The Impact of Self-Regulated Learning on the Effectiveness of Digital Learning: A Study on Madrasah Ibtidaiyah Students

This study aims to generate correlational-predictive knowledge for active participation in voluntary sports of Madrasah Ibtidaiyah (Islamic Primary School) students in Indonesia. This secondary study utilizes one of the newest collections of big data at the Center for Physical Literacy and Sports Education Studies, Postgraduate School of IKIP Budi Utomo. Of the 6,576 respondents to the sports culture survey for Indonesian students, 335 of them were Madrasah Ibtidaiyah students. From the proposed causal model, personal awareness, group norms, social support, and active participation in voluntary sports were selected for further analysis. The path analysis strategy found that the direct contribution of personal awareness to active sports participation was insignificant (0.020). The contribution of personal awareness indirectly, through social support (0.022), with a significant total effect (0.042). The findings of this study support the proposition about the importance of group norms and social support in improving voluntary sports for madrasah students.


 The development of the ABJA (Aku Isa Basa Jawa) application is intended to make Javanese language learning support media for elementary schools (SD) or Madrasah Ibtidaiyah (MI) students interesting and fun. In addition, the development of ABJA applications is also intended to preserve Javanese art and culture, which are now increasingly fading. This application was developed using the Multimedia Development Life Cycle (MDLC) model consisting of six stages. The data analysis technique used was a Likert scale to interpret quantitative data. The results of the data showed that the feasibility of testing 15 children aged 6–9 years was 95.3% with a very good category, the material expert test result was 98.6% with a very good category, and the media expert test result was 89.5% with a very good category. Therefore, it can be concluded that the ABJA (Aku Isa Basa Jawa) application is an application that is feasible to use as a medium to support the learning and preservation of Javanese language for elementary school or Madrasah Ibtidaiyah students.

IntroductionAdoption of digital technologies in midwifery education has been slow. Many barriers challenge implementing digital learning technologies in Africa, limiting access, disrupting learning activities and hindering full engagement and adoption of digital tools.MethodsA scoping review of original research publications from Africa was performed to explore stakeholder perspectives regarding the adoption and effectiveness of digital learning within midwifery education. The review aimed to examine and document stakeholder experiences, perceptions, attitudes, and challenges in existing literature, providing insights crucial to informing future strategies and policy decisions. Data from each study were collected using a custom-designed extraction form tailored specifically for this review.ResultsAfter searching nine databases, 233 original manuscripts were located. Specific inclusion and exclusion criteria were applied, and nine studies remained for analysis. Content analysis was used to identify three main themes: (1) perceived benefits of digital learning, (2) facilitating factors, and (3) technical and technological challenges, which identified the experiences, perceptions, attitudes, and challenges of stakeholders who have been exposed to using digital technology in midwifery education in Africa.ConclusionThere is a growing interest in integrating digital learning into midwifery education in Africa; however, this comes with contextual challenges such as limited infrastructure, access, and low digital literacy. Addressing these through targeted investment, comprehensive training, and other localized strategies is key to successfully implementing and scaling up digital education in preservice midwifery education on the continent. Findings can help guide effective program design and policy development.

Islamic identity is a crucial component in the education provided by Madrasah Ibtidaiyah, serving as a foundation for the formation of character and religious values among students. However, understanding of how students' Islamic identity is formed within the context of learning at madrasah is still limited. This study aims to develop a theory on the process of Islamic identity formation among students using a grounded theory approach. This research employs grounded theory methodology to explore and understand the dynamics of Islamic identity formation among Madrasah Ibtidaiyah students. Data were collected through in-depth interviews with students, teachers, and parents, as well as classroom observations and curriculum document analysis. The data analysis process was conducted iteratively to identify main categories and emerging themes, and to build a comprehensive theory on the identity formation process. The study found that the process of Islamic identity formation among Madrasah Ibtidaiyah students is influenced by a complex interaction between internal and external factors. Internal factors include personal religious understanding and learning experiences, while external factors encompass the influence of the school environment, curriculum, and family support. The findings indicate that students' Islamic identity is shaped through integrated learning experiences, social interactions, and deep personal reflection. This research develops a theory that describes how Islamic identity among Madrasah Ibtidaiyah students is formed within the learning context. The findings provide important insights for curriculum development and teaching strategies aimed at supporting the formation of students' Islamic identity. The implications of this study also highlight the need for stronger support from families and the school environment to facilitate a positive identity formation process.

The COVID-19 pandemic has highlighted the value of digital technology – in preserving work, play and learning – at a time when physical interactions are constrained. Given the challenges involved in the sudden conscription towards digital teaching and learning, the reception of both teachers and students towards the adoption of digital technologies for home-based teaching and learning has been mixed. While appreciating the affordances of digital technologies in supporting the continuity of teaching during the lockdowns, concerns have been raised by teachers on the effectiveness of digital learning. Our chapter discusses the teacher’s use of semiotic technologies to design learning experiences for students. From the perspective of design considerations, we explore the different ways of meaning making in digital learning – in particular, how knowledge can be represented, pedagogic relations expressed and learning organised through the affordances of semiotic technologies. We do this by studying three types of semiotic technologies, namely, the ubiquitous video lectures, digital games for learning and social media, specifically in its appropriation as a learning platform. Our chapter concludes by reflecting on losses and gains in digital learning and the need for teachers to expand their pedagogical repertoire in the post-pandemic education normal.

This literature study analysis discusses improving computational thinking problem solving abilities in madrasah ibtidaiyah students. In this study, an analysis of various literature that has been carried out previously was carried out to understand how the use of computational thinking can improve problem solving abilities in madrasah ibtidaiyah students. One of the journals that is relevant to this topic is "Computational Thinking in Madrasah Tsanawiyah Maulana Maghribi Kandeman Students in Improving Problem Solving Abilities" which was published in the journal Circle: Journal of Mathematics Education. This journal was written by Muhammad Nur Fain Syamsy and A. Sholikhah on September 28 2023. This study explores how the application of computational thinking can help students solve problems. The research results show that students who are involved in learning computational thinking have better problem solving abilities. Apart from that, other relevant research is research conducted by Kurnadi et al. (2021) which concerns the introduction of computational thinking to students at Madrasah Ibtidaiyah Nahdlatul Wathan Marcapada West Lombok. This research also shows that learning computational thinking can improve students' problem solving abilities. In this research, the use of literature study analysis methods is important to gain a deep understanding of the influence of computational thinking on problem-solving abilities in madrasah ibtidaiyah students. By studying existing literature, researchers can identify the best approaches and strategies in developing students' problem solving abilities.

Confronting the rapid transformation due to the spread of COVID-19, higher education institutions have been forced to shift to using digital platforms, e-learning to pursue the education plan. The main question of the current study is, can the digital learning system be applied in higher education. Then, what are the perceptions of academics regarding digital learning? In addition, do the faculties have self-efficacy? This study aims to evaluate the new digital learning experience among academics in Bahrain during the COVID-19 pandemic. We have assessed the perception about the effectiveness of digital learning and their perception about the possibility of integrating digital learning. The descriptive-analytical approach was applied, and statistical methods analyzed the results. Qualitative and quantitative methodology was conducted to answer the study questions. Questionnaires were designed and distributed. Four dimensions have been highlighted to reach the expected results, i.e., the academic perception about using e-learning during the COVID-19 pandemic, self-efficacy, usefulness and challenges and benefits of implementing E-learning in higher education. This study utilizes the model developed by Liaw (2008) to investigate academic self-efficacy and their perception regarding usefulness. This study counts 210 participants from two universities in Bahrain. The findings of this study revealed a high perception of self-efficacy and usefulness; the academics believe in the importance of digital learning. Tremendous feedback revealed from academics regarding the digital learning benefits and challenges are discovered and discussed. Practical recommendations have been summarized in conclusion.

This paper presents a research on the effectiveness of digital learning in organisations and how it can be measured. The aim of this research is to bridge the gap between scientific and practice-oriented research about digital learning. The focus will be on learning analytics with the goal to identify the potential of digital learning for organisations. This research is based on a systematic literature review to answer the following research questions: What are the contexts in which digital learning can take place? And what are the main metrics which allows measure the efficiency of digital learning in organisational contexts? The results showed that digital learning analytics can enhance the efficacy of the learning process impact in organisations and that contexts for learning supported on mobile technologies, tablet and smart phone applications become more and more popular among the employees. Additionally, the results helped to create a model of learning analytics with four dimensions: Participants, Learning Contexts, Learning processes, and Learning facilitators.

This paper presents a research on the effectiveness of digital learning in organisations and how it can be measured. This research aims to bridge the gap between scientific and practice-oriented research about digital learning. The focus will be on learning analytics and measuring its impacts on organisations with the goal to identify the potential of digital learning for organisations. This research is based on a systematic literature review and a survey analysis to answer the following research questions: What are the contexts in which digital learning can take place? What are the main metrics which allows measuring the efficiency of digital learning in organisational contexts? Is there a positive influence of the digital learning contexts supported by organisations, on skills development and impacts on performance analytics that measure the impacts in organisations? And what is the digital learning analytics that measures the impacts on organisations? What is the digital learning analytics that measures the impacts on organisations? The results showed that digital learning analytics can enhance the efficacy of the learning process impact in organisations and that contexts for learning supported on mobile technologies, tablet and smartphone applications become more and more popular among the employees. Additionally, the results helped to create a model of learning analytics and identify impacts of the learning process.

Digital learning is a cost-effective and time-saving approach in higher education. The present study aimed to check the impact of continuing nursing education programs through digital learning by connecting Indian nurses to NIMHANS Digital Academy (NDA). One group pre-test and post-test design was used for this study. Overall, 217 nurses registered for the course and 146 nurses were recruited on the basis of eligibility and their Expression of Interest (EoI) through the online registration portal. All the nurses who had access to the internet and enough internet literacy were included in the study. 64 nurses had not submitted the post-test due to various reasons within the stipulated time. Hence, the final sample achieved and calculated for the analysis was n = 82. The data for this study were collected through the retrospective chart review method. The findings of this study reveal that most of the nurses in India had willingness and readiness for digital learning. All the nurses who joined the NDA learning program stated that they would like to improve their knowledge regarding mental health and illness, to identify and manage mentally ill patients efficiently. The results indicated that the training provided through NDA positively impacted the nurses' knowledge and fulfilled their learning needs. Statistical analysis showed a significant difference between knowledge, practice, and confidence score changes for the two-time point period, i.e. before and after the training. It can be concluded that conducting Continuing Nursing Education (CNE) through a digital learning program is an effective teaching-learning method in the nursing curriculum.

This study aims to analyze the development of digital literacy among Madrasah Ibtidaiyah (MI) students by examining the factors contributing to low digital competence and identifying relevant innovative pedagogical approaches within the context of Islamic elementary education. Conducted from August to October 2025, the study employs a qualitative approach through library research and an integrative literature review. The literature review follows the model proposed by Webster and Watson and applies Torraco’s conceptual synthesis to organize and synthesize recent national and international studies. Data were collected from Google Scholar, DOAJ, ResearchGate, Scopus Preview, and the Ministry of Religious Affairs’ journal portal, encompassing theoretical frameworks and empirical findings related to digital literacy, innovative pedagogy, and Islamic primary education. The findings indicate that digital project-based learning, student collaboration, the use of interactive media, and the reinforcement of digital ethics effectively contribute to enhancing MI students’ digital literacy. This study proposes an integrative conceptual model based on the DigComp, SAMR, and TPACK frameworks as a systematic reference for teachers in designing contextual, integrated, and learner-centered digital learning that aligns with the characteristics of Madrasah Ibtidaiyah students.

Background: Blended learning has been preferred to be implicated during the transition phase after the pandemic. Nowadays, universities started to shift back into offline learning after being retained for nearly 2 years. The effectiveness of digital learning should be considered. Even though it provided simplicity and ease, the effectiveness was questionable due to a lack of interaction and hands-on practice. Thus, blended learning combines face-to-face and digital learning to maximise the knowledge transfer during classes. However, the efficacy of both offline and online learning was still questioned. Each has benefits and drawbacks, which differ for every student in various conditions. This study assessed medical students’ preferences in the blended learning era.Method: This study used a cross-sectional design. An online survey was conducted among first-year medical students in the Faculty of Medicine, Public Health, and Nursing Universitas Gadjah Mada (N=201). Data were analysed using a descriptive qualitative approach referring to Doyle et al. Results: Among 201 students who were included in our study, the topmost learning categories chosen to be given in an online setting were lectures (N=97), learning skills (N=18), and discussion (N=16). For offline settings, they preferred practical skills (N=114), lectures (N=41), and skills laboratory (N=40). Students mentioned network problems as their finest challenge during online classes, and network support was the most needed to improve the learning outcome. Conclusion: Passive activities that require the least effort were favoured to be given online, and activities requiring active participation were preferred to be given face-to-face. Limitations were challenging for students in participating in online classes; further evaluation and improvement are needed.

This study aims to examine the effectiveness of digital based Islamic Religious Education learning in the Society 5.0 era through a case study at MTs Al Falah Jatirokeh. Digital learning is implemented using platforms such as Google Classroom, Zoom, YouTube, and other interactive media to deliver Islamic material visually and contextually. The study used a qualitative approach with a case study method. Data collection techniques included observation, in depth interviews, and documentation. The results show that the effectiveness of digital learning is greatly influenced by teacher and student readiness, the use of appropriate technological media, and active student participation. Teachers who master digital pedagogy have been shown to improve students' understanding of abstract materials such as monotheism and morals through visual media. Generation Z students have shown a positive response to flexible and interactive learning. However, challenges remain, such as limited devices and stable internet access. Therefore, support from madrasah and government policies is needed to equitably distribute facilities and provide digital literacy training. Digital based Islamic Education learning has been proven to make a positive contribution to the quality of Islamic education which is more adaptive, innovative, and relevant in the digital era.

This study aims to discover the factors that influence the acceptance of electronic learning media and its effect on the effectiveness of digital instruction. The study involved a learning management system and online tutorials using management system (MS) teams from various faculties at the Universitas Terbuka. These include the Faculty of Economics and Business, the Faculty of Teacher Training and Education, the Faculty of Science and Technology, and the Faculty of Law, Social Sciences, and Political Sciences. also conducted in three regional offices in Ambon, Gorontalo and Makassar, which were selected through purposive sampling. Primary data sources include participant questionnaires and interviews. Analytical methods include correlation and multiple regression analysis, with descriptive statistics used to summarize the dataset. Variable selection involves reliability and validity tests and classical assumption tests like multicollinearity. The F-test demonstrates a statistically significant and beneficial influence of utilizing e-learning media and individual ability, training, and intention to use it for digital learning success. The results of ttests and regression models provide empirical evidence supporting the significant effect of e-learning media and intention to use on the effectiveness of digital learning. However, variables related to training and ability do not show any significant influence.

The issue of low critical thinking skills and weak internalization of national values among Madrasah Ibtidaiyah students has become a serious challenge in Civics Education (PKN) learning. This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) method assisted by Artificial Intelligence (AI) media in improving students’ critical thinking skills and national attitudes at Madrasah Ibtidaiyah in Kendari City. Employing a descriptive qualitative approach, this research involved Civics teachers and fifth-grade students as key informants. Data were collected through observation, in-depth interviews, and documentation, then analyzed using N-Vivo software. The findings indicate that the integration of AI-based media in PBL significantly enhances students' abilities in analyzing civic issues, developing creative solutions, and communicating ideas both verbally and non-verbally more effectively. Furthermore, national values such as tolerance, deliberation, and patriotism were well internalized through problem-based learning activities. This study contributes to the development of constructivist learning theories and offers an innovative instructional model for character education in madrasahs. The model is recommended for broader implementation in primary education curricula based on national values.