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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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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.
ASSESSING COLLABORATIVE SKILLS IN A HYBRID PROJECT: A NOVEL FRAMEWORK AND RUBRIC FOR INDONESIAN HIGHER EDUCATION Lily Kaku; Cinthia Kabua; Eliezo Lang
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.v3i6.3354

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.
STUDENT DATA PRIVACY IN AI-DRIVEN PERSONALIZED LEARNING PLATFORMS: AN ETHICAL FRAMEWORK FOR HYBRID SCHOOLS Abel Mwansa; Alice Mutale; Julius Banda
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.v3i6.3357

Abstract

The integration of artificial intelligence (AI) in personalized learning platforms has transformed hybrid education by enabling adaptive instruction, data-driven assessment, and individualized student support. However, this advancement has raised critical ethical concerns regarding student data privacy, transparency, and accountability. The unregulated collection, processing, and storage of learning data risk compromising students’ autonomy and confidentiality, particularly in hybrid schools where both digital and physical systems intersect. This study aims to develop an ethical framework that ensures responsible AI implementation in personalized learning environments while safeguarding student data integrity in Indonesian hybrid schools. A qualitative-descriptive research design was employed, involving document analysis, expert interviews, and focus group discussions with educators, AI developers, and policymakers. The research adopted a grounded theory approach to construct the framework, emphasizing ethical dimensions such as informed consent, algorithmic transparency, data minimization, and institutional accountability. Findings reveal that existing school policies often lack clarity in regulating third-party AI systems and data-sharing practices. The proposed ethical framework integrates three key components: governance principles, operational safeguards, and digital literacy strategies for teachers and students. The results suggest that adopting this framework can promote ethical awareness and responsible data stewardship, strengthening trust between institutions and learners. The study concludes that balancing innovation and ethical responsibility is essential to achieving equitable and secure AI-driven hybrid education.
INTEGRATING SOCIAL-EMOTIONAL LEARNING (SEL) INTO A HYBRID MIDDLE SCHOOL CURRICULUM TO FOSTER DIGITAL WELLBEING AND RESILIENCE Helen Nabirye; Ronald Muwanguzi; Deborah Wanyama
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.v3i6.3358

Abstract

The increasing integration of digital technologies in middle school education has transformed how students learn, interact, and develop their emotional intelligence. However, prolonged digital engagement in hybrid learning environments often leads to emotional fatigue, decreased empathy, and reduced digital wellbeing among adolescents. Addressing this challenge requires embedding Social-Emotional Learning (SEL) within hybrid curricula to enhance students’ resilience, empathy, and self-regulation in digital contexts. This study aims to design and evaluate an SEL-integrated hybrid curriculum model that promotes digital wellbeing and emotional balance among middle school students. A mixed-method design was employed, combining quasi-experimental and qualitative approaches. The participants included 120 students from three hybrid middle schools in Indonesia. Quantitative data were gathered through pre- and post-intervention surveys using a validated SEL and digital wellbeing scale, while qualitative insights were collected from focus group discussions and classroom observations. Data were analyzed using paired-sample t-tests and thematic coding. Results revealed significant improvements in students’ emotional awareness (p < 0.01), empathy (p < 0.01), and digital self-regulation (p < 0.05). Qualitative findings further indicated that integrating SEL practices such as mindfulness exercises, reflective journaling, and collaborative digital storytelling enhanced students’ resilience and strengthened teacher-student relationships in hybrid settings. The study concludes that embedding SEL into hybrid curricula effectively fosters holistic learning, digital citizenship, and emotional stability. This framework offers a scalable model for schools seeking to balance academic achievement with psychological wellbeing in digitally mediated education.
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.

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