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All Journal Jurnal Penelitian dan Penilaian Pendidikan Advance Sustainable Science, Engineering and Technology (ASSET) International Journal of Educational Practice and Policy
Fitria Amastini
Universitas Terbuka
Chemistry Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Project-Based Deep Learning in Distance Education: Bridging Theory and Practice through a Systematic Literature Review Amalia Sapriati; Maya Puspitasari; Fitria Amastini; Monika Handayani
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.805

Abstract

Project-Based Deep Learning (PjBDL) is an educational methodology that integrates the Deep Learning (DL) approach with Project-Based Learning (PjBL) principles. This systematic literature review seeks to offer a thorough examination of the theoretical underpinnings, instructional models, and practical implementations of PjBL within the field of deep learning and open and distance education (ODE). This review analysed 37 peer-reviewed articles retrieved from three reputable journal databases to assess their application across many sectors and regions worldwide, thereby underpinning PjBDL. The results indicated that the methodology holds significant potential for enhancing comprehensive student learning in both face-to-face and blended educational environments. Specifically, the review identified three principal themes: (1) PjBL is grounded in constructivist, experiential, and authentic learning theories and operationalised through instructional-design models such as ASSURE, Kemp’s model, SEIE, and POPBL; (2) deep learning is expressed across four interrelated dimensions—self-regulation, metacognition, conceptual understanding, and reflective learning; and (3) effective adaptation to ODE depends on technology-enhanced platforms as structural enablers, intentionally scaffolded instructional design, and the management of persistent barriers, namely technological readiness, instructor workload, process-level assessment, and digital inequality. Despite the insufficient research on fully online and distance learning, the pedagogical methodologies and frameworks examined in this review are beneficial for transforming PjBDL in terms of student autonomy, digital readiness, instructional design, and evaluation. This paper provides evidence-based techniques and practical recommendations for implementing PjBDL in remote educational institutions.
Advancing Adaptive and Personalized E-Learning Systems: A Systematic Literature Review Fitria Amastini; Dwinanda Kinanti Suci Sekarhati; Maya Puspitasari
Advance Sustainable Science Engineering and Technology Vol. 7 No. 2 (2025): February-April
Publisher : Science and Technology Research Centre Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/m82zg802

Abstract

With the rise of Information and Communication Technologies (ICTs), adaptive e-learning has become a promising method for enhancing educational practices. This study reviews current research on personalized adaptive e-learning systems and proposes a mobile-based design to addressing the requirements toward Industry 4.0 and Society 5.0. Using a systematic literature review methodology by Kitchenham and Charters, 28 studies were analyzed further. The findings suggest a necessity for clearer definitions of "personalized" and "adaptive" learning and categorize adaptive e-learning designs into four models: learning materials, learner characteristics, pedagogical approaches, and learning structure systems. The findings show there is still a lack of clarity in the definitions of "personalised" and "adaptive" learning, emphasizing the importance of more standardized terminology. The proposed system dynamically customized learning content material based on user preferences, cognitive abilities, and performance metrics, demonstrating the potential for increased students’ engagement and their learning outcomes. This study focusses on the possibilities of blockchain-based open educational resources, artificial intelligence, and gamification as for more engaging personalized student test to improve adaptive learning environments. Future study should confirm the suggested paradigm using empirical investigations and assess its usefulness in promoting lifelong learning.
Building Future Skills Through Online Practice-based learning in Distance Learning: Evaluation with Context‑Input‑Process‑Product‑Outcome Model Fitria Amastini; Dwi Astuti Aprijani; Amalia Sapriati; Maya Puspitasari
Jurnal Penelitian dan Penilaian Pendidikan Vol. 7 No. 2 (2025)
Publisher : Sekolah Pascasarjana Universitas Muhammadiyah Prof. DR. Hamka bekerjasama dengan Himpunan Evaluasi Pendidikan Indonesia (HEPI).

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jppp.v7i2.21685

Abstract

Purpose This study evaluates the implementation of online practice-based learning in Desktop Programming and Computer Network courses within a distance learning Information Systems program to address instructional bottlenecks and improve graduate workforce readiness. Design/methodology/approach Utilizing a mixed-methods descriptive evaluative framework grounded in the Context-Input-Process-Product-Outcome (CIPPO) model, data were gathered from undergraduate students and online learning facilitators. Data collection instruments comprised a validated Likert-scale questionnaire, learning management system interaction analytics, and semi-structured interviews. Findings Evaluations revealed policy dissemination gaps, software accessibility constraints, and tutor responsiveness delays. While students experienced greater challenges completing Desktop Programming tasks, performance in Computer Networks remained strong. Active peer collaboration and interactive forum participation significantly enhanced student self-efficacy in resolving workplace technical issues. Practical implications The findings offer strategic guidance for modernizing technical curricula toward cloud and mobile computing, conducting tutor e-moderation training, and integrating learning analytics with automated motivational nudges to reduce non-completion rates. Originality/value This study provides a novel, comprehensive multi-dimensional evaluation applying the CIPPO framework to distance information technology laboratory instruction, directly bridging empirical course evaluation with fourth industrial revolution competency demands.
Co-Authors Amalia Sapriati Dwi Astuti Aprijani Dwinanda Kinanti Suci Sekarhati Maya Puspitasari Monika Handayani