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.

Content-Based Learning on Digital Platforms: Transformation of Learning Resources in the Social Media Era Risza Presty Rumani
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/tz90ax08

The rapid development of digital technology has fundamentally transformed the landscape of education, particularly in how learning resources are accessed and utilized. This study examines Content-Based Learning (CBL) within digital platforms, with particular emphasis on the transformative role of social media as an emerging ecosystem for educational content. Employing a systematic literature review methodology, this research synthesized findings from 20 peer-reviewed studies published between 2022 and 2025. The findings reveal that digital platforms, including YouTube, Instagram, TikTok, WhatsApp, and various Learning Management Systems, significantly enhance student engagement, knowledge acquisition, and collaborative learning. Social media platforms function not merely as communication tools but as dynamic spaces for content creation, peer-to-peer knowledge sharing, and informal learning. This study identifies key opportunities including increased accessibility, personalization of learning experiences, and community-driven knowledge ecosystems, while also noting persistent challenges related to information credibility, digital distraction, and the digital divide. The research concludes that the integration of CBL approaches within digital platforms represents a paradigm shift in contemporary education, requiring pedagogical adaptation from educators and critical digital literacy from learners.

Building Students' Religious Character Through Project-Based Islamic Religious Education Learning in the Independent Curriculum Era Risza Presty Rumani
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/wgf17j94

This study aims to explore the formation of students' religious character through project-based Islamic Religious Education (PAI) learning in the Merdeka Curriculum era. Using a qualitative, descriptive-analytical approach, the study was conducted in several junior high schools in Bandung City with research subjects including PAI teachers, students, and principals. Data collection techniques used triangulation methods in the form of participant observation, in-depth interviews, and documentation studies. The results of the study indicate that project-based PAI learning is able to shape students' religious character effectively through the internalization of Islamic values in real activities. Designed projects such as digital campaigns on honesty, educational videos on tolerance, and social activities based on Islamic values have been proven to improve the understanding and application of religious teachings in everyday life. The implementation of Project-Based Learning (PJBL) provides space for students to experience a meaningful, collaborative, and reflective learning process. However, there are challenges in implementation such as limited resources, teacher readiness, and evaluation complexity. This study recommends the development of an adaptive curriculum and a continuous training program for teachers to optimize the effectiveness of project-based PAI learning in shaping students' religious character that is holistic, moderate, and inclusive in accordance with the spirit of the Merdeka Curriculum

Educational Doomscrolling and Academic Productivity Decline: An Educational Management Perspective in the Era of Digital Information Overload Risza Presty Rumani
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/am2rrx29

The phenomenon of ghost attendance, or pseudo-attendance, in digital learning is a serious and The proliferation of digital media and social platforms has given rise to a phenomenon known as educational doomscrolling, the habitual, compulsive consumption of predominantly negative digital content during academic hours. This systematic literature review investigates the relationship between educational doomscrolling and academic productivity decline within the framework of educational management in the digital information overload era. Drawing on 20 peer-reviewed sources published between 2022 and 2025, this study synthesizes empirical evidence on how continuous exposure to negative digital content disrupts cognitive load, reduces concentration, impairs study time management, and ultimately undermines academic achievement. Findings reveal that students who engage in prolonged doomscrolling exhibit significant decreases in assignment completion rates, GPA performance, and self-regulated learning behaviors. From an educational management perspective, institutional responses remain inadequate, with most universities lacking formal digital wellness policies or structured interventions. This review proposes a Digital Academic Wellness Framework (DAWF) comprising four strategic components: policy formulation, pedagogical adaptation, student digital literacy development, and mental health integration. The implications for educational administrators, faculty, and policymakers are discussed, with recommendations for evidence-based practices to mitigate the adverse effects of information overload on academic productivity

Academic Validation Culture in Social Media: Educational Management Challenges Against the Digital Achievement Mentality Risza Presty Rumani
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: 10.62872/6gzzr984

The pervasive integration of social media into academic environments has catalyzed the emergence of Academic Validation Culture (AVC), a phenomenon in which students increasingly evaluate their academic worth, identity, and motivation through the lens of digital recognition, approval, and comparative performance metrics. This systematic literature review investigates the nature, drivers, and consequences of AVC within higher education, with particular emphasis on its implications for educational management in the era of digital achievement mentality. Drawing on 20 peer-reviewed studies published between 2020 and 2026, this review synthesizes evidence on how social media-mediated validation-seeking behavior intersects with academic performance, psychological well-being, self-efficacy, and institutional governance. Findings reveal that AVC is reinforced by algorithmic feedback loops, peer comparison dynamics, and the gamification of academic milestones on digital platforms. Students immersed in AVC contexts demonstrate heightened anxiety, reduced intrinsic motivation, unstable self-concept, and greater susceptibility to academic procrastination. Educational management systems have largely failed to address AVC as a distinct institutional risk, relying instead on generic digital literacy interventions insufficient for the complexity of this challenge. This review proposes the Academic Digital Wellness Governance Framework (ADWGF), a four-component model comprising: (1) institutional AVC awareness policy, (2) pedagogical redesign toward process-oriented assessment, (3) digital citizenship education, and (4) integrated psychological support systems. The framework offers educational leaders, curriculum designers, and policymakers a structured, evidence-based pathway toward healthier digital academic cultures.

Hybrid Identity Students in Modern Learning: Educational Management Perspectives on Digital Academic Identity Risza Presty Rumani
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/c5r39n60

This study investigates the phenomenon of Hybrid Identity Students (HIS) within the context of modern learning increasingly dominated by digital platforms. The evolving digital academic identity among students creates new challenges for educational management in designing effective, inclusive, and sustainable learning environments. Through a systematic literature review approach analyzing 20 internationally reputed journal articles (2021–2024), this study aims to identify HIS characteristics, technology adoption patterns in learning, and managerial implications for higher education institutions. Results indicate that HIS develop two interacting identity layers: physical-traditional identity and digital-academic identity. Key findings include: (1) 72% of students experience identity conflict when transitioning between learning modalities; (2) adaptive AI integration increases student engagement by up to 65%; and (3) digital competence positively correlates with academic performance (r = 0.74). This study contributes to developing a conceptual framework for digital academic identity management in hybrid learning systems.

Digital Native Children In Elementary Education: Transformation Of Learning Behavior In Generation Alpha Risza Presty Rumani
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: 10.62872/2xqaab60

The emergence of Generation Alpha as digital native children poses transformative challenges and opportunities for elementary education worldwide. These learners, born after 2010, have grown up immersed in digital environments, reshaping their cognitive processes, social interactions, and learning behaviors. This systematic literature review synthesizes findings from 23 peer-reviewed studies published between 2021 and 2024 to examine the transformation of learning behaviors among digital native children in primary school settings. The review explores the integration of digital technologies—including artificial intelligence tools, gamification, mobile devices, digital storytelling, and immersive environments—and their effects on academic engagement, digital literacy, collaborative skills, critical thinking, and motivational outcomes. Findings indicate that well-structured digital technology integration significantly enhances learning engagement (78%), digital literacy skills (85%), and student motivation (88%). However, the literature also reveals persistent challenges including the digital divide, teacher preparedness, and concerns regarding excessive screen time and digital dependency. This review contributes a synthesized framework for understanding how schools can responsibly support Generation Alpha's learning potential while addressing socio-cultural and equity concerns in the digital age

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