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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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The Influence of ChatGPT on Students’ Learning Motivation and Learning Outcomes Indriani Agustina; Putri Aprilia Cahya Ningsih; Citra Putri Afilia
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-537

Abstract

The development of generative Artificial Intelligence (AI) has significantly transformed learning practices in higher education, particularly through the utilization of ChatGPT as an academic support technology. This article aims to analyze the influence of ChatGPT usage on students' learning motivation and learning outcomes within the context of digital education transformation. This study employed a literature review method by examining scientific publications from last five years related to AI implementation, ChatGPT, learning motivation, learning outcomes, digital literacy, and academic integrity. The findings indicate that ChatGPT has the potential to enhance students' learning motivation through easier access to information, personalized learning experiences, and interactive academic assistance. Furthermore, ChatGPT can contribute to improved learning outcomes by supporting conceptual understanding, idea development, and feedback processes during learning activities. However, the effectiveness of ChatGPT implementation depends on students' AI literacy, critical thinking skills, and ethical technology use. Therefore, ChatGPT should be positioned as a learning support tool that enhances students' academic abilities rather than replacing independent thinking processes.
Universal Design for Learning in Strengthening Inclusive Learning Muntingah Muntingah; Melinda Putri Rusmadini
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-552

Abstract

The diversity of learner characteristics has become a major challenge in developing, inclusive and equitable learning environments. Conventional learning approaches that rely on uniform instructional designs may create barriers for some learners in accessing, understanding, and demonstrating their knowledge. This article aims to analyze the role of Universal Design for Learning (UDL) in strengthening inclusive learning through a systematic literature review. The research employed a Systematic Literature Review (SLR) method by examining scientific articles published over the last five years from various academic databases. The findings indicate that UDL serves as a strategic approach that promotes learning flexibility through three fundamental principles: multiple means of engagement, multiple means of representation, and multiple means of action and expression. The implementation of UDL is also strengthened by digital technology development, which enables multimodal learning resources and more adaptive learning experiences. However, several challenges remain, including teacher readiness, institutional support, and resource availability. This study highlights that UDL provides a significant contribution to the development of inclusive, responsive, and learner-centered education systems by addressing diverse learning needs in contemporary educational contexts.
Digital Divide in Achieving Equitable Education Access in the Digital Transformation Era Putri Safitri; Via Fatmawati; Mega Rahmatia; Rosita Permatahati
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-560

Abstract

Digital transformation has created significant opportunities to improve the quality and accessibility of education while also generating challenges related to the digital divide that may reinforce educational inequalities. This article aims to analyze the phenomenon of the digital divide in education and identify strategies for achieving equitable education access in the digital transformation era. This study employed a literature review method by analyzing scientific publications and international institutional reports published over the last five years. The findings indicate that the digital divide in education is a multidimensional issue involving disparities in digital infrastructure, technological devices, digital competencies, technology utilization, and learning outcomes. Addressing these challenges requires a comprehensive approach through strengthening digital infrastructure, improving educators' and students' digital competencies, enhancing digital literacy, providing quality digital learning resources, and implementing inclusive educational policies. Digital transformation in education should not merely focus on increasing technology adoption but must prioritize the development of an equitable, sustainable, and inclusive education system that ensures equal learning opportunities for all students. Therefore, digital equity becomes a fundamental principle in achieving meaningful educational transformation in the contemporary digital era.
Social Media as a Learning Tool in the Digital Education Era Muhamad Lazuardi Hakim; Wasian Fauzi Nugroho
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-569

Abstract

Digital transformation has changed the learning paradigm toward a more flexible, interactive, and student-centered educational process. One manifestation of this transformation is the use of social media as a learning tool. This study aims to analyze the role of social media in learning, identify its benefits and challenges, and formulate strategies for optimizing its use in supporting educational processes in the digital era. The study employed a qualitative approach using the Systematic Literature Review (SLR) method. Data were collected from scientific articles published over the last five years and analyzed through content analysis techniques. The findings indicate that social media enhances learning interaction and collaboration, expands access to learning resources, promotes independent learning, and increases students' motivation and engagement. However, its implementation also faces several challenges, including learning distractions, information validity, data security, and limited digital literacy. Therefore, the effective use of social media in education requires strengthening digital literacy, improving educators' competencies, and implementing well-planned learning strategies to enhance the quality of learning sustainably.
School Digital Transformation in the Era of Society 5.0 Dyah Ayu Kusumawati; Fauzan Agus Septiawan
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-580

Abstract

School digital transformation in the era of Society 5.0 has become a strategic necessity for developing an educational system that is adaptive to technological advancement and changing societal needs. This study aims to analyze school digital transformation from the perspective of Society 5.0 by examining shifts in educational paradigms, learning transformation, human resource competency development, implementation challenges, and development strategies. This study employed a descriptive qualitative approach using library research. Research data were obtained from scientific articles, books, reports of international institutions, and policy documents published in the last five years. Data were analyzed using content analysis to produce a comprehensive conceptual synthesis. The findings indicate that school digital transformation extends beyond technological digitalization and encompasses changes in learning processes, leadership, governance, and organizational culture. The success of digital transformation requires strengthening digital infrastructure, improving digital competencies, fostering adaptive leadership, and promoting stakeholder collaboration to establish innovative, inclusive, and sustainable education in the era of Society 5.0.
The Significance of Vocabulary Learning in English as a Foreign Language Development Ruziboyeva Dilnavoz Yigitali Qizi; Pulatova Durdona Ravshanovna
Nusantara Education Studies Vol. 3 No. 1 (2025): June Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-590

Abstract

Vocabulary is a fundamental component of English as a Foreign Language (EFL) learning because it supports learners’ development of reading, writing, speaking, and listening skills. This study examines the significance of vocabulary learning in EFL, with particular attention to vocabulary knowledge, acquisition strategies, and technology-supported learning. A descriptive literature review was employed by examining scholarly literature on vocabulary acquisition, explicit and incidental learning, contextualized practice, and digital resources. The findings indicate that vocabulary knowledge contributes substantially to learners’ ability to comprehend and produce language across the four major language skills. Effective vocabulary development is supported by a combination of explicit instruction and incidental learning through meaningful language exposure and repeated practice. Digital resources, including mobile applications, online dictionaries, corpora, and interactive platforms, further provide flexible opportunities for vocabulary practice, contextual understanding, and retention. The study concludes that vocabulary instruction should be integrated with the four language skills and supported by contextualized, productive, and technology-assisted learning activities.
Artificial Intelligence-Based Personalized Learning in Twenty-First Century Learning Transformation Prinastiti Dwi Santika; Zahra Radhiyya Magfira; Dedi Faqih Wahana
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-601

Abstract

The advancement of Artificial Intelligence (AI) has accelerated the transformation of learning toward a more adaptive and learner-centered approach through the implementation of personalized learning. This article aims to analyze the concepts, implementation, challenges, and strengthening strategies of AI-based personalized learning within the context of general education. The study employed a qualitative descriptive library research method by reviewing scientific publications published over the last five years. The findings indicate that AI supports the analysis of learners' characteristics, develops adaptive learning pathways, provides timely feedback, and facilitates the creation of learning materials tailored to individual needs. This approach has significant potential to improve learning effectiveness, student engagement, and the development of twenty-first-century competencies. Nevertheless, its implementation continues to face challenges related to teachers' readiness, AI literacy, data privacy, algorithmic bias, and ethical considerations. Therefore, the successful implementation of AI-based personalized learning requires synergy among technological innovation, teachers' pedagogical competence, responsible governance, and educational policies that promote adaptive, inclusive, and sustainable learning.
Nusantara Local Wisdom in the Implementation of the Merdeka Curriculum Novita Fajarini; Al Lu'lu Ul Maknun
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-608

Abstract

This study aims to analyze the strategic position of Nusantara local wisdom in the implementation of the Merdeka Curriculum and examine its relevance to contextual learning and students' character development. This research employed a qualitative approach using a library research method. Data were collected from scientific articles, books, and educational policy documents published over the last five years and analyzed through content analysis techniques. The findings indicate that local wisdom encompasses various universal values, including cooperation, tolerance, responsibility, and respect for diversity, which are aligned with the principles of the Merdeka Curriculum and the dimensions of the Pancasila Student Profile. The integration of local wisdom can be implemented through contextual learning, the development of culture-based teaching materials, and the implementation of the Pancasila Student Profile Strengthening Project. Although its implementation still faces several challenges, integrating local wisdom into the Merdeka Curriculum has significant potential to create meaningful learning experiences, strengthen students' character, and foster cultural identity and national awareness amid global transformations.
Artificial Intelligence Integration in Learning Transformation in the Digital Era Citra Putri Afilia; Muhammad Qadrhizbullah
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-618

Abstract

The development of Artificial Intelligence (AI) has driven significant transformations in education, particularly in learning processes within the digital era. The utilization of AI offers various opportunities to create learning environments that are more adaptive, personalized, and responsive to students' needs. This study aims to analyze the role of AI in learning transformation, identify challenges in its implementation in education, and formulate strategies for integrating AI to improve learning quality and strengthen students' competencies. The study employed a qualitative approach using a library research method by reviewing scientific articles, books, conference proceedings, and policy documents published in the last five years. The findings indicate that AI integration contributes to the development of more flexible, interactive, and personalized learning through the use of chatbots, generative AI, learning analytics, and adaptive learning systems. Furthermore, AI supports the enhancement of twenty-first-century competencies, including critical thinking, creativity, communication, collaboration, and digital literacy. However, AI implementation still faces several challenges, such as limited technological infrastructure, unequal digital competencies among educators, and issues related to ethics and data privacy. Therefore, strengthening digital competencies, developing AI literacy, and establishing policies and ethical guidelines are necessary to support inclusive, innovative, and sustainable learning transformation.
Learning Analytics for Improving Learning Outcomes in Data-Driven Education Yoga Tri Hermawan; Muhamad Lazuardi Hakim; Wasian Fauzi Nugroho
Nusantara Education Studies Vol. 3 No. 2 (2025): December Edition
Publisher : Integra Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63208/21011-628

Abstract

Digital transformation in education has encouraged the utilization of learning data as a foundation for more effective decision-making. One of the emerging approaches is Learning Analytics, which refers to the process of collecting, analyzing, and interpreting learning data to understand and optimize students' learning processes. This article aims to analyze the role of Learning Analytics in improving learning outcomes through a data-driven learning approach. This study employed a descriptive qualitative method using a literature review of scientific publications from the last five years related to the implementation of Learning Analytics in educational contexts. The findings indicate that Learning Analytics contributes to improving learning engagement, personalized learning, feedback provision, early identification of academic risks, and evidence-based pedagogical decision-making. However, its implementation still faces challenges related to data privacy, information security, technological infrastructure readiness, and educators' data literacy competencies. Therefore, optimizing Learning Analytics requires ethical data management strategies, continuous development of user competencies, and sustainable technology integration to support effective learning processes and improve educational outcomes.

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