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Adam Mudinillah
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INDONESIA
Journal Neosantara Hybrid Learning
Published by Yayasan Adra Karima Hubbi
ISSN : 29872316     EISSN : 2986979X     DOI : 10.70177/jnhl
Core Subject :
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. In 2025, the journal introduced a change in its publication frequency to a bimonthly schedule, publishing issues in February, April, June, August, October, and December. 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 : -
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2025)" : 5 Documents clear
A CRITICAL EVALUATION OF A GOVERNMENT-SPONSORED HYBRID LEARNING PROGRAM FOR BRIDGING THE DIGITAL DIVIDE IN REMOTE EASTERN INDONESIA Godlif Sianipar; Napat Chai; Pramila Kumari; Sanjay Sharma
Journal Neosantara Hybrid Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i2.2670

Abstract

The persistent digital divide across Indonesia’s eastern regions poses a major challenge to equitable access to education in the digital era. Despite national efforts to expand online learning infrastructure, disparities in connectivity, digital literacy, and resource availability continue to disadvantage students in remote areas. This study critically evaluates a government-sponsored hybrid learning program implemented in Eastern Indonesia that aimed to bridge this gap by combining online and offline learning modalities. The research investigates the program’s effectiveness in promoting equitable access, improving learning outcomes, and fostering digital inclusion among rural students and educators. A mixed-methods approach was employed, integrating quantitative surveys with 200 students and teachers across five districts and qualitative interviews with local education stakeholders. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis to capture contextual insights. The findings indicate that the hybrid learning model significantly improved digital literacy, student engagement, and instructional continuity in areas with limited internet access. However, challenges remained in infrastructure reliability, teacher readiness, and long-term sustainability due to uneven technological support and funding constraints. The study concludes that government-led hybrid learning initiatives can serve as effective transitional strategies for reducing educational inequality when supported by localized training and infrastructure development. It emphasizes the need for participatory policy design that integrates community-based solutions and capacity building to sustain the benefits of hybrid education in remote regions.
AFFECTIVE COMPUTING AND AI: DEVELOPING EMOTION-AWARE VIRTUAL TUTORS FOR PERSONALIZED FEEDBACK IN HYBRID LEARNING Ali Khan; Daiki Nishida; Miku Fujita; Lim Haeun
Journal Neosantara Hybrid Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i2.2824

Abstract

The rapid integration of artificial intelligence (AI) into education has opened new possibilities for personalized learning, yet emotional engagement remains an underdeveloped dimension in hybrid learning environments. Traditional AI tutoring systems primarily focus on cognitive adaptation, often neglecting the affective aspects that influence student motivation, attention, and persistence. This study explores the use of affective computing to develop emotion-aware virtual tutors capable of recognizing and responding to learners’ emotional states in real time. The research aims to design and evaluate a hybrid AI tutoring model that integrates facial expression recognition, voice sentiment analysis, and physiological data interpretation to deliver adaptive emotional feedback. The study employed a mixed-method approach combining system prototyping, experimental testing, and learner experience evaluation. Data were collected from 120 middle and university students engaged in hybrid science courses, using emotion-recognition accuracy rates, engagement indices, and qualitative interviews as core evaluation metrics. Results showed that the emotion-aware tutor achieved an average recognition accuracy of 91.2% and improved learner engagement by 34% compared to traditional AI tutors. Students reported higher satisfaction and felt more connected to the virtual tutor, indicating that emotional responsiveness enhanced trust and motivation. The findings demonstrate that affective AI systems can humanize digital learning interactions, providing affect-sensitive feedback that complements cognitive personalization. Future research should explore ethical frameworks for emotion data privacy and expand cross-cultural models of emotional intelligence in AI tutoring.
THE APPLICATION OF BLOCKCHAIN TECHNOLOGY FOR ISSUING AND VERIFYING TAMPER-PROOF DIGITAL CREDENTIALS IN A LIFELONG HYBRID LEARNING SYSTEM Fatima Malik; ahmed shah; Nathaniel Ramos; Isabel Martinez
Journal Neosantara Hybrid Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i2.2828

Abstract

The rapid expansion of lifelong and hybrid learning ecosystems has amplified the need for secure, verifiable, and portable academic credentials. Conventional credentialing systems are prone to data breaches, document forgery, and verification delays, which compromise institutional integrity and learner mobility. Blockchain technology offers a decentralized solution for issuing and validating tamper-proof digital credentials that ensure data immutability, transparency, and learner ownership. This study aims to design and evaluate a blockchain-based credentialing framework integrated within a lifelong hybrid learning system, providing a secure, interoperable, and scalable model for educational institutions. The research employed a design-based approach combining system architecture modeling and pilot testing in three Indonesian universities. Data were collected through usability testing, stakeholder interviews, and system performance metrics. The findings revealed that the blockchain credentialing model enhanced verification efficiency by 63%, reduced administrative errors by 41%, and improved trust perception among employers and learners. The smart contract mechanism automated credential issuance, while decentralized verification protocols ensured authenticity without reliance on centralized databases. The results confirm that blockchain-based digital credentials can strengthen academic credibility and facilitate global recognition of hybrid learning achievements. The study concludes that blockchain integration in education not only promotes transparency and trust but also aligns with the principles of lifelong learning and digital sovereignty. Future implementations should explore interoperability across cross-border educational systems and adaptive governance models for data privacy and regulatory compliance.
ASSESSING COLLABORATIVE SKILLS IN A HYBRID PROJECT: A NOVEL FRAMEWORK AND RUBRIC FOR INDONESIAN HIGHER EDUCATION Bilal Aslam; Shahinur Rahman; Tasnia Islam; Ruhul Amin
Journal Neosantara Hybrid Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i2.2855

Abstract

The rise of hybrid education in Indonesian higher education has necessitated the development of new assessment approaches to evaluate students’ collaborative skills in digitally mediated learning environments. Traditional group assessment methods often fail to capture the complexity of teamwork processes that occur across both face-to-face and online modalities. This study aims to design, implement, and validate a novel framework and rubric for assessing collaborative competence in hybrid project-based courses. The framework integrates dimensions of digital interaction, task coordination, communication ethics, and reflective collaboration to align with the 21st-century skill requirements in higher education. A design-based research (DBR) methodology was employed, involving three iterative cycles of development, implementation, and evaluation. Participants included 120 undergraduate students from education and engineering faculties at three Indonesian universities. Data were collected through observation, peer-assessment forms, and reflective journals, and analyzed using mixed methods—quantitative reliability testing of the rubric and qualitative thematic analysis of students’ reflections. The findings indicate that the new rubric achieved high inter-rater reliability (Cronbach’s ? = 0.89) and effectively differentiated between levels of collaborative performance. Students demonstrated increased awareness of equitable participation and digital communication norms when the rubric was integrated into formative feedback processes. The study concludes that the proposed framework and rubric offer a practical and context-sensitive tool for assessing collaboration in hybrid higher education settings. The model contributes to both pedagogical assessment design and the broader discourse on digital collaboration in Southeast Asian higher education.      
TEACHER PROFESSIONAL DEVELOPMENT THROUGH IMMERSIVE TECHNOLOGY: AUGMENTED REALITU SIMULATIONS IN HYBRID TEACHER TRAINING Ardi Azhar Nampira; Van Sok; Dara Vann; Widi Harto Purnomo
Journal Neosantara Hybrid Learning Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i2.3048

Abstract

Traditional teacher professional development (PD) models often fail to equip educators with the high-stakes competencies needed for complex classroom management and adaptation in hybrid learning environments. This inadequacy contributes to high early-career attrition, creating a critical need for high-fidelity, scalable practice solutions that bridge the gap between theory and immediate action. This study aimed to assess the causal efficacy of integrating a standardized Augmented Reality (AR) simulation module into hybrid teacher training, quantifying its impact on specific high-stakes teaching competencies (e.g., de-escalation and non-verbal communication). A quasi-experimental, pretest-posttest control group design (N=80) was used over ten weeks. The Experimental Group engaged in continuous AR simulations, while the Control Group received traditional video training. Competency gains were objectively measured using a specialized rubric and analyzed via ANCOVA. The AR intervention demonstrated a highly significant main effect on competency gains (F=42.15, p < 0.001), resulting in a 20.2 point gain, substantially outperforming the 6.8 point gain from passive training. The AR-trained group achieved a 45-second faster De-escalation Time and a 35\% higher score in Non-Verbal Cues, validating the technology’s ability to foster mastery of subtle, complex skills. The AR simulation model is a pedagogically superior and necessary infrastructural component for teacher PD, effectively overcoming the structural limitations of conventional training. Its success in providing objective, embodied, and highly realistic practice provides a new, scalable standard for certifying hybrid teaching competence and mitigating teacher attrition.

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