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Adam Mudinillah
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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 87 Documents
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PERSONALIZED HYBRID LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND PREDICTIVE ANALYTICS: A SYSTEMATIC LITERATURE REVIEW Riska Meisyi Putri; Mardalena Mardalena; Zain Nizam
Journal Neosantara Hybrid Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i6.2853

Abstract

Contemporary learning environments are increasingly complex, requiring adaptive, data-driven, and responsive instructional approaches. This study systematically examines the integration of artificial intelligence (AI) and predictive analytics in personalized hybrid learning and explores its contributions to educational science. A systematic literature review was conducted on peer-reviewed studies published between 2020 and 2025, sourced from Scopus, Web of Science, ERIC, and Google Scholar using defined inclusion and exclusion criteria. The selected studies were analyzed through thematic synthesis to identify key patterns, strategies, and outcomes. The findings show that integrating AI and predictive analytics enhances learning effectiveness by enabling adaptive content delivery, early identification of learning risks, and data-informed instructional decision-making in hybrid learning environments. The novelty of this study lies in its integrative perspective, positioning AI and predictive analytics as a unified framework for personalized hybrid learning rather than separate tools. Furthermore, the review highlights the potential of predictive insights derived from learner data to support responsive, equitable, and sustainable learning designs. Overall, this study suggests that strategic AI-driven personalization and predictive analytics can foster pedagogical innovation, strengthen evidence-based practices, and support the transformation of digital and hybrid learning systems.
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.
LEADERSHIP PRACTICES AND TEACHER MOTIVATION IN ISLAMIC VOCATIONAL SCHOOLS: A QUALITATIVE STUDY Syamsul Kamar; Khamam Khosiin; Benny Prasetya; Muhmammad Alfi Syahrin
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.v4i1.3192

Abstract

This study examines how school leadership practices affect teacher motivation and professional performance in Islamic vocational education. While leadership has been widely studied in general education, evidence from Islamic vocational schools, especially from the perspective of Islamic Education (PAI) teachers, remains limited. This qualitative case study was conducted in an Islamic vocational school in East Kalimantan, Indonesia, involving the principal and PAI teachers. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The findings show that visionary, participative, and value-based leadership practices strengthen teachers’ intrinsic motivation, work discipline, professional commitment, and instructional performance. The principal’s ability to integrate institutional goals with Islamic values was found to create a supportive school climate that encourages responsibility and innovation among teachers. The novelty of this study lies in its integrated perspective linking leadership practices, teacher motivation, and professional performance in Islamic vocational education. These results contribute to educational leadership theory and provide practical insights for school leaders seeking to enhance teacher professionalism and learning quality in faith-based vocational schools.
EVALUATING THE IMPLEMENTATION OF THE MERDEKA BELAJAR–KAMPUS MERDEKA (MBKM) PROGRAM TO SUPPORT HIGHER EDUCATION KEY PERFORMANCE INDICATORS: A CIPP AND IPOO EVALUATION IN A JOURNALISM STUDY PROGRAM Yuliati Yuliati; Dita Haryani; Yosi Oktavia
Journal Neosantara Hybrid Learning Vol. 3 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i6.3343

Abstract

This study evaluates the implementation of the Merdeka Belajar Kampus Merdeka (MBKM) program and its contribution to the achievement of Key Performance Indicators (IKU) in the S1 Journalism Study Program, Faculty of Social and Political Sciences, University of Bengkulu. MBKM serves as Indonesia’s national higher education reform, providing students with flexible learning opportunities outside the campus through experiential and industry-linked activities. Guided by principles of educational evaluation, this study employs the Context–Input–Process–Product (CIPP) model and the Input–Process–Output–Outcome (IPOO) framework to systematically assess program relevance, resource readiness, implementation quality, outputs, and institutional outcomes. Using a descriptive qualitative approach, data were collected through interviews, questionnaires, observations, documentation, and literature review. Informants were selected using purposive sampling, including program managers, lecturers, students, and external partners. Data were analyzed through reduction, display, conclusion drawing, and triangulation. The findings indicate that MBKM implementation significantly contributes to the achievement of IKU particularly IKU-2 (student learning experience outside campus) and IKU-6 (partnership with external institutions). Two strategic mechanisms were identified as the most influential: (1) diversification and collaboration with industry and community partners, and (2) integration of MBKM activities with faculty research through research assistance schemes. MBKM also generated tangible outputs such as student publications, intellectual property, documentary works, and enhanced professional competencies. This study provides empirical evidence on how program evaluation frameworks can be effectively applied to assess MBKM performance and offers strategic recommendations for strengthening experiential learning in journalism education.
DESIGNING A MULTICULTURAL HYBRID LEARNING FRAMEWORK FOR SOCIAL STUDIES EDUCATION IN A DIVERSE INDONESIAN CLASSROOM Sophie Vidal; Nicolas Mercier; Claire Fontaine
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3344

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.
APPLYING UNIVERSAL DESIGN FOR LEARNING (UDL) PRINCIPLES TO A HYBRID UNIVERSITY COURSE TO ENHANCE ACCESSIBILITY FOR ALL STUDENTS Moana Siaosi; Lepa Palu; Tili Latu
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3345

Abstract

The rapid expansion of hybrid learning models in higher education has underscored the need for more inclusive instructional designs that accommodate diverse learner profiles. Many university students encounter barriers in digital and physical learning environments due to differences in abilities, learning preferences, and access to technology. This study applies the Universal Design for Learning (UDL) framework to a hybrid university course to evaluate its effectiveness in enhancing accessibility and engagement for all students. The research aims to determine how UDL principles multiple means of representation, engagement, and expression can be systematically integrated into hybrid course design to promote equitable learning opportunities. A mixed-methods design was employed, combining pre- and post-intervention surveys with focus group interviews. The participants included 60 undergraduate students from a teacher education program. Quantitative data were analyzed using paired-sample t-tests to assess changes in students’ perceived accessibility and satisfaction, while qualitative data were examined through thematic analysis. Results indicated a significant increase in students’ accessibility perception, digital engagement, and self-efficacy after the UDL-based redesign. Students reported that flexible content formats, interactive online modules, and multiple assessment options improved their learning experience and reduced participation barriers. The study concludes that integrating UDL principles in hybrid course design effectively enhances inclusivity, promotes active engagement, and supports diverse learning needs. It recommends that universities adopt UDL-based instructional frameworks to ensure equitable access in hybrid and digital education environments.
INCLUSIVE EDUCATIONAL TECHNOLOGY FOR STUDENTS WITH DYSLEXIA IN A HYBRID READING PROGRAM: A CASE STUDY IN AN INDONESIAN PRIMARY SCHOOL Sofia Monti; Andrea Giordano; Serena Maggi
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3346

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
A CRITICAL EVALUATION OF A GOVERNMENT-SPONSORED HYBRID LEARNING PROGRAM FOR BRIDGING THE DIGITAL DIVIDE IN REMOTE EASTERN INDONESIA Joshua Teror; Ella Udui; Daniel Rechab
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3347

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.
THE USE OF PREDICTIVE ANALYTICS AND AI FOR EARLY INTERVENTION WITH AT-RISK STUDENTS IN A LARGE-SCALE HYBRID LEARNING MODEL Carissa Ien; Jordan Oson; Elizabeth Aiton
Journal Neosantara Hybrid Learning Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v3i4.3348

Abstract

The rapid growth of large-scale hybrid learning environments has increased the need for data-driven approaches to identify and support at-risk students before disengagement or dropout occurs. Many institutions struggle to respond proactively due to the absence of predictive mechanisms that translate real-time learning data into actionable interventions. This study investigates the use of predictive analytics and artificial intelligence (AI) for early identification and intervention among at-risk students within a large-scale hybrid university program. The research aims to evaluate how machine learning models can detect behavioral and academic risk patterns and how these predictions can inform timely academic support strategies. A quantitative predictive research design was employed using secondary data from the university’s learning management system (LMS) and student information records. Data from 5,000 hybrid learners were analyzed using regression-based predictive models and supervised machine learning algorithms, including random forest and logistic regression, to determine key predictors of risk. Validation was conducted through cross-validation and accuracy metrics. The results revealed that engagement frequency, assessment completion rate, and login regularity were the strongest predictors of student risk, with predictive accuracy reaching 89%. Early interventions informed by predictive insights such as personalized feedback and AI-assisted tutoring led to a 23% reduction in course withdrawal rates. The study concludes that predictive analytics and AI can significantly enhance institutional capacity for proactive intervention in hybrid education. The integration of automated early-warning systems represents a transformative approach to promoting equity, retention, and personalized learning support at scale

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