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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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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.
DIGITAL WELLBEING IN HYBRID LEARNING ENVIRONMENTS: BALANCING ACADEMIC PERFORMANCE AND MENTAL HEALTH Catherine Li; Andres Villanueva; Josefa Flores; Noorhani Dyani Laksmi
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.3974

Abstract

The widespread institutionalization of hybrid learning environments has intensified student exposure to digitally mediated academic demands, generating mounting concern among educators, policymakers, and mental health professionals regarding the cumulative effects of prolonged screen engagement, boundary dissolution between academic and personal digital spaces, and algorithmically driven distraction on student psychological wellbeing and academic performance outcomes. Existing frameworks for digital wellbeing have been developed predominantly for general consumer technology contexts and remain insufficiently theorized for the specific cognitive, emotional, and social demands of hybrid educational settings. This study aims to examine the relationship between digital wellbeing practices, academic performance, and mental health outcomes among students engaged in hybrid learning environments across tertiary educational institutions. A sequential explanatory mixed-methods design was employed, combining a quantitative survey administered to 624 undergraduate students across four universities with qualitative interviews conducted with 36 purposively selected participants, analyzed through structural equation modeling and reflexive thematic analysis respectively. Digital wellbeing practices significantly predicted both academic performance (? = 0.512, p < .001) and mental health outcomes (? = 0.467, p < .001), with screen boundary management and purposeful technology disengagement emerging as the strongest protective factors. Intentional digital wellbeing integration within hybrid learning design substantially reduces psychological distress while sustaining academic performance, necessitating institution-level policy commitments beyond individual student self-regulation.
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.
ARTIFICIAL INTELLIGENCE–DRIVEN PERSONALIZATION IN HYBRID LEARNING: OPPORTUNITIES, RISKS, AND PEDAGOGICAL IMPLICATIONS I Nengah Artawan; Ren Suzuki; Daiki Nishida
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.4101

Abstract

Growing adoption of hybrid learning has accelerated the integration of Artificial Intelligence (AI) to deliver personalized educational experiences that accommodate diverse learner characteristics, enhance instructional effectiveness, and support data-informed pedagogical decisions. Increasing reliance on AI-driven personalization has simultaneously introduced concerns regarding algorithmic transparency, learner autonomy, data privacy, and educational equity, creating a need for balanced evaluation of its educational potential and associated risks. This study aimed to examine the opportunities, risks, and pedagogical implications of AI-driven personalization within hybrid learning environments. A mixed-methods sequential explanatory design was employed, combining quantitative analysis of learning analytics and academic performance with qualitative investigation through interviews, classroom observations, and reflective journals. Participants included undergraduate students and lecturers engaged in AI-supported hybrid learning across multiple disciplines. Findings revealed that AI-driven personalization significantly improved academic achievement, learner engagement, self-regulated learning, learning satisfaction, and course completion while maintaining high recommendation accuracy and adaptive instructional responsiveness. Qualitative evidence further demonstrated that effective implementation depended on meaningful teacher facilitation, transparent algorithmic support, and responsible institutional governance addressing privacy and ethical concerns. Results indicate that Artificial Intelligence enhances hybrid learning most effectively when functioning as a pedagogical partner rather than a replacement for educators. Balanced integration of adaptive technologies, human expertise, ethical governance, and learner-centered instructional design provides a sustainable framework for responsible educational innovation and long-term digital transformation.
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.
BRAIN-BASED LEARNING STRATEGIES FOR PERSONALIZED HYBRID EDUCATION Raul Gomez; Clara Mendes; Rudy Surbakti
Journal Neosantara Hybrid Learning Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jnhl.v4i3.4233

Abstract

Personalized hybrid education offers flexible learning opportunities, yet technological adaptation alone often fails to address differences in attention, memory, cognitive load, prior knowledge, and self-regulation that shape individual learning. This study examined the effectiveness of evidence-informed brain-based learning strategies within personalized hybrid education and developed an adaptive framework for cognitively responsive instruction. A quasi-experimental mixed-methods design compared students receiving brain-informed personalized hybrid instruction with those experiencing conventional hybrid learning. The intervention integrated prior-knowledge activation, retrieval practice, spaced learning, cognitive-load management, adaptive scaffolding, formative feedback, and metacognitive reflection across physical and digital environments. Findings indicated stronger academic achievement, knowledge retention, cognitive engagement, motivation, and self-regulated learning among students receiving personalized instruction, accompanied by more manageable cognitive demands. Learning analytics and qualitative evidence further demonstrated that effective personalization required dynamic adjustments based on learner readiness, performance, progress, and support needs rather than fixed learning-style classifications. The study concludes that brain-informed personalization is most effective when grounded in credible learning science and implemented through continuous cycles of diagnosis, adaptation, retrieval, feedback, monitoring, and recalibration. The proposed framework advances personalized hybrid education by integrating cognitive responsiveness, pedagogical orchestration, and adaptive support while avoiding unsupported neuromyth-based instructional assumptions in contemporary educational practice.

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