Online Learning In Educational Research (OLER)
The Online Learning in Educational Research (OLER) Journal is a biannual publication dedicated to advancing field and library research within the broad domains of Media Technology, Human-Computer Interaction (HCI), and Education. The journal covers a wide range of topics, including but not limited to media technology in education, such as digital media, digital technology, digital culture in education, and instructional media design. It also includes research on human-computer interaction (HCI) in digital learning, focusing on user experience, educational user interfaces, and multimodal interactions in education. The journal addresses the development and implementation of educational technology for online learning, the assessment of interactive learning instruments that support technology-based instruction, and the impact of HCI on student motivation, collaboration, and learning outcomes.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish with Online Learning in Educational Research agree to the following terms: Copyright Retention: Authors retain the copyright of their work without any restrictions. Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions. License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
Enhancing Urban Water Resilience Awareness through Interactive Geospatial Learning
Urban water resilience has become an essential component of environmental education, yet students often struggle to understand the complex relationships among hydrological processes, spatial vulnerability, and mitigation strategies using conventional instructional media. This study investigated the effectiveness of interactive geospatial learning in enhancing students’ urban water resilience awareness. A quasi-experimental pretest–posttest control group design was conducted with 120 eleventh-grade students from two intact classes in Jakarta. Students in the experimental group learned through an interactive geospatial platform that enabled exploration of hydrological layers, spatial risk visualization, and scenario-based environmental analysis, whereas the control group received conventional instruction using static visual materials. Urban water resilience awareness was assessed using a situational judgment test measuring hydrological understanding, spatial vulnerability, and mitigation decision-making. The findings indicate that students who learned with interactive geospatial media demonstrated substantially greater improvement than those receiving conventional instruction. Most students in the experimental group achieved high levels of learning improvement and successfully met the expected learning mastery criteria. These findings suggest that interactive geospatial learning provides an effective technology-enhanced approach for strengthening spatial reasoning, environmental literacy, and urban water resilience awareness in secondary education.
Copyright (c) 2026 Arief Nasrudin, Tito Latif Indra, Margaretha Hanita, Abdul Rivai Ras https://creativecommons.org/licenses/by-sa/4.0
Beyond the Classroom: Online Learning, Legal Awareness, and Strategic Communication for Early Marriage Prevention in Remote Indonesian Communities
Early marriage remains a persistent challenge in remote Indonesian communities, where cultural traditions, economic vulnerability, and limited legal awareness continue to influence adolescents’ marriage decisions. This sequential explanatory mixed-methods study investigated how online learning, legal awareness initiatives, formal education, and strategic communication collectively contribute to legal awareness, attitudes, and early marriage intention across geographically diverse Indonesian communities. Quantitative survey data from adolescents were complemented by interviews and focus group discussions to provide a contextual understanding of the observed patterns. The findings revealed substantial disparities in legal awareness across community settings and showed that parental attitudes, educational attainment, and engagement with online learning were consistently associated with adolescents’ intentions regarding early marriage. Qualitative evidence further highlighted that peer advocacy, community leadership, and digitally supported learning created socially acceptable spaces for discussing sensitive legal and social issues, although their long-term effectiveness requires further evaluation. Overall, the study suggests that integrating online learning with legal education and community-based strategic communication offers a promising approach to strengthening legal awareness and supporting early marriage prevention in underserved communities. Given the cross-sectional design, the findings should be interpreted as evidence of improved awareness, attitudes, and engagement rather than confirmed behavioral change. These results provide practical guidance for designing culturally responsive and context-sensitive digital education programs in remote settings.
Copyright (c) 2026 Ade Nur Istiani, Erina Pane https://creativecommons.org/licenses/by-sa/4.0
Beyond One-Size-Fits-All Learning: An AI-Driven Personalized Learning Pathway Framework
Artificial intelligence has accelerated the evolution of personalized learning, yet most learning management systems continue to rely on static instructional pathways that inadequately accommodate learners’ cognitive and behavioral diversity. This study evaluated an AI-driven Personalized Learning Pathway (PLP) framework that integrates learner analytics, intelligent content recommendation, and adaptive assessment within a unified learning environment to enhance student engagement and academic achievement. A mixed-methods quasi-experimental design was conducted with 240 undergraduate students from four universities across Southeast Asia. Students in the experimental group learned through an AI-augmented learning management system, while the control group used a conventional platform. The findings demonstrate that the AI-driven PLP framework consistently improved student engagement, motivation, course completion, and academic achievement compared with traditional learning management systems. Students also exhibited stronger learning adaptability and more effective responses to personalized feedback, both of which emerged as key contributors to academic success. By integrating behavioral analytics with real-time instructional adaptation, the proposed framework moves beyond content personalization toward a responsive learning ecosystem. This study contributes a scalable AI-enabled instructional framework that supports learner-centered higher education and provides practical guidance for implementing adaptive digital learning environments
Copyright (c) 2026 Eko Risdianto, Joseline Santos, Noel Lomerio, Rita Sinthia, Tri Basuki Kurniawan, Deshinta Arrova Dewi, Laura Mahendratta Tjahjono, Mona Ardina, Desvi Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Demographic and Contextual Factors Associated with Teachers' Perceived TPACK: Evidence from the Maldives
The use of digital technologies in education has increased the importance of teachers’ Technological Pedagogical Content Knowledge (TPACK). However, existing research on the effect of demographic variables on teachers’ TPACK has produced inconsistent findings, and empirical evidence from Small Island Developing States (SIDS) remains limited. This study investigated the demographic and contextual factors affecting Maldivian in-service secondary teachers’ perceived TPACK competency. A validated 29-item questionnaire was administered to 485 teachers, and the data were analyzed using descriptive statistics and multivariate analysis of variance (MANOVA). The results revealed a generally high level of perceived TPACK across all dimensions. Significant differences were found based on frequency of technology use, teaching subject, and teacher nationality, whereas gender, age, and teaching experience showed no significant differences. Maldivian teachers teaching local subjects reported relatively lower perceptions of technological knowledge, likely due to the limited availability of subject-specific digital resources. This study contributes to the TPACK literature by providing empirical evidence from a SIDS and demonstrating that contextual factors, rather than demographic factors, have a greater influence on teachers’ perceived TPACK. The findings highlight the importance of contextualized professional development and subject-specific digital resources to support effective technology integration.
Copyright (c) 2026 Aminath Waseela, Vinesh Chandra, Charisse Farr https://creativecommons.org/licenses/by-sa/4.0
Bridging Verbal Geometry Problems and Formal Proofs: A GeoGebra-Supported Element–Relation Detection Framework
Geometry proof problems presented without diagrams require students to transform verbal information into accurate visual representations before constructing formal deductive arguments. However, instructional approaches that explicitly support this transition remain limited. This study investigated the effectiveness of a GeoGebra-supported Element–Relation Detection (ERD) framework in strengthening undergraduate students’ plane geometry proof performance. A quasi-experimental design was conducted with first-year mathematics education students assigned to four instructional conditions combining the ERD framework, conventional Polya-based instruction, and the presence or absence of GeoGebra support. Students’ proof performance was evaluated through validated tasks measuring diagram construction, conjecture generation, proof organization, and argument validity. The findings indicate that learning environments supported by GeoGebra consistently produced stronger proof performance than conventional instruction without dynamic visualization. The ERD framework further assisted students in identifying essential geometric elements and relationships before constructing formal proofs, resulting in more coherent reasoning and fewer errors during the proof process. These findings suggest that the primary contribution of GeoGebra lies in facilitating accurate mathematical representations, while the ERD framework provides a structured pedagogical approach for bridging verbal geometric information and formal deductive reasoning. This study offers a practical instructional framework for improving geometry proof learning in technology-enhanced mathematics education.
Copyright (c) 2026 I Putu Wisna Ariawan, I Made Ardana, I Made Sugiarta, Sariyasa, Raphita Yanisari Silalahi, Agus Adiarta, Dewa Gede Hendra Divayana https://creativecommons.org/licenses/by-sa/4.0
Reframing Feedback in EFL Paragraph Writing: Complementary Roles of Teachers and ChatGPT-3.5
The increasing use of generative artificial intelligence in language education has transformed written feedback practices, yet limited evidence exists regarding how teacher and AI-generated feedback differ in supporting distinct dimensions of second language writing. Most previous studies have emphasized feedback effectiveness rather than examining the complementary functions of human and AI feedback across higher-order and lower-order writing concerns. This study investigated the characteristics and functions of teacher and ChatGPT-3.5 feedback on paragraph writing produced by first-year English as a Foreign Language (EFL) students in Vietnam. Guided by Sociocultural Theory, feedback literacy, and the distinction between higher-order and lower-order concerns, the study employed an exploratory mixed-methods design. A total of 178 feedback instances generated from ten student paragraphs were analyzed using quantitative frequency analysis and qualitative thematic coding. The findings revealed that teacher feedback primarily addressed higher-order concerns, including idea development, organization, coherence, and meaning construction, whereas ChatGPT-3.5 predominantly focused on lower-order concerns such as grammar, vocabulary, and sentence structure. Students also perceived teacher feedback as more supportive for conceptual development, while valuing AI-generated feedback for its immediacy and linguistic accuracy. This study extends current understanding of AI-assisted writing by demonstrating that teacher and AI feedback perform complementary rather than competing instructional roles. The findings provide practical implications for integrating human expertise and generative AI to create balanced feedback practices that support both rhetorical development and linguistic accuracy in EFL writing instruction.
Copyright (c) 2026 Huynh Thi Bich Phuong, Tran Thanh Du, Nguyen Huu The https://creativecommons.org/licenses/by-sa/4.0
Mapping Students’ Cognitive Profiles on Newtonian Mechanics: A Rasch-Based Analysis via Four-Tier Digital Diagnostic Assessment
This study aims to develop a four-tier digital diagnostic instrument based on Google Forms and utilize it to map the cognitive ability profiles of high school students on Newton's Second Law across six levels of the Revised Bloom's Taxonomy. This study adopted a Research and Development design using the Research Design and Development model, and the resulting instrument was administered to 92 10th-grade students at a public high school in Bandar Lampung. Content validity was assessed by three experts with an average validity of 95.23%, while psychometric quality was analyzed using the Rasch Partial Credit Model through Ministep 5.10.0.0 based on 75 response records, resulting in a person reliability of 0.86 and a person separation of 2.47, sufficient to differentiate between student ability strata. Since each cognitive level is represented by only a few items, the overall psychometric quality of the instrument was evaluated using Rasch analysis, while the overall and Bloom-level cognitive profiles were mapped descriptively using achievement percentages. Profile mapping revealed high overall performance. Student achievement remained stable at the remembering, understanding, and applying levels, but declined at the analyzing and evaluating levels. C5 emerged as the lowest point, with significant student accumulation in the Sufficient category, particularly in reasoning about the role of friction and resultant force under balanced force conditions. This tiered profile allows teachers to design remediation that targets cognitive levels where students' understanding is weak, rather than simply re-teaching the material in its entirety.
Copyright (c) 2026 Viyanti Viyanti, Dinda Tara Cahyani, Fakthur Rohman https://creativecommons.org/licenses/by-sa/4.0
Tattwa-SPR: A Culturally Responsive Digital Formative Assessment Framework for Vocational Education
Vocational education continues to face challenges in connecting applied mathematics with workplace competencies while systematically incorporating local cultural values into authentic assessment. Although digital assessment has advanced formative feedback practices, few studies have developed culturally responsive assessment systems that simultaneously integrate vocational competencies, mathematical reasoning, and indigenous values within a unified assessment framework. This study developed and validated Tattwa-SPR, a culturally responsive digital assessment framework that integrates applied mathematics, food and beverage (F&B) competencies, and Balinese Tattwa values through a Single-Point Rubric to support formative assessment in vocational education. Employing the Borg and Gall research and development framework, the study involved needs analysis, collaborative prototype design, expert validation, and limited classroom implementation in a vocational high school in Denpasar, Bali, Indonesia. Data were collected through interviews, focus group discussions, expert validation, classroom observations, and user practicality questionnaires. The findings demonstrate that the framework achieved high content validity and practical usability while enabling the systematic translation of abstract cultural values into observable assessment indicators. The digital platform also streamlined teacher feedback through automated reporting and encouraged students to engage independently with personalized performance dashboards, promoting greater self-regulation during learning. This study extends the literature on culturally responsive assessment by demonstrating how indigenous values, vocational competencies, and applied mathematics can be integrated within a digital formative assessment framework. The proposed model offers a transferable approach for designing authentic digital assessment systems that strengthen feedback quality, learner autonomy, and culturally responsive vocational education across diverse educational contexts.
Copyright (c) 2026 Gusti Ayu Dessy Sugiharni, Putu Sabda Jayendra, Anak Agung Istri Putera Widiastiti https://creativecommons.org/licenses/by-sa/4.0
ADDIE-Based Offline Digital Modules for Pre-Service Islamic Teacher Education: Advancing Digital Literacy and Pedagogical Competence
The integration of digital technology into teacher education has become increasingly important for supporting curriculum reforms and preparing future educators for technology-enhanced instruction. Despite this trend, limited attention has been given to offline digital learning resources designed for pre-service Islamic education teachers in contexts where internet access remains constrained. This study investigated the effectiveness of ADDIE-based offline digital learning modules in supporting the implementation of Kurikulum Merdeka while strengthening digital literacy and pedagogical competence. A concurrent mixed-methods approach was employed involving 50 pre-service Islamic education teachers at Universitas Negeri Padang during a six-week implementation period. Quantitative data were collected through pre- and post-intervention assessments, while qualitative evidence was gathered from interviews and participant reflections to provide deeper insights into the learning experience. The findings indicate that the offline digital modules substantially improved participants’ digital literacy and pedagogical competence, enabling them to design curriculum-aligned lessons and adopt more student-centered instructional practices. Participants also reported increased confidence in integrating digital technologies into teaching, although challenges related to offline functionality and varying levels of digital readiness remained. This study extends the literature by demonstrating that context-responsive offline digital modules can serve as an effective instructional solution for teacher education in low-connectivity environments. The findings offer practical implications for designing inclusive digital learning resources that support equitable technology integration and sustainable curriculum implementation in teacher education
Copyright (c) 2026 Alfurqan Alfurqan, Budi Santoso Wibowo, Ummiatul Fitri, Wuri Syaputri, Annisaul Khairat, Moh In’ami, Zilham Usral https://creativecommons.org/licenses/by-sa/4.0
Mobile-Assisted Case-Based Learning to Promote Creative Cognitive Flexibility and Deep Understanding in Physics
Developing creative thinking in physics requires instructional approaches that encourage students to apply multiple problem-solving strategies and representations in authentic contexts. However, evidence on how mobile-assisted case-based learning promotes creative cognitive flexibility remains limited. This study investigated the contribution of mobile-assisted case-based learning to students’ creative cognitive flexibility as an indicator of deep conceptual understanding of ideal gas concepts. An explanatory sequential mixed-methods design was employed involving 70 undergraduate students who participated in a mobile-supported case-based learning intervention delivered through smartphones and a learning management system. Quantitative data were collected using pretest–posttest assessments of cognitive flexibility, while qualitative evidence was derived from students’ written responses to examine shifts in reasoning strategies and representational use. The findings indicate meaningful improvements in students’ creative cognitive flexibility following the intervention, accompanied by predominantly positive learning interest. Qualitative analyses further revealed that students became more capable of employing multiple solution pathways, integrating mathematical, graphical, and conceptual representations, and critically reflecting on the assumptions underlying ideal gas models. These findings suggest that mobile-assisted case-based learning provides an effective learning environment for fostering adaptive reasoning, strengthening deep conceptual understanding, and promoting creative thinking in undergraduate physics education. The study contributes empirical evidence supporting the integration of mobile technologies with authentic case-based pedagogy to advance higher-order thinking in digital science learning.
Copyright (c) 2026 Tutut Nurita, Lia Yuliati, Arif Hidayat, An Nuril Maulida Fauziah, Muhamad Arif Mahdiannur, Ahmad Fauzi Hendratmoko https://creativecommons.org/licenses/by-sa/4.0
External Determinants of Learning Motivation among Vietnamese Pedagogical Students: Evidence from PLS-SEM
In the context of significant transformations in Vietnamese higher education (VHE) under the impact of digital transformation and educational reform, identifying the factors influencing learning motivation (LM) of Vietnamese Pedagogical Students (VPSs) is becoming increasingly urgent. Based on the integration of theoretical approaches and recent studies on LM, and considering the cultural and educational context of Vietnam, this study aims to examine the extent and differences in the influence of external factors on VPSs’ LM. Four factors were proposed: (1) the role of lecturers, (2) institutional support, (3) infrastructure, technology, and learning resources, and (4) family and community encouragement. This study employed a quantitative survey design involving 587 students from two public teacher training universities in Vietnam. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that all four factors have a positive impact on LM, with lecturer role showing the strongest influence (β = 0.429), followed by institutional support (β = 0.270), infrastructure and resources (β = 0.148), and family support (β = 0.091). These findings provide contextual evidence on how external conditions shape LM and offer policy implications for improving teacher education quality through strengthening pedagogy, digital capacity, and equitable access to learning resources.
Copyright (c) 2026 Hoang Thi Thinh, Nguyen Thi Thanh Tung https://creativecommons.org/licenses/by-sa/4.0
Academic Resilience During Emergency Online Learning: Student Narratives of Persistence and Wellbeing
Although the acute emergency phase of COVID-19 has ended, the pandemic remains a valuable reference point for understanding how universities can sustain humane learning during disruption. This qualitative open-ended survey study aimed to examine how Indonesian university students narrated academic resilience during emergency online learning, identify the sources of coping, motivation, and support that sustained them, and explain why those narratives remain relevant for post-pandemic online and blended learning. Data were generated from three open-ended questions answered by 266 university students from several Indonesian cities during the major COVID-19 outbreak wave in Indonesia in early 2022. The responses were analyzed using reflexive thematic analysis. Four interrelated themes were developed: emotional burden did not cancel persistence; resilience was relational before it was individual; meaning, gratitude, and purpose organized endurance; and everyday care together with humane lecturer support sustained day-to-day persistence. The findings show that academic resilience is better understood not as a fixed individual trait, but as a dynamic process shaped by emotional regulation, supportive relationships, meaning-making, embodied routines, and pedagogical responsiveness in times of crisis. The study contributes a narrative-ecological account that shifts resilience support from a narrow focus on individual toughness toward relational, meaningful, and pedagogically responsive learning environments for future disruptions.
Copyright (c) 2026 Maila D.H. Rahiem, Husni Rahim, Marhamah Lidinia, Evi Muliyah, Ratna Faeruz, Dewi Salistina https://creativecommons.org/licenses/by-sa/4.0
AI-Driven Arabic Grammatical Error Correction for Inshā’ Writing: A Systematic Review of Current Models and Pedagogical Directions
Artificial intelligence (AI) has expanded opportunities for supporting Arabic writing through automated grammatical error correction (GEC). However, existing research remains fragmented, with limited synthesis connecting learner error patterns, AI-based correction models, and their pedagogical implications for Inshā’ instruction. This study systematically reviews AI-based Arabic GEC research to identify dominant nahwu–ṣarf error patterns, evaluate the evolution of AI correction models, and examine their educational implications for non-native Arabic learners. Following the PRISMA framework, eleven studies published between 2020 and 2025 were synthesized using qualitative thematic analysis and VOSviewer-assisted keyword mapping. The review identifies recurrent learner difficulties in agreement, definiteness, morphological ambiguity, syntactic dependencies, orthographic variation, and diacritical accuracy. Arabic GEC has progressed from rule-based and hybrid approaches to Transformer- and large language model (LLM)-based systems that provide more context-sensitive corrections. Nevertheless, current models remain constrained by challenges related to i‘rāb, learner-specific error profiles, explainable grammatical feedback, and limited annotated corpora. The review proposes a human-in-the-loop pedagogical framework integrating AI-generated feedback with teacher validation to foster formative assessment, learner autonomy, and reflective revision in Arabic writing instruction
Copyright (c) 2026 Abdurahman Abdurahman, Siti Nurul Azkiyah, Muhbib Abdul Wahab, Maswani Maswani https://creativecommons.org/licenses/by-sa/4.0
Augmented Reality-Supported Reading Instruction: Fostering Reading Literacy and Critical Thinking in Primary Schools
The fast-paced development in information technology has resulted in a change i The increasing integration of digital technologies into primary education has created new opportunities to strengthen literacy instruction, yet empirical evidence on how augmented reality (AR) supports both reading literacy and critical thinking among young learners remains limited. This study investigated the effectiveness of AR-supported reading instruction in enhancing primary school students’ reading literacy and critical thinking while exploring their learning experiences in technology-enhanced classrooms. An explanatory sequential mixed-methods design was employed involving 147 fifth-grade students from two primary schools in Pekanbaru, Indonesia. Quantitative data were collected through pre- and post-intervention assessments, followed by semi-structured interviews with selected students and teachers to explain the observed learning outcomes. The findings indicate that AR-supported instruction substantially improved students’ reading literacy and critical thinking compared with conventional classroom learning. Qualitative evidence further revealed that interactive three-dimensional visualizations, collaborative learning activities, and teacher-guided questioning promoted deeper text comprehension, active participation, and analytical reasoning throughout the learning process. This study extends current research by demonstrating that the educational value of augmented reality lies not only in its technological features but also in its capacity to facilitate meaningful instructional interactions that support higher-order cognitive development. The findings provide practical guidance for integrating augmented reality into primary literacy instruction to foster students’ reading literacy and critical thinking in digitally enriched learning environments.
Copyright (c) 2026 Febrina Dafit, Khairil Ansari, Yusnadi Yusnadi https://creativecommons.org/licenses/by-sa/4.0
Linking Adaptive Reasoning to Newman's Error Patterns in Digital Geometry Learning
Adaptive reasoning is a fundamental component of mathematical proficiency, yet limited research has examined how students’ reasoning relates to specific stages of problem-solving failure in digital geometry learning. Existing studies on Newman’s Error Analysis (NEA) primarily classify error types, whereas research on adaptive reasoning tends to evaluate reasoning quality without explaining its relationship to problem-solving errors. This study investigated students’ adaptive reasoning profiles, identified error patterns using Newman’s Error Analysis, and examined the relationship between reasoning ability and error occurrence in solving Pythagorean theorem problems within a digital geometry learning environment. An embedded mixed-methods design was employed involving 30 eighth-grade students from a junior secondary school in Indonesia. Students learned through an interactive digital flipbook integrated with GeoGebra before completing adaptive reasoning tasks and participating in semi-structured interviews. The findings revealed that students demonstrated moderate adaptive reasoning, with transformation errors emerging as the most frequent problem-solving difficulty, followed by comprehension and process-skill errors. Students with lower adaptive reasoning experienced substantially more difficulties in transforming contextual information into mathematical representations and constructing coherent solution strategies. This study extends current research by demonstrating a systematic relationship between adaptive reasoning and Newman’s error stages, providing diagnostic insights for designing reasoning-oriented scaffolding in technology-enhanced geometry instruction.
Copyright (c) 2026 Ramon Muhandaz, Sugiman Sugiman, Elly Arliani, Risnawati, M. Fikri Hamdani https://creativecommons.org/licenses/by-sa/4.0
Reimagining Scientific Literacy through a Sasambo-Integrated Scaffolding Inquiry Model
Scientific literacy has become a fundamental competency in higher education, yet many inquiry-based learning approaches remain insufficiently connected to students’ local cultural contexts, limiting meaningful engagement and knowledge construction. Addressing this gap, this study developed and evaluated a Sasambo-informed Scaffolding Inquiry Model supported by local wisdom-based instructional videos to strengthen scientific literacy among pre-service primary school teachers. A research and development approach based on the ADDIE framework (analysis, design, development, implementation, and evaluation) was employed involving 33 undergraduate students from the Primary School Teacher Education Program at Universitas Muhammadiyah Mataram. The model was refined through expert validation and iterative implementation before being evaluated in classroom settings using observations, questionnaires, and scientific literacy assessments. The findings demonstrate that the proposed model achieved high levels of validity, practicality, and classroom feasibility while substantially improving students’ scientific literacy. Integrating inquiry learning with scaffolding strategies, culturally relevant Sasambo knowledge, and contextual video resources promoted active participation, scientific reasoning, and meaningful connections between scientific concepts and local realities. This study contributes to science education by demonstrating how culturally responsive instructional design can strengthen inquiry learning and scientific literacy in higher education. The proposed model provides a practical framework for integrating indigenous knowledge into science instruction while supporting more contextual and sustainable learning environments.
Copyright (c) 2026 Ferniawan Ferniawan, Agus Ramdani, Joni Rokhmat, A. Wahab Jufri, A. A. Sukarso, Na Jiang https://creativecommons.org/licenses/by-sa/4.0
Revitalizing the Komering Language through Indigenous Music and Video-Based Learning
Regional languages are increasingly threatened by globalization and the dominance of national and international languages, creating an urgent need for innovative educational approaches that support language revitalization among younger generations. Although digital learning offers new opportunities for cultural preservation, limited studies have integrated indigenous music with video-based learning to promote regional language acquisition. This study developed and evaluated a culturally responsive video-based learning medium featuring an original Komering song to support the revitalization of the Komering language. Employing a research and development approach based on the 4D model (define, design, develop, and disseminate), the study involved expert validation followed by implementation with junior high school students through online learning. Data were collected using expert validation questionnaires and Komering language proficiency assessments. The resulting learning media, Komering Payu Gham Lestaghiko, integrates original song lyrics, bilingual subtitles, traditional music, and authentic cultural representations, including Komering traditional clothing and architecture. The implementation demonstrated meaningful improvements in students’ Komering language proficiency and increased engagement with local cultural content. These findings suggest that integrating indigenous music into video-based learning provides a promising approach for strengthening regional language learning while supporting cultural preservation in digitally mediated educational environments. Although the findings should be interpreted cautiously because of the single-group implementation design, this study offers a practical model for developing culturally responsive digital learning resources that contribute to indigenous language revitalization.
Copyright (c) 2026 Edi Riyanto, Cipto Budi Handoyo https://creativecommons.org/licenses/by-sa/4.0
Does Hybrid Mathematics Learning Evaluation Enhance Metacognitive Creative Problem-Solving? A Multi-Group Analysis by Gender
Mathematics learning evaluation in hybrid learning environments is not only viewed as an assessment approach but also as a pedagogical strategy that facilitates students’ cognitive regulation and problem-solving processes. However, empirical evidence on the impact of hybrid mathematics learning evaluation on students’ metacognitive engagement in creative problem-solving, particularly regarding gender differences, remains limited. This study aims to explore the structural relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving, including gender differences. A partial least squares structural equation modeling (PLS-SEM) approach was used to collect data from 147 undergraduate mathematics students. Overall, the findings indicate a positive relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving across the full sample. In terms of gender differences, although the relationship is significant for both groups, it is stronger for male students. However, multi-group analysis revealed no significant difference in structural relationships between males and females, indicating model invariance. This study highlights the value of developing hybrid mathematics evaluation strategies to support students’ metacognitive abilities in creative problem-solving
Copyright (c) 2026 Mujib Mujib, Mardiyah Mardiyah https://creativecommons.org/licenses/by-sa/4.0
LifeSTEM: An Inquiry-Driven Digital Module for Scientific Literacy in Biology Teacher Education
Scientific literacy is a fundamental competency for future biology teachers, yet existing STEM-based digital learning resources rarely address the interdisciplinary demands of biology teacher education. This study developed and evaluated LifeSTEM, an integrated digital learning module that combines plant anatomy, STEM learning, inquiry-based activities, and engineering design tasks to strengthen scientific literacy among pre-service biology teachers. Guided by the ADDIE instructional design framework, the study involved needs analysis, expert validation, iterative module development, and classroom implementation with 30 pre-service biology teachers using a one-group pre-test–post-test design. Data were collected through needs assessment, expert validation, scientific literacy tests, and learner response questionnaires. The findings indicate that the LifeSTEM module achieved high content validity and was positively received by students as an engaging and accessible learning resource. Its implementation substantially enhanced scientific literacy, particularly students' ability to explain scientific phenomena, interpret scientific evidence, and apply procedural knowledge within authentic biological contexts. The integration of inquiry-oriented STEM activities with interactive digital learning promoted meaningful engagement with complex biological concepts while encouraging evidence-based reasoning. This study contributes to biology teacher education by demonstrating how integrated digital instructional design can strengthen scientific literacy through contextual and inquiry-driven STEM learning, providing a transferable framework for preparing future science teachers in technology-enhanced learning environments.
Copyright (c) 2026 Iing Dwi Lestari, Evi Amelia, Rifki Survani, Desi Eka Nur Fitriana, Mila Ermila Hendriyani, Dwi Ratnasari, Ika Rifqiawati, Indah Juwita Sari https://creativecommons.org/licenses/by-sa/4.0
Role of ICT Self-Efficacy and TPACK in Linking AI Literacy to Digital Transformation
Rapid technological advancements have positioned digital transformation (DT) as a critical requirement in higher education. However, the mechanisms through which teachers’ artificial intelligence literacy (AIL) contributes to DT remain underexplored, particularly in relation to psychological and pedagogical competencies. This study aims to examine the relationship between AIL and DT among college teachers, with a focus on the mediating roles of ICT self-efficacy (ICTSE) and Technological Pedagogical Content Knowledge (TPACK). A quantitative cross-sectional design was employed using data from 400 college and university teachers across four states in India. Data were analyzed using mediation analysis to test both parallel and serial mediation effects. The findings revealed that AIL is positively associated with DT, both directly and indirectly through ICTSE and TPACK. Both mediators were found to play significant roles, with TPACK demonstrating a stronger mediating effect. Additionally, a significant sequential pathway (AIL → ICTSE → TPACK → DT) was identified, indicating a developmental mechanism linking AI literacy to digital transformation. These findings highlight the importance of enhancing both technological confidence and pedagogical competence to effectively translate AI literacy into transformative educational practices. The study offers important implications for policy and capacity-building initiatives in higher education.
Copyright (c) 2026 Sourav Choudhury, Samiul Biswas, Joy Prakash Deb, Adrija Chattopadhyay, Anukampa Devi, Angita Sarmah Boruah https://creativecommons.org/licenses/by-sa/4.0
Etnolamp: Integrating Lampung Ethnomathematics into Articulate Storyline for Contextual SPLDV Learning
Integrating local cultural knowledge into digital mathematics learning remains underexplored despite growing interest in culturally responsive education. This study developed and evaluated **Etnolamp**, an interactive ethnomathematics learning environment that combines Lampung cultural contexts with Articulate Storyline to support contextual learning of Systems of Linear Equations in Two Variables (SPLDV). The study employed a research and development approach adapted from the Borg and Gall model, encompassing needs analysis, product design, expert validation, revision, and limited classroom implementation involving 16 ninth-grade students in Indonesia. Data were collected through interviews, expert validation instruments, and student response questionnaires to evaluate the product’s validity and practicality. The findings indicate that Etnolamp achieved high expert validation and was perceived by students as a practical and engaging learning resource. By integrating instructional materials, interactive videos, contextual exercises, educational games, and culturally relevant mathematical problems into a single digital platform, the media promoted meaningful connections between abstract algebraic concepts and students’ everyday cultural experiences. This study contributes a culturally responsive multimedia design framework that demonstrates how ethnomathematics and interactive digital technologies can be integrated to support contextual mathematics learning, providing a foundation for future investigations into its effectiveness in improving mathematical understanding and problem-solving
Copyright (c) 2026 Selvi Loviana, Sugeng Sutiarso, Farida Ariyani, Sowiyah Sowiyah , Nurhanurawati Nurhanurawati https://creativecommons.org/licenses/by-sa/4.0
Role of LMS-Based Learning Communities on the Independent Teaching Platform in Enhancing Teachers’ Basic Competencies
This study aims to analyze the role of the Learning Community on the Independent Teaching Platform LMS in improving teacher basic competencies and its impact on teacher performance and student learning outcomes. The study used mixed methods with a sequential exploratory model. The qualitative phase was conducted through interviews, focus group discussions (FGDs), observation, and documentation, while the quantitative phase used questionnaires for 55 elementary, junior high, and high school teachers in Wonosobo Regency. Qualitative data analysis was assisted by NVivo 12 software, and quantitative data were analyzed descriptively. The results showed that the Learning Community improved teachers' pedagogical competency with an average score of 3.0 (good category), professional competency of 3.27 (good), personality competency of 3.23 (good), and social competency of 2.77 (fairly good). As many as 67% of teachers participate in Learning Communities due to mandatory requirements and performance assessments, which has shifted the function of learning communities. Learning Communities should serve as a forum for collaboration, reflection, sharing of best practices, and strengthening technological literacy, all of which positively impact teacher professionalism, teaching quality, and student learning outcomes. However, extrinsic motivations are more predominant, focusing more on administrative fulfillment than professional development. The results of this study provide encouragement for learning communities to provide more internal motivation in teacher professional development
Copyright (c) 2026 Sri Jumini, Parmin Parmin, Asri Widowati, Wahyudi Wahyudi, Öznur ATAŞ AKDEMİR, Ahmet Selçuk AKDEMİR, Fatih Can, Berk İlhan, Victor Oluwatosin Ajayi, Odessa D. Aberilla, Winarto Winarto, Purba Risma Sutikno https://creativecommons.org/licenses/by-sa/4.0
STAD in Online-Supported Blended Learning for Developing Students’ Social Competence: A Classroom Action Research Study
By utilizing digital media support, this research will be examining the utilization of STAD cooperative learning model within blended learning framework. The research is centred on solving the issue of insufficient social interaction and cooperation in technology-assisted learning situations. In this research, Classroom Action Research was used for two cycles, in which the participants were 28 students from class VII-A of SMP Negeri 1 Sendana. Data gathering was done through classroom observation, teacher's reflective journal, structured interview, and documentation of face-to-face and online learning experiences. Interactive data analysis was carried out through three approaches: data condensation, data display, and drawing conclusions. Student social skills were measured using five criteria: self-confidence, accountability, motivation to learn, creative thinking, and digital communication. From the results of the study, it can be seen that the introduction of STAD strategy in the blended learning model led to peer interaction, individual accountability in working in groups, participation in discussion activities, and effective use of digital communication tools. All five elements showed significant progress on part of the learners, particularly after implementing changes into the teaching process in the second cycle. Still, some challenges appeared while implementing this strategy, including different levels of digital literacy, poor quality of Internet access, and various distractors during group work. To conclude, the study proved that collaborative learning through STAD is extremely efficient in building social competence
Copyright (c) 2026 Sewang & Aswad https://creativecommons.org/licenses/by-sa/4.0
From Reading Comprehension to Critical Literacy: Adapting Huh's Model in Online Indonesian EFL Classrooms
ritical literacy has become an essential component of English as a Foreign Language (EFL) reading instruction, yet its implementation remains challenging in online learning environments where students often struggle to move beyond literal comprehension toward critical engagement with texts. Although Huh’s instructional model provides a structured framework for developing critical literacy, evidence regarding its adaptation to online EFL contexts remains limited. This study investigated how an adapted version of Huh’s model supported the development of reading comprehension and critical literacy in an online Indonesian EFL classroom. Employing collaborative classroom action research, the study involved 21 undergraduate students across three iterative instructional cycles. Data were collected through reading assessments, students’ digital artifacts, and structured online classroom observations, and analyzed using descriptive statistics alongside Miles and Huberman’s interactive qualitative analysis. The findings indicate that the adapted model progressively strengthened students’ reading comprehension and critical literacy by integrating scaffolded learning activities, explicit instruction in critical literacy concepts, locally relevant sociopolitical texts, and student-generated critical questioning. The iterative refinement of instructional practices also encouraged students to engage more critically with multiple perspectives and develop evidence-based responses to authentic social issues. This study extends Huh’s framework by demonstrating how context-sensitive pedagogical adaptations can effectively support critical literacy development in online EFL settings. The findings offer practical guidance for designing online reading instruction that integrates critical pedagogy with meaningful local contexts while fostering students’ critical engagement with contemporary societal issues.
Copyright (c) 2026 Dian Resty Pratiwi Ahmad, Utami Widiati, Ekaning Dewanti Laksmi, Siti Muniroh, Dewi Masitho Istiqomah https://creativecommons.org/licenses/by-sa/4.0
Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education
Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
Copyright (c) 2026 Uswatun Hasanah, Rangga Firdaus, Hasan Hariri, Handoko, Radiyatul Adawiyah Siregar https://creativecommons.org/licenses/by-sa/4.0
Gamified Islamic Dance Learning Media for Pesantren: An Android-Based Development Study
Islamic dance learning at Pesantren (Islamic boarding schools) experiences problems because of insufficient learning materials, a teacher-centered teaching style, and the difficulty in delivering information about physical activities through conventional instruction. This study’s objective is to create an Android app to be used as instructional media for Islamic dance learning with gamification and social learning features. This study employed a Research and Development (R&D) methodology, utilizing a simplified Borg and Gall model (stages 1–5), encompassing needs analysis, product design and development, expert validation, product revision, and finalization. Data were gathered via observation, interviews, focus group discussions, and structured Likert scale questionnaires were administered to media, material, and language validator. The results show a consistent increase in the media aspect from 3.60 to 4.85, the material aspect from 3.75 to 4.95, and the language aspect from 3.80 to 5.00, all reaching the Very good category. This study produces the one of the first validated Android-based media by integrating gamification, the operationalization of Social Learning Theory, and Islamic dance content in the pedagogical tradition of Pesantren. This study confirms that Android-based Islamic dance learning media with gamification through a social learning model with interactive features is offers a novel approach for the Islamic boarding school environment. This study contributes to establishing that gamification elements must be culturally embedded in Islamic values ​​in order to help student participation and motivation.
Copyright (c) 2026 Asti Tri Lestari, Anggia Suci Pratiwi, Taofik Muhammad, Meiliana Nurfitriani, Juju Masunah https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Using iPad Applications to Support EFL Oral Communication Skills
This study aims to investigate students' perceptions of the use of iPad apps to support oral communication skills in EFL instruction. The researchers used a descriptive quantitative research design and data was collected through the use of a questionnaire to conduct this research study. A total of 30 EFL students at Secondary School in Baghdad, Iraq, were chosen at random to participate in this study during the second semester of the academic year. The questionnaire was developed to assess the perceptions of EFL students of how the use of iPad applications can assist them with speaking fluency, authentic language exposure, authentic language use, and understanding the culture of the people they are communicating with. The results of the study show that most of the students viewed the iPad applications as useful for practicing oral communication. In fact, the students indicated that the iPad applications facilitated providing them with authentic language input and making speaking activities more engaging because they had the ability to provide students with authentic language exposure. However, the students’ responses to the questionnaire also indicated that the success of using iPad applications for language practice is dependent on the effective use of pedagogical approaches and requiring the active participation of the students who are using the iPad applications for language practice. This study concludes that iPad apps have the potential to support the development of speaking skills, although more effective implementation strategies are needed in an educational setting.
Copyright (c) 2026 Ali Hussein Hazem , Aram George Simon, Marwa Muhammad Ahmed, Bushra Ni’ma Rashid, Bushra Saadoon Mohammed Alnoori https://creativecommons.org/licenses/by-sa/4.0
Academic Readiness and University–Industry Collaboration in Online and Flexible Learning Pathways: A Multi-University Case Study in Indonesia
Online and Flexible Learning Pathways (OFLPs) have emerged as a strategic approach for strengthening graduate employability by connecting academic learning with authentic workplace experiences. However, their successful implementation depends not only on student participation but also on institutional readiness, effective supervision, digital infrastructure, and sustainable university–industry partnerships. This study explored academic readiness and university–industry collaboration in OFLP implementation across three Indonesian universities. A qualitative-dominant multi-case study with an embedded descriptive survey design was employed. Data were collected through open-ended questionnaires, in-depth interviews, and participant observation, and analyzed using descriptive statistics and thematic analysis supported by NVivo 14. The findings indicate that students generally perceived OFLPs as relevant to industry needs and beneficial for developing critical thinking, problem-solving, and professional skills. Nevertheless, challenges related to time management, structured mentoring, faculty workload, digital supervision, and partnership coordination remained substantial barriers to effective implementation. The study conceptualizes academic readiness as a collective institutional capability shaped by learners, faculty, digital ecosystems, and external partners. These findings provide practical guidance for designing sustainable OFLPs through integrated governance, structured mentoring, coordinated academic planning, and stronger university–industry collaboration.
Copyright (c) 2026 Jamal Fakhri, Farida, Raden Roro Atmim Nurona, Marzuki Marzuki, M. Indra Saputra, Muhammad Aridan https://creativecommons.org/licenses/by-sa/4.0
Validity Analysis of VR-Based Particle Dynamics Module Development Using the Rasch Model
Physics education often encounters challenges in fostering students’ conceptual understanding of particle dynamics, largely due to the abstract nature of the content and its reliance on symbolic mathematical representations, which can impede meaningful interpretation of physical phenomena. To address this issue, this study developed PADYVIR (Particle Dynamics Virtual Reality), a virtual reality–assisted learning module, and examined its validity, reliability, and practicality for use in higher education settings. The development process followed the ADDIE instructional design model, after which the module underwent expert appraisal and psychometric evaluation using the Rasch measurement model. Expert assessments involved physics education specialists and instructional design experts, who evaluated the content, construct clarity, and pedagogical appropriateness of PADYVIR and its supporting learning instruments. The research instruments used in this study were adapted from previously validated tools reported in the literature, thereby ensuring the validity of baseline measurements. Rasch analysis indicated strong psychometric properties, including high person and item reliability indices, acceptable fit statistics, and evidence of unidimensionality. A limited trial with undergraduate students further demonstrated the high practicality of the system in terms of usability, attractiveness, and comprehensibility. These findings confirm that PADYVIR is a psychometrically robust and user-friendly instructional resource capable of supporting the visualisation and conceptual learning of particle dynamics. Methodologically, the study contributes to the field by integrating rigorous measurement theory with immersive educational technology, offering a replicable framework for the development and evaluation of virtual reality–based learning media. Implications for instructional design and educational technology research are discussed, and directions for future effectiveness studies are proposed
Copyright (c) 2025 Supurwoko Supurwoko, Kadek Dwi Hendratma Gunawan, Muhammad Nur Hudha https://creativecommons.org/licenses/by-sa/4.0
Digital Governance-Informed Instructional Design Framework for Madrasah Education: A Systematic Literature Review
The current era of modern Madrasah (Islamic schools) mandates their capacity to show not only effective learning outcomes but also their performance in public accountability aligned with digital governance. Nevertheless, the process of administrative digitization and instructional processes are conducted separately, leaving performance management scattered across these two areas. The present study intends to come up with an integrated conceptual framework that can effectively combine the concepts of Digital Governance (DG) and Instruction Design (ID). Using a Systematic Literature Review methodology (from 2015 to 2025) and Conceptual Design-Based Research approach, the study made use of a Boolean search string containing key terms like (”Digital Governance" or ”Public Accountability") and (”Instructional Design" or ”Data-Driven Learning") and "Madrasah". In total, out of 1,450 identified literature, a PRISMA-based screening technique yielded 55 studies after applying certain inclusion criteria such as peer-reviewed English language articles. In this way, DG-ID Integration Framework is designed by developing four major pillars consisting of data governance in relation to accountability; digital infrastructure and its alignment to policy; ID-informed pedagogical modalities; and stakeholders’ e-participation.
Copyright (c) 2026 Muslikun Muslikun, Theresia Trisanti, Rusmawan Wahyu Anggoro, Efraim Ferdinan Giri, A. Umar https://creativecommons.org/licenses/by-sa/4.0