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All Journal Jurnal Pengabdian Masyarakat (ABDIRA) Public Health and Safety International Journal (PHASIJ) Ahsani Taqwim: Jurnal Pendidikan dan Keguruan International Journal of Educatio Elementaria and Psychologia Journal of Humanities Research Sustainability Journal of Multidisciplinary Sustainability Asean Journal Neosantara Hybrid Learning
Noorhani Dyani Laksmi
Universitas Negeri Malang
Religion Aerospace Engineering Humanities Computer Science & IT Dentistry Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Veterinary Other

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ADAPTASI KURIKULUM DAN METODE PEMBELAJARAN PENDIDIKAN ISLAM DALAM ERA DIGITAL Risma Dongoran; Ayu Hasanah Pohan; Nurlida Asni; Noorhani Dyani Laksmi
Ahsani Taqwim: Jurnal Pendidikan dan Keguruan Vol. 3 No. 2 (2026): Juni
Publisher : Yayasan Baitul Hikmah al-Zain

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63424/ahsanitaqwim.v3i2.413

Abstract

The transformation of Islamic education is a response to the dynamics of the times that continue to develop, both in terms of social, technological, and globalization. Islamic education, which was initially oriented towards the formation of morals and mastery of religious knowledge, is now required to integrate spiritual values ​​with contemporary knowledge. This transformation process includes changes in curriculum, learning methods, and the use of technology in teaching and learning activities. Islamic education is no longer only focused on madrasahs and Islamic boarding schools, but also reaches more modern formal institutions that are accredited nationally and internationally. The challenge faced in this process is how to maintain Islamic values ​​so that they remain the main foundation, while accommodating the need for global competence. Therefore, the transformation of Islamic education must be carried out holistically and continuously, involving all elements: government, educational institutions, teachers, parents, and the community. Strengthening character, digital literacy, and 21st century skills are important parts of this reform. Thus, Islamic education is able to produce a generation of Muslims who are not only religious, but also capable, critical, and productive in global life. This transformation is a strategic step to make Islamic education relevant and highly competitive amidst changing times.
Pengaruh Dukungan Keluarga terhadap Kunjungan Antenatal Care (ANC) pada Ibu Hamil di Indonesia Ni Nyoman Sri Wirayuni; Noorhani Dyani Laksmi; I Ketut Dian Lanang Triana; Ni Putu Ari Anggarani
Public Health and Safety International Journal Vol. 6 No. 01 (2026): Public Health and Safety International Journal (PHASIJ)
Publisher : YCMM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55642/phasij.v6i01.1308

Abstract

Kunjungan Antenatal Care (ANC) yang teratur berperan penting dalam menurunkan angka kematian ibu. Namun, cakupan ANC di Indonesia masih rendah, dengan cakupan K4 sebesar 68,1% dan K6 sebesar 17,6% pada tahun 2023. Penelitian ini bertujuan menganalisis hubungan antara dukungan keluarga dan kepatuhan kunjungan ANC pada ibu hamil di Indonesia melalui tinjauan sistematis. Kajian dilakukan mengikuti pedoman PRISMA 2020 dengan menelusuri literatur pada Garuda, Google Scholar, PubMed, dan repositori institusi untuk publikasi tahun 2019–2025. Sebanyak 10 studi observasional yang memenuhi kriteria inklusi dianalisis menggunakan metode vote-counting serta penilaian kualitas dengan JBI Critical Appraisal Checklist. Hasil menunjukkan bahwa delapan dari sepuluh studi menemukan hubungan positif yang signifikan antara dukungan keluarga dan kepatuhan kunjungan ANC (p<0,05), sementara dua studi tidak menemukan hubungan yang signifikan. Hubungan positif tersebut ditemukan di wilayah Indonesia Barat, Tengah, dan Timur, dengan dukungan informasional dan instrumental menunjukkan pengaruh paling kuat. Disimpulkan bahwa dukungan keluarga berkontribusi terhadap peningkatan kepatuhan kunjungan ANC, meskipun dipengaruhi pula oleh faktor regional dan sosial ekonomi. Temuan ini menegaskan pentingnya keterlibatan keluarga dalam upaya peningkatan pemanfaatan layanan ANC.
SCHOOL-BASED INTERVENTIONS FOR PROMOTING PSYCHOLOGICAL RESILIENCE AND WELL-BEING IN CHILDREN Natalya Pavlova; Igor Vasiliev; Noorhani Dyani Laksmi
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4130

Abstract

Psychological resilience and emotional well-being are fundamental determinants of children’s healthy development, academic engagement, and long-term mental health. Increasing exposure to academic pressure, social challenges, family instability, and environmental stressors has intensified the need for preventive school-based interventions that strengthen children’s adaptive capacities before psychological difficulties become more severe. This study aimed to examine the effectiveness of comprehensive school-based interventions in promoting psychological resilience and well-being among primary school children. A mixed-methods sequential explanatory design was employed involving 960 students from ten elementary schools implementing resilience-oriented educational programs. Quantitative data were collected using validated measures of psychological resilience, emotional well-being, emotional regulation, self-efficacy, school connectedness, and social competence, and analyzed through generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and repeated-measures analysis of variance. Qualitative evidence was obtained through interviews, focus group discussions, classroom observations, and institutional document analysis, followed by thematic interpretation. Findings revealed significant improvements in psychological resilience, emotional well-being, adaptive coping, emotional regulation, self-efficacy, school connectedness, and academic engagement, supported by stronger teacher support, positive peer relationships, and greater family involvement. Psychological resilience emerged as the principal mechanism linking school-based interventions with improved well-being and positive educational outcomes. Results indicate that sustainable child well-being depends on coordinated interaction among resilience education, supportive school climate, teacher engagement, counseling services, and family participation. The proposed framework offers practical guidance for developing comprehensive whole-school programs that foster children’s psychological resilience and lifelong well-being
From Text to Context: The Social Impact of Contemporary Literary Themes in Multicultural Communities Prima Dewi Kusumawati; Lucy Lidiawati Santioso; Noorhani Dyani Laksmi
Journal of Humanities Research Sustainability Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jhrs.v3i1.3222

Abstract

Background. Contemporary literature increasingly functions as a social medium through which multicultural communities negotiate identity, belonging, and coexistence. In plural societies shaped by migration, cultural hybridity, and social inequality, literary themes extend beyond aesthetic concerns to engage with lived social realities and communal interactions. Purpose. This study aims to examine how contemporary literary themes influence social awareness, intercultural understanding, and community dynamics within multicultural contexts. Method. The study employs a qualitative interpretative approach using textual analysis and sociocultural criticism. Selected contemporary literary works representing diverse cultural backgrounds are analyzed to identify dominant themes and their social implications within multicultural communities. Results. This study concludes that contemporary literature contributes meaningfully to social cohesion and intercultural engagement by translating textual narratives into broader social contexts. Literary works not only reflect multicultural realities but actively participate in shaping inclusive social imaginaries and communal understanding. Conclusion. This study has significant implications for instructional practices in TFL settings and for L2 lecturers in the classroom. By understanding learners’ preferences for OCF, educators can tailor their instructional approaches to meet the specific needs of their students.
Soil and Water Resource Management for Sustainable Agriculture: Exploring Integrated Approaches for Climate-Smart Farming Dani Lukman Hakim; Noorhani Dyani Laksmi; Lovi Sandra
Journal of Multidisciplinary Sustainability Asean Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijmsa.v3i1.3276

Abstract

Background. Climate change poses significant challenges to global agriculture, impacting soil and water resources. The increasing variability in rainfall patterns, droughts, and soil degradation necessitates sustainable management practices. Effective management of these resources is critical to ensuring long-term agricultural productivity and food security, especially in the face of climate change. Purpose. This study aims to explore integrated approaches for managing soil and water resources within the context of climate-smart farming. It investigates how adopting these practices can enhance resilience to climate variability, improve soil health, and optimize water use efficiency in agriculture. Method. A mixed-methods approach was employed, combining quantitative soil and water data analysis with qualitative interviews from farmers, agricultural experts, and policymakers. The study was conducted in regions impacted by climate change, with a focus on sustainable agriculture practices like rainwater harvesting, soil conservation, and water-efficient irrigation techniques. Results. Findings indicate that integrated resource management strategies, including conservation tillage, agroforestry, and precision irrigation, significantly improved soil fertility, reduced water use, and enhanced crop yields. The adoption of climate-smart practices also led to increased resilience against extreme weather events. Conclusion. The study concludes that integrated approaches to soil and water resource management are essential for sustainable agriculture in the era of climate change. These practices not only ensure environmental sustainability but also contribute to food security and farmer livelihoods.
Pengenalan Tools AI dalam Meningkatkan Kemampuan Mahasiswa Mensitasi Artikel Sinta dan Scopus Rahula Hananuraga; St. Rahmah; Mekar Meilisa Amalia; Nasril Nasril; Noorhani Dyani Laksmi
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 2 (2026): Abdira
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i2.1771

Abstract

There is a lot of information in this article that contains the information you need to know about the art of the person you are searching for, and the Scopus secara efektif dan etis dengan memanfaatkan alat bantu kecerdasan artifisial (AI). Method pelaksanaan meliputi (1) pelatihan pelatihan pelatihan yang membedah prinsip penelusuran database, penilaian kualitas artikel, and technical site, serta (2) pengenalan serta praktik langsung penggunaan tools AI seperti konsensus, scite.ai, and Dan Research Rabbit untuk analisis literatur, pelacakan It is possible to rise and enter the draft site. Hasil evaluasi menunjukkan peningkatan signifikan dalam pemahaman peserta mengenai kriteria kualitas artikel dan prosedur sitasi yang bertanggung jawab. Mahasiswa mampu mengidentifikasi and memanfaatkan artikel-artikel berkualitas tinggi dari sumber yang kredibel serta menyusun sitasi dengan struktur yang lebih tepat. There are many different, integrated AI tools that produce a variety of different types of tools that have the same meaning as the original ones, with the help of other people, who have the same skills as they do.
DESIGNING HYBRID LEARNING FOR MULTICULTURAL CLASSROOMS: EQUITY, ACCESS, AND PEDAGOGICAL RESPONSIVENESS Kaito Tanaka; Riko Kobayashi; Haruka Sato; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.3967

Abstract

The rapid expansion of hybrid learning environments has intensified existing equity and access disparities within multicultural classrooms, where students from linguistically, culturally, and socioeconomically diverse backgrounds encounter differential barriers to meaningful educational participation. Pedagogical frameworks designed for homogeneous learner populations remain inadequate in addressing the intersecting dimensions of cultural identity, digital access inequality, and instructional responsiveness that define contemporary multicultural educational contexts. This study aims to examine how hybrid learning environments can be deliberately designed to promote equity, broaden access, and enhance pedagogical responsiveness across multicultural classroom settings in diverse educational institutions. A qualitative multiple case study design was employed across six multicultural secondary schools in three countries, utilizing semi-structured interviews with 54 educators and focus group discussions with 120 students, analyzed through reflexive thematic analysis. Four design principles emerged as foundational to equitable hybrid learning: culturally responsive digital scaffolding, flexible multimodal content delivery, inclusive assessment architecture, and community-anchored technology integration. Institutions implementing all four principles demonstrated measurably higher student engagement and cross-cultural participation rates compared to partial-implementation counterparts. Intentionally designed hybrid learning frameworks that center cultural equity and pedagogical responsiveness can substantially reduce participation barriers and foster inclusive educational experiences across multicultural classroom contexts.
DIGITAL WELLBEING IN HYBRID LEARNING ENVIRONMENTS: BALANCING ACADEMIC PERFORMANCE AND MENTAL HEALTH Catherine Li; Andres Villanueva; Josefa Flores; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.3974

Abstract

The widespread institutionalization of hybrid learning environments has intensified student exposure to digitally mediated academic demands, generating mounting concern among educators, policymakers, and mental health professionals regarding the cumulative effects of prolonged screen engagement, boundary dissolution between academic and personal digital spaces, and algorithmically driven distraction on student psychological wellbeing and academic performance outcomes. Existing frameworks for digital wellbeing have been developed predominantly for general consumer technology contexts and remain insufficiently theorized for the specific cognitive, emotional, and social demands of hybrid educational settings. This study aims to examine the relationship between digital wellbeing practices, academic performance, and mental health outcomes among students engaged in hybrid learning environments across tertiary educational institutions. A sequential explanatory mixed-methods design was employed, combining a quantitative survey administered to 624 undergraduate students across four universities with qualitative interviews conducted with 36 purposively selected participants, analyzed through structural equation modeling and reflexive thematic analysis respectively. Digital wellbeing practices significantly predicted both academic performance (? = 0.512, p < .001) and mental health outcomes (? = 0.467, p < .001), with screen boundary management and purposeful technology disengagement emerging as the strongest protective factors. Intentional digital wellbeing integration within hybrid learning design substantially reduces psychological distress while sustaining academic performance, necessitating institution-level policy commitments beyond individual student self-regulation.
Co-Authors Andres Villanueva Ayu Hasanah Pohan Catherine Li Dani Lukman Hakim Haruka Sato I Ketut Dian Lanang Triana Igor Vasiliev Josefa Flores Kaito Tanaka Lovi Sandra Lucy Lidiawati Santioso Mekar Meilisa Amalia Nasril Nasril Natalya Pavlova Ni Nyoman Sri Wirayuni Ni Putu Ari Anggarani Nurlida Asni Prima Dewi Kusumawati Rahula Hananuraga Riko Kobayashi Risma Dongoran St Rahmah