21st-century collaborative learning is generally designed with the assumption that active verbal participation and open social interaction are indicators of learning success. This assumption has the potential to marginalize introverted students who have reflective tendencies, deep thinking, and need a psychologically safe space. This article aims to describe and analyze Quranic Collaborative Learning Innovation (QCLI) as a 21st-century collaborative learning model that is friendly to introverted students by integrating Qur'anic values ​​​​and principles of educational psychology. The study uses a qualitative approach through literature studies confirmed by observation, interviews, and focus group discussions. Data analysis was conducted using triangulation to maintain the validity of the findings. The results show that QCLI is built on five Qur'anic value syntax, namely tasyakkur, ta'āruf, ta'āwun, tafakkur, and tadzkiah, which form a reflective, inclusive, and humanistic collaborative learning. This model contributes to increasing meaningful participation, psychological comfort, and strengthening the character of introverted students in 21st-century learning

The transformation of academic quality assurance in higher education is rapidly advancing with the rise of artificial intelligence (AI). This article reviews 41 peer-reviewed articles published between 2022 and 2025 to examine AI implementation in quality assurance across three dimensions: (1) the use of AI in monitoring and evaluation, (2) governance of academic integrity in the AI era, and (3) institutional readiness for technological change. Findings indicate that successful AI adoption depends on balancing technological effectiveness, ethical clarity, and adaptive, human-centred institutional support. While AI enhances efficiency in evaluation and adaptive assessment, challenges such as algorithmic bias, uneven staff capacity, and reactive policy frameworks persist. As a conceptual contribution, this article proposes an AI-based quality assurance framework comprising four components: automated and ethical evaluation, adaptive governance, human-centred institutional support, and AI–pedagogy alignment. Together, these components foster a reflective, collaborative, and sustainability-oriented academic quality ecosystem, while emphasising ethical values, local contexts, and institutional capacity-building. This study provides an early conceptual foundation for more responsive AI-informed quality assurance systems.

Teknologi menjadi pendorong, memfasilitasi, dan mempercepat cara hidup manusia. Seiring dengan meningkatnya ketergantungan kehidupan manusia pada teknologi, manusia tidak dapat dipisahkan dari kemajuan teknologi. Teknologi yang berkembang pesat yaitu teknologi informasi dan komunikasi (TIK). TIK yang berkembang sangat cepat yaitu internet dan komunikasi digital. Saat ini belum ada instrumen standar yang tersedia untuk mengetahui indikator keterampian atau kompetensi digital di Indonesia menurut Kerangka Literasi Digital UNESCO. UNESCO memberikan rekomendasi mengenai konstruk yang perlu dipahami dan model atau cara untuk mengukur kompetensi digital. Mengacu pada rekomendasi UNESCO, penelitian ini artikel ini memberiakn gambaran pengembangan instrumen yang dapat digunakan untuk mengukur kompetensi digital guru sekolah dasar di Indonesia. Secara umum, terdapat dua konstruk yang harus dimiliki, yaitu mengumpulkan dan mengelola informasi, serta memproduksi dan membagi informasi. Setiap konstruk memiliki tiga atau empat aspek yang perlu dinilai. Untuk model pengukuran setiap konstruk disarankan untuk dievaluasi melalui tiga instrume, yaitu penilaian kinerja, penilaian berbasis pengetahuan, dan penilaian diri. The Technology becomes a driver, facilitating and accelerating the way we live. Along with the increasing dependence of human life on technology, humans cannot be separated from technological advancement. The rapidly developing technology is information and communication technology (ICT). The ICT that is developing very quickly is the internet and digital communication. Currently, there are no standard instruments available to know the digital skills indicators according to UNESCO’s Digital Literacy Global Framework. provides recommendations on what constructs need to be understood and the models or ways to measure digital competencies. Referring to UNESCO’s recommendations, this study aims to develop instruments that can be used to measure the competencies of primary school teachers in Indonesia. For the measurement model, it is recommended that each construct be evaluated throught three instruments, namely performance assesment, knowledge-based assesment, and self-assesment

Dalam konteks pendidikan jarak jauh, kesiapan mahasiswa untuk terlibat dalam tutorial berbasis webinar merupakan faktor penting dalam keberhasilan pembelajaran berbasis praktik. Penelitian ini bertujuan untuk mengeksplorasi kesiapan mahasiswa mengikuti tutorial webinar (tuweb) sebagai komponen integral pembelajaran jarak jauh di perguruan tinggi terbuka. Data diperoleh melalui kuesioner online yang diisi oleh 192 siswa yang terdaftar di Program Studi Pendidikan Bahasa dan Sastra Indonesia. Temuan tersebut mengungkapkan bahwa sebagian besar responden melaporkan pemahaman yang kuat tentang tujuan dan isi mata kuliah Pemantapan Kemampuan Profesional (PKP) dan menyatakan tingkat kesiapan yang tinggi untuk melakukan Penelitian Tindakan Kelas (PTK). Mahasiswa juga menunjukkan kemampuan yang wajar untuk mengatur waktu mereka dan menyelesaikan tugas secara mandiri. Namun, beberapa tantangan yang diantisipasi teridentifikasi, antara lain kesulitan dalam implementasi praktik pengajaran, manajemen waktu, perekaman video instruksional, pemahaman konten, dan penulisan laporan. Oleh karena itu, siswa menyatakan perlunya bimbingan intensif, komunikasi responsif, dukungan emosi, dan akses ke materi pengajaran yang relevan. Temuan ini menggarisbawahi peran penting tutor dan sistem pembelajaran adaptif dalam mendukung keberhasilan mahasiswa dalam pembelajaran berbasis praktik yang dilakukan melalui platform webinar. In the context of distance education, student readiness to engage in webinar-based tutorials is a critical factor in the success of practice-oriented courses. This study aims to explore students’ preparedness for participating in webinar tutorials (tuweb) as an integral component of distance learning in open universities. Data were obtained through an online questionnaire completed by 192 students enrolled in the Indonesian Language and Literature Education Program. The findings reveal that most respondents reported a strong understanding of the objectives and content of the Pemantapan Kemampuan Profesional (PKP) course and expressed a high level of readiness to conduct Classroom Action Research (CAR). Students also indicated a reasonable ability to manage their time and complete assignments independently. However, several anticipated challenges were identified, including difficulties in teaching practice implementation, time management, instructional video recording, content comprehension, and report writing. Accordingly, students expressed the need for intensive guidance, responsive communication, emotional support, and access to relevant instructional materials. These findings underscore the vital role of tutors and adaptive learning systems in supporting student success in practice-based learning conducted through webinar platforms

Penelitian ini bertujuan untuk menganalisis kelayakan Web-Based Digital Competency Evaluation Tool sebagai instrumen evaluasi kompetensi digital dalam konteks pendidikan jarak jauh. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode studi kelayakan. Subjek penelitian terdiri atas 21 responden yang memiliki pengalaman dalam pembelajaran daring. Pengumpulan data dilakukan menggunakan kuesioner berbasis web yang terintegrasi langsung dalam aplikasi, mencakup dimensi usability, practicality, accessibility, dan content relevance. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata, standar deviasi, serta uji reliabilitas instrumen dengan koefisien Cronbach’s alpha. Hasil penelitian menunjukkan bahwa alat evaluasi memiliki tingkat kelayakan yang tinggi dengan skor rata-rata keseluruhan sebesar 1,88 serta reliabilitas yang sangat tinggi (Cronbach’s alpha = 0,981). Temuan ini didukung oleh data kualitatif yang menunjukkan bahwa sistem mudah digunakan, memiliki navigasi yang jelas, dan konten yang relevan dengan kebutuhan kompetensi digital pembelajar jarak jauh. Penelitian ini memberikan kontribusi bagi bidang teknologi pendidikan dalam pengembangan instrumen evaluasi berbasis web yang valid, praktis, dan adaptif untuk mendukung implementasi pembelajaran jarak jauh. This study aims to examine the feasibility of a Web- Based Digital Competency Evaluation Tool developed to support the assessment of digital competencies in distance education settings. A descriptive quantitative approach was employed using a feasibility study design. The participants consisted of 21 respondents with prior experience in online learning environments. Data were collected through a structured web-based questionnaire integrated into the evaluation tool, assessing four key dimensions: usability, practicality, accessibility, and content relevance. Data analysis was conducted using descriptive statistics, including mean scores and standard deviations, along with reliability testing using Cronbach’s alpha. The results indicate that the evaluation tool demonstrates a high level of feasibility, with an overall mean score of 1.88 and excellent internal consistency (Cronbach’s alpha = 0.981). Qualitative feedback further supports these findings, highlighting intuitive navigation, clear interface design, and strong alignment between the evaluation content and essential digital competency requirements for distance learners. This study contributes to the field of educational technology by providing empirical evidence on the development and feasibility of a web-based digital competency assessment tool that is practical, reliable, and adaptable for implementation in distance education contexts.

The problem addressed in this study is how the Center for Da'wah Technology Development (PPTD) plays a strategic role in equipping students of the Faculty of Da'wah and Communication at UIN Sunan Kalijaga with hard skills and soft skills. The purpose of this research is to examine the strategic role of PPTD in preparing students with these competencies. The paradigm employed in this study is phenomenological with a descriptive approach. The type of research used is qualitative. The study was conducted from May 2 to May 28, 2025. Data collection techniques included observation and documentation of community activities, program outputs, and student portfolios in photography, television, and radio. Data analysis was carried out using Talcott Parsons’ AGIL scheme (Adaptation, Goal Attainment, Integration, and Latency). The findings reveal that students adapt through the use of modern technology, achieve clearly defined goals, establish collaboration across communities, and maintain established patterns through training and workshops that have been effectively implemented. The conclusion suggests that PPTD has effectively equipped students with both hard and soft skills through various community-based activities designed in response to developments in the media industry.

The Merdeka Mengajar Platform was developed by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) to support teachers in accessing references, inspiration, and pedagogical understanding necessary for the implementation of the Merdeka Curriculum. Since its introduction, the Merdeka Mengajar Platform (PMM) has been disseminated and utilized by educators as part of the national effort to strengthen curriculum implementation. However, according to the utilization dashboard, a considerable proportion of educational institutions—approximately 44.25% of a total of 430,000 institutions—remain categorized as “PMM usage needs improvement” (based on data from data.kemdikbud.go.id, accessed on August 2, 2024). To capture users’ responses and identify challenges encountered during the use of the platform, an evaluation was conducted employing the Technology Acceptance Model (TAM) framework. The study was carried out across 38 provinces and involved teacher respondents from various educational levels, including early childhood education (PAUD), kindergarten (TK), elementary (SD), junior high (SMP), senior high (SMA), and vocational schools (SMK), during the period of June–July 2024. The findings indicate that PMM is generally perceived as easy to use, with only a small number of users experiencing technical or operational barriers, largely due to the availability of adequate infrastructure and facilities. The platform is also considered beneficial in supporting teachers’ professional tasks. Nonetheless, several challenges were identified, including limited time for engagement, unstable internet connections, login difficulties, and partial understanding of certain features, although the proportion of affected users remains relatively small. Based on these findings, several recommendations are proposed to enhance PMM utilization, including the development of additional content tailored to teachers’ needs and the integration of a comment or feedback feature to facilitate direct user input for continuous platform improvement.

Penelitian ini bertujuan untuk menganalisis penerapan metode blended learning untuk meningkatkan motivasi belajar anak sekolah dasar. Percepatan infrastruktur dan kecepatan mengakses informasi tidak terlepas dari pesatnya perkembangan teknologi, pendidikan, dan teknologi dan merupakan dua sisi dari satu mata uang yang tidak dapat dipisahkan. Belajar dimana saja (learning from anywhere) menjadi keputusan yang tepat untuk solusi peningkatan waktu belajar. Dalam penelitian ini metode yang digunakan adalah telaah kajian pustaka dari jurnal hasil penelitian terdahulu. Penelitian ini mengkaji sepuluh jurnal mengenai blended learning yang memiliki keterkaitan dan relevansi dengan motivasi belajar siswa yang dipublikasikan antara tahun 2020 hingga tahun 2025. Literatur ditelusuri melalui database elektronik Google Scholar dengan menggunakan analisis tema untuk menganalisis data datanya dan ditemukan dua tema yang muncul, yaitu efektivitas blended learning pembelajaran pada anak sekolah dasar dan efektivitas blended learning pada aspek minat dan motivasi anak sekolah dasar. Implikasi dari hasil penelitian ini dapat menjadi rujukan dalam penggunaan dan pengembangan penerapanmetode blended learning terhadap motivasi belajar anak sekolah dasar. This research aims to examine the application of the blended learning method to enhancethe learning motivation of elementary school children. The acceleration of infrastructure and the speed of accessing information are inseparable from the rapid development of technology, education and technology. Learning from anywhere becomes the right decision for a solution to increasing study time. The method used in this research is an analytical literature review method using literature from journals resulting fromprevious research. This research examines ten journals published between 2020 and 2025. Literature was searched using theGoogle Scholar electronic database. Besides, the data were also analyzed through the matic analysis. Based on data analysis, two themes emerged, namely the effectiveness of blended learning for elementary school children and the effectivenessof blended learning on the interestand motivation aspects of elementary school children.The implications of theresults of thisresearch can be a reference in the use and development of the application of blended learning methodsto the learning motivation of elementary school children. The results of the analysis indicate that the use of blended learning enhance learning of the elementary school children.

Keterampilan membaca permulaan merupakan aspek fundamental dalam perkembangan literasi anak yang berpengaruh terhadap kesuksesan akademik mereka di masa depan. Di era digital, integrasi multimedia digital dalam pembelajaran membaca menjadi pendekatan yang efektif untuk meningkatkan kemampuan membaca siswa. Penelitian ini merupakan tinjauan literatur sistematis/ Systematic Literature Review (SLR) yang bertujuan untuk mengidentifikasi jenis multimedia digital yang digunakan dalam pembelajaran membaca permulaan, menilai dampaknya terhadap keterampilan membaca siswa, serta mengeksplorasi faktor-faktor yang mempengaruhi efektivitasnya. Dengan menggunakan pedoman PRISMA, 30 studi yang diterbitkan antara tahun 2019 hingga 2025 dianalisis dari jurnal terindeks Scopus dan Sinta. Hasil penelitian menunjukkan bahwa berbagai format multimedia digital, seperti e-book interaktif, permainan edukatif, augmented reality, dan aplikasi mendongeng, mampu meningkatkan keterlibatan siswa, motivasi, serta pemahaman mereka terhadap teks. Selain itu, pembelajaran berbasis multimedia mendukung pengembangan kosakata, pembelajaran yang dipersonalisasi, dan kolaborasi antar siswa. Namun, efektivitas multimedia digital dipengaruhi oleh kualitas konten, kompetensi guru, akses terhadap teknologi, serta keterlibatan orang tua. Studi ini juga menyoroti potensi pengembangan web multimedia interaktif yang mengintegrasikan nilai Tri Hita Karana dengan pendekatan flipped learning dalam mendukung pembelajaran kolaboratif dan meningkatkan keterampilan membaca permulaan siswa. Penelitian lebih lanjut disarankan untuk mengeksplorasi implementasi pembelajaran multimedia berbasis budaya serta dampaknya terhadap literasi membaca siswa. Early reading skills are a fundamental aspect of children's literacy development and significantly influence their future academic success. In the digital era, the integration of digital multimedia into reading instruction has become an effective approach to enhance students' reading abilities. This study is a Systematic Literature Review (SLR) aimed at identifying the types of digital multimedia used in early reading instruction, assessing their impact on students' reading skills, and exploring the factors influencing their effectiveness. Using the PRISMA guidelines, 30 studies published between 2019 and 2025 were analyzed from Scopus and Sinta indexed journals. The findings indicate that various forms of digital multimedia such as interactive e-books, educational games, augmented reality, and storytelling appscan improve student engagement, motivation, and text comprehension. Moreover, multimedia-based learning supports vocabulary development, personalized learning, and peer collaboration. However, the effectiveness of digital multimedia is influenced by content quality, teacher competence, access to technology, and parental involvement. This study also highlights the potential for developing interactive web-based multimedia that integrates the Tri Hita Karana values with a flipped learning approach to support collaborative learning and enhance early reading skills. Further research is recommended to explore the implementation of culturally-based multimedia learning and its impact on students’ reading literacy.