Garuda - Garba Rujukan Digital

Multi-Stakeholder Collaboration in Implementing Sustainable Logistics: A Case Study of Regional Supply Chains in Southeast Asia Kasrim; Nur Wahyuni; Risza Presty Rumani
Maneggio Vol. 2 No. 5 (2025): OCTOBER-MJ
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ve725q95

This study aims to analyze the dynamics of multi-stakeholder collaboration in implementing sustainable logistics across Southeast Asia using a Systematic Literature Review (SLR) approach. In the context of regional economic integration, collaboration among governments, private sectors, academia, and civil society plays a pivotal role in achieving environmentally friendly and resilient supply chain efficiency. The study reviewed 85 scholarly publications from 2015 to 2025 focusing on collaborative governance, digital innovation, and cross-border green logistics practices. The findings reveal that logistics research trends in ASEAN have shifted from cost-efficiency to technology integration and social sustainability. Multi-stakeholder collaboration significantly enhances distribution efficiency, strengthens supply chain resilience, and expands MSME participation in the digital logistics ecosystem. Nevertheless, challenges persist in the form of technological disparities, fragmented regulations, and limited digital literacy in developing economies. Guided by the collaborative governance framework and Triple Bottom Line principles, this research concludes that sustainable logistics requires intersectoral synergy driven not only by technological innovation but also by adaptive, transparent, and value-based governance.

Attention Span in the Digital Generation: Educational Technology Challenges in Maintaining Learning Focus Nur Wahyuni
EduTech Journal Vol. 3 No. 1 (2026): JET - MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/412fb897

The digital revolution has profoundly altered the cognitive profiles of contemporary learners, particularly Generation Z and Generation Alpha, leading to measurable declines in sustained attention capacity. This systematic literature review synthesizes evidence from 20 peer-reviewed studies (2021–2024) to examine the challenges that shortened attention spans pose for educational technology (EdTech) and to evaluate strategies that effectively maintain learner focus in digitally saturated environments. Grounded in Cognitive Load Theory, Self-Determination Theory, and attention restoration frameworks, the review identifies digital distraction, driven by social media algorithms, constant device connectivity, and hyper-stimulating content, as the primary mechanism eroding sustained focus. Evidence from neurocognitive studies using EEG and eye-tracking confirms that online learners exhibit significant attentional fatigue within 10–15 minutes of undifferentiated exposure. Effective EdTech interventions identified include microlearning (short-form video ≤5 min), gamification, AI-adaptive learning systems, augmented and virtual reality environments, and AI-powered chatbot tutoring. These strategies collectively improve engagement by 20–35% and knowledge retention by 15–28% compared to traditional instructional formats. The study proposes a four-component framework, Detect, Design, Deliver, and Develop, for sustaining learner attention in digital educational contexts. Findings provide actionable guidance for instructional designers, educators, and EdTech developers navigating the attentional realities of digital-native learners

Gamification in Islamic Religious Education Learning: Efforts to Increase Student Enthusiasm and Understanding Nur Wahyuni
Al-Ilmu Vol. 3 No. 1 (2026): Al Ilmu- May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/jwnqyh96

This study aims to analyze the implementation of gamification in Islamic Religious Education (PAI) learning to increase student enthusiasm and understanding in the digital era. The research method uses a qualitative approach with a comparative case study design conducted at MA Negeri 1 Purwokerto and MA Al-Ikhsan Purwokerto for 8 months. The research subjects included madrasah principals, PAI teachers, students from various grade levels, and parents of students selected through purposive sampling. Data collection techniques used triangulation including participant observation, in-depth interviews, and documentation, then analyzed using the Miles and Huberman interactive analysis model. The results show that gamification has succeeded in significantly increasing student enthusiasm for learning through the implementation of a point system, digital badges, leaderboards, and learning quests. The increase in active participation reached 78% at MA Negeri 1 and 72% at MA Al-Ikhsan, while understanding of PAI material increased by 68% and 62% at each madrasah. Supporting factors for success include school policy support, teacher technological competence, adequate infrastructure, and student enthusiasm for learning innovations. The main obstacles are limited technological devices and the need for intensive training for teachers. Gamification has proven effective in creating interactive, enjoyable, and meaningful Islamic Religious Education (PAI) learning while maintaining the substance of Islamic values. The research recommends developing contextual gamification models, continuously improving teacher competency, and providing technological infrastructure to optimize digital-based PAI learning.

The Relationship Between Discipline in Islamic Religious Education and the Formation of Students' Moral Character Nur Wahyuni
Al-Ilmu Vol. 3 No. 1 (2026): Al Ilmu- May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/es0q7x97

This study aims to determine the relationship between discipline in Islamic Religious Education (PAI) and the formation of moral character of students at the State Islamic Senior High School (MAN) in Surabaya. Discipline in PAI includes not only aspects of obedience in worship, but also compliance with school rules and consistency in practicing Islamic teachings in daily life. This study uses a quantitative approach with a correlational research type, involving 320 students from five of the best MAN in Surabaya as a sample, who were selected proportionally through a stratified random sampling technique. The instrument used consists of two Likert scales that measure the variables of PAI discipline and students' moral character. The results of the Pearson correlation test show a significant positive relationship between discipline in PAI and the formation of students' moral character with a correlation coefficient value of r = 0.673 (p < 0.01), which indicates a strong relationship. The dimension of obedience in worship has the highest correlation with moral character (r = 0.641), while the aspect of honesty is an indicator of moral character that is most strongly influenced by PAI discipline (r = 0.634). This study provides empirical evidence that the implementation of religious discipline integrated with Islamic Religious Education (PAI) learning practices contributes significantly to student character development, particularly in areas of honesty, responsibility, tolerance, and empathy. These findings underscore the importance of strengthening PAI as a vehicle for moral character development within the context of Islamic education in madrasas, through a habituation approach, role modeling, and the integration of values into the school culture

Algorithmic Educational Management: When Algorithms Influence Educational Policy and Decision-Making Nur Wahyuni
Gestion Educativa Vol. 3 No. 1 (2026): MAY - GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/5r999285

Algorithm-based educational management is an increasingly prominent phenomenon in the context of the digital transformation of modern educational systems. This article comprehensively examines how artificial intelligence algorithms and machine learning influence policy-making and decision-making in educational institutions. Through a systematic review of recent literature, this study identifies three main domains of algorithmic application in education: academic performance prediction, personalized learning, and institutional management optimization. The findings reveal that while algorithms can enhance the efficiency and accuracy of decision-making, serious challenges remain regarding transparency, algorithmic bias, data privacy, and ethical accountability. A holistic policy framework grounded in artificial intelligence ethics principles is needed to ensure that technology implementation supports educational equity and justice.

Ghost Attendance in Digital Learning: The Phenomenon of Pseudo Attendance and Academic Participation Crisis Nur Wahyuni
Gestion Educativa Vol. 3 No. 1 (2026): MAY - GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xfqd2886

The phenomenon of ghost attendance, or pseudo-attendance, in digital learning is a serious and increasingly prevalent issue accompanying the expansion of technology-based education. Ghost attendance occurs when students are technically registered and "present" in online learning sessions but are not actively, cognitively, or emotionally engaged in the learning process. This article systematically examines the driving factors behind ghost attendance, its impact on learning quality, and effective intervention strategies. Through a systematic literature review of 20 selected studies published between 2021 and 2024, this study identifies five key dimensions of the ghost attendance phenomenon: digital disengagement, digital literacy deficits, environmental distractions, learning design mismatches, and intrinsic motivation crises. The findings reveal that ghost attendance is not merely a technical or disciplinary issue but rather a reflection of a deeper pedagogical crisis within the digital learning ecosystem. The implications of this research include policy recommendations for redesigning digital learning strategies centered on active and authentic student engagement..

The Impact of Online and Hybrid Learning on Elementary Students’ Foundational Skills in the Post-Pandemic Era Nur Wahyuni
Ludi Litterarri Vol. 2 No. 4 (2026): Ludi Literarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/94wfk927

The COVID-19 pandemic disrupted elementary education globally and raised concerns regarding the decline of students’ foundational skills, particularly literacy and numeracy. In the post-pandemic era, many schools continue to implement online or hybrid learning models, creating the need for empirical evaluation of their impact on elementary students’ academic and non-cognitive development. This study aims to analyze the influence of online and hybrid learning on foundational skills in the post-pandemic context. A quasi-experimental comparative design was employed involving three groups: face-to-face, fully online, and hybrid learning formats. Data were collected through standardized literacy and numeracy tests, motivation questionnaires, classroom observations, and interviews with teachers and parents. Quantitative data were analyzed using ANOVA and effect size calculations, while qualitative data were examined through thematic analysis. The findings indicate that fully online learning tends to be associated with lower foundational skill outcomes, particularly in mathematics, while hybrid learning demonstrates moderate-to-high performance when supported by effective instructional design and meaningful teacher–student interaction. Face-to-face learning remains the most effective for early-grade foundational development. In conclusion, the effectiveness of online and hybrid learning depends on pedagogical quality, contextual support, and equitable access, emphasizing the need for carefully structured hybrid models in post-pandemic elementary education

The Implementation of Project-Based Learning in Developing Students’ Computational Thinking in Mathematics Education Nuril Huda; Nur Wahyuni
Journal of Pedagogi Vol. 3 No. 1 (2026): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/603k5618

Computational Thinking (CT) has become an essential 21st-century competence that needs to be integrated into mathematics education to enhance students’ problem-solving and analytical skills. However, conventional mathematics instruction often fails to systematically develop decomposition, abstraction, pattern recognition, and algorithmic thinking. This study aims to examine the effectiveness of Project-Based Learning (PjBL) in developing students’ computational thinking in mathematics. A quasi-experimental design with a pretest–posttest control group was employed involving two junior secondary school classes. The experimental group received mathematics instruction through Project-Based Learning, while the control group experienced conventional teaching. Data were collected using a computational thinking test, a conceptual understanding test, and a student engagement questionnaire. The data were analyzed using descriptive statistics, paired and independent samples t-tests, and effect size calculations. The results indicate that students in the PjBL group achieved significantly higher improvements in computational thinking skills compared to the control group, with large effect sizes observed particularly in decomposition, pattern recognition, and abstraction. Algorithmic thinking also improved with structured scaffolding. The study concludes that Project-Based Learning provides an effective instructional framework for fostering computational thinking and enhancing conceptual understanding in mathematics education.

Developing 21st Century Skills: Educational Strategies to Enhance Critical Thinking and Creativity Nur Wahyuni
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/hfrjp466

This study explores effective educational strategies for enhancing critical thinking and creativity as core competencies in 21st-century learning. These skills are essential for students to להתמודד complex problems, innovate, and actively participate in global society, yet their implementation in classroom practice remains inconsistent. This research employs a qualitative approach using a Systematic Literature Review (SLR), analyzing recent peer-reviewed journal articles from databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured selection process based on relevance, credibility, and alignment with the research focus, and analyzed using thematic and content analysis to identify key patterns across studies. The findings reveal that instructional models such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), and STEM/STEAM integration significantly enhance both critical thinking and creativity. These effects are further strengthened by constructivist principles, collaborative learning, and teacher facilitation. Additionally, technology and AI integration support critical thinking and collaboration, although their impact on creativity requires complementary pedagogical design. The study concludes that a holistic and integrated approach aligning pedagogy, learning environment, technology, and assessment is essential for effectively developing 21st-century skills.

Learning from Failure: The Paradigm of Failure as a Part of the STEM Project-Based Learning Process Nur Wahyuni
Journal of Pedagogi Vol. 3 No. 2 (2026): Journal of Pedagogi - April
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/13t3t024

This study examines the role of failure in STEM Project-Based Learning (PjBL) as a productive learning mechanism rather than an outcome to be avoided. In contemporary STEM education, failure is increasingly recognized as a critical component that supports deeper conceptual understanding, resilience, and the development of learner identity. However, its implementation remains inconsistent, necessitating a comprehensive synthesis of recent research. This study employs a qualitative approach using a Systematic Literature Review (SLR) method, analyzing peer-reviewed journal articles from reputable databases such as Scopus, Web of Science, and Google Scholar. Data were collected through a structured screening process based on inclusion and exclusion criteria, and analyzed using thematic and content analysis to identify key patterns related to cognitive, affective, and pedagogical dimensions of failure in STEM PjBL. The findings reveal that failure enhances higher-order thinking skills (HOTS), problem-solving abilities, and conceptual retention, while also fostering resilience and growth mindset. Structured models such as Return on Failure (RoF), Failure Analysis (FA), and productive failure approaches are shown to be effective in optimizing learning outcomes. Nevertheless, challenges such as cognitive load, time constraints, and negative emotional responses persist. In conclusion, failure can serve as a powerful instructional strategy when supported by appropriate scaffolding and a psychologically safe learning environment.

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