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Jurnal Ilmu Pendidikan
Published by Universitas Negeri Malang
ISSN : 02159643     EISSN : 24428655     DOI : 10.17977
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Jurnal Ilmu Pendidikan (JIP) is an international peer-reviewed journal dedicated to advancing knowledge, theory, policy, and practice in science and education. The journal publishes high-quality empirical studies, systematic reviews, meta-analyses, conceptual papers, and innovative educational practices that contribute significantly to the transformation of education at local, national, and global levels.
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Articles 822 Documents
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Implementation of Deep Digital Collaborative Learning to Develop Collaborative Skills in Higher Education: A Systematic Literature Review Fajar Arianto; Alim Sumarno; Favian Avila Syahmi; Anugrah Dwicahyandi Oktavian; Shahrin Bin Hashim
Jurnal Ilmu Pendidikan Vol. 32 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i22026p368-381

Abstract

The rapid expansion of digital learning environments in higher education has created new opportunities for developing students’ collaborative skills, but the effectiveness of digital collaboration depends on the quality of interaction, communication, knowledge construction, feedback, and collaborative regulation. This study aims to examine the implementation and contribution of digitally supported collaborative learning to the development of collaborative skills in higher education and to identify key principles that can inform the development of a Deep Digital Collaborative Learning (DDCL) framework. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Relevant literature published between 2018 and 2025 was identified through searches of major academic databases and scholarly sources. Following the identification, screening, eligibility, and quality-assessment processes, 25 empirical studies were included in the final synthesis. The findings indicate that digitally supported collaborative learning can strengthen students’ collaborative skills through structured interaction, communication and responsibility sharing, collaborative knowledge construction, peer feedback, reflection, co-regulation, and collaborative problem solving. The synthesis also shows that the effectiveness of digital collaboration is influenced by the design of collaborative activities, the quality of digital interaction, students’ readiness and digital literacy, feedback mechanisms, group climate, and opportunities for meaningful participation. Cross-cultural and international digital collaboration further demonstrates the potential of digital environments to develop interpersonal and intercultural competencies. Based on the synthesized evidence, digital collaborative learning should not be viewed merely as the use of digital platforms for group activities but as a structured learning process that integrates authentic collaboration, continuous interaction, feedback, reflection, and shared knowledge construction. These findings provide an evidence-based foundation for the development of the DDCL framework to support collaborative skills development in higher education.
Perceived Safety Management System Implementation During Cadet Sea Internship on Merchant Ships: A Convergent Mixed-Methods Study of Cadets, Deck and Engine Personnel in Indonesia Teguh Pribadi; Frenki Imanto; Ariyono Setiawan; Sutoyo Sutoyo; Upik Widyaningsih; Erwin Faller; Rorusman Jadid Nurhadi
Jurnal Ilmu Pendidikan Vol. 32 No. 2 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v32i22026p322-333

Abstract

Maritime cadets undertaking sea internships are exposed to a range of occupational hazards while developing practical competence and familiarity with shipboard operations. The Safety Management System (SMS) provides a framework for organizing safety procedures, supervision, communication, and emergency preparedness during these training activities. This study examined the implementation of SMS practices in relation to cadet occupational safety during sea internships aboard merchant ships. A mixed-methods approach was employed using an integrated questionnaire that combined closed-ended Likert-scale items and open-ended questions. Data were collected from 229 respondents, comprising 43 cadets, 84 engine department personnel, and 102 deck department personnel. Quantitative responses were analyzed using descriptive statistics, including frequencies, percentages, mean scores, and indicator ranking, while narrative responses to open-ended questions were analyzed thematically to identify recurring safety practices and implementation challenges. Across the assessed SMS dimensions, mean scores ranged from 4.55 to 4.59 on a five-point scale, indicating consistently positive perceptions of SMS implementation. Higher-rated dimensions included supervision, safety culture, ship familiarization, and emergency preparedness, whereas toolbox meetings, pre-work hazard communication, and aspects of personal protective equipment management received comparatively lower ratings. The thematic analysis complemented these patterns by highlighting the importance of structured supervision, safety familiarization, procedural compliance, and communication, while also identifying operational constraints that could affect the consistency of safety practices. The integrated findings therefore indicate convergence between respondents' numerical assessments and narrative accounts, while drawing attention to specific aspects of SMS implementation that require continued monitoring. The study describes perceived SMS implementation and associated safety practices during cadet sea internships and does not establish a causal effect on actual occupational safety outcomes. The findings provide empirical input for strengthening supervision, hazard communication, and safety practices within cadet shipboard training.

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