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Nusantara EduLearn Journal
Published by Litera Cendikia Nusantara
ISSN : 3163981X     EISSN : 31637558     DOI : 10.61987
Core Subject :
Nusantara EduLearn Journal is a peer-reviewed academic journal dedicated to the advancement of inspirational and transformative teaching practices. Our core mission is to “ignite” intellectual curiosity, innovation, and a passion for lifelong learning within global educational communities. We serve as a platform for educators, researchers, and practitioners to share pioneering strategies, critical reflections, and evidence-based research that not only inform but also inspire profound change in pedagogical approaches. We are particularly interested in work that explores the dynamic relationship between educator as mentor, the student as an active learner, and the learning environment as a space for enlightenment. The journal champions pedagogies that are empathetic, student-centered, and designed to empower individuals to become critical thinkers and engaged global citizens.
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Articles 5 Documents
 1 
From Graph Theory to Computational Thinking: Performance Trade-Offs in Graph Coloring Algorithms Ajeng Zulfaida; Olief Ilmandira Ratu Farisi
Nusantara EduLearn Journal Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edulearn.v1i1.56

Abstract

Graph coloring is an important topic in graph theory with applications in scheduling, traffic management, network optimization, and other conflict-avoidance problems. This study aims to compare the performance of the Greedy, Welch–Powell, and Sequential algorithms in terms of computational time and the number of colors used across graphs with different sizes and structures. A quantitative comparative approach was employed using graph datasets obtained from open sources. The datasets were represented as adjacency matrices and processed using the three graph coloring algorithms under a consistent computational procedure. The results show that the Greedy and Welch–Powell algorithms produced the same number of colors for most datasets, while the Greedy algorithm generally required the least computational time. For larger graphs, the Greedy and Welch–Powell algorithms produced fewer colors than the Sequential algorithm in some cases. The Sequential algorithm demonstrated relatively fast execution but tended to require more colors, whereas the Welch–Powell algorithm achieved competitive coloring results with greater computational time. These findings imply that algorithm selection should consider both coloring quality and computational efficiency. The comparative framework also has educational implications by supporting algorithmic thinking, computational thinking, and evidence-based problem-solving in graph theory learning.
Reimagining Human Resource Management in the Digital and AI Era: Upskilling, Reskilling, Performance, and Ethical AI Prafitriyani Putri; Renny Agustina; Naura Nadhifah; Salsabila Hassan; Zayyidatur Rohmah; Zulfa Rasyidah
Nusantara EduLearn Journal Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edulearn.v1i1.77

Abstract

This study aims to understand how organizations manage human resources in the digital and artificial intelligence era by examining four key dimensions: employee upskilling, reskilling, digital-based performance management, and ethical AI use. The study employs a qualitative approach with a case study design to explore organizational practices and employee experiences in the context of digital transformation. Data were collected through in-depth interviews with managers and employees, participant observation of training activities and digital performance management practices, and relevant documentation. The findings indicate that upskilling and reskilling support employee readiness to adapt to changing job roles and technological demands, while digital-based performance management enhances monitoring, transparency, and evaluation efficiency. However, the findings also show that digital performance systems may overlook qualitative employee contributions, highlighting the continued importance of human interaction. Furthermore, AI use in HR management requires clear ethical guidelines, transparency, accountability, and human oversight to maintain fairness and employee trust. The study implies that effective HR transformation requires an adaptive, integrated, and human-centered approach that balances technological innovation with employee development, ethical governance, performance effectiveness, and well-being.
Developing Scaffolding-Based Student Worksheets to Enhance Learning in Systems of Linear Equations in Two Variables Siti Nurzainani Ulfa; Fikri Apriyono
Nusantara EduLearn Journal Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edulearn.v1i1.96

Abstract

Mathematics learning requires instructional materials that can support students in understanding abstract concepts and solving problems systematically. However, students often experience difficulties in translating contextual problems into mathematical models and applying appropriate procedures to solve systems of linear equations in two variables (SLETV). This study aimed to develop a scaffolding-based Student Worksheet (LKPD) that is valid, practical, and effective in supporting students’ mathematics learning. The study employed a Design Thinking approach consisting of five stages: empathize, define, ideate, prototype, and test. The development process involved a mathematics teacher and ten students. Product quality was evaluated through expert validation, teacher and student response questionnaires, and student learning outcomes. The results showed that the worksheet achieved an average validity score of 97.72%, indicating a very high level of validity. The practicality assessment reached an average of 91.81%, demonstrating that the worksheet was highly practical for classroom use. Furthermore, 80% of the students achieved the established learning mastery criterion, indicating that the worksheet met the effectiveness criterion. These findings suggest that scaffolding-based worksheets can provide structured learning support and help students approach mathematical problems step by step. The developed LKPD offers teachers an alternative instructional resource for facilitating SLETV learning and may serve as a reference for developing similar materials for other mathematical topics.
Implementing Differentiated Experiential Learning to Foster Entrepreneurial Mindset among Vocational Students: Toward the Development of Garuda CEOs Vera all hasanah
Nusantara EduLearn Journal Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edulearn.v1i1.99

Abstract

This study aims to examine the implementation of Differentiated Experiential Learning through the GARUDA CEO program in developing vocational students’ entrepreneurial mindset. The study employed a qualitative case study design at SMK Bina Utama Kendal, involving 37 Grade XI students participating in the Creative, Innovative, and Entrepreneurship subject. Data were collected through participant observation, in-depth interviews, documentation, and real-sales records, and analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that GARUDA CEO provided students with authentic entrepreneurial experiences through business selection, product development, marketing, selling, customer interaction, financial management, and digital transactions. Twenty-five students (67.6%) achieved the minimum revenue target of IDR 500,000, while 12 students (32.4%) did not. Beyond financial outcomes, students demonstrated increased confidence, initiative, creativity, responsibility, resilience, adaptability, and problem-solving skills. The study concludes that integrating differentiated learning with experiential learning can connect students’ interests and vocational competencies with real business practices. The implication is that vocational schools should provide flexible business opportunities, authentic market experiences, digital entrepreneurship activities, and continuous guidance to strengthen students’ entrepreneurial mindset and readiness for future employment or entrepreneurship.
Optimizing Supervision Programs for Teaching Skills and Teacher Performance: A Professional Development Perspective Fadhilah Endina Mahirah; Zurin Sazka Putri Maulida; Ola Fedda Mona Denona
Nusantara EduLearn Journal Vol. 1 No. 1 (2026)
Publisher : Litera Cendikia Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edulearn.v1i1.100

Abstract

Teacher supervision is increasingly important as educational institutions seek to strengthen teaching quality and support continuous professional development. However, supervision is often implemented as an administrative evaluation rather than a developmental process that responds to teachers’ professional needs. This study aims to explore how supervision programs can be optimized to improve teaching skills and teacher performance by examining teacher experiences, supervisory practices, feedback mechanisms, and institutional support. A qualitative case study design was employed, with data collected through semi-structured interviews, observations, and document analysis involving teachers, supervisors, and school administrators. Data were analyzed through data condensation, data reduction, data display, and verification. The findings indicate that structured and continuous supervision contributes to improvements in pedagogical competence, lesson planning, classroom management, teaching strategies, teacher confidence, and professional performance. Constructive feedback and systematic follow-up were identified as important mechanisms supporting these improvements. However, limited time, administrative orientation, and insufficient personalization may reduce supervision effectiveness. The study implies that schools should reposition supervision as a collaborative and continuous professional-development process supported by individualized feedback, competent supervisors, adequate resources, and systematic follow-up.

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