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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. 3 (2025)" : 5 Documents clear
INCLUSIVE EDUCATIONAL TECHNOLOGY FOR STUDENTS WITH DYSLEXIA IN A HYBRID READING PROGRAM: A CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Saiful Fallah; Ahmed Al-Harthy; Fatima Al-Said; Khaled Al-Sharqi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2532

Abstract

Dyslexia is a common learning difficulty that affects many students worldwide, including those in Indonesia. Students with dyslexia face significant challenges in traditional educational settings, particularly in reading and language development. Inclusive educational technologies offer promising solutions to support these students, especially in hybrid learning environments where both digital and traditional methods are integrated. This study aims to explore the effectiveness of inclusive educational technology in a hybrid reading program for primary school students with dyslexia in Indonesia. The research employs a case study methodology, focusing on a group of dyslexic students at an Indonesian primary school. Data was collected through classroom observations, interviews with teachers, and pre- and post-assessments of reading skills. The results indicate that the use of educational technology, such as text-to-speech tools, phonics-based apps, and digital reading platforms, significantly improved students' reading abilities and engagement. The hybrid program allowed students to learn at their own pace, providing tailored support that traditional methods could not offer. The study concludes that inclusive educational technology is a valuable tool for supporting students with dyslexia, enhancing their reading skills, and promoting greater inclusion in the classroom. These findings contribute to the growing body of research on educational technology and inclusive practices in primary education.
DESIGNING A MULTICULTURAL HYBRID LEARNING FRAMEWORK FOR SOCIAL STUDIES EDUCATION IN A DIVERSE INDONESIAN CLASSROOM Ali Al-Jubouri; Wahju Dyah Laksmi Wardhani; Tasnia Islam Islam; Cipto Duwi Priyono
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2533

Abstract

The diversity in Indonesian classrooms presents both opportunities and challenges for social studies education. The evolving cultural and ethnic backgrounds of students necessitate the development of an inclusive and adaptable educational framework. This study explores the design of a multicultural hybrid learning framework tailored for social studies education in Indonesia. The primary objective of the research is to develop an effective, culturally responsive teaching model that integrates both traditional and digital learning methods to cater to diverse student needs. A mixed-methods approach was employed, combining qualitative interviews with social studies educators and quantitative surveys of students across different regions. The research findings indicate that the proposed hybrid framework fosters a more engaging and equitable learning environment by incorporating culturally relevant content, interactive digital tools, and collaborative learning strategies. Furthermore, the study highlights the importance of teacher training in multicultural competence and the integration of technology in enhancing students' critical thinking and social awareness. The study concludes that a hybrid learning model, when thoughtfully implemented, can significantly improve the inclusivity and effectiveness of social studies education in a multicultural context. This research contributes to the broader field of education by offering a model for adapting social studies teaching in diverse classrooms.
A NEUROEDUCATION-INFORMED DESIGN FOR A HYBRID LEARNING MODULE TO OPTIMIZE COGNITIVE LOAD AND MEMORY RETENTION Lucy Lidiawati Santioso; Samat Yessentayev; Assel Zhanibek; Ayan Nurgaliyev
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2679

Abstract

The growing complexity of hybrid learning environments demands instructional models that align with the cognitive architecture of the human brain. Excessive cognitive load and fragmented attention have become significant barriers to effective learning in digital and blended modalities. Neuroeducation—the interdisciplinary integration of neuroscience, psychology, and pedagogy—offers empirical insights for designing learning experiences that optimize working memory, enhance attention, and improve long-term retention. This study aims to develop and evaluate a neuroeducation-informed hybrid learning module that systematically manages cognitive load and facilitates memory consolidation among university students. A quasi-experimental design was employed with two groups: an experimental class using the neuroeducation-informed module and a control class using a conventional hybrid model. Participants included 80 undergraduate students enrolled in an educational psychology course. Data were collected through cognitive load scales, memory recall tests, and observational field notes, complemented by EEG-based attention tracking in a subsample. Quantitative data were analyzed using ANOVA, while qualitative data underwent thematic coding to identify engagement and retention patterns. The results indicated that the experimental group experienced significantly lower extraneous cognitive load (p < 0.01) and achieved higher delayed recall scores (M = 82.4) than the control group (M = 68.7). Students also reported improved focus, motivation, and conceptual understanding. The study concludes that integrating neuroeducation principles—such as chunking, spaced repetition, multimodal encoding, and emotional relevance—can substantially enhance hybrid learning effectiveness. The proposed framework bridges cognitive science and instructional design, contributing to sustainable innovation in higher education pedagogy.
THE CARBON FOOTPRINT OF HYBRID LEARNING: A STUDY ON THE ENERGY CONSUMPTION OF DIGITAL EDUCATION INFRASTRUCTURE AND PATHWAYS TO SUSTAINABILITY Roya Zahir; Dorji Wangchuk; Sanjay Sharma; Ramin Rahimi
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2806

Abstract

The growing prevalence of hybrid learning has brought not only pedagogical innovation but also environmental concerns related to the digital infrastructure supporting education. This study examines the carbon footprint of hybrid learning environments, focusing on the energy consumption of devices, data centers, and network systems in Indonesian universities. The research aims to quantify energy use patterns in digital education and propose pathways toward sustainability in hybrid learning models. A mixed-method approach was adopted, combining quantitative analysis of institutional energy consumption data with qualitative interviews involving IT managers, educators, and policymakers. Life cycle assessment (LCA) techniques were applied to measure the carbon emissions associated with online teaching platforms, hardware utilization, and classroom technologies. Results revealed that hybrid learning systems consume 25–40% more energy than traditional classrooms, primarily due to prolonged use of cloud-based services and audiovisual streaming. However, the integration of smart energy management systems and renewable-powered data centers demonstrated a potential 30% reduction in total emissions. Qualitative data highlighted a lack of institutional awareness about digital sustainability, indicating that environmental education must be integrated into hybrid learning policies. The study concludes that achieving sustainable hybrid education requires a holistic redesign of digital infrastructure, integrating green computing, eco-efficient pedagogy, and behavioral awareness among users. These findings contribute to the emerging discourse on the ecological impact of educational technology and propose actionable strategies for carbon reduction in the digital learning ecosystem.
ENHANCING TEACHERS’ PROFESSIONAL COMPETENCIES FOR HYBRID LEARNING THROUGH A PEER-LED DIGITAL MENTORSHIP PROGRAM Rafiullah Amin; Rachel Chan; Megan Koh
Journal Neosantara Hybrid Learning Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i3.2822

Abstract

The rapid shift toward hybrid learning has underscored the urgent need to enhance teachers’ digital pedagogical competencies. Many educators, particularly in developing educational contexts, face challenges in integrating technology effectively into instructional design and collaborative teaching practices. This study investigates the implementation of a peer-led digital mentorship program as a sustainable approach to strengthen teachers’ professional competencies for hybrid education. The research aims to examine how structured peer mentoring, supported by digital platforms, improves teachers’ skills in instructional technology, online communication, and collaborative curriculum development. A mixed-method design was applied, involving 60 teachers from secondary schools participating in a three-month mentorship program. Quantitative data were collected through pre- and post-training competency assessments, while qualitative insights were derived from focus group discussions and reflective journals. Data analysis employed paired-sample t-tests for statistical validation and thematic analysis for narrative interpretation. Results showed significant improvement in teachers’ digital literacy (p < 0.01), confidence in hybrid instruction, and collaborative engagement. Participants reported that peer mentoring provided psychological safety, practical modeling, and contextual learning experiences that formal training often lacked. The study concludes that peer-led digital mentorship represents an effective, scalable model for professional development in the hybrid learning era. It fosters a culture of collaboration, adaptability, and continuous learning among teachers, supporting the long-term sustainability of hybrid education practices.

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