Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal (JUMPER) EDUJAVARE: International Journal of Educational Research
Pietra Dorand
Telkom University Jakarta, Indonesia
Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Effect of Digital Learning Adoption, Self-Regulated Learning, and Learning Engagement on Students’ Learning Outcomes Pietra Dorand; Netti Zurnelli; Sally Putri Karisma; Muhammad Arsyad
Journal Management & Economics Review (JUMPER) Vol. 3 No. 10. 1 (2026): Special Issue: Call For Paper JUMPER
Publisher : Malaqbi Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59971/jumper.v3i10. 1.981

Abstract

This study examines the effect of digital learning adoption, self-regulated learning, and learning engagement on students’ learning outcomes in technology-enhanced educational environments. Using a quantitative explanatory research design, data were collected from 268 undergraduate students who had experienced online or blended learning. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test both direct and indirect relationships among the variables. The results indicate that digital learning adoption has a significant positive effect on students’ learning outcomes. Additionally, self-regulated learning and learning engagement both significantly influence learning outcomes, with learning engagement emerging as the strongest predictor. The findings further reveal that digital learning adoption significantly enhances students’ self-regulated learning and engagement, which in turn mediate its impact on academic performance. The model explains 68.2% of the variance in learning outcomes, demonstrating strong predictive power. These results suggest that the effectiveness of digital learning depends not only on technological implementation but also on students’ ability to regulate their learning and actively engage in academic activities. The study highlights the importance of integrating digital infrastructure with pedagogical strategies that foster autonomy and engagement to optimize students’ academic success in digital learning environments.
The Role of Lecturers in Developing Digital-Based Adaptive Learning for Students Pietra Dorand; Marlina Marlina; Abi Sofyan; Bernardus Agus Rukiyanto; Melvianus Selan
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1140

Abstract

The rapid development of information and communication technology in recent decades has brought significant changes to various aspects of life, including higher education. This study aims to analyze the role of lecturers in developing digital-based adaptive learning for students in the era of technological transformation. The approach used in this study is qualitative with a descriptive research type. Data were collected through in-depth interviews, observations, and documentation of lecturers and students involved in the digital-based learning process. Data analysis techniques were carried out using an interactive model that includes data reduction, data presentation, and drawing conclusions, and its validity was tested through triangulation of sources and methods. The results of the study indicate that lecturers have a very important role as facilitators, motivators, and innovators in creating digital-based adaptive learning. Lecturers who are able to optimally utilize digital technology tend to be more successful in increasing student participation, motivation, and learning outcomes. However, this study also found various obstacles, such as limited digital competence, infrastructure, and lecturer readiness in managing adaptive learning. Therefore, institutional support is needed through training and the provision of adequate facilities. This research is expected to contribute to the development of more effective digital-based adaptive learning strategies in higher education.
Co-Authors Abi Sofyan Bernardus Agus Rukiyanto Marlina Marlina Melvianus Selan Muhammad Arsyad Netti Zurnelli Sally Putri Karisma