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Journal Neosantara Hybrid Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 29872316     EISSN : 2986979X     DOI : 10.70177/jnhl
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other
Journal Neosantara Hybrid Learning provides pedagogical, learning and educational perspectives on topics relevant to the study, implementation and management of e-learning initiatives. Journal Neosantara Hybrid Learning has published regular issues since 2023 and averages 3 issues a year. The journal contributes to the development of both theory and practice in the field of e-learning. The Editorial team consider academically robust papers and welcome empirical research, case studies, action research, theoretical discussions, literature reviews and other work which advances learning in this field. All papers are double-blind peer reviewed.
Arjuna Subject : Umum - Umum
Articles 45 Documents
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Adopting Heutagogy in Non-Formal Education: A Participatory Action Research with Community Learning Centers Gonzales, Samnatha; Fernandez, Carloz; Wei, Li
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i1.2186

Abstract

The rapid transformation in the demands of 21st-century competencies requires a shift in learning paradigms, particularly in non-formal education settings where learner autonomy and lifelong learning are central. Heutagogy, or self-determined learning, offers a promising approach to empower learners in community-based contexts. This study aims to explore the adoption of heutagogical principles in Community Learning Centers (CLCs) through a participatory action research (PAR) framework. The research was conducted in three CLCs across rural and urban areas, involving facilitators, learners, and community stakeholders as co-researchers. Data were collected through focus group discussions, reflective journals, and participatory observations over three action cycles. The findings reveal that implementing heutagogy in non-formal education fosters increased learner autonomy, critical reflection, and contextualized learning practices. Moreover, facilitators’ roles evolved from knowledge transmitters to learning partners, enhancing collaborative dynamics within the CLCs. The study concludes that heutagogy is not only feasible but also transformative in non-formal education, particularly when implemented through participatory and context-responsive strategies. This research contributes to expanding heutagogical practices beyond formal institutions and supports the development of learner-centered, adaptive educational models in marginalized communities.
Critical thinking in religious education: developing a framework for inquiry-based learning in secondary schools Reza, Ali; Mahdavi, Leila; Karimi, Reza
Journal Neosantara Hybrid Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v2i3.2188

Abstract

The increasing complexity of contemporary social and religious issues demands a reformation in how religious education is delivered in secondary schools. Traditional approaches often emphasize rote memorization and doctrinal instruction, limiting students’ capacity for independent thought and engagement with pluralistic perspectives. This study aims to develop a pedagogical framework that integrates critical thinking into religious education through an inquiry-based learning (IBL) approach. Employing a qualitative design, the research was conducted in three secondary schools using classroom observations, semi-structured interviews with teachers and students, and document analysis. The findings reveal that incorporating IBL strategies fosters greater student autonomy, promotes respectful dialogue on diverse beliefs, and enhances cognitive engagement. Teachers reported increased student participation and a deeper understanding of ethical and spiritual concepts when lessons were structured around open-ended questions and real-life dilemmas. The study concludes that a well-structured IBL framework can effectively nurture critical thinking within religious education, making it more relevant and transformative for today's learners. It recommends integrating training modules for educators and adapting curricula to include inquiry-driven content.
Gamified Hybrid Learning for Neurodiverse Students: Designing Universally Accessible Instructional Models Belhaj, Rachid; Ali, Nadia Ait; Browlahrouf, Ibrahim
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i1.2229

Abstract

The increasing presence of neurodiverse learners in mainstream educational environments has necessitated a rethinking of instructional models to ensure equitable access and participation. Traditional pedagogical approaches often fail to accommodate the diverse cognitive profiles and sensory needs of students with conditions such as autism spectrum disorder (ASD), ADHD, and dyslexia. This study explores the design and implementation of gamified hybrid learning environments aimed at enhancing engagement, inclusivity, and learning outcomes for neurodiverse students. The primary objective is to develop universally accessible instructional models that integrate gamification principles with hybrid learning modalities. Using a design-based research methodology, the study was conducted across three inclusive secondary schools with 72 neurodiverse students over two academic terms. Data were collected through classroom observations, semi-structured interviews, and learning analytics. Results indicate that gamified hybrid learning models significantly improved students’ focus, motivation, and task completion rates, particularly when game elements were personalized to align with students' sensory preferences and learning styles. Teachers reported increased flexibility in instructional delivery and greater student participation. The study concludes that gamified hybrid instruction represents a promising pathway toward universal design for learning (UDL), supporting both academic achievement and psychological safety for neurodiverse learners.
Blockchain-Based Academic Records for Hybrid Education: Securing Digital Credentials in Global Crisis Contexts Dordevic, Jelena; Stojanovi, Luka; Markovi, Tamara
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i1.2231

Abstract

The COVID-19 pandemic and other global crises have exposed the fragility of traditional academic record-keeping systems, particularly in hybrid and remote education contexts. Paper-based credentials are vulnerable to disruption, loss, and forgery, while centralized digital systems often lack interoperability, transparency, and long-term security. This study investigates the application of blockchain technology for managing academic records in hybrid education settings, with a focus on ensuring secure, tamper-proof, and universally verifiable digital credentials. The research adopts a qualitative-quantitative mixed-methods approach, combining technical prototype testing with stakeholder interviews involving educators, IT administrators, and students across five countries. The blockchain-based system was evaluated based on criteria including data integrity, accessibility, user autonomy, and system scalability. Results indicate that the blockchain model ensured high data security, reduced administrative overhead, and enabled cross-border credential verification without reliance on third-party intermediaries. Participants reported increased trust in the permanence and authenticity of academic records. The study concludes that blockchain offers a resilient infrastructure for academic credentialing, particularly in times of crisis when decentralized, transparent, and immutable systems are critical for ensuring educational continuity and global mobility.
Problem Based Learning on the Student’s Narrative Writing Fadillah, Putri; Putri, Rini Fadhillah; Mayang Sari , Siti
Journal Neosantara Hybrid Learning Vol. 2 No. 2 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v2i2.222

Abstract

The increasingly popular term 'problem-based learning' does not refer to any particular educational method. Many have different meanings depending on the design of the educational methods used and the skills of the teacher. Currently, English is not only a language that must be applied to certain fields, but English is a medium for conveying something both orally and in writing. In this paper explains about Writing Narrative Text. The explanation begins with the definition of writing and types of text. The problem that will be raised in this paper is how to write Narrative Text. Narrative Text is a type of text that must be understood how to write it and its generic structure, so that it becomes a good and correct written work.

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