The main objective of this research is to analyze the extent to which climate-related stressors influence socio-economic dynamics, especially among low-income and marginalized communities. Using a mixed-methods approach, this study combines statistical analysis of secondary global data with case studies drawn from three climate-vulnerable regions: Southeast Asia, Sub-Saharan Africa, and Latin America. Quantitative data were sourced from global databases such as the World Bank and IPCC reports, while qualitative insights were obtained through structured interviews and local policy document analysis. Findings reveal a strong correlation between climate vulnerability and reduced social mobility. Communities exposed to recurrent climate shocks tend to experience diminished income security, disrupted education pathways, and limited employment opportunities. These effects are particularly acute in regions with weak institutional support and limited adaptive infrastructure. The study concludes that the climate crisis is not only an environmental issue but also a significant socio-economic threat that demands integrated policy responses. Addressing climate justice and economic resilience simultaneously is crucial to safeguarding future opportunities for upward mobility.

The Effect of the Climate Crisis on Social Mobility and Economic Well-Being Bakti, Iriana; Tursunov, Dilshod; Pong, Ming
Journal of Social Science Utilizing Technology Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i1.2103

The climate crisis has emerged as one of the most pressing global challenges, affecting not only environmental sustainability but also socio-economic structures across nations. Rising temperatures, extreme weather events, and ecological degradation have profound implications for vulnerable populations, particularly in terms of their capacity for social mobility and access to economic opportunities. This study examines the interconnectedness between climate change impacts and patterns of social and economic inequality, focusing on how environmental disruptions exacerbate barriers to upward mobility and reduce overall economic well-being. The main objective of this research is to analyze the extent to which climate-related stressors influence socio-economic dynamics, especially among low-income and marginalized communities. Using a mixed-methods approach, this study combines statistical analysis of secondary global data with case studies drawn from three climate-vulnerable regions: Southeast Asia, Sub-Saharan Africa, and Latin America. Quantitative data were sourced from global databases such as the World Bank and IPCC reports, while qualitative insights were obtained through structured interviews and local policy document analysis. Findings reveal a strong correlation between climate vulnerability and reduced social mobility. Communities exposed to recurrent climate shocks tend to experience diminished income security, disrupted education pathways, and limited employment opportunities. These effects are particularly acute in regions with weak institutional support and limited adaptive infrastructure. The study concludes that the climate crisis is not only an environmental issue but also a significant socio-economic threat that demands integrated policy responses. Addressing climate justice and economic resilience simultaneously is crucial to safeguarding future opportunities for upward mobility.

Talent Management and Organizational Innovation: The Role of Knowledge Sharing Syunikitta, Mirwanti; Pong, Ming; Kiat, Ton
Journal Markcount Finance Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jmf.v3i1.1952

In the era of knowledge-driven economies, talent management and organizational innovation have become critical for sustaining competitive advantage. Knowledge sharing is increasingly recognized as a key mechanism through which talent management practices foster innovation. However, the interplay between talent management, knowledge sharing, and organizational innovation remains underexplored, particularly in dynamic and competitive business environments. This study aims to investigate the role of knowledge sharing in mediating the relationship between talent management and organizational innovation, providing insights into how organizations can leverage talent to drive innovation. A quantitative research design was employed, utilizing survey data collected from 300 employees across various industries. Structural equation modeling (SEM) was used to analyze the relationships between talent management, knowledge sharing, and organizational innovation. The findings reveal that talent management significantly enhances organizational innovation, with knowledge sharing acting as a key mediator. Employees who actively participate in knowledge-sharing activities reported higher levels of innovation. Talent management practices, such as talent development and retention, were found to positively influence knowledge sharing, which in turn drives innovation. This study highlights the importance of integrating talent management with knowledge-sharing initiatives to foster organizational innovation.

Development of an Indonesian-English Parallel Corpus for Translation and Comparative Linguistics Research Pakaja, Marina; Pong, Ming; Som, Rit; Sari, Hindri Febri Ana
Journal International of Lingua and 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/jiltech.v4i1.817

The development of parallel corpora plays a crucial role in the fields of translation studies, computational linguistics, and comparative linguistics. While significant parallel corpora have been developed for major languages like English, the availability of such resources for Indonesian-English translation research remains limited. This study aims to develop a comprehensive Indonesian-English parallel corpus, specifically designed to aid translation research and enhance linguistic comparisons between these two languages. The corpus is intended to serve as a foundational resource for further studies on machine translation, linguistic patterns, and cross-linguistic influence. The research adopts a corpus-driven methodology, where the corpus is compiled from diverse sources, including literary texts, news articles, academic papers, and everyday discourse, to ensure a broad representation of language use. The corpus is annotated for both syntax and semantics, with a focus on aligning sentence structures and identifying key linguistic features in both languages. The analysis of the corpus reveals significant differences and similarities in sentence structure, word order, and translation equivalence between Indonesian and English. The findings highlight the potential of the corpus to facilitate various types of linguistic research and translation studies. It serves as a valuable tool for enhancing the quality of machine translation systems and provides insights into the challenges of translating between Indonesian and English.

AI-Driven Feedback Systems for Formative Assessment: Toward Personalized and Real-Time Pedagogy Abar, Reza Oktiana; Pong, Ming; Som, Rit
Al-Hijr: Journal of Adulearn World Vol. 4 No. 2 (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/alhijr.v4i2.984

The provision of timely and personalized formative feedback is a cornerstone of effective pedagogy, yet it remains a significant challenge in conventional classroom settings due to large class sizes and time constraints. AI-driven feedback systems offer a scalable solution to this long-standing pedagogical problem. This study aimed to evaluate the impact of a real-time, AI-driven feedback system on students’ academic performance, error correction, and development of self-regulation skills during formative assessment tasks. A quasi-experimental study was conducted with 90 undergraduate students. The intervention group (n=45) received instant, personalized feedback from an AI system on their assignments, while the control group (n=45) received traditional, delayed feedback from instructors. Performance was measured by assignment scores and error reduction rates. The intervention group demonstrated significantly higher improvement in assignment scores and a faster rate of error correction compared to the control group. Furthermore, qualitative analysis of student reflections indicated enhanced self-regulation and metacognitive awareness among students using the AI system. AI-driven feedback systems are powerful tools that enhance formative assessment by providing personalized, real-time pedagogical support. This approach not only improves academic performance but also fosters crucial self-regulation skills for lifelong learning.

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