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61	Distance dan Blended Learning	ABS-29
The Impact of Fluctuating Educational Modalities on Academic Achievement in Palestinian Universities: A Mixed-Methods Study Ibrahim R Ramadan Al-Quds Open University, Jenin, Palestine Abstract In the last few years, especially after the COVID-19 outbreak, higher education in Palestine has changed quickly and in ways that aren^t always steady. Universities have changed between face-to-face, online, and mixed learning models many times, usually without making long-term plans. These changes can^t be appreciated without taking into account the particular situation in Palestine, which is affected by limits on movement, frequent infrastructural problems, and continuous political and security problems. All of these things together have made educational policies unstable in institutions. This research seeks to investigate the influence of diverse educational modalities on students^ academic performance in Palestinian institutions, emphasizing the mediating effects of critical aspects such technical infrastructure, students^ psychological well-being, and familial stability. The study aims to discern patterns of institutional variation throughout the preceding five years and assess their ramifications for the quality of the educational process from the viewpoints of both students and faculty members. A mixed-methods approach is utilized to encompass both quantitative and qualitative aspects of the phenomenon. Quantitative data will be obtained by an online survey directed at a representative sample of students and faculty members from universities in the West Bank and Gaza Strip. Qualitative data will be collected via semi-structured interviews with academic administrators and e-learning coordinators. Data analysis will employ sophisticated statistical methodologies, including Analysis of Variance (ANOVA), regression analysis, and Structural Equation Modeling (SEM), in conjunction with theme analysis of qualitative data. Preliminary expectations indicate a statistically significant inverse correlation between the variability of educational modes and academic performance. Frequent and unplanned transitions between learning modalities are anticipated to lead to diminished academic performance, especially in practice-oriented courses necessitating direct involvement. Moreover, this volatility is expected to correlate with heightened academic and psychological stress, stemming from students^ challenges in adjusting to ongoing changes, ambiguous institutional regulations, and unequal access to digital resources. The study is anticipated to uncover a significant digital divide among pupils from various regions, especially between the Gaza Strip and the West Bank, attributed to differences in electricity availability, internet access, and technological infrastructure. There will also be differences in how students like to learn. Some may choose face-to-face learning to improve interaction, while others would prefer online learning to get around mobility and security issues. This study enhances comprehension of the impact of institutional instability in educational delivery on academic outcomes in conflict-affected environments. It offers evidence-based insights to guide the creation of adaptable and enduring educational frameworks that cater to the Palestinian context, ensuring a balance between academic excellence and responsiveness to persistent crises. Keywords: Fluctuating Educational Modalities, Academic Achievement, Academic Stress, Digital Divide, Education in Emergencies. Share Link | Plain Format | Corresponding Author (Ibrahim Radwan Ramadan)

62	Distance dan Blended Learning	ABS-32
Development of a Website-Based Interactive E-Module to Improve Biology Students Conceptual Understanding of Germination Ani Mariani, Rina Kusumayanti Universitas Negeri Jakarta Abstract This study aimed to develop a website-based interactive e-module on germination and examine its effectiveness in improving biology students conceptual understanding. The development process followed the Hannafin and Peck model, consisting of needs assessment, design, and development stages. The e-module was validated by subject matter and media experts to ensure the feasibility of its content, design, and interactivity. A limited trial was conducted with Biology Education students using a quasi-experimental design with pretest and posttest in experimental and control groups. The experimental group used the developed e-module, while the control group received conventional instruction. Validation results indicated that the e-module was highly feasible in terms of content quality, visual presentation, and technological interactivity. Paired sample t-test analysis showed significant improvement in conceptual understanding in both groups, with greater gains in the experimental group. Independent sample t-test results on posttest scores revealed a significant difference (p < 0.001), indicating the effectiveness of the web-based e-module in supporting learning of abstract biology concepts. Therefore, the developed e-module is feasible and effective for enhancing conceptual understanding and supporting technology-based self-directed learning. Keywords: e-module, interactive, website, concept understanding, germination. Share Link | Plain Format | Corresponding Author (Ani Mariani)

63	Distance dan Blended Learning	ABS-37
Blended Project-based CLIL in Open University International Education: An AI-Enabled Management Case Study Jingyi Zhong School of Economics and Management, The Open University of Sichuan Abstract In the wake of digital transformation and the surge of Generative AI, international education at Open Universities grapples with critical dilemmas, including learner social isolation, double cognitive overload and the decoupling of professional content from language practice. This paper incorporates the Community of Inquiry (CoI) framework as its conceptual cornerstone, arguing the logical necessity of its three essential dimensions-teaching, social, and cognitive presence-in surmounting the systemic barriers to deep learning in remote contexts. Accordingly, the study constructs a Blended Project-based CLIL (B-P-CLIL) instructional model, achieving a robust coupling of theoretical logic and pedagogical practice. Specifically, Blended learning optimizes instructional scaffolding (teaching presence), Project-based learning drives collaborative human-AI interaction (social presence) and CLIL (Content and Language Integrated Learning) scaffolds anchor knowledge co-construction (cognitive presence). Taking the course AI-Enabled Global Business Management as an exemplar, the paper explores a localized implementation path encompassing AI prompt logic, cross-cultural ethics and professional communication. Results demonstrate that the B-P-CLIL model effectively mitigates cognitive delays caused by physical separation while synergistically enhancing global competence and AI literacy of adult learners. This study provides a transformative paradigm for the intrinsic development of internationalization in open and distance education. Keywords: Open University, Community of Inquiry (CoI), Blended Project-based CLIL, Generative AI, Global Business Management Share Link | Plain Format | Corresponding Author (Jingyi Zhong)

64	Distance dan Blended Learning	ABS-43
How to Enhance Adult Self-regulated Learning Behavior in a Blended Learning Environment-Based on a Dual Analysis of SEM and fsQCA JIANI ZHANG Sichuan Open University Abstract Enhancing adult self-regulated learning behavior in a blended learning environment is a key issue for promoting high-quality development in adult education and building a learning society. By integrating Zimmerman^s triadic model of self-regulated learning, social ecological systems theory, and the technology acceptance model, this study constructs a model of the influence mechanisms of environmental and individual factors on self-regulated learning behavior. Using a combined approach of structural equation modeling (SEM) and fuzzy set qualitative comparative analysis (fsQCA), this paper conducted an empirical analysis of 441 questionnaire responses from adult learners. SEM results indicate that perceived usefulness serves as the key link between the learning environment and self-regulated behavior- learning motivation has a direct and significant impact on self-regulated behavior, and this effect is independent of environmental factors- platform usability is not a key factor influencing adult self-regulated behavior. The fsQCA further revealed two configurations that trigger high levels of self-regulated learning behavior: the motivation-driven configuration and the external collaboration-driven configuration. Based on these findings, this paper propose the following strategies: a teaching optimization strategy grounded in a value perspective, a classification guidance strategy grounded in a motivation perspective, a community-building strategy grounded in an interaction perspective, and a system support strategy grounded in a collaboration perspective. Keywords: blended learning-adult self-regulated learning-influence mechanism-SEM- fsQCA Share Link | Plain Format | Corresponding Author (Jiani ZHANG)

65	Distance dan Blended Learning	ABS-50
Enhancing Metacognitive and Reflective Thinking through Web-Based Mathematics Learning Media: A Systematic Literature Review Aulyanissa Tsaqifa Maharshall, Hepsi Nindiasari, Novaliyosi Universitas Sultan Ageng Tirtayasa Abstract The advancement of digital technology has encouraged the integration of web-based learning media to support higher-order thinking skills in mathematics education. However, studies examining how web-based mathematics learning media enhance both metacognitive and reflective thinking skills remain limited. This study aims to analyze research trends, technologies used, and the effectiveness of web-based mathematics learning media in improving students^ metacognitive and reflective thinking skills. This study employed a Systematic Literature Review (SLR) using the PRISMA framework. A total of 33 articles published between 2020 and 2026 were selected from reputable international and national journals. The analysis was conducted based on four research questions: characteristics of web-based learning media, learning strategies used, support for metacognitive skills, and support for reflective thinking skills. The findings indicate that web-based mathematics learning media increasingly integrate technologies such as Artificial Intelligence, Augmented Reality, Virtual Reality, Learning Management Systems, and interactive multimedia. These technologies support metacognitive skills through planning, monitoring, and evaluation processes. Additionally, reflective thinking skills are enhanced through reacting, comparing, and contemplating activities in digital learning environments. This study concludes that web-based mathematics learning media effectively support higher-order thinking skills, particularly metacognitive and reflective thinking. Keywords: mathematics learning media- metacognitive skills- reflective thinking- systematic literature review- web-based learning Share Link | Plain Format | Corresponding Author (Aulyanissa Tsaqifa Maharshall)

66	Distance dan Blended Learning	ABS-51
THE EFFECTIVENESS OF BLENDED-PROJECT BASED LEARNING IN CONDUCTING SCIENTIFIC METHOD ANALYSIS TO IMPROVE CRITICAL THINKING SKILLS AND DISPOSITIONS OF PHYSICS EDUCATION STUDENTS Fenno Farcis (a*), Gunarjo S. Budi (b) a) Physics Education Study Program, Palangka Raya University, Jalan Yos Sudarso, Palangkaraya 73112, Indonesia *fenno.farcis[at]fkip.upr.ac.id b) Physics Education Study Program, Palangka Raya University, Jalan Yos Sudarso, Palangkaraya 73112, Indonesia Abstract Critical thinking dispositions are tendency, attitude, or mental habit to use critical thinking skills, namely carrying out systematic and logical analysis of information, that consistently in various situations. Critical thinking skills and dispositions are trained through Blended-Project Based Learning, namely a learning model that combines the Project-Based Learning with Blended Learning models, where project students carry out scientific method analysis of various articles in physics journals and physics education journals through a combination of face-to-face and on-line learning. This research aims to determine the effectiveness of Blended-Project Based Learning applied to research methodology courses to improve students critical thinking skills and dispositions. This research uses a quasi-experimental design with a quantitative approach. The data analysis technique uses SEM-PLS (partial Least Square) with the help of the SmartPLS 4.0 program. The findings in this research are that Blended-Project Based Learning has a positive and significant effect on improving students critical thinking skills with tcount greater than ttable, namely a value of 6.127>1.725, which means Ha is accepted. Blended-Project Based Learning has a positive and significant effect on increasing students critical thinking disposition with tcount greater than ttable, namely a value of 5.972>1.725, which means Ha is accepted. Keywords: effectiveness, blended learning, project based learning, scientific method, critical thinking skills, critical thinking dispositions Share Link | Plain Format | Corresponding Author (Fenno Farcis)

67	Distance dan Blended Learning	ABS-68
The Effect of Padlet-Based Blended Learning on Students^ Critical Thinking in German Writing Skills: The Role of Digital Information Literacy Dian Permatasari Kusuma Dayu*, Putri Maharany Patty, Audrey Gabriella Titaley, Meilita Hardika, Rosalia Otoviani, Diyan Fatimatus Zahro Germany Language Education, University of Surabaya(UNESA), Surabaya Film dan Animasi, University of Surabaya(UNESA), Surabaya Germany Language Education, University of Yogyakarta, Yogyakarta Abstract The integration of digital technology in language learning has created new opportunities to foster higher-order thinking skills, particularly critical thinking. Padlet, as an interactive digital platform, supports collaborative learning within blended learning environments. However, limited studies have examined its effect on students^ critical thinking in foreign language writing, particularly in German, while considering the role of digital information literacy. This study aims to examine the effect of Padlet-based blended learning on students^ critical thinking in German writing skills and to analyze the role of digital information literacy in this relationship. This study employed a quantitative approach with a quasi-experimental design. The participants were undergraduate students enrolled in a German language education program. Data were collected through a critical thinking test in writing, a digital information literacy questionnaire, and learning outcome assessments. The data were analyzed using regression analysis and moderation testing to determine the interaction effect between variables. The findings indicate that Padlet-based blended learning has a significant positive effect on students^ critical thinking in German writing skills. Furthermore, digital information literacy was found to significantly influence critical thinking and strengthen the effect of blended learning on students^ performance. Students with higher levels of digital literacy demonstrated better ability to analyze, evaluate, and construct arguments in writing tasks. This study contributes to the growing body of research on digital learning by highlighting the importance of integrating collaborative platforms and digital literacy to enhance critical thinking in foreign language education. The findings suggest that educators should consider students^ digital competencies when implementing technology-enhanced learning to maximize learning outcomes. Keywords: Critical Thinking, Blended Learning, digital information literacy,German Writing Skills, Padlet Share Link | Plain Format | Corresponding Author (DIAN DAYU)

68	Distance dan Blended Learning	ABS-80
REIMAGINING PANCASILA AND CIVIC EDUCATION THROUGH DISTANCE AND BLENDED LEARNING FOR DIGITAL CITIZENSHIP Tutik Wijayanti (a*), Daffa Fakhri Maulana (b), Hendri Irawan (c) a. Pancasila and Civic Education, Universitas Negeri Semarang, Semarang, Indonesia b. SMP Negeri 8 Yogyakarta, Yogyakarta, Indonesia c. Pancasila and Civic Education, Universitas Negeri Surabaya, Surabaya, Indonesia *email: tutikwijayanti[at]mail.unnes.ac.id Abstract The rapid advancement of digital technology has transformed educational practices, demanding innovative approaches to civic learning. This paper aims to reimagine Pancasila and Civic Education through a smart classroom-based distance and blended learning model to foster students^ digital citizenship. Employing a qualitative descriptive approach, this study explores the design and implementation of technology-enhanced learning integrating synchronous and asynchronous activities, interactive digital platforms, and collaborative tasks. The model emphasizes critical digital literacy, ethical online behavior, and responsible civic participation in digital spaces. Data were collected through classroom observations, interview, and documentation of learning activities. The findings indicate that the integration of smart classroom environments with blended learning strategies enhances student engagement, promotes critical thinking, and strengthens digital citizenship competencies. Furthermore, the approach supports the development of learners^ awareness of their roles as responsible digital citizens in a globalized society. This study contributes to the discourse on pedagogical innovation in pancasila and civic education by offering a contextual and practical framework for integrating technology into Pancasila and Civic Education. The proposed model provides implications for educators in designing meaningful and transformative learning experiences aligned with the demands of the digital era. Keywords: Pancasila and Civic Education- Distance Learning- Blended Learning- Smart Classroom- Digital Citizenship- Technology-Enhanced Learning Share Link | Plain Format | Corresponding Author (Daffa Fakhri Maulana)

69	Distance dan Blended Learning	ABS-89
Pedagogical Alignment and Teacher Agency in An Indonesian Primary School English Program Adin Fauzi (1), Desy Damayanti (2) (1) FKIP Universitas Islam Balitar, Blitar, Indonesia (2) BGTK Kalimantan Selatan, Banjarbaru, Indonesia Abstract The landscape of English teaching in Indonesian primary schools is undergoing a transition from an elective to a mandatory subject. The success of this shift depends on alignment between institutional goals and classroom practices. This study explores how a primary school English teacher interprets school policy and translates it into pedagogical action. It examines the synchronization of school expectations with classroom instruction, teacher initiatives, and the collaborative ecosystem within the school. This research uses a qualitative case study approach. Data were collected through semi-structured interviews with an English teacher at SDN Babadan 01, focusing on alignment, capability, and engagement. The findings show that despite the absence of formal written policy, a shared understanding exists among the teacher, school committee, and leadership. The teacher demonstrates strong agency by implementing fun learning strategies, including singing, role-play, and digital tools to build confidence and speaking habits. Engagement is also visible through the Kelas Plus program and support from homeroom teachers. However, limited instructional time and varied student abilities remain challenges. The study highlights the importance of teacher professionalism and institutional support during curriculum transitions. Keywords: English language teaching- pedagogical alignment- primary education- teacher agency Share Link | Plain Format | Corresponding Author (Adin Fauzi)

70	Distance dan Blended Learning	ABS-91
An Integrated Vocational Learning Ecosystem Model to Produce Graduates Aligned to Study Program Competencies (Case Study of an Integrated Vocational Learning Ecosystem in the Diploma IV Archival Science Study Program) Siti Samsiyah, Vocational Program, Archiv Science Universitas Terbuka, Indonesia Universitas Terbuka, Indonesia Abstract Abstract: Vocational education is a program with a composition of 60% practical courses and 40% theoretical courses. As a distance learning institution, special efforts are required to provide learning materials for students so that graduate competencies align with the desired graduate profile. The integrated vocational learning ecosystem model is a learning system design that applies theory, field practice, and independent practice, along with assessments for students to determine their level of success and understanding of the learning material, which can be viewed within a single integrated vocational learning ecosystem. The purpose of this research is to produce graduates of the study program with the expected competencies. The methodology used is Research and Development (R&D). After the R&D methodology was applied to the integrated learning system in the vocational program, the results showed that vocational students were better able to understand the learning materials in practical courses and practical courses through the integrated vocational learning ecosystem model. The integrated vocational learning ecosystem is an integrated learning system that includes textbooks (BMP), interactive teaching materials, formative tests, and archival work practices with a choice of practical types, all within a single learning model.. Keywords: distance education, integrated learning ecosystem, vocational program. Keywords: distance education, integrated learning ecosystem, vocational program. Share Link | Plain Format | Corresponding Author (sitisamsiyah Samsiyah)

71	Distance dan Blended Learning	ABS-96
DEVELOPMENT OF ECONOMICS SUBJECT LEARNING MODEL USING PjBL-BASED LMS FOR HIGH SCHOOL Anthony A. Salim (a*), Mochamad Sukardjo (b), Marsofiyati (c) (a*) Jurusan Teknologi Pendidikan (S3), Universitas Negeri Jakarta. (b) Jurusan Teknologi Pendidikan (S3), Universitas Negeri Jakarta. (c) Jurusan Teknologi Pendidikan (S3), Universitas Negeri Jakarta. Abstract The gap between financial knowledge and financial behavior among students indicates that learning in Senior High School Economics has not been fully effective in shaping prudent financial behavior. This study aims to develop, assess the feasibility of, and examine the effectiveness of an instructional model for Economics using a Learning Management System based on Project-Based Learning (LMS-PjBL) to enhance students^ financial literacy competencies. The research employed a research and development (R&D) approach using the Dick and Carey model and the PjBL Gold Standard, modified to fit the context of Economics instruction. Formative evaluation was conducted through one-to-one expert review, one-to-one user testing (three students), small-group testing (nine students), and field trials (54 students), all of which indicated that the model is feasible for implementation. The model successfully integrates project-based learning and LMS technology to promote the transformation of knowledge into more responsible financial behavior. Keywords: Financial Literacy, Project-Based Learning (PjBL), Learning Management System (LMS), Instructional Model Development. Share Link | Plain Format | Corresponding Author (Anthony Salim)

72	Distance dan Blended Learning	ABS-110
BLENDED LEARNING FOR STRESS RESISTANCE ENHANCEMENT IN TEACHER PROFESSIONAL EDUCATION AT UNIVERSITAS PALANGKA RAYA Holten Sion- Muhamad Affandi Faculty of Teachers Training and Education, Universitas Palangka Raya, Palangka Raya, Indonesia Abstract Teacher Professional Education Program (PPG) students face significant academic pressures that may lead to stress, potentially affecting their learning outcomes and well-being. This study aims to analyze the implementation of blended learning model as an intervention to enhance stress resistance among PPG students at the University of Palangka Raya. Employing a descriptive research design, data were collected through questionnaires distributed to 171 students selected via simple random sampling from a population of 300 participants. The blended learning model combined face-to-face instruction with virtual communication through web portals, e-books, and booklets, providing flexible learning opportunities. Data analysis utilized non-parametric descriptive statistical techniques. Results indicated that following the blended learning intervention, students demonstrated improved stress resistance capabilities, with notable enhancements in their ability to manage academic workload, maintain learning enthusiasm, and achieve better work quality. The model^s flexibility allowed students to learn at their own pace, reducing time-related pressures while maintaining educational quality. The study concludes that blended learning effectively enhances stress resistance in teacher professional education by providing autonomous learning opportunities, reducing environmental constraints, and fostering self-regulated learning practices. This approach offers a viable solution for addressing stress-related challenges in intensive teacher training programs. Keywords: Blended learning- professional teacher education- stress resistance- teacher training Share Link | Plain Format | Corresponding Author (Holten Sion)

73	Distance dan Blended Learning	ABS-111
GOOGLE DOCS FOR TEACHER PROFESSIONAL DEVELOPMENT: ENGAGING STUDENTS IN COLLABORATIVE LEARNING Radiatan Mardiah, Melati Universitas Jambi Abstract Google docs is widely used in teaching learning process for developing writing skills. However, in this study Google docs was designed to engage students in collaborative learning of Teacher Professional Development (TPD) course. The participants of this descriptive qualitative study were 22 EFL students registered in TPD course in a public university in Jambi, Indonesia. The data were collected through learning artefacts in Google docs and in university learning management system (e-LMS), observation notes, and informal classroom discussion. The findings revealed that almost all of the students actively engaged in the collaborative activities and help them to understand the concepts of TPD comprehensively. The students read some relevant sources, synthesize the ideas and TPD concepts, write them in the Google docs, presenting the ideas in real-time through interactive board, get question and feedback from peer and teacher, and wrap up by producing mind map on the topic in the e-LMS. The activities not only engaged the students in the learning process but also help them to be more self-regulated. The study suggests teacher to integrate technology such as Google docs and e-LMS to support pedagogical practices. Keywords: Collaborative learning, Engagement, Google docs, Teacher Professional Development Share Link | Plain Format | Corresponding Author (Radiatan Mardiah)

74	Distance dan Blended Learning	ABS-112
Learning Management Systems and Cognitive Load: Mapping Research Trends and Future Directions Etika Khaerunnisa, Heni Pujiastuti, Cecep Anwar Hadi Firdos Santosa Universitas Sultan Ageng Tirtayasa Abstract The integration of digital technology in education has encouraged the widespread use of Learning Management Systems (LMS)- however, inappropriate implementation may increase students^ cognitive load. This study aims to analyze research trends, LMS implementation, and research gaps related to cognitive load management through a Systematic Literature Review (SLR) approach. The data were obtained from Scopus-indexed international journal articles published between 2015 and 2026, with the selection process conducted using the PRISMA framework. Of the 154 initial articles, 67 met the inclusion criteria. The findings indicate that publications related to LMS and cognitive load increased significantly during the 2020-2025 period, with Social Sciences and Q1 journals as the dominant categories. Bibliometric analysis identified cognitive load, e-learning, education, and learning as the main research themes. LMS implementation was categorized into the use of freely available online applications, the development of customized LMS applications, and the enrichment of instructional design and curriculum. Overall, LMS can improve learning quality and academic achievement- however, it may also increase cognitive load when not supported by appropriate instructional design. Therefore, the integration of technology, pedagogy, and cognitive principles is essential to create effective and sustainable digital learning environments. Keywords: Learning Management Systems (LMS)- Cognitive Load- Systematic Literature Review- Bibliometric Analysis Share Link | Plain Format | Corresponding Author (Etika Khaerunnisa)

75	Distance dan Blended Learning	ABS-113
Communication Experiences of Students with Hearing Impairments in Online and Offline Learning and Its Implications for the Development of More Accessible Blended Learning: A Comparative Analysis Murni Winarsih, Mayasari Manar Universitas Negeri Jakarta Abstract This study aims to compare the communication experiences of students with hearing impairments in online and offline learning and explore their impact on the development of more accessible blended learning. The method used in this study was a descriptive qualitative approach, collecting data through an online survey of 15 students with hearing impairments at the university. The data analysis technique used was thematic analysis, which aimed to identify patterns in experiences, challenges, and strategies used to adapt to this form of learning. The results of this study indicate that online lectures offer significant advantages in terms of communication access through technological features such as chat, captioning, subtitles, and written materials. These features facilitate students with hearing impairments in better understanding lectures independently without having to rely entirely on verbal interaction. However, the lack of in-person interaction and the possibility of technical glitches remain barriers to online education. On the other hand, while face-to-face learning provides opportunities for deeper social interaction and facilitates direct explanations, it also faces communication challenges such as lecturer^s speaking speed, distance, lack of visual support, and inconsistent use of communication aids. These findings indicate differences in communication experiences between online and offline learning methods for students with hearing impairments. Therefore, developing accessible blended learning is a strategic solution by combining the advantages of both methods. Maximizing the use of text- and visual-based technology in online learning, as well as increasing awareness and implementation of inclusive communication in offline learning, are crucial aspects in creating a more adaptive and inclusive learning environment. This research contributes to the creation of learning models that focus on the needs of students with special needs, particularly in improving communication quality in higher education contexts. Keywords: communication experiences- students with hearing impairments- online and offline learning- accessible blended learning- comparative analysis Share Link | Plain Format | Corresponding Author (Murni Winarsih)

76	Distance dan Blended Learning	ABS-124
Challenges and Solutions in Blended Quran Learning for Children: A Case Study of Alif Iqra s Online Education Model Masmuhah, Msi Alif Iqra, Jl Sumatera No 89 Jombang South Tangerang Abstract As the country with the largest Muslim population in the world, Indonesia holds strong potential to become a global reference for Quran and Islamic learning. In the era of Society 5.0, where learning is no longer limited by space and time, blended Quran learning has expanded rapidly across countries. Responding to this shift, Alif Iqra, an institution with more than 10 years of experience, has developed an online Quran learning platform serving more than 200 students worldwide. However, implementing blended learning for children presents several challenges. This study explores key challenges and practical solutions in blended Quran learning for young learners. The main issues include limited attention span based on developmental stages, time zone differences among international students, inconsistent parental involvement, and the need for engaging digital learning media. These challenges often result in low engagement and inconsistent progress when not supported by a structured system. Using a qualitative case study approach, this paper examines the Alif Iqra model as a practical solution. The model integrates synchronous online classes with structured home-based learning, supported by multi-sensory methods, standardized teacher training, and simple tools such as daily checklists and progress tracking. It also incorporates spiritual values (ruhiyah) alongside Qur^an reading skills to foster discipline, consistency, and emotional connection. The findings suggest that blended Quran learning can be effective when supported by a well-designed system. This model has the potential to position Indonesia as a global reference for moderate Islamic learning and offers a practical framework for scalable implementation. Keywords: quran learning, online learning, islamic learning, moderate Islam Share Link | Plain Format | Corresponding Author (Masmuhah Masmuhah)

77	Distance dan Blended Learning	ABS-131
The Relationship of Distance Learning Skills Training in Growing Learning Motivation on Learning Achievement Wijanarko, Steviani Batti^, Yuyun Yunita Puspa, Usy Nora Manurung Universitas Terbuka Abstract The concept of independent learning is important for Universitas Terbuka students, especially for new students, considering that for UT students there is no interaction between students and lecturer, whereas as is known, the success of distance learning depends on the student^s ability to study independently. Therefore, Distance Learning Skills Training (PKBJJ) as a Support learning service is provided to all new students at UT with key materials : planning study schedules, effective reading (SQ3R) and recording reading results. PKBJJ is expected to foster learning motivation and improve student learning achievement. The research method uses descriptive methods and the Spearman rank correlation test. The research results show that PKBJJ is related to motivation to foster consistent learning in accordance with the learning plans made by students. PKBJJ is related to motivation to foster an understanding of the benefits of learning plans for the learning process. PKBJJ is related to motivation to foster understanding of the benefits of effective reading using SQ3R which can help understand the contents of teaching materials (BMP). The higher the student^s age, the faster the duration of reading BMP using SQ3R. Self-study making a study plan related to high semester achievement index (IPS). Keywords: Independent Learning, Distance Learning Skills Training, Learning Motivation, Learning Achievement Share Link | Plain Format | Corresponding Author (Wijanarko Wijanarko)

78	Distance dan Blended Learning	ABS-139
Implementing IFP-Based Joyfull Interactive Games In Teaching Early Literacy Vowel Skills For Kindergarten Students : A Case Study Ayu Ambarwati TK Negeri Satu Atap Pandansari Ngunut Tulungagung Abstract Barriers in mastering basic vowel literacy among kindergarten students are often associated with the use of conventional teaching methods that are less engaging. This study explores the digitalization of learning through the use of interactive games based on the Interactive Flat Panel (IFP) in supporting the development of basic vowel literacy skills among kindergarten A students. This research adopts a qualitative case study approach, with data collected through classroom observations and documentation of students^ learning performance. The findings indicate that the use of IFP-based interactive games creates a more engaging learning environment, where students show greater attention and participation during learning activities. The interactive features of the games provide opportunities for students to recognize and practice vowel sounds in a more concrete and enjoyable way compared to traditional worksheet-based activities. In addition, the use of visual and auditory elements supports students^ involvement in the learning process. This study suggests that the integration of IFP in early childhood classrooms offers a meaningful and multisensory learning experience that can facilitate the introduction of basic vowel literacy concepts in an engaging manner. Keywords: Interactive Flat Panel (IFP)- kindergarten- learning digitalization- literacy- vowel letters Share Link | Plain Format | Corresponding Author (Ayu Ambarwati)

79	Distance dan Blended Learning	ABS-140
ENHANCING STUDENTS^ CRITICAL THINKING AND COGNITIVE SKILLS THROUGH VIRTUAL MEDIA INTEGRATION Rifaul Annisa, Parlindungan Sinaga, Taufik Rahman Universitas Pendidikan Indonesia Abstract Blended learning that combines digital virtual media with face-to-face inquiry activities offers a promising approach to address students^ difficulties in understanding abstract astronomical concepts. This study investigated the effectiveness of a blended learning approach integrating Solar System Scope virtual simulation media, used both in classroom and at-home learning, with face-to-face KWL graphic organizer tasks and inquiry-based Mini Lab activities to enhance junior high school students^ critical thinking and cognitive abilities in solar system topics. A quasi-experimental one-group pretest-posttest design was employed involving 38 Grade VII students at a junior high school in Cimahi, Indonesia. Instruments consisting of 15 critical thinking items and 10 cognitive achievement items were validated using Rasch model analysis (Outfit MNSQ, ZSTD, and Point Measure Correlation criteria). Data were analyzed using normalized gain (N-Gain), paired sample t-test, and Pearson correlation via SPSS version 23. Results revealed moderate improvements in both cognitive ability (&#10216-g&#10217- = 0.39) and critical thinking (&#10216-g&#10217- = 0.31), with statistically significant pretest-posttest differences (p = 0.000) and a strong positive correlation between both variables (r = 0.602). These findings confirm that blended learning combining virtual simulation with hands-on inquiry effectively enhances students^ higher-order thinking skills in science education. Keywords: blended learning- cognitive skills- critical thinking Share Link | Plain Format | Corresponding Author (Rifaul Annisa)

80	Distance dan Blended Learning	ABS-141
Proposing Instructional Design using iPad Technology based on Universal Design of Learning (UDL) Framework in High School Munaya Nikma Rosyada Faculty of Education, Universitas Islam Internasional Indonesia Abstract Mathematics learning should be tailored to the students^ needs and characteristics, along with the school regulation. Based on the need assessment conducted through algebra learning observations and interviews with principal and mathematics teacher in one of the private junior high schools in Sleman, Daerah Istimewa Yogyakarta revealed that the integration of technology (specifically iPads) still encounters several challenges. In this article, the researcher proposes an instructional design development model in learning algebra aligned with the framework of Universal Design of Learning (UDL), considering three principles: multiple means of engagement, multiple means of representation, and multiple means of strategic action and expression. The instructional design is formulated to provide a systematic instructional design for teaching algebra, incorporating varied instructional contents of mathematics curriculum and to illustrate a construction process of the model. It is hoped that the proposed instructional design can be validated and implemented in the similar characteristics of mathematics classroom that use iPad as a handheld technology, with the aims to enhance the quality of algebra learning. Keywords: algebra- instructional design- iPad learning- Universal Design of Learning (UDL) Share Link | Plain Format | Corresponding Author (Munaya Nikma Rosyada)

81	Distance dan Blended Learning	ABS-177
Google Docs for Teacher Professional Development: Engaging Students in Collaborative Learning Radiatan Mardiah, Melati Universitas Jambi Abstract Google docs is widely used in teaching learning process for developing writing skills. However, in this study Google docs was designed to engage students in collaborative learning of Teacher Professional Development (TPD) course. The participants of this descriptive qualitative study were 22 EFL students registered in TPD course in a public university in Jambi, Indonesia. The data were collected through learning artefacts in Google docs and in university learning management system (e-LMS), observation notes, and informal classroom discussion. The findings revealed that almost all of the students actively engaged in the collaborative activities and help them to understand the concepts of TPD comprehensively. The students read some relevant sources, synthesize the ideas and TPD concepts, write them in the Google docs, presenting the ideas in real-time through interactive board, get question and feedback from peer and teacher, and wrap up by producing mind map on the topic in the e-LMS. The activities not only engaged the students in the learning process but also help them to be more self-regulated. The study suggests teacher to integrate technology such as Google docs and e-LMS to support pedagogical practices. Keywords: Collaborative Learning. Engagement- Google Docs- Teacher Professional Development Share Link | Plain Format | Corresponding Author (Melati Melati)

82	Distance dan Blended Learning	ABS-179
Teaching Presence in AI-Enhanced EFL Classes: A 2021-2026 Systematic Perspective Nurul Isra Fauziah, Anugrah Murtini Universitas Terbuka Abstract This paper presents a systematic synthesis of empirical studies published between 2021 and early 2026 on teaching presence in AI-enhanced EFL classes. Emphasizing online and hybrid learning environments, the review examines how instructors implement instructional design, facilitate classroom interaction, and deliver direct instruction to support learners engagement, language development, and reflective learning. The findings indicate that a well-established teaching presence is associated with higher levels of student participation, perceived learning effectiveness, and preparedness for AI-supported language learning contexts. At the same time, the literature highlights persistent challenges, including technostress, teacher workload, and institutional and policy constraints across diverse educational settings. The synthesis underscores the importance of balanced human-AI collaboration, explicit instructional scaffolding, and sustained professional development to maintain effective teaching presence in technology-rich EFL classes. Finally, the review outlines commonly used research instruments and methodologies and proposes directions for more rigorous, cross-context investigations in AI-enhanced language education. Keywords: Teaching Presence, AI&#8209-Enhanced EFL Instruction, Online and Hybrid Learning Share Link | Plain Format | Corresponding Author (Nurul Isra Fauziah)

83	Distance dan Blended Learning	ABS-193
INSTRUCTIONAL DESIGN FOR SCIENCE EDUCATION: INTEGRATING SCIENTIFIC APPROACH AND TASK-BASED LEARNING Nofi Maria Krisnawati Faculty of Education, Universitas Islam Internasional Indonesia Abstract The practice of science learning, which is identical to the scientific method, is one of the important concepts to build a generation that can think critically and cognitively. Quality science learning is one of the first steps to creating a superior generation and answering global challenges. This research aims to develop instructional design in science learning by integrating the scientific approach with task-based learning (TBL). The method used in this research is simple Design-based Research (DBR), which only uses two initial steps, namely (1) needs analysis and initial planning, which are carried out by conducting field observations. (2) Development of initial solutions. The results showed that instructional design for science learning could be developed carefully by integrating the scientific approach and TBL because of synergised suitability. The development of this instructional design is expected to be applied in science learning, improve critical thinking and cognitive skills, and emphasise the application of Qur^anic values. Overall, developing instructional design by integrating scientific approaches and TBL is expected to be one way to improve the quality of science learning. Keywords: Instructional Design, scientific approach, task-based learning, critical thinking, cognitive ability, Qur^anic Value Share Link | Plain Format | Corresponding Author (Nofi Maria Krisnawati)

84	Distance dan Blended Learning	ABS-195
EVALUATING LEADERSHIP DEVELOPMENT IN BLENDED LEARNING ENVIRONMENTS Eny Cahyaningsih1, Aip Badrujaman2, Komarudin3 1Sekolah Pascasarjana, Universitas Negeri Jakarta Jl. Rawamangun Muka, Jakarta, Indonesia 2Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta Jl. Rawamangun Muka, Jakarta, Indonesia 3Universitas Negeri Jakarta Jl. Rawamangun Muka, Jakarta, Indonesia email: cahyaningsiheny[at]gmail.com Abstract Leadership development programs (LDPs) have become a critical strategy for enhancing organizational performance in public sector organizations and state-owned enterprises (SOEs). However, the evaluation of these programs remains inconsistent and fragmented, particularly in technology-enhanced and blended learning environments. This study aims to examine evaluation frameworks, effectiveness indicators, and contextual factors influencing LDP outcomes. A systematic review following PRISMA 2020 was conducted in the Scopus database (2015-2025), yielding 29 eligible studies. The findings show that the Kirkpatrick model is the most widely used evaluation framework, with evaluation practices largely focused on reaction and learning, while behavioral and organizational outcomes are less frequently assessed. Key contextual factors influencing effectiveness include supervisor support, pre-training motivation, and organizational culture. The study highlights the growing role of digital and blended learning in leadership development, while revealing gaps in evaluating long-term impact within these environments. Based on the synthesis, this study proposes an integrated evaluation model that connects evaluation levels, contextual factors, and technology-enhanced learning processes. The findings underscore the need for more comprehensive, context-sensitive, and impact-oriented evaluation frameworks to support evidence-based leadership development in SOEs and similar organizational settings. Keywords: leadership development evaluation- public sector- state-owned enterprises- training effectiveness- Kirkpatrick model- evaluation policy Share Link | Plain Format | Corresponding Author (Eny Cahyaningsih)

85	Distance dan Blended Learning	ABS-201
Project-Based Blended Learning: Training Collaboration and Communication Skills of Mathematics Students Dyah Astriani, An Nuril Maulida Fauziah, Tutut Nurita, Aumita Dreamy Sheila Universitas Negeri Surabaya Abstract Project-Based Blended Learning (PjBBL) is an innovative learning based-project, implemented in a blended to prepare students to have 21st-century competencies, especially collaboration and communication skills. These competencies are relevant for mathematics students be able work effectively in teams and communicate ideas clearly. This research aims to describe PjBBL to train students^ collaboration and communication skills. The research was conducted in one class, involving 33 mathematics study program students taking the Basic Concepts of Science course. Learning was carried out by combining offline teaching and project assignments guided by worksheets, online monitoring and offline reporting. Data were collected through observation instruments for collaboration and communication skills, as well as questionnaires, then analyzed using descriptive statistics. The results showed that students^ collaboration skills showed an increase in responsibility, respect for others, teamwork participation, contribution, and task management. Communication skills with indicators of presentation, language use, responding to questions, and body gestures, experienced an increase. Students expressed positive responses regarding learning flexibility, involvement, and meaningful collaboration experiences. This study concludes that the implementation of PjBBL is an effective pedagogical strategy for developing the collaboration and communication skills of mathematics students, so this Model is recommended as a learning environment in higher education. Keywords: blended- collaboration- communication- PjBL Share Link | Plain Format | Corresponding Author (Dyah Astriani)

86	Distance dan Blended Learning	ABS-205
Method for Measuring Physical-Virtual Learning Environments for Deep Learning in Science Education Nurul Qomariyah Ahmad (a), Iva Sarifah (a) and Wardani Rahayu (a) (a) Research and Evaluation of Education Programme, Postgraduate School, Universitas Negeri Jakarta, Jakarta,Indonesia Abstract Physical-virtual learning environments such as blended learning and the flipped classroom are increasingly common in science education, but assessment methods for evaluating deep learning in these hybrid environments remain limited. This study systematically reviews existing measurement methods in accordance with the PRISMA 2020 guidelines. Following a structured search and screening of the Scopus database, eight relevant articles were identified for analysis. This review maps five main types of instruments, namely: self-report questionnaires, standardized tests, quantitative observation rubrics, Learning Management System (LMS) log analysis, and comprehensive multi-component assessment systems. These instruments measure the cognitive, intrapersonal, and learning strategy dimensions of deep learning, each possessing its own strengths and weaknesses in application. The primary gap identified is the scarcity of psychometrically validated instruments specifically designed for the unique dynamics of the blended physical-virtual context. These findings underscore the need for an integrated multimodal assessment approach, rather than merely adapting generic tools. By providing a roadmap for the development of more sensitive evaluation instruments, this study directly supports the advancement of high-quality, technology-adaptive assessment practices, in line with Sustainable Development Goal (SDG) 4. Keywords: PRISMA, a physical-virtual learning environment, deep learning, science education, SDG 4 Share Link | Plain Format | Corresponding Author (Nurul Qomariyah Ahmad)

87	Distance dan Blended Learning	ABS-214
Beyond the Screen: Hybrid Pedagogical Architecture for Cultivating Spiritual Intimacy in Islamic Higher Education Nadya Els Silmy, Tohir Muntoha, Khomsinnudin UIN Palopo, STIT Darul Ishlah Tulang Bawang, STIT Darul Ishlah Tulang Bawang Abstract Digital transformation in Islamic religious universities often gets bogged down in technical compliance that neglects the transmission of etiquette and inner depth, thereby triggering a ^spiritual void^ in interactions between faculty and students in hybrid spaces. This study aims to deeply explore the essence of human experience within a hybrid pedagogical architecture designed to foster spiritual intimacy. Using a phenomenological approach, data were collected through in-depth interviews with faculty and students engaged in blended learning practices (physical-digital) to uncover the meaning behind their interactions beyond the confines of the screen. The research findings indicate that spiritual intimacy can still be maintained through ^ontological presence^ that transcends physical presence, where the integration of rabithah (spiritual bond) values within virtual spaces creates a warm personal closeness, rather than merely a transfer of cognitive information. These findings affirm that effective pedagogical architecture must be able to humanize technology through meditative and empathetic interaction design. A key recommendation from this study is the need for Islamic educational institutions to design hybrid curricula that incorporate elements of ^spiritual encounter^ (such as group reflection and online spiritual guidance) to ensure that the character and sanctity of knowledge are preserved in the digital age. Thus, technology is no longer a barrier but a bridge to deeper emotional and spiritual intimacy within the modern Islamic academic tradition. Keywords: Hybrid Pedagogy, Spiritual Intimacy, Islamic Education, Digital Architecture Share Link | Plain Format | Corresponding Author (Nadya Els Silmy)

88	Distance dan Blended Learning	ABS-223
Understanding Physics: The Influence of Cognitive Styles and Student Interest Samsun1, Muhammad Ridwan2, Riyadi3 Program Doktor Penelitian Dan Evaluasi Pendidikan, Pasca Sarjana, Universitas Negeri Jakarta E-mail1: samsun[at]mhs.unj.ac.id,e-mail2: muhamadridwan[at]unj.ac.id e-mail3 : riyadi[at]unj.ac.id Correspondend e-mail : ssamsun2424[at]gmail.com Abstract This research investigates the influence of cognitive styles and learning interest on students understanding of physics concepts. Using a survey method with a sample of 88 first-year students from four programs at a Health Polytechnic in South Jakarta, data were collected through questionnaires on cognitive style perception, learning interest, and a physics concept understanding test. Findings from multiple regression analysis reveal: (1) Cognitive styles and learning interest collectively have a significant influence on physics concept understanding (p = 0.000, F = 26.084)- (2) Cognitive style perception independently affects concept understanding (p = 0.047, t = 2.013)- and (3) Learning interest significantly impacts concept understanding (p = 0.001, t = 3.426). The study highlights the interplay between cognitive preferences and motivation in achieving mastery of physics concepts. Keywords: Cognitive Style, Learning Interest, Physics Education Share Link | Plain Format | Corresponding Author (Samsun Samsun)

89	Distance dan Blended Learning	ABS-231
Problem Based Learning in Primary Education : a bibliometric analysis (2002-2026) Diana Anggraini Universitas Negeri Jakarta Abstract Problem Based Learning positions authentic problems as the primary trigger of the learning process, thereby encouraging students to develop critical thinking, problem-solving, collaboration, and self-directed learning skills. The authors employed bibliometric analysis to examine the development of research on Problem Based Learning. This study aims to provide a current overview of the PBL research landscape in the context of primary education from 2002 to 2026. After applying the inclusion and exclusion criteria, a total of 117 documents were retrieved from the Scopus database for further analysis. The data analysis included publication and citation trends, the most cited documents, influential sources, institutions, and countries, the most productive authors, co-authorship analysis among authors and countries, as well as the co-occurrence of author keywords using VOSviewer software. The findings indicate an increasing trend in the number of publications from 2002 to 2026, reaching its peak in 2025 with 22 published articles. The most influential work, authored by Rotgans Ji and published in Contemporary Educational Psychology, accumulated 139 citations and J. Merritt, published in Interdisciplinary Journal of Problem Based Learning, received 107 citations (10.7 per year), providing evidence that Problem-Based Learning is an effective method for improving the academic achievement of K-8 students in mathematics and science, including knowledge retention, concept development, and attitudes. In terms of the most productive sources and countries, Indonesia and Spain emerged as leading contributors. Universities in Indonesia and Spain were identified as the most productive institutions. Frequently occurring keywords included ^Problem Based Learning,^ ^primary education,^ and ^elementary school students.^ These findings highlight the practical need for educational stakeholders to position PBL as a globally adaptable approach across diverse primary education contexts. Keywords: Problem Based Learning, Primary Education, Bibliometric Analysis Share Link | Plain Format | Corresponding Author (Diana Anggraini)

90	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-9
Enhancing Multicultural Values Through Engghi Bunten-Based Collaborative Learning in Indonesian Elementary Schools Andi Wapa, I Wayan Suastra, Ida Bagus Putrayasa, I Wayan Widiana Doctoral Study Program in Elementary Education, Postgraduate Program, Ganesha University of Education Abstract The background of this research about questionnaires infers from the issue that presents low multicultural attitudes in countries with a variety of mixtures, including the United States, Canada, and Indonesia. To address this issue, research has been initiated to examine ways that educational interventions can enhance multicultural attitudes in schools. This study aims to analyse the differences and their effects on students^ multicultural attitudes. A quantitative one-way design was employed, and a population of 220 grade 5 elementary school students was taken as a sample size. A random sampling technique was used to choose the remaining samples until it reached a total of 132. In this experimental study, students were divided into two groups, which are class A and B. The data was collected and analysed by using SPSS (V. 20) through preliminary tests and then one-way ANOVA to assess the post-questionnaire score, respectively. Conclusions: (i) Secondly, collaborative learning, i.e., Engghi Bunten-based, has a significant effect on multicultural attitudes of students with B=39.508 and Sig. values < 0.050. The second difference is in the learning outcomes of students in classes A and B, as the average score for that answer was 90.12 in these two classes, whereas it was only 80.00 in other regions covered by all universities conducting this test, yet a similar proportion with Ho A (0-65%). Keywords: Multicultural Attitudes, Collaborative Learning, Local Wisdom, Engghi Bunten Share Link | Plain Format | Corresponding Author (Andi Wapa)

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