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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 7 Documents
 1 
Search results for , issue "vol. 4 no. 2 (2026)" : 7 Documents clear
THE EFFECTIVENESS OF BLENDED LEARNING IN IMPROVING 21ST CENTURY SKILLS IN MIDDLE SCHOOL STUDENTS Baso Intang Sappaile; Samantha Gonzales; Andres Villanueva
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.2695

Abstract

Blended learning is frequently promoted as an effective instructional model for fostering 21st-century skills; however, much of the existing discourse assumes its superiority without adequately examining the contextual and pedagogical conditions that shape its outcomes. This study addresses this gap by investigating whether blended learning meaningfully improves critical thinking, collaboration, creativity, and digital literacy among middle school students in a real classroom environment. The research aims to evaluate not only the magnitude of improvement but also whether the observed changes can be attributed to the blended instructional design rather than external factors such as teacher expertise or students’ prior technological exposure. A quasi-experimental method was employed involving two groups of eighth-grade students: an experimental group receiving blended instruction through a combination of face-to-face learning, digital modules, and interactive online tasks, and a control group receiving conventional instruction. Data were collected through performance-based assessments, observation checklists, and student self-evaluation surveys. The analysis utilized paired-sample and independent-sample t-tests to compare pre- and post-intervention differences. The findings indicate a statistically significant improvement in all four targeted skills among the experimental group, with the strongest gains observed in digital literacy and collaborative problem-solving. However, the results also suggest that the effectiveness of blended learning is highly dependent on instructional scaffolding, the quality of digital resources, and students’ initial readiness for technology-mediated tasks. The study concludes that blended learning can enhance 21st-century skills in middle school students when implemented through a structured, well-facilitated design. It cautions, however, against assuming universal effectiveness across diverse learning environments.
UNIVERSAL DESIGN FOR LEARNING IN HYBRID EDUCATION: BRIDGING ACCESSIBILITY AND ACADEMIC ACHIEVEMENT Ni Wayan Karimi; Putri Julia Ningsi; Nina Anis; Dyah Retno Wulan
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.3768

Abstract

The integration of Universal Design for Learning (UDL) in hybrid education has gained attention for its potential to address the diverse needs of students and bridge gaps in accessibility and academic achievement. Hybrid learning, which combines in-person and online instruction, presents unique challenges in ensuring equal access to learning resources and opportunities. UDL, with its flexible framework for creating inclusive educational environments, aims to provide multiple means of representation, engagement, and expression. This study investigates the impact of UDL principles on student engagement and academic performance in hybrid learning settings. The research employs a mixed-methods approach, combining quantitative surveys and academic performance assessments with qualitative interviews and focus groups. The results indicate that UDL significantly enhances student engagement and academic achievement in hybrid courses, with a 15% improvement in test scores and higher participation rates. Students reported increased satisfaction, particularly due to the adaptability of learning materials and assessments. The study concludes that UDL offers a promising framework for improving accessibility and promoting academic success in hybrid education. Implementing UDL principles can help educators create more inclusive and equitable learning environments, fostering greater success for a diverse range of students.
DECENTRALIZED LEARNING MANAGEMENT SYSTEMS: BLOCKCHAIN APPLICATIONS IN HYBRID EDUCATION GOVERNANCE Mashuri Mashuri; Suhardiman Suhardiman; Suhaimi bin Agus; Lia Amelia; Amin Zaki
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.3775

Abstract

The integration of blockchain technology into hybrid education has the potential to revolutionize the governance of Learning Management Systems (LMS). Traditional LMS often suffer from centralization, which leads to issues such as data security vulnerabilities, inefficiencies in administrative processes, and lack of transparency. Blockchain’s decentralized and immutable nature offers a promising solution to these challenges. This study explores the application of blockchain technology in decentralized LMS to enhance governance, transparency, and security in hybrid education environments. The primary aim of the research is to assess how blockchain can be used to improve administrative processes such as grading, credential verification, and accreditation in hybrid learning systems. A qualitative case study approach was used, involving interviews with administrators, educators, and technology experts, as well as document analysis from institutions implementing blockchain-based LMS. The findings reveal that blockchain integration significantly improves data security, reduces administrative delays, and fosters greater trust among stakeholders. Institutions with blockchain-based LMS reported faster processing of student records and a more transparent grading system. The study concludes that blockchain offers a transformative approach to hybrid education governance by creating more secure, transparent, and efficient systems.
DESIGNING HYBRID LEARNING FOR MULTICULTURAL CLASSROOMS: EQUITY, ACCESS, AND PEDAGOGICAL RESPONSIVENESS Kaito Tanaka; Riko Kobayashi; Haruka Sato; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.3967

Abstract

The rapid expansion of hybrid learning environments has intensified existing equity and access disparities within multicultural classrooms, where students from linguistically, culturally, and socioeconomically diverse backgrounds encounter differential barriers to meaningful educational participation. Pedagogical frameworks designed for homogeneous learner populations remain inadequate in addressing the intersecting dimensions of cultural identity, digital access inequality, and instructional responsiveness that define contemporary multicultural educational contexts. This study aims to examine how hybrid learning environments can be deliberately designed to promote equity, broaden access, and enhance pedagogical responsiveness across multicultural classroom settings in diverse educational institutions. A qualitative multiple case study design was employed across six multicultural secondary schools in three countries, utilizing semi-structured interviews with 54 educators and focus group discussions with 120 students, analyzed through reflexive thematic analysis. Four design principles emerged as foundational to equitable hybrid learning: culturally responsive digital scaffolding, flexible multimodal content delivery, inclusive assessment architecture, and community-anchored technology integration. Institutions implementing all four principles demonstrated measurably higher student engagement and cross-cultural participation rates compared to partial-implementation counterparts. Intentionally designed hybrid learning frameworks that center cultural equity and pedagogical responsiveness can substantially reduce participation barriers and foster inclusive educational experiences across multicultural classroom contexts.
INSTRUCTIONAL DESIGN AND TEACHER AGENCY IN TECHNOLOGY-ENHANCED HYBRID LEARNING Noor Aziz; Pieter Hendriks; Eva Janssen
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.4052

Abstract

Technology-enhanced hybrid learning has transformed contemporary education by integrating digital platforms with face-to-face instruction, yet it raises persistent challenges regarding instructional design coherence and teacher agency in pedagogical decision-making. This study aims to examine the relationship between instructional design and teacher agency in hybrid learning environments and to explore how their interaction influences teaching effectiveness. A qualitative research design based on systematic literature review and interpretive analysis was employed, drawing on peer-reviewed studies, institutional reports, and educational technology frameworks published between 2015 and 2026. Findings reveal that instructional design provides structural guidance for hybrid learning implementation, while teacher agency enables adaptive, context-responsive pedagogical practices. The results further indicate that effective hybrid learning emerges from a dynamic balance between standardized instructional frameworks and teacher autonomy in utilizing digital technologies. Institutional support, technological infrastructure, and professional development significantly influence this balance. The study concludes that instructional design and teacher agency are interdependent constructs that jointly determine the success of technology-enhanced hybrid learning systems, highlighting the need for flexible pedagogical frameworks that empower teachers as active designers of learning.
BALANCING INNOVATION AND ETHICS: A GOVERNANCE FRAMEWORK FOR SECURE HYBRID LEARNING ENVIRONMENTS mukromin mukromin; Tun Lin; Soe Thu Zaw
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.4062

Abstract

Rapid digital transformation in education has accelerated the adoption of hybrid learning systems, yet concerns regarding ethical governance, data security, and institutional accountability remain insufficiently addressed across global contexts. This study aims to develop a governance framework that balances innovation and ethics in secure hybrid learning environments. A qualitative research design using systematic literature review and conceptual analysis was employed, drawing on peer-reviewed studies, policy documents, and institutional reports related to educational technology governance, digital ethics, and cybersecurity in hybrid learning systems. Findings reveal that technological innovation in hybrid learning significantly enhances accessibility and instructional flexibility, while governance deficiencies increase risks related to data privacy, ethical inconsistency, and cybersecurity vulnerabilities. The results further indicate that effective hybrid learning requires an integrated governance framework that aligns innovation strategies with ethical principles and security protocols. Institutions with stronger governance structures demonstrate higher levels of trust, system stability, and educational effectiveness. The study concludes that balancing innovation and ethics through a structured governance framework is essential for ensuring secure, sustainable, and trustworthy hybrid learning environments in the digital era.
GAMIFICATION AND STUDENT MOTIVATION: EVALUATING E-LEARNING ENGAGEMENT FROM AN EDUCATIONAL PSYCHOLOGY PERSPECTIVE Baso Intang Sappaile; Rachel Chan; Marcus Tan
Journal Neosantara Hybrid Learning Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i2.4162

Abstract

Growing reliance on e-learning has transformed educational practice while simultaneously highlighting persistent challenges related to sustaining student motivation and meaningful learning engagement. Gamification has emerged as a promising instructional strategy that incorporates game design elements into digital learning environments to enhance learners' psychological involvement and academic performance. This study aimed to evaluate the effectiveness of gamification in improving student motivation and e-learning engagement from an educational psychology perspective by examining the relationships among motivational design, psychological needs satisfaction, learner engagement, self-regulated learning, and academic achievement. A mixed-methods sequential explanatory research design was employed, combining quantitative data collected from 480 undergraduate students through standardized motivation and engagement scales, academic performance assessments, and learning management system analytics with qualitative evidence obtained from classroom observations, semi-structured interviews, focus group discussions, reflective learning journals, and instructional document analysis. Findings revealed that students participating in gamified e-learning demonstrated significantly higher intrinsic motivation, self-efficacy, behavioral engagement, emotional engagement, self-regulated learning, and academic achievement than those enrolled in conventional online learning environments. Qualitative evidence further indicated that meaningful feedback, collaborative learning activities, learner autonomy, and active instructional facilitation strengthened the motivational impact of gamification. Results suggest that gamification functions most effectively when integrated with educational psychology principles, providing a sustainable pedagogical framework for promoting meaningful engagement, learner persistence, and long-term success in digital learning environments.

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