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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 87 Documents
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COMMUNITY-BASED SOCIAL EDUCATION FOR SUSTAINABLE DEVELOPMENT – AN INDONESIAN PERSPECTIVE ON COLLABORATIVE LEARNING MODELS Rithy Vann; Vicheka Rith; Suyitno Suyitno
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i1.2174

Abstract

Community-based social education plays a crucial role in fostering sustainable development, especially in countries with diverse social structures such as Indonesia. However, the implementation of collaborative learning models within this framework remains underexplored. This study aims to investigate the effectiveness of community-based social education in supporting sustainable development through the application of collaborative learning models from an Indonesian perspective. Employing a qualitative research method with a case study approach, data were collected through interviews, focus group discussions, and observations involving educators, community leaders, and learners in selected rural and urban communities. The findings reveal that collaborative learning models significantly enhance community engagement, improve critical thinking skills, and promote shared responsibility among participants. Furthermore, the integration of local wisdom and cultural values into learning processes strengthens the relevance and sustainability of educational programs. The study concludes that community-based social education, when supported by well-structured collaborative learning models, can serve as an effective strategy for achieving sustainable development goals. It emphasizes the need for policy support, capacity building, and continuous evaluation to ensure the scalability and impact of such educational initiatives.  
ADOPTING HEUTAGOGY IN NON-FORMAL EDUCATION: A PARTICIPATORY ACTION RESEARCH WITH COMMUNITY LEARNING CENTERS Samnatha Gonzales; Carloz Fernandez; Li Wei
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

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 Ali Reza; Leila Mahdavi; Reza Karimi
Journal Neosantara Hybrid Learning Vol. 2 No. 3 (2024)
Publisher : Yayasan Adra Karima Hubbi

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 Rachid Belhaj; Nadia Ait Ali; Ibrahim Browlahrouf
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

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 Jelena Dordevic; Luka Stojanovi; Tamara Markovi
Journal Neosantara Hybrid Learning Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

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.
HARNESSING PREDICTIVE ANALYTICS TO PERSONALIZE HYBRID LEARNING TRAJECTORIES IN UNDERREPRESENTED COMMUNITIES Andrei Romanov; Maria Alexandrovna; Sergey Kuznetsov
Journal Neosantara Hybrid Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i1.2232

Abstract

Educational inequality continues to affect underrepresented communities, particularly in the context of hybrid learning environments that often fail to account for students’ diverse socio-economic, cognitive, and technological backgrounds. Traditional instructional models rarely provide the necessary flexibility or responsiveness to address learning disparities at scale. This study explores the use of predictive analytics as a tool to personalize hybrid learning trajectories for students in underrepresented communities, aiming to enhance engagement, performance, and retention. The research employed a mixed-methods approach, combining machine learning-based predictive models with qualitative interviews and real-time learning analytics. Conducted across four public schools serving marginalized populations, the study analyzed data from over 300 students to identify risk factors and generate personalized intervention strategies. Results showed that predictive models accurately forecasted student disengagement and academic decline with 85% accuracy, allowing educators to implement timely, targeted instructional responses. Teachers reported improved decision-making and reduced dropout intentions among at-risk students. The study concludes that integrating predictive analytics into hybrid instruction offers a scalable pathway to equity-oriented education, enabling data-driven personalization that supports learners historically excluded from mainstream academic success.
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 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.
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.

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