<![CDATA[Hybrid learning represents a significant innovation in higher education; however, its implementation continues to face challenges in managing student assignments, primarily due to limited interaction and the suboptimal integration of pedagogical and technological aspects. This condition affects the quality of student engagement and learning outcomes, particularly in Civics (PPKn) education. This study aims to analyze the effectiveness of assignment management in hybrid learning and to identify appropriate strategies for its improvement. The method employed is a literature study using a systematic literature review of reputable scientific articles relevant to hybrid learning and learning evaluation. The results indicate that assignment management in hybrid learning remains suboptimal and requires an integrated approach encompassing instructional design, pedagogical strategies, and the effective use of digital technology. Furthermore, the findings reveal that the use of technology without the support of well-designed instructional frameworks tends to be ineffective in enhancing assignment management. This study proposes a conceptual model of hybrid-based assignment management that is both adaptive and inclusive. The implications of this research provide theoretical contributions to the advancement of hybrid learning studies and offer practical recommendations for lecturers to improve the effectiveness of student assignment management.]]>
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