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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. 5 (2025)" : 5 Documents clear
GAMIFICATION OF SCIENCE LEARNING IN A HYBRID SETTING: A STUDY ON STUDENT MOTIVATION AND CONCEPTUAL UNDERSTANDING Ella Green; Harrison Davis; Isabella Clark
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3349

Abstract

The integration of gamification into hybrid science learning environments has gained increasing attention as educators seek innovative strategies to enhance student motivation and conceptual understanding. The transition to hybrid models, combining online and face-to-face instruction, often challenges students’ engagement and persistence, particularly in science subjects that require abstract reasoning and sustained focus. This study investigates the effects of gamification elements such as points, badges, leaderboards, and narrative challenges on student motivation and conceptual comprehension in hybrid science learning settings. The research aims to determine whether game-based learning mechanics can improve both intrinsic motivation and mastery of scientific concepts. A quasi-experimental design was implemented with two groups of secondary school students (N = 120) participating in a hybrid science course over eight weeks. The experimental group used a gamified learning platform, while the control group followed conventional instruction. Data were collected through pre- and post-tests assessing conceptual understanding, alongside a motivation inventory adapted from the Science Motivation Questionnaire II. Statistical analysis using paired-sample t-tests and ANOVA revealed that the gamified group exhibited significantly higher motivation scores (M = 4.32, SD = 0.41) and improved conceptual understanding (p < 0.05) compared to the control group. The findings indicate that gamification fosters engagement and deeper learning by transforming abstract scientific ideas into interactive, goal-oriented experiences. The study concludes that integrating gamified elements in hybrid learning not only enhances cognitive outcomes but also sustains learner motivation across modalities.
IMMERSIVE HISTORICAL LEARNING: USING VIRTUAL REALITY (VR) TO EXPLORE THE BOROBUDUR TEMPLE IN A HYBRID HISTORY CURRICULUM Timi Ren; Malia Napit; James Wodrock
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3350

Abstract

The integration of Virtual Reality (VR) into hybrid history education offers an innovative approach to enhance students’ engagement and understanding of cultural heritage. Traditional classroom instruction often struggles to provide immersive experiences that help learners grasp the spatial, artistic, and spiritual complexity of historical sites like Borobudur Temple. This study explores the implementation of VR as a pedagogical tool to promote experiential learning within a hybrid history curriculum that combines face-to-face and digital modalities. The research aims to examine how immersive VR experiences influence students’ motivation, historical empathy, and conceptual comprehension of Indonesian cultural heritage. A mixed-methods design was employed, involving 80 high school students divided into experimental (VR-assisted) and control (traditional hybrid) groups. Quantitative data were collected through pre- and post-tests measuring historical understanding and engagement, while qualitative data were obtained through student interviews and observation. The analysis used paired-sample t-tests and thematic coding to evaluate cognitive and affective outcomes. Results indicated that the VR-assisted group demonstrated significantly higher improvement in historical comprehension (p < 0.05) and engagement levels. Students reported that virtual exploration of Borobudur allowed them to visualize historical narratives and develop deeper cultural awareness through sensory immersion. The study concludes that integrating VR into hybrid history instruction fosters active, affective, and contextualized learning. The findings underscore the pedagogical value of immersive technology in revitalizing heritage education and promoting digital-humanistic approaches to cultural learning.
AUGMENTED REALITY (AR) FOR VOCATIONAL TRAINING: A HYBRID MODEL FOR DEVELOPING COMPLEX MECHANICAL SKILLS Vlad Dumitrescu; Larisa Petrescu; Lucian Negru
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3351

Abstract

The rapid evolution of Industry 4.0 has transformed vocational education, demanding more effective and technology-driven training methods to develop complex mechanical skills. Conventional training often faces limitations in providing realistic practice environments and immediate feedback, leading to skill gaps among vocational students. This study investigates the application of Augmented Reality (AR) within a hybrid training model designed to enhance learners’ mechanical problem-solving and procedural accuracy. The research aims to determine the effectiveness of AR-based hybrid instruction in improving both cognitive understanding and psychomotor skill acquisition among vocational students in mechanical engineering programs. A quasi-experimental research design with pre-test and post-test control groups was employed. Participants included 100 vocational students divided evenly into experimental (AR-assisted hybrid training) and control (traditional hybrid training) groups. The AR component used interactive 3D overlays and real-time guidance through mobile and wearable devices during machine assembly tasks. Data were collected through performance assessments, observation checklists, and self-efficacy questionnaires. Statistical analysis using paired-sample t-tests and ANCOVA revealed significant improvements in procedural precision, task completion time, and learner confidence for the AR group (p < 0.01). Qualitative feedback confirmed that AR supported experiential learning, reduced cognitive load, and improved error recognition during practice. The findings indicate that integrating AR into hybrid vocational training fosters deeper skill acquisition by bridging theoretical knowledge and hands-on application. This model demonstrates a viable framework for scaling immersive learning technologies in technical and vocational education.
DEVELOPING A NEW HYBRID PEDAGOGY: A CASE STUDY OF PROJECT-BASED LEARNING INTEGRATING COMMUNITY ENGAGEMENT AND DIGITAL COLLABORATION Sofia Pereira; Carlos Lopes; Marta Carvalho
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3352

Abstract

The rapid evolution of hybrid learning environments has encouraged educators to explore pedagogical models that bridge academic theory, community engagement, and digital collaboration. Conventional hybrid learning, while flexible, often lacks experiential relevance and authentic social application. This study seeks to develop and evaluate a new hybrid pedagogy that integrates Project-Based Learning (PBL) with community engagement and digital collaboration to foster deeper learning, civic responsibility, and digital literacy among university students. The research aims to identify how this integrated model enhances student motivation, critical thinking, and collaborative problem-solving within real-world contexts. A qualitative case study design was employed involving 42 undergraduate students enrolled in an education program at a public university. The implementation spanned one academic semester, during which students collaborated with local community partners through hybrid PBL projects supported by digital platforms such as Padlet, Google Workspace, and Zoom. Data were collected through reflective journals, interviews, project assessments, and observation notes, then analyzed thematically to uncover learning patterns and pedagogical impacts. The findings reveal that the hybrid PBL model significantly improved students’ engagement, teamwork, and contextual understanding, while strengthening their ability to integrate digital tools for collaborative inquiry. Participants reported increased confidence in applying theoretical knowledge to community-based challenges. The study concludes that the integration of community engagement and digital collaboration within PBL provides a sustainable hybrid pedagogy for higher education. This model promotes authentic, transformative, and socially responsible learning experiences that align with 21st-century educational goals.
ENHANCING TEACHERS’ PROFESSIONAL COMPETENCIES FOR HYBRID LEARNING THROUGH A PEER-LED DIGITAL MENTORSHIP PROGRAM Baso Intang Sappaile; Tatenda Ncube; Miriam Moyo; Emmanuel Gumbo
Journal Neosantara Hybrid Learning Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i5.3353

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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