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Nusantara Education Studies
Published by PT. Integra Academic Press
ISSN : -     EISSN : 30308941     DOI : https://doi.org/10.63208/21011
Core Subject :
Nusantara Education Studies is a reputable open-access research journal that serves as an international platform for researchers, academics, professionals, and practitioners in the field of education to share high-quality empirical research relevant to global educational advancements. The primary commitment of Nusantara Education Studies is to make significant contributions to the development of educational science and practice by publishing innovative articles that integrate theoretical and practical perspectives. Through its multidisciplinary approach, this journal fosters discussions and explorations of new ideas that address contemporary educational challenges. By fostering academic dialogue and knowledge exchange, Nusantara Education Studies aims to contribute to the advancement of educational research and practice while supporting international recognition and academic engagement.
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Articles 42 Documents
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Digital Transformation of Education and Learning Quality in Indonesia Elya Fitrotunnisa; Arsyadi Yulian Prasetya
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-327

Abstract

The digital transformation of education has become a strategic policy to improve the quality of learning in Indonesia. The advancement of information and communication technology, along with the acceleration of digitalization during the COVID-19 pandemic, has encouraged significant changes in educational practices toward more flexible, innovative, and adaptive systems. This study aims to analyze educational digital transformation policies in supporting the improvement of learning quality in Indonesia. The research employed a library research method using a descriptive qualitative approach. Data were collected from scientific literature, national and international journal articles, and educational policy documents published over the last five years. The findings indicate that digital transformation contributes positively to learning quality through expanding educational access, strengthening digital literacy, enhancing teacher competencies, developing interactive learning media, and optimizing technology-based educational management. However, the implementation of these policies still faces several challenges, including digital infrastructure disparities, limited internet access, and differences in digital competencies among stakeholders. Therefore, strengthening digital infrastructure, improving human resource capacity, and developing a sustainable digital education ecosystem are essential to support better educational quality and competitiveness in the digital era.
Implementation of the Merdeka Curriculum Across Educational Levels Zahra Radhiyya Magfira; Zega Faridatul Janah; Dila Rahmaniyah
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-338

Abstract

The Merdeka Curriculum is an educational policy developed to support learning transformation while accelerating the recovery of educational quality in the post-pandemic era. This study aims to analyze the implementation of the Merdeka Curriculum across various educational levels, including early childhood, primary, and secondary education. The study employed a Systematic Literature Review (SLR) method by examining scientific articles, academic books, international reports, and policy documents published over the last five years. The findings indicate that the Merdeka Curriculum is characterized by learning flexibility, emphasis on essential competencies, differentiated instruction, and character development through the Pancasila Student Profile Strengthening Project. The implementation of this curriculum provides opportunities to develop more contextual, adaptive, and student-centered learning practices. However, its implementation still faces several challenges, including teacher readiness, institutional adaptation capacity, and the availability of supporting learning facilities. Therefore, continuous support is required through teacher professional development, strengthened school leadership, and the cultivation of innovative learning cultures. Overall, the Merdeka Curriculum has significant potential to improve educational quality by integrating competency development, character building, and twenty-first-century skills within a comprehensive educational framework.
Technology-Based Learning in the Post-COVID-19 Era Dyah Ayu Kusumawati; Rosita Permatahati
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-345

Abstract

The COVID-19 pandemic accelerated digital transformation in education and encouraged the integration of technology as an essential component of the learning process. This study aims to analyze technology-based learning in the post-COVID-19 era by identifying its opportunities, challenges, and strengthening strategies within the education system. The study employed a descriptive qualitative approach using library research. Data were collected from relevant scientific literature, including books, research articles, and academic documents published over the last five years. The data were analyzed using descriptive qualitative techniques through data reduction, data presentation, and conclusion drawing. The findings indicate that technology-based learning offers several opportunities, including increased learning flexibility, broader access to learning resources, strengthened digital competencies, and enhanced instructional innovation. However, its implementation still faces challenges related to human resource readiness, digital literacy, the quality of learning interactions, and sustainable learning management. Therefore, strengthening digital competencies and developing adaptive learning strategies are necessary to support a more modern and inclusive educational transformation.
The Effectiveness of Project-Based Learning on Students’ Critical Thinking Post-Pandemic Dwi Febri Himmatul Khairiyah; Wahyu Nia Kurnia Sari; Akmal Bayu Mubarok
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-350

Abstract

Changes in educational systems caused by the COVID-19 pandemic created various challenges that affected learning quality and the development of students' critical thinking skills. In the post-pandemic learning context, educational approaches are required to encourage active student engagement while fostering twenty-first-century competencies. This study aims to analyze the effectiveness of Project-Based Learning (PjBL) in enhancing secondary school students' critical thinking skills in the post-pandemic era. The study employed a library research method with a qualitative descriptive approach by reviewing scientific literature published over the last five years. Data sources consisted of national and international journal articles discussing the implementation of PjBL and the development of critical thinking skills. The findings indicate that PjBL effectively improves critical thinking skills through student involvement in investigation, problem-solving, collaboration, and reflective learning activities. Project-based learning also encourages students to develop analytical, evaluative, argumentative, and decision-making abilities more effectively than conventional learning approaches. Furthermore, the student-centered nature of PjBL makes it highly relevant as a learning strategy for supporting educational recovery in the post-pandemic period. Therefore, PjBL can serve as an effective instructional approach to enhance critical thinking skills among secondary school students.
Student Engagement in Blended Learning: A Systematic Literature Review Asril Abdillah; Refki Andrean
Nusantara Education Studies Vol. 1 No. 1 (2023): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-363

Abstract

Blended learning has become an important instructional approach in higher education by integrating face-to-face teaching with online learning environments to enhance student engagement. This study examines student engagement in blended learning through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant studies published between 2019 and 2022 were systematically identified, screened, and analyzed using thematic analysis. The findings indicate that blended learning improves behavioral, cognitive, and emotional engagement by promoting active learning, collaboration, learning motivation, and student satisfaction. Teacher support, instructional design, and learning management systems also contribute to successful engagement. However, technological infrastructure, digital competence, instructor readiness, and institutional support remain major implementation challenges. The study concludes that effective pedagogical design and supportive learning environments are essential for maximizing the benefits of blended learning and improving student engagement in higher education.
Self-Regulated Learning and Academic Achievement in Higher Education Putri Melati Chairunnisa; Widi Pramudya Rahmadani
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-375

Abstract

Self-regulated learning (SRL) has become an essential competency for promoting academic achievement and lifelong learning in higher education. This study examines the relationship between self-regulated learning and academic achievement through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant studies published in the ten last years were systematically identified from major academic databases and analyzed using thematic analysis. The findings indicate that self-regulated learning positively influences academic achievement by strengthening learning strategies, metacognitive awareness, self-efficacy, learning motivation, and independent learning. Students with strong self-regulated learning skills demonstrate better academic performance because they actively plan, monitor, and evaluate their learning processes. However, challenges including poor time management, procrastination, limited metacognitive skills, and varying levels of motivation continue to affect successful implementation. The study concludes that higher education institutions should strengthen instructional practices that promote learner autonomy, reflection, and strategic learning to improve academic success and support lifelong learning.
Formative Assessment and Student Learning Outcomes in Higher Education Prinastiti Dwi Santika; Rita Setyawati
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-377

Abstract

Formative assessment has become an essential component of student-centered learning because it provides continuous feedback that supports learning improvement throughout the educational process. This study examines the relationship between formative assessment and student learning outcomes in higher education through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. The findings indicate that formative assessment positively influences student learning outcomes by strengthening feedback quality, self-reflection, student participation, and continuous learning improvement. Effective formative assessment encourages students to engage actively with feedback, participate in self-assessment and peer assessment, and develop greater responsibility for their own learning. However, several challenges remain, including feedback quality, instructor workload, assessment literacy, digital assessment implementation, and student engagement. The study concludes that formative assessment is an effective instructional strategy for enhancing learning outcomes in higher education when supported by appropriate assessment design, constructive feedback, and active participation from both instructors and students.
Collaborative Learning and Academic Performance in Higher Education Syamsiati Arifah; Asmarani Asmarani; Cindi Mutia; Bayu Erlangga
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-382

Abstract

Collaborative learning has become an important student-centered instructional approach for improving academic performance in higher education. This study examines the relationship between collaborative learning and academic performance through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published over the last five years were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that collaborative learning positively influences academic performance by enhancing student engagement, knowledge construction, communication skills, teamwork, and critical thinking. Effective implementation depends on instructor facilitation, balanced group participation, supportive learning environments, and appropriate collaborative activities. However, challenges such as unequal participation, group coordination, communication barriers, and technology integration continue to affect learning effectiveness. The study concludes that collaborative learning is an effective instructional strategy for improving academic achievement while developing essential professional competencies in higher education.
Optimizing Learning Management System in Online Learning to Improve Student Learning Outcomes Muntingah Muntingah; Arsyadi Yulian Prasetya; Defi Akhsan Nur Fauzan
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-402

Abstract

Digital transformation in higher education encourages the utilization of Learning Management Systems (LMS) as online learning platforms that enhance the flexibility and effectiveness of student learning processes. This study aims to analyze the utilization of LMS in supporting improved student learning outcomes through a Systematic Literature Review (SLR) approach. The research data were obtained by reviewing scientific articles published over the last five years and analyzed using content analysis techniques. The findings indicate that LMS plays an important role in providing flexible learning access, increasing student engagement, supporting self-directed learning, and facilitating academic interaction through various digital features. However, the effectiveness of LMS implementation is influenced by system quality, digital literacy readiness, instructional design, and institutional support. Optimizing LMS implementation requires the integration of technological and pedagogical aspects to create meaningful learning experiences. Therefore, LMS can serve as an essential strategy for developing digital learning in higher education and contribute to improving student learning outcomes sustainably.
Student Motivation and Academic Achievement in Higher Education Lutfi Nuzul Nurkhasanah; Divanisti Wahyuriani; Rizki Nur Fatimah
Nusantara Education Studies Vol. 1 No. 2 (2023): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-413

Abstract

Student motivation plays a crucial role in promoting academic achievement and supporting successful learning experiences in higher education. This study examines the relationship between student motivation and academic achievement through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published between 2019 and 2023 were systematically collected from major academic databases and analyzed using thematic analysis. The findings indicate that student motivation positively influences academic achievement by strengthening engagement, persistence, self-efficacy, and active participation in learning. Intrinsic motivation consistently produces more sustainable learning outcomes than extrinsic motivation, while supportive learning environments and effective instructional strategies further enhance students' motivation. However, challenges such as academic stress, burnout, declining engagement, and changing learning environments continue to affect motivation. The study concludes that strengthening student motivation is essential for improving academic achievement and long-term educational success.

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