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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.
Arjuna Subject : -
Articles 42 Documents
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Digital Literacy and Student Learning Outcomes in Higher Education Fauzan Agus Septiawan; Wahyu Sulistio Pratama; Adelia Wahyu Ratri
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-431

Abstract

Digital literacy has become an essential competency for improving student learning outcomes in higher education. This study examines the relationship between digital literacy and student learning outcomes 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 digital literacy positively influences learning outcomes by strengthening digital competence, information literacy, critical thinking, digital communication, and effective use of technology. Institutional support, technological infrastructure, and equitable access to digital resources further enhance students' digital literacy development. However, challenges including the digital divide, unequal technology access, differences in digital competence, and institutional readiness continue to affect implementation. The study concludes that strengthening digital literacy is essential for improving academic performance, lifelong learning, and graduate readiness in higher education.
Student Well-Being and Academic Success in Higher Education Andrea Andrea; Rosita Permatahati
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-438

Abstract

Student well-being has become an important determinant of academic success in higher education by influencing students' psychological health, engagement, resilience, and learning experiences. This study examines the relationship between student well-being and academic success 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 positive student well-being contributes to improved academic achievement, stronger engagement, greater resilience, and higher learning satisfaction. Social support, institutional support, and supportive learning environments further strengthen students' psychological well-being and educational success. However, academic stress, burnout, anxiety, and mental health challenges continue to affect students' learning experiences. The study concludes that promoting student well-being is essential for improving academic success and fostering sustainable educational development in higher education.
Teaching Quality and Student Engagement in Higher Education Dila Rahmaniyah; Widi Pramudya Rahmadani
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-449

Abstract

Teaching quality plays a critical role in promoting student engagement and improving educational outcomes in higher education. This study examines the relationship between teaching quality and student engagement 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 high-quality teaching positively influences student engagement by improving instructional effectiveness, learning participation, academic achievement, and learning satisfaction. Student-centered instructional practices, pedagogical competence, supportive learning environments, and positive teacher–student relationships further strengthen student engagement and educational effectiveness. However, challenges including technological change, diverse student learning needs, increasing instructional demands, and the need for continuous professional development continue to influence teaching quality. The study concludes that strengthening teaching quality is essential for enhancing student engagement and achieving educational excellence in higher education.
Inclusive Learning Environments in Higher Education: A Systematic Literature Review Mufida Hamdani; Ervina Ariesandy; Asmarani Asmarani; Rita Setyawati
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-459

Abstract

Inclusive learning environments have become an important priority in higher education as universities seek to promote educational equity, accessibility, and meaningful participation for increasingly diverse student populations. This study examines inclusive learning environments through a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Studies published in the last five years were systematically collected from major academic databases and analyzed using thematic synthesis. The review identifies five major themes: the evolution of inclusive learning, the core dimensions of inclusive learning environments, institutional approaches supporting inclusion, educational impacts, and future directions. The findings indicate that inclusive learning environments enhance student belonging, engagement, participation, and equitable academic achievement through institutional commitment, inclusive pedagogy, Universal Design for Learning, and comprehensive student support services. The study concludes that sustainable inclusion requires coordinated institutional strategies that integrate accessibility, diversity, equity, and learner-centered educational practices throughout higher education.
Understanding Feedback Literacy in Higher Education: Concepts, Practices, and Future Directions Putri Aprilia Cahya Ningsih; Muntingah Muntingah
Nusantara Education Studies Vol. 2 No. 1 (2024): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-469

Abstract

Feedback literacy has emerged as an important concept in higher education by emphasizing students' capability to interpret, evaluate, and utilize feedback for continuous learning. This study examines feedback literacy through a Systematic Literature Review (SLR) following the PRISMA 2020 framework. Studies published over the last ten years were systematically collected from major academic databases and synthesized using a framework-based thematic analysis. Five themes were identified: the emergence of feedback literacy, its core components, educational practices supporting its development, educational contributions, and future perspectives. The findings indicate that feedback literacy strengthens learner autonomy, self-regulated learning, academic engagement, and lifelong learning through dialogic feedback, peer assessment, self-assessment, and reflective educational practices. The review also highlights the growing influence of digital technologies, sustainable assessment, and artificial intelligence in shaping future feedback processes. Developing feedback literacy should therefore become a strategic priority for higher education institutions.
Optimizing Social Media as a Digital Learning Medium Nitasari Nitasari; Indriani Agustina; Rita setyawati; Bayu Erlangga
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-478

Abstract

The advancement of information technology has accelerated the transformation of education toward more flexible, interactive, and learner-centered learning environments. One significant aspect of this transformation is the use of social media as a learning medium that facilitates communication, collaboration, and rapid information sharing. This study aims to analyze the role of social media as a learning medium, identify its benefits and implementation challenges, and formulate strategies for optimizing its use in supporting digital learning. The study employed a library research method using a qualitative descriptive approach, analyzing scholarly literature published over the last five years. Data were examined using content analysis of academic journals, books, official reports, and relevant regulations. The findings indicate that social media enhances access to learning resources, strengthens academic communication, promotes collaborative learning, and increases students' motivation and engagement in the learning process. Nevertheless, its implementation also presents several challenges, including learning distractions, limited digital literacy, information credibility, digital ethics, and data security concerns. Therefore, optimizing the use of social media requires systematic instructional design, improved digital competencies, strengthened digital literacy, and institutional policy support to ensure that social media is utilized effectively, responsibly, and sustainably in improving the quality of digital learning.
Digital Literacy of Teachers and Students in Learning Transformation Puspita Wulan; Putri Melati Chairunnisa; Dyah Ayu Kusumawati
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-488

Abstract

Digital transformation in education requires teachers and students to possess digital literacy as a fundamental competence in responding to changes in learning environments. Digital literacy is not limited to the ability to operate technological devices but also includes the ability to access, evaluate, manage, and utilize digital information critically, ethically, and responsibly. This article aims to analyze the role of teachers’ and students’ digital literacy in supporting learning quality improvement in the digital era. This study employed a library research method by examining scientific literature published over the last five years related to digital literacy, teachers’ digital competence, and technology-based learning. The findings indicate that teachers’ digital competence plays an essential role in integrating technology pedagogically, while students’ digital literacy supports independent learning, critical thinking skills, and productive technology utilization. However, the implementation of digital literacy still faces several challenges, including competency gaps, human resource readiness, and the need to strengthen digital culture within educational environments. Therefore, sustainable strategies are required through teacher competency development, digital literacy integration into learning processes, and systematic educational policy support.
Development of a Nusantara Local Wisdom-Based Curriculum in General Education Cindi Mutia; Ervina Ariesandy; Widi Pramudya Rahmadani
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-498

Abstract

The development of a local wisdom-based curriculum has become a strategic approach to improving contextual education while strengthening students' character in the era of educational transformation. This study aims to analyze the concepts, implementation strategies, benefits, and challenges of developing a Nusantara local wisdom-based curriculum within the context of general education. The study employed a Systematic Literature Review (SLR) by examining scholarly publications published over the last five years. The review involved systematic identification, selection, evaluation, and synthesis of relevant studies concerning curriculum development, local wisdom-based learning, and character education. The findings indicate that integrating local wisdom values into learning objectives, instructional materials, teaching strategies, learning media, and assessment enhances learning quality, strengthens students' character, and supports the implementation of the Pancasila Student Profile. However, several challenges remain, including teachers' competencies, limited contextual learning resources, and Indonesia's cultural diversity. Therefore, stronger collaboration among schools, communities, and policymakers is essential to develop adaptive, contextual, and sustainable curricula that produce competent graduates with strong character while preserving the nation's cultural identity.
Implementation of Merdeka Curriculum in Transforming Primary and Secondary Education Yoga Tri Hermawan; Elya Fitrotunnisa
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-511

Abstract

The implementation of the Merdeka Curriculum represents an important part of Indonesia's educational transformation aimed at creating flexible, contextual, and competency-oriented learning. This article aims to analyze the implementation of the Merdeka Curriculum at primary and secondary education levels by examining its concepts, implementation practices, challenges, and strengthening strategies. This study employed a descriptive qualitative method through a literature review approach by analyzing relevant academic sources published in the last five years related to curriculum policy, differentiated learning, assessment, and character development. The findings indicate that the Merdeka Curriculum provides opportunities for schools and teachers to develop competency-based learning through student-centered approaches. At the primary level, implementation emphasizes literacy, numeracy, and the development of the Pancasila Student Profile, while at the secondary level, it focuses on critical thinking, creativity, and independent learning skills. However, several challenges remain, including teacher readiness, institutional support, and the need for continuous professional development. Therefore, the successful implementation of the Merdeka Curriculum requires collaboration among all educational stakeholders to ensure sustainable improvement in learning quality.
Educational Policy for Sustainable School Quality Improvement Divanisti Wahyuriani; Asril Abdillah; Mufida Hamdani
Nusantara Education Studies Vol. 2 No. 2 (2024): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-526

Abstract

Improving school quality is a strategic priority in educational development because it determines the effectiveness of learning processes and the development of students' competencies. This article aims to analyze the role of educational policy in improving school quality through strengthening school leadership, teacher professionalism, educational management, quality assurance systems, and educational transformation. This study employed a literature review method by analyzing academic sources published over the last five years related to educational policy and school quality improvement. The findings indicate that educational policy functions not only as a regulatory framework but also as an instrument for change that promotes innovation, accountability, and continuous improvement. Successful policy implementation is strongly influenced by school leaders' capacity to manage change, teachers' readiness to develop professional competencies, and the effectiveness of evaluation and quality assurance mechanisms. Educational transformation, including the implementation of the Independent Curriculum, requires an integrated approach involving policy frameworks, human resources, and school culture. Therefore, sustainable school quality improvement should be developed through comprehensive strategies involving all components of the educational ecosystem.

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