Proceeding of the International Conference on Innovation in Open and Distance Learning
A global impact of Information and Communicative Technologies (ICT) has been overtly bounded the development of higher education with hyper-modernization of the knowledge economy. The traditional higher education models must undertake changes or reforms to respond to the post-industrial downturn. Trends such as globalization, internationalization, diversification, decentralization, deinstitutionalization, massification, and privatization of learning have been visible in higher education in most developed and developing countries in recent decades. A transition from an emancipatory conception of higher education into a higher education that emphasizes professional education and professional practice, and a continued shift in orientations, aims, and policies of higher education have persistently presence. Moreover, higher education institutions in the mainstream have attempted to integrate New Learning Technologies into student learning environments via various modes of instruction. In addition, an online learning approach has become an attractive mode of instruction for learners due to flexibility, robustness, inclusivity, accessibility, and quality. It is interesting to see that modern distance education that considered a last option for the learner, is now a viable opportunity for both educational providers and learners in higher education. The International Conference on Innovation in Open and Distance Learning will bring those intriguing issues and provide a forum of sharing, discussion, and consultation to nurture innovation in open and distance learning.
Lembaga Penelitian Dan Pengabdian Kepada Masyarakat Universitas Terbuka
RELATIONSHIP MARKETING IN OPEN EDUCATION: THE ROLE OF UNIVERSITAS TERBUKA IN STRENGTHENING LIFELONG LEARNING IN THE RIAU ISLANDS
Open and distance education is a strategic solution to expand access to higher education, particularly in island regions facing infrastructure and resource limitations. Universitas Terbuka has a regional UT office in Batam as a representation of open higher education in the Riau Islands Province. Universitas Terbuka Batam, as part of the Universitas Terbuka network in Indonesia, makes a significant contribution to expanding access to higher education in the Riau Islands Province. It not only offers learning flexibility but also builds long-term relationships with students through the implementation of relationship marketing. This approach focuses on creating, maintaining, and strengthening mutually beneficial relationships between institutions and students, thereby fostering lifelong learning. This research aims to describe the role of UT Batam Regional office in strengthening lifelong learning through relationship marketing strategies applied to active students. The method used is quantitative descriptive, with data collected using a structured questionnaire. The research respondents consisted of active students selected through purposive sampling techniques. Data were analyzed using descriptive statistics to identify levels of satisfaction, loyalty, and perceived benefits of learning. The findings of this research are expected to contribute to the development of relational marketing strategies in open education, while also strengthening the values of intergenerational learning, which is an ancestral legacy for success and contribution to the community.
Copyright (c) 2025 Angga Sucitra Hendrayana, Adisti Yuliastrin, Alfatri Anom https://creativecommons.org/licenses/by-sa/4.0
EXPLORING KEY FACTORS AFFECTING STUDENT RETENTION IN A DISTANCE LEARNING ENVIRONMENT: A STUDY AT UNIVERSITAS TERBUKA MAKASSAR
Abstract Distance education students face a range of challenges, including isolation, ineffective time management, the need for self-motivation, and independent learning skills, such as planning, initiative, and intrinsic motivation. These challenges directly affect student retention—the ability to persist and complete their studies—which remains a critical issue in higher education, particularly in distance learning settings. This study aims to analyze the factors influencing student retention at Universitas Terbuka Makassar, focusing on students identified as at risk of academic withdrawal. A quantitative approach was employed using a survey method with 200 active students selected through purposive sampling. Data were analyzed using multiple linear regression. The results indicate that academic, social, institutional, motivational, and external factors significantly affect student retention, with an Adjusted R Square value of 0.704. This suggests that the five variables collectively explain 70.4% of the variation in student retention. The F-test confirms the model’s overall significance (p < 0.05). The findings offer strategic recommendations for Universitas Terbuka Makassar, including strengthening technology-based learning systems, enhancing the quality of academic advising, and fostering an inclusive learning community to support student success and promote sustained engagement in distance education. Keywords: student retention, distance education, academic support, learning motivation
Copyright (c) 2025 Jamil, Patmawati Halim, Hasan, Ranak Lince, Arifin Tahir https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF EDUCATIONAL ANIMATION BASED LEARNING MEDIA TO OPTIMIZE DISTANCE LEARNING
The evolution of distance learning demands innovative instructional media capable of delivering material effectively, particularly for conceptual subjects such as Human-Computer Interaction (HCI). This study aims to develop an educational animation-based learning medium that presents course content in a visual, engaging, and easily comprehensible format for students within an online learning context. The urgency of this research stems from the low effectiveness of conveying HCI material through conventional media such as plain text or static slide presentations which are often too abstract and difficult to grasp without visual support. The research employs the ADDIE development model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The final product is a n educational animation video that systematically and clearly presents content from Module 1 of the HCI course. Validation was conducted by subject matter experts and media specialists, followed by a limited trial involving students. The results indicate that the developed media is highly feasible in terms of content, design, and delivery. The animation successfully assists students in better understanding foundational HCI concepts. This research contributes to overcoming challenges in online content delivery and enhances the readability and visual appeal of learning materials.
Copyright (c) 2025 Mayang Anglingsari Putri, Hikmah Zikriyani, Ahmad Syaikhu https://creativecommons.org/licenses/by-sa/4.0
THE ROLE OF DIGITAL DEEP LEARNING IN TRANSFORMING DISTANCE EDUCATION
Deep Learning in the context of education refers to a learning approach that aims to encourage deep and meaningful understanding, not just memorization or superficial understanding. Deep Learning is related to the relationship of new knowledge with experiences or information already owned. Focus on understanding core concepts, not memorization. Encourage students to think critically, creatively, and reflectively, Apply knowledge in new or complex contexts, and use active learning strategies such as discussions, problem-solving, or collaborative projects. The purpose of this study is to describe Digital-Based Deep Learning. Research methods of literature studies (Library Research). Data collection techniques through print and non-print documentation relevant to the problem, such as journals, articles, books, and the latest research results. Several other sources are considered to be related to the issues discussed in this study. This study uses data analysis of reduction, management, grouping, interpretation, and drawing conclusions or organizing the results of the data obtained in the study. This literature study shows that with the application of deep Learning with digitization facilities, it is possible to find and master the existing ones and create and utilize new knowledge to improve the expected quality of expertise. For literacy in the digital era, teachers must have digital competence as one solution to learning challenges in the digital era. The implication is that digital-based deep Learning has representation in improving the quality of learning both in primary and secondary education and higher education.
Copyright (c) 2025 Kusmaladewi, Lince Ranak, Jamil https://creativecommons.org/licenses/by-sa/4.0
INTERACTIVE MOOC AS AN INNOVATION IN SELF-LEARNING OF HINDU RELIGION EDUCATION IN THE DIGITAL ERA
Digital transformation has brought significant changes in educational practices, including Hindu Religious Education (HRE). With the development of technology, digital-based learning, such as interactive Massive Open Online Courses (MOOC), has become a strategic alternative to support flexible and affordable self-directed learning. This research aims to analyze the effectiveness of using interactive MOOCs in enhancing the quality of self-directed HRE learning in the digital era from cognitive, affective, and spiritual perspectives. The approach used is Mixed Methods, which combines quantitative and qualitative data to obtain a comprehensive understanding of learning dynamics. The research subjects consist of students from Universitas Terbuka taking the MOOC-based PAH course. The instruments used include questionnaires, in-depth interviews, and documentation studies of learning outcomes. The survey’s focus includes understanding Hindu teachings through three basic frameworks consisting of Tatwa, Susila, and Acara and the extent to which MOOC-based learning can foster spiritual reflection, critical thinking skills, and independent learning. Initial results show that interactive MOOCs positively increase learning motivation, conceptual understanding, and active student engagement. Interactive elements such as discussion forums, contextual videos, and reflective quizzes have proven effective in building a bridge between teaching texts and everyday life practices. However, challenges remain, such as limited access to technology, lack of adaptation of materials based on local Hindu cultural contexts, and some participants’ low digital literacy skills. This research recommends developing a more spiritual-contextual, collaborative, and value-based model of MOOC PAH rooted in living Hindu values. Thus, this learning innovation serves as a technological solution and a medium for religious and character transformation for the younger Hindu generation in an increasingly dynamic distance learning ecosystem
Copyright (c) 2025 Sukirno Hadi Raharjo Sukirno, Juliana Simangunsong, Untung Suhardi https://creativecommons.org/licenses/by-sa/4.0
EVALUATING THE CAPACITY TO SELF-REGULATE AMONG OPEN AND DISTANCE LEARNERS: A NEUROSCIENCE-INFORMED LENS
Open and Distance Learning (ODL) settings place significant demands on learners’ capacity for self-regulation as they navigate stress and competing responsibilities. This study adopts a neuroscience-informed lens to examine self-regulation as a dynamic interplay of cognitive, emotional, and bodily processes, emphasizing learner’s ability to shift from states of stress and overwhelm to calm, focused and active engagement. A total of 28 adult learners from Open University Malaysia participated in a 10-week online training program, The Science of Safety for Self-Regulation, followed by the administration of a Self-Regulation Capacity Survey. The survey measured participants’ perceived ability to consistently regulate themselves during stressful moments across three interrelated domains: awareness, body-based practices, and mind-based practices. Findings indicated moderate self-regulation capacity in the awareness and body-based practices, with specific challenges in dual awareness, particularly, maintaining regulation when past emotional patterns were triggered, and with using body-based practices for stress recovery. The mind-based practices received the lowest ratings, suggesting difficulties in consistently engaging self-compassion and psychological flexibility during stressful situations. These outcomes highlight the importance of an integrative framework, reinforced by the consistent practice of corrective experiences to counter maladaptive behaviors. Accordingly, this study recommends for ODL institutions to incorporate neuroscience-informed practices into curricula or learner support services to enhance academic engagement and persistence.
Copyright (c) 2025 Hazalina Hashim, Joemmaicca https://creativecommons.org/licenses/by-sa/4.0
ACADEMIC SERVICE QUALITY AND ONLINE LEARNING QUALITY: THE MODERATING ROLE OF TIME PRESSURE, LEARNING MOTIVATION, AND SPIRITUAL INTELLIGENCE
This study was motivated by previous research indicating that online registration services, online services, final exam services, self-directed learning, and locus of control significantly influence the quality of online learning, whereas online facilities and textbook services do not have a significant effect. Based on these findings, this research was developed to measure the influence of service quality on the quality of online learning among postgraduate students at Universitas Terbuka, while considering the moderating variables of learning motivation, time pressure, and spiritual intelligence. The objective of this study is to examine the effect of satisfaction with five service dimensions—registration, online tutorial facilities, textbooks, learning activities, and final semester examinations—on the quality of online learning, with the three aforementioned moderating variables. This is a quantitative study with an empirical approach using probability sampling techniques. Data were collected through questionnaires distributed to 122 postgraduate students at Universitas Terbuka during the 2024.1 semester, located across the UPBJJ regions of Ternate, Yogyakarta, Surabaya, and Malang. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with Moderated Regression Analysis (MRA). The results showed that satisfaction with registration services, online tutorial facilities, textbooks, and final exam services had a significant effect on the quality of online learning. However, learning motivation and spiritual intelligence were not proven to moderate the effects of registration services, online tutorials, learning activities, and final exam services on the quality of online learning. Furthermore, time pressure in learning also did not moderate the relationship between satisfaction with final exam services and the quality of online learning.
Copyright (c) 2025 Roman Hadi Saputro, Muhlis Hafel, Suriana AR Mahdi https://creativecommons.org/licenses/by-sa/4.0
ENHANCING PRAGMATIC COMPETENCE THROUGH VIDEO-BASED INSTRUCTION ON COOPERATIVE PRINCIPLE FOR LITERATURE STUDENTS
Human communication is an essential role for delivering an emotion or opinion, in view of the fact that humans have need of connection as a way to make connection with people. In the academic environment or in the workplace, technology has now become the central medium for everyday communication. Through cooperative principle makes the communciation straightforward for people to determine the implication behind the message in communicate everyday. This study aimed to develop a video-based learning program on English literature students at Gunadarma University which delivered online through YouTube, to gather feedback and also to determine students' comprehension after viewing the video. To reach the aim, the researcher used mix method approach and R&D method by Borg and Gall. This study produced animated English teaching material video on YouTube. The product were evaluated by experts and 30 English literature students at Gunadarma University. The results of this study was effectively boost student' encouragement through video learning.
Copyright (c) 2025 Widya Putri Ramadhani, Widyo Nugroho, Ichwan Suyudi https://creativecommons.org/licenses/by-sa/4.0
The Adaptation of Selayar Islands Regional Students to Online Learning at Universitas Terbuka Makassar
Learning in Indonesia has undergone a major transformation, especially in the implementation of the online learning system which was widely implemented at the beginning of the COVID-19 pandemic. Open University is a university institution that implements Distance Learning that reaches to remote areas to the archipelago, including the Open University of Makassar which serves up to the Selayar archipelago. With the geographical and socioeconomic conditions in the archipelago, it is a challenge for students to adapt to the online learning system. The purpose of this study is to describe the forms of adaptation of students in the archipelago to online learning and identify obstacles in the adaptation process. The method used is qualitative based on field data with descriptive analysis, so that the results are obtained that there are 3 forms of adaptation, namely technical adaptation; students take advantage of the public Wi-Fi facilities prepared by the District Office or Village Office and for other groups of students to study when the network connection is stable, namely at night. cognitive adaptation; Students are more about learning independence, on their own initiative by managing their study time, making notes of lecture materials and building learning strategies. Social adaptation; Students can establish effective communication between students and tutors in WhatsApp groups in understanding the material. The main obstacles faced by students are limited and unstable internet connections, limited devices and lack of motivation.
Copyright (c) 2025 Andi Suci Anita; Risnashari, Syafruddin https://creativecommons.org/licenses/by-sa/4.0
THE INFLUENCE OF THE SCIENTIFIC WORK PREPARATION WORKSHOP ON INCREASING THE ACADEMIC WRITING COMPETENCE OF MAJENE OPEN UNIVERSITY STUDENTS
Academic writing competence is an essential skill for students but often becomes a major obstacle, including for students of the Open University (Universitas Terbuka - UT) Majene. This study aims to analyze the influence of conducting a scientific writing workshop on improving the academic writing competence of UT Majene students. The research method used was a quasi-experiment with a one-group pretest-posttest design. A total of 30 students actively taking their final project/thesis course were selected as samples using purposive sampling technique. The research instrument was an essay test to measure the ability to write a research proposal, administered before (pretest) and after (posttest) the workshop intervention. The workshop was conducted over 16 hours of meetings covering core materials on writing the problem background, problem identification, formulation of research objectives and benefits, and literature review. The obtained data were analyzed statistically using a paired sample t-test to determine the significant difference between pretest and posttest scores. The results showed a significant increase in the students' average writing ability score, from 55.20 in the pretest to 78.45 in the posttest. The t-test results strengthened this finding with a significance value (p) of 0.000 < 0.05, meaning H0 is rejected and Ha is accepted. It is concluded that the scientific writing workshop proven to have a positive and significant influence on improving the academic writing competence of UT Majene students. The implication of this research emphasizes the importance of institutions conducting similar training sustainably and structuredly to empower students' academic skills, particularly in preparing for thesis writing.
Copyright (c) 2025 St. Maria Ulfah, Devi Ayuni, Syahrinullah, Bulkis, Saddam Husain, Fajar Rakasiwi https://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF FACTORS CAUSING THE DECLINE IN THE PARTICIPATION RATE OF UNIVERSITAS TERBUKA BENGKULU’S STUDENTS IN ON-DEMAND FACE-TO-FACE TUTORIALS (ATPEM) POST-COVID-19 PANDEMIC
This study aimed to get the background of the trend of declining ATPEM participation after the pandemic by considerating the dynamics of UT Bengkulu students' needs and preferences for face-to-face tutorial services in the context of changing learning patterns due to the pandemic. The decrease in student participation in tutorials, as the focus of this study, is an important issue because it can have a negative impact on student learning outcomes and experiences in PJJ. The research carried out a stratified random sampling technique involving the division of the population into several subgroups (strata) from 10 districts/cities in Bengkulu Province spread across 30 UT Bengkulu Service Centers and then select random samples from each stratum to be analyzed descriptively and quantitatively using regression analysis in order to see the influence of various factors on student participation in TTM Atpem. The results of this research are expected to provide valuable input for UT Bengkulu in designing strategies to increase student participation in face-to-face tutorial services like before the pandemic
Copyright (c) 2025 Yusrizal https://creativecommons.org/licenses/by-sa/4.0
STUDENT PERCEPTIONS OF COLLABORATIVE ONLINE LEARNING: AN ANALYSIS OF EFFECTIVENESS AND CHALLENGES
The global shift towards online education has underscored the need for engaging pedagogical strategies that foster interaction and deeper learning. Collaborative learning is one such strategy, yet its implementation in a fully online environment presents unique challenges. This study aims to analyze student perceptions of a collaborative learning experience within an asynchronous online tutoring program at a major distance education university. A mixed-methods approach was employed, utilizing a comprehensive questionnaire administered to 58 undergraduate students. The instrument measured seven dimensions of the collaborative experience on a 5-point Likert scale and included open-ended questions for qualitative feedback. Quantitative results indicate a strongly positive overall perception, with a mean score of 4.01 out of 5.00. The findings reveal that students highly valued the clarity of instructional guidance and the positive impact on learning outcomes. However, the analysis also pinpointed significant challenges in the practical experience of collaboration, particularly related to logistical issues like inter-member communication and scheduling coordination. Qualitative data from open-ended responses corroborated these findings, highlighting a dichotomy between the appreciation for the learning benefits and frustration with group coordination. The study concludes that while the collaborative learning model is perceived as effective and beneficial, its success can be significantly enhanced by providing structured support for group logistics and communication. These findings offer practical recommendations for educators and instructional designers seeking to optimize collaborative learning in online settings.
Copyright (c) 2025 Adhi Susilo, Deddy Ahmad Suhardi https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF LEARNING MANAGEMENT AND INDEPENDENT LEARNING SKILLS ON PROCRASTINATION AMONG STUDENTS AT THE OPEN UNIVERSITY OF MAKASSAR
This study aims to analyze the effect of learning management and independent learning skills on academic procrastination among students at the Open University of Makassar. The approach used is quantitative non-experimental with an ex-post facto design, which allows researchers to evaluate the effect of independent variables that have occurred on dependent variables. A sample of 350 non-Pendas students was determined using the Isaac and Michael table with a significance level of 5%. The data analysis technique used Partial Least Square (PLS), which was considered suitable for non-parametric data and small sample sizes. The results showed that independent learning skills had a negative and significant effect on academic procrastination with a moderate effect size. This indicates that the higher the students' independent learning skills, the lower their level of procrastination. The learning management variable did not show a significant effect on procrastination, with a very low effect size. These findings imply that strengthening independent learning skills needs to be the main focus in efforts to reduce academic procrastination among students.
Copyright (c) 2025 Risnashari, Muh. Alwi; Andi Suci Anita https://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF THE NEEDS FOR DEVELOPING VIRTUAL REALITY TOUR MEDIA WITH A CULTURAL APPROACH TO IMPROVE LANGUAGE SKILLS
Language skills are essential in learning a foreign language, especially English, which requires innovative and contextual learning media. The main problems in this study are the low level of student involvement and the lack of culture-based learning media that support integrated language skills. This study aims to analyze the need for the development of Virtual Reality (VR) Tour media with a local cultural approach as an effort to improve the language skills of junior high school students. The study subjects were grade VIII students at junior high schools in the Brangsong area, Kendal, and English teachers. The research method used was a qualitative descriptive with a needs assessment approach. Data collection techniques included observation, interviews, and distributing questionnaires to students and teachers. The results showed that students were highly interested in using technology-based media such as VR in language learning, especially when combined with familiar local cultural elements. Teachers also recognized the importance of developing innovative media to support integrated listening, speaking, reading, and writing skills. This study concludes that there is a significant need to create culture-based virtual reality tour media to improve junior high school students' language skills. Recommendations for further research are to design and develop a prototype of local culture-based VR media that can be tested on a limited basis to see its effectiveness in the context of English learning.
Copyright (c) 2025 Binti Muflikah, Vica Ananta Kusuma, Eko Andy Purnomo https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF USING AUGMENTED REALITY INTEGRATED INTERACTIVE DIGITAL MATERIALS ON STUDENTS’ PERCEPTION
Interaction between learners and learning content is a fundamental and essential component in every learning process, and this is especially true in online learning modes. Interactive digital learning materials have been provided to UT students since 2019. The Interactive Digital Learning Materials Application (ABADI) is one of the learning services. Students have not maximally utilized the ABADI application. With current technological advancements, the development of interactive learning materials with various learning activities is becoming increasingly popular in online learning environments. The use of multimedia in digital learning materials and Augmented Reality (AR) has a more significant impact and a very large effect on the learning process. This study aims to integrate Augmented Reality into the ABADI application to enrich multimedia and learning content interaction. The findings of this study illustrate a noticeable change in students’ perceptions when augmented reality (AR) and integrated interactive digital materials are used in educational settings. Significant increases in engagement, motivation, and understanding were observed, indicating that these innovative tools not only enhance the learning experience but also foster a deeper understanding of complex concepts. As educators reflect on the future of pedagogical practices, it is important to consider the incorporation of AR and interactive elements into the curriculum. Such integration can accommodate diverse learning styles, promote collaborative learning environments, and better prepare students for the demands of a technology-driven world.
Copyright (c) 2025 Bachriah Fatwa Dhini, Jamaludin, Al Hafid, Candra Wibawa, Kristina Anugerah Aji, Kusnindyah Puspito Hapsari https://creativecommons.org/licenses/by-sa/4.0
INNOVATIVE PEDAGOGY IN ONLINE LEARNING: PERCEPTIONS OF DISTANCE EDUCATION EXPERTS
Innovative pedagogy in online learning emphasizes the importance of personalized learning, allowing students to progress at their own pace and style. This study focused on the opinions and perceptions of experts regarding innovative pedagogy in online learning. A qualitative method research design was used, through semi-structured interviews with four experts in the field of distance education from Universitas Terbuka, to gather information about their perspectives of innovative online pedagogy, students’ motivation, and their relations with learning culture in Indonesia. The findings indicated that innovative pedagogy in a university setting can be portrayed through user-friendly and interactive systems. In addition, technical training for tutors, flexible and clear scheduling, encouraging active participation, utilizing diverse resources, and continuous support and feedback were also necessary for success.
Copyright (c) 2025 Made Yudhi Setiani https://creativecommons.org/licenses/by-sa/4.0
NEEDS ANALYSIS FOR THE DEVELOPMENT OF A CHEMISTRY PROJECT LEARNING GUIDE WEBSITE TO ENHANCE SCIENCE LITERACY
This study aims to analyze student needs for the development of a website-based Learning Guide using a Project-Based Learning (PjBL) approach in chemistry education to support science literacy. The research is part of the initial phase in the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), focusing on the needs analysis stage. The participants were 17 undergraduate students from the Chemistry Education Program at FKIP–Universitas Terbuka (UT) enrolled in the Basic Chemistry course. Data were collected through an online questionnaire and analyzed using both descriptive quantitative and qualitative approaches. The results indicate that although nearly half of the respondents had never experienced PjBL before, most acknowledged its benefits in enhancing conceptual understanding, collaborative skills, and problem-solving abilities. Identified challenges include the lack of step-by-step guidance, limited project time, and coordination difficulties in group settings. Students expressed a strong preference for interactive website features, such as structured guides, video content, discussion forums, assessment rubrics, and digital logbooks. These findings underscore the need for a contextual and inclusive website design that supports both independent and collaborative project-based learning. The results of this needs analysis serve as a foundation for developing a website-based Learning Guide that fosters science literacy among chemistry education students, particularly in a distance learning environment.
Copyright (c) 2025 Faizal Akhmad Adi Masbukhin, Sukma Wahyu Wijayanti, Dola Suciana, Ayu Fahimah Diniyah Wathi, Inas Sausan https://creativecommons.org/licenses/by-sa/4.0
EXPLORING STUDENTS’ CHALLENGES AND LEARNING STRATEGIES IN ONLINE TUTORIALS FOR ACADEMIC WRITING COURSES
Online tutorials have become a core component of distance learning, particularly in academic writing courses, where the development of scholarly communication skills is crucial. This study explores the challenges experienced by distance learners and the learning strategies they adopt when engaging with online tutorials for academic writing. Using a qualitative descriptive approach, data were gathered from 30 undergraduate students enrolled in a distance education program through open-ended questionnaires and in-depth interviews. The findings reveal several recurring challenges, including limited internet access, time management issues, reduced tutor interaction, and difficulties in understanding academic conventions independently. In response, students employed adaptive learning strategies such as self-scheduled study plans, peer collaboration in online groups, use of digital writing tools, and independent access to supplementary learning materials. The study highlights the importance of interactive tutorial design, active tutor engagement, and enhanced learner support mechanisms in fostering effective academic writing skills in an online, distance learning context.
Copyright (c) 2025 Daniel Pasaribu, Bambang Agus Diana https://creativecommons.org/licenses/by-sa/4.0
THE DEVELOPMENT OF A MOOCS ON THE FUNDAMENTALS OF COPYWRITING
This study aims to design and develop a Massive Open Online CourseS (MOOCs) titled Fundamentals of Copywriting that is effective, flexible, and responsive to the needs of online learners. Employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), the study integrates a self-paced learning approach through a Learning Management System (LMS) platform. Needs analysis was conducted through interviews with experts in copywriting and digital marketing, highlighting the importance of practical and contextual exercises in the development of course content. The resulting MOOCs comprises eight learning sessions, featuring video-based materials, graphic animations, automated assessments, and interactive forums. Feasibility tests conducted by media, language, and subject-matter experts rated the MOOCs in the “Excellent” category, with average feasibility scores exceeding 83% across all aspects. The study concludes that the Fundamentals of Copywriting MOOCs serves as a relevant, communicative, and practical online learning medium for enhancing persuasive writing skills in the context of digital promotion. Additionally, the MOOCs offers an accessible and cost-efficient learning solution for the wider public.
Copyright (c) 2025 Gunawan Wiradharma, Mario Aditya Prasetyo, Stefani Made Ayu Artharini Koesanto, Khaerul Anam https://creativecommons.org/licenses/by-sa/4.0
STUDENT PROMOTION SOCIALIZATION STRATEGY AT UNIVERSITAS TERBUKA (UT) YOGYAKARTA: THE ROLE OF MAPPING FEATURES IN ENHANCING EFFECTIVENESS
This study explores the Student Promotion Socialization Strategy at Universitas Terbuka (UT) Yogyakarta, focusing on the integration of mapping features to improve effectiveness. As open and distance higher education institutions are facing increasingly fierce competition with other universities including conventional universities. therefore an effective promotion strategy is essential to attract prospective students. This study identifies the main components of the current socialization strategy and evaluates how mapping features can optimize outreach efforts. Using internal dashboard snapshots (2022–2024) and region/school-level leaderboards, we conducted descriptive, map-enabled analytics of (i) New student admission, ii) first-hearing channels, iii) feeder-school pathway (iv) Spatial concentration by regency and student domicile. The main components studied include: First Awareness of Universitas Terbuka (UT) by finding out when and how prospective students first learned about UT, Initial Information Sources about UT by Identifying the main channels through which information is disseminated, Student Population by Region by Analyzing the distribution of students across administrative regions (regencies), Student Demographics from Various Provinces by Investigating the geographical diversity of students enrolled at UT Yogyakarta, Enrollment by Place of Residence by Examining how students’ place of residence affects enrollment numbers, Employment Proportion and Age Distribution by Assessing student demographics in terms of their employment status and age, Number of Students per Semester by Tracking enrollment trends over several semesters, Enrollment from Vocational High Schools (SMK) and Senior High Schools (SMA) by Mapping school data across operational areas to identify student enrollment, Enrollment from Vocational High Schools and Senior High Schools by Region: Analyzing student enrollment from SMK and SMA by district, Regional Enrollment to UT Yogyakarta by Evaluating how many students from each district successfully enroll at UT Yogyakarta. Utilizing the mapping feature has been shown to increase clarity in promotional activities, leading to higher levels of engagement. Embedding geospatial mapping into fieldwork improved route planning to high-potential districts and schools, refined message tailoring for working learners, and was associated with higher comprehension of enrollment options (90%) and a 20% increase in applicant interest. These results indicate that institutionalizing map-driven promotion—through standardized dashboards, hotspot targeting, peer-ambassador activation at top SMKs, message variants aligned to employment status, and continuous feedback loops—can enhance the clarity, accessibility, and conversion of outreach into enrollments. The findings indicate that incorporating the mapping feature significantly improves the clarity and accessibility of promotional information, leading to higher enrollment rates. The paper concludes with recommendations for implementing an improved mapping strategy to further strengthen the university's promotional efforts and effectively meet the needs of prospective students.
Copyright (c) 2025 Whika Febria Dewatisari, Dhimas Setyo Nugroho, Suyatno https://creativecommons.org/licenses/by-sa/4.0
AI AND ADAPTIVE LEARNING: EVALUATING PERSONALIZED INTERVENTIONTS ON A DISTANCE EDUCATION PLATFORM
Artificial Intelligence (AI) technologies have transformed higher education, especially in distance learning environments where adaptive systems personalize instruction based on individual learner needs. Intelligent Tutoring Systems (ITS), as a form of AI integration, have been shown to improve both learning outcomes and motivation (Zhang et al., 2025). This study aims to evaluate the effectiveness of AI-driven adaptive learning interventions in enhancing content mastery, time efficiency, and student engagement on the E-Learning platform. A mixed methods approach was employed, combining quantitative data from questionnaires scores and learning activity logs with qualitative data from student surveys and interviews. Quantitative analysis was conducted using paired t-tests, while thematic analysis was used for qualitative responses. Results indicate that students using the AI-adaptive platform experienced significantly greater content mastery (p < 0.05), a 25–30% reduction in study time, and a 35% increase in active engagement compared to conventional online learners. Students also reported that personalized features made the learning experience more relevant and responsive. However, concerns were raised regarding data ethics, faculty preparedness, and overreliance on automation. This study concludes that AI-based adaptive learning interventions are effective in enhancing the quality of distance education. However, their implementation must be supported by clear institutional policies, educator training, and ethical oversight to ensure responsible and sustainable use of the technology.
Copyright (c) 2025 Ismail Hasvi, Sarah Anistia, Bayu Eka Wicaksana, Nurul Khotimah https://creativecommons.org/licenses/by-sa/4.0
ANALYZING STUDENTS' CHALLENGES IN WRITING AUDIO SCRIPTS FOR DISTANCE LEARNING: A CASE STUDY IN THE AUDIO/RADIO PRODUCTION COURSE
The ability to write effective scripts is a fundamental skill that plays a crucial role in the production of audio media/radio, particularly in the context of distance education and media-based learning. This study aims to identify and analyze the difficulties faced by students in writing educational audio scripts in the Audio/Radio Media Production course. A qualitative descriptive approach was employed, involving students who had completed the course as participants. Data were collected through observations, open-ended questionnaires, and interviews to explore the challenges students encountered in scriptwriting. The results of the study indicate that students faced difficulties in composing communicative scripts, selecting appropriate language styles for audio, creating synopses, determining learning content, and accurately managing the script duration. These findings are expected to serve as a basis for evaluating and developing more effective learning strategies in teaching Audio/Radio Media Production, particularly around educational audio scriptwriting.
Copyright (c) 2025 Abd Gafur, Memet Casmat, Edy Syarif https://creativecommons.org/licenses/by-sa/4.0
COMPARATIVE STUDY DIGITAL LITERACY HABITS OPEN DISTANCE LEARNING AND NON OPEN DISTANCE LEARNING
The rapid advancement of digital technology has profoundly transformed the landscape of higher education, necessitating robust digital competencies among students, especially in distance learning environments. This study aims to compare the digital habits of students enrolled in Open and Open Distance Learning (ODL) with those of students attending Conventional Higher Education institutions (Non-ODL) in Indonesia. A quantitative survey approach was employed, utilizing a 30-item Likert-scale questionnaire that measures four primary dimensions of digital habits: technical digital skills, digital information literacy, utilization of academic digital tools/resources, and digital habits in the context of mathematics learning. The survey collected responses from 90 participants (50 ODL students and 40 Non-ODL students). Data analysis included descriptive statistics, normality tests, and comparative analysis using the Mann-Whitney U Test for both overall and dimension-specific scores. The results indicate that, on average, ODL students scored slightly higher in total digital habit scores than their Non-ODL counterparts; however, this difference was not statistically significant. Further analysis at the dimension level revealed significant differences in two key areas. First, ODL students exhibited significantly higher scores in the dimension of technical digital skills (p = 0.011), indicating superior competence in operating computers, using various software, troubleshooting, and managing digital data. This advantage is likely attributed to the self-directed and technology-driven nature of distance learning, which compels students to become more adaptive and proactive in utilizing digital tools. Second, Non-ODL students demonstrated significantly higher proficiency in the utilization of academic digital tools and resources, such as artificial intelligence (AI), Google Scholar, and Mendeley (p = 0.027). This finding may reflect the benefit of greater access to campus facilities and direct guidance from instructors in conventional learning environments. No significant differences were observed in digital information literacy or mathematics-related digital habits between the two groups, suggesting that basic digital literacy and the use of digital resources for mathematics learning are relatively equivalent across both modes of education. These findings underscore the importance of targeted interventions: distance learning institutions should enhance the integration and promotion of academic digital tools (such as AI and reference management software) for their students, while conventional universities should further develop students’ technical digital skills. Higher education institutions are encouraged to systematically incorporate digital literacy training into their curricula and academic services, thereby preparing students for the demands and opportunities of the digital era.
Copyright (c) 2025 Husnaeni Husnaeni, Hasanuddin, Jalil https://creativecommons.org/licenses/by-sa/4.0
ENHANCING STUDENT MESSAGE CONSTRUCTION QUALITY WITH AI SUPPORT IN ONLINE DISCUSSION IN UNIVERSITAS TERBUKA
This study aims to analyze the quality of student message construction in online discussion forums at Universitas Terbuka, with a specific focus on the role of artificial intelligence (AI) as a thinking partner rather than a mere technical tool. Employing a qualitative content analysis approach, data were collected from contributions in online forums of the Sociology of Communication course. The analysis highlights that students who demonstrate a deeper understanding of the material tend to formulate more contextual and purposeful AI prompts, resulting in responses that enrich academic discussions. Conversely, generic use of AI without critical engagement often leads to superficial and less meaningful messages. Findings indicate that AI can serve as a reflective partner that facilitates critical thinking and enhances academic communication, provided that students engage with it actively and thoughtfully. The study underscores the importance of designing digital learning environments that integrate AI as a facilitator of dialogic and reflective learning, rather than as a substitute for human reasoning. The implications of this study contribute to the theoretical discourse on AI integration in distance learning and offer practical recommendations for developing more inclusive and effective online discussion strategies. Keywords: artificial intelligence, distance education, online discussion forum, message construction, critical thinking
Copyright (c) 2025 Hasanuddin Hasanuddin, Nila Kusuma Windrati https://creativecommons.org/licenses/by-sa/4.0
DESIGN OF AN ARTIFICIAL INTELLIGENCE (AI)-BASED COUNSELING SERVICE APPLICATION FOR UNIVERSITY STUDENTS
This study aims to identify the needs and design an artificial intelligence (AI)-based counseling service system tailored for students in open and distance higher education (ODHE). The research is motivated by the high prevalence of psychological distress among students, limited access to professional counselors, and the underutilization of technology in adaptive and personalized psychological services. The study employed the Rapid Application Development (RAD) method, focusing on needs analysis through surveys with 73 students and interviews with seven experts and four application developers. The analysis revealed that over 82% of students had experienced academic stress, and approximately 70% expressed interest in using AI-based counseling services. Students expected the system to provide early detection, ensure anonymity, and include empathetic features powered by Natural Language Processing (NLP). Experts emphasized the importance of a human-in-the-loop approach, while developers highlighted the need for NLP integration, emotion detection, and ethical-by-design principles. These findings suggest that an effective AI counseling system must integrate technological capabilities, psychological sensitivity, and digital ethics to serve as a responsive and trustworthy emotional support tool for ODHE students.
Copyright (c) 2025 Stefani Made Ayu Artharini Koesanto, Gunawan Wiradharma, Hudi Herdianto, Mario Aditya Prasetyo https://creativecommons.org/licenses/by-sa/4.0
DISSEMINATION PATTERNS OF INNOVATION IN INDONESIAN OPEN AND DISTANCE HIGHER EDUCATION: AN ANALYSIS OF COMMUNICATION CHANNELS AND STRATEGIES
This study aims to analyze the dissemination patterns of the MyUT application innovation at Universitas Terbuka (UT), with a particular focus on the communication channels and strategies employed to reach students within the context of open and distance higher education (ODHE). Employing a qualitative case study approach, data were collected through in-depth interviews, documentation, and observations involving UT staff and students from various regions. The findings reveal that the dissemination process of MyUT follows Rogers’ diffusion of innovations stages—from knowledge to confirmation—with the success of adoption strongly influenced by a combination of digital and interpersonal communication channels. Effective communication strategies were identified as multimodal and contextual approaches, involving tutors, regional staff, and student communities as change agents. Key challenges in the dissemination process include limited digital infrastructure, varying levels of technological literacy, and disparities in information access across regions. Students perceived MyUT as compatible with their needs but highlighted the necessity for more visual, interactive, and participatory communication approaches. This study underscores the importance of dialogic innovation communication that is adaptive to local contexts and reinforces community engagement in the adoption of educational technologies. The findings offer theoretical implications for innovation diffusion models in ODHE settings and practical recommendations for developing more effective and inclusive institutional digital communication strategies.
Copyright (c) 2025 Mochamad Priono, Gunawan Wiradharma, Hasanuddin, Mario Aditya Prasetyo https://creativecommons.org/licenses/by-sa/4.0
THE IDENTIFY POSSIBILITY OF DECENTRALIZED GOVERNANCE BASED ON SCENARIO PLANNING IN UNIVERSITAS TERBUKA
This article aims to identify various possibilities of decentralized governance by prioritizing collaboration in the face of uncertainty and rapid change. This research is a qualitative study. The method used is scenario planning. The unit of analysis is the governance of Universitas Terbuka. The data collection technique is carried out with the snowball technique. The instruments developed include Identify focal issue/concern, key forces, change driver, uncertainty, selecting the scenario logic, and flashing out the scenario. The findings of this study are the existence of a focal issue that develops as sustainability both in quality and quantity. The key forces of UT are through quality demands in carrying out the government's mandate. The triggering factors for change are community demands, technological developments, and increasing competition. Meanwhile, the elements of uncertainty include very rapid technological developments, changes in public preferences, and UT governance from PK-BLU to PTN-BH. The selection of scenarios includes the preparation of several alternatives to be tested, which includes decentralization with several alternatives, the use of AI in learning, and reviewing the current policies. This study concludes that the concept of agile organization in educational organizations tends to be functional rather than structural with egalitarian culture and decentralization principles. The humanocracy paradigm will develop in tandem with UT's development towards an agile organization. The implication of this study is the need to test alternatives prepared through quantitative research.
Copyright (c) 2025 Siti Aisyah, Agus Joko Purwanto, Zainur Hidayah, Dedy Juniadi; Rani Dwi Saraswati https://creativecommons.org/licenses/by-sa/4.0
IMPROVING LEGAL OPINION LITERACY THROUGH MOOCS TRANSMISSION
The crucial role of legal opinion in addressing issues, whether they be administrative, civil, criminal, or constitutional, must be acknowledged by every law student. A legal opinion is an instrument that society can use to resolve various kinds of legal issues. Students who are knowledgeable about legal opinion are better equipped to understand the courts and make wise choices regarding their rights and responsibilities. A qualified legal opinion eliminates issues that may lead to legal bias and connects the dots in a realistic, factual, and relevant manner. Legal opinions must strike a balance between presenting significant legal facts and applying positive law while respecting cultural norms. Massive Open Online Courses (MOOCs) are transforming the world of education. MOOCs exist to give new learning techniques and opportunities for potential learners to engage in learning. Improving legal opinion skills through MOOCs transmission contains of eight sessions covering legal opinion material as a legal parameter, determining legal premises, legal reasoning in legal opinions, legal opinion construction, legal opinion procedures, legal opinion presentation, and legal opinions in civil, criminal, state administrative, and state law, as well as the adaptation and challenges of legal opinions in modern legal practice. This study employed the ADDIE approach, which comprises five stages: analysis, design, development, implementation, and evaluation. The program's output is a systematically organised module with a self-paced learning model that responds to the learning styles of the students.
Copyright (c) 2025 Bahir Mukhammad, Hanif Hardianto, Bintang Parashtheo, Meliza, Sarah Anistia https://creativecommons.org/licenses/by-sa/4.0
HERO MODEL FOR LIFELONG LEARNING: UNVEILING THE PSYCHOLOGICAL CAPACITY'S IMPACT ON PERSISTENCE AND CAREER DEVELOPMENT IN OFDL
Psychological Capacity, conceptualized as the HERO Model (Hope, Efficacy, Resilience, and Optimism), is recognized as a crucial factor influencing student success. However, limited studies have explored how these psychological factors impact Student Persistence and Career Development among postgraduate students in an Open Flexible Distance Learning (OFDL) setting. The study addresses this gap by investigating the influence of Psychological Capacity on Student Persistence and Career Development, with Student Engagement serving as a mediating variable. The objectives are to: (1) uncover the determinants that affect Student Persistence and Future Career and (2) describe how each of these variables is interrelated with one another. Employing Mixed-Methods with an Exploratory Design, this research applies a qualitative Systematic Literature Review first. This aims to establish a conceptual framework, followed by quantitative validation using the Partial Least Squares Structural Equation Model. The study is designed to examine six hypotheses: Student Engagement is influenced by Hope (H1), Efficacy (H2), Resilience (H3), and Optimism (H4). Student Engagement directly affects Student Persistence (H5) and Future Career (H6). The findings essentially reveal that Psychological Capacity has a significant effect on Student Engagement. Students with high levels of HERO tend to be more involved in the learning process cognitively, emotionally, and behaviorally. Among the HERO components, Resilience and Optimism have the most substantial impact on Student Engagement. Respectively, Student Engagement is shown to significantly mediate the relationship between Psychological Capacity and Career Development, followed by Student Persistence. The higher the student's involvement in the learning process, the more likely they are to continue their studies. Furthermore, when students are more involved in the learning process, they tend to develop better skills and knowledge, which positively impacts their future careers. Remarkably, again, the study demonstrates that Resilience and Optimism are the most influential determinants of Student Persistence and Career Development. However, Hope and Efficacy are not validated by the analysis. This study is unique in its comprehensive exploration of the HERO model within the OFDL milieu. It offers constructive insights into enhancing student engagement and career readiness among distance learners. It emphasizes the importance of cultivating Resilience and Optimism to support sustainable lifelong learning at the postgraduate level.
Copyright (c) 2025 Maximus Gorky Sembiring, Yogaprasta Adi Nugraha, Sri Wahyu Krida Sakti, Erman Arif, Suci Rahmadini, Yoga Muhamad Tampi https://creativecommons.org/licenses/by-sa/4.0
THE MOST EFFECTIVE FORM OF COMMUNICATION IN INCREASING THE NUMBER OF NEW STUDENTS AT UT MEDAN
This study aims to determine the most effective source of information in increasing the number of students at Universitas Terbuka (UT) Medan. The research method used is a survey with a sample of new students from the registration period 2022.1 to 2024.2. The results of the study indicate that the most effective source of information is word of mouth from friends, followed by the UT Medan website. This study provides recommendations for UT Medan universities to increase the dissemination of information and news content on the UT Medan website in promoting study programs.
Copyright (c) 2025 Adrianto, Sondang, Nisha https://creativecommons.org/licenses/by-sa/4.0
A STUDY ON THE RECOGNITION OF PRIOR LEARNING IN DISTANCE HIGHER EDUCATION
Many people are forced to go back to college to align their bachelor's degree with their job in order to meet the academic qualifications for their profession. One way to do so is to earn a bachelor's degree through the Recognition of Prior Learning (RPL) pathway, which recognizes previous education and shortens the time it takes to complete studies. Teachers, including early childhood education (ECE) teachers, must align their qualifications with the ECE field to comply with regulations stipulating that professional teacher must have qualifications aligned with their work. This alignment meets the requirements for professional teacher certification and obtaining an educator certificate. Early childhood education teachers must attend college while continuing to work to pay tuition. Distance learning is the solution. Universitas Terbuka is one of the distance learning institutions in Indonesia that offers this opportunity. To recognize teachers' previous work experience and studies, UT uses RPL for prospective students. The RPL process is conducted through the RPL application on srs5G. This study aims to describe the RPL recognition process in distance higher education, particularly within the Early Childhood Education Teacher Education program at UT. This ex post facto study used a survey technique to collect data. Data were collected through document analysis and an online survey distributed to prospective students applying for RPL. The research period was from March to July of 2025. The data were analyzed using descriptive qualitative methods. The findings indicate that the RPL system in distance learning should be simple, practical, and transparent. Prospective students at UT feel greatly assisted by the RPL system. However, challenges and issues related to the application and perception of RPL by staff or assessors were identified. Recommendations include allowing sufficient time for the RPL process to be completed on schedule. The application should be thoroughly tested before implementation to minimize potential issues.
Copyright (c) 2025 Sri Tatminingsih, Dony Darma Sagita https://creativecommons.org/licenses/by-sa/4.0
EVALUATING THE EFFECTIVENESS OF ONLINE AND FACE-TO-FACE EXAMS IN ENHANCING LEARNING OUTCOMES OF UNIVERSITAS TERBUKA MEDAN STUDENTS
The rapid advancement of Communication and Information Technology has profoundly transformed educational practices, particularly in the realm of learning assessment. Traditional face-to-face examinations are no longer the sole standard; digital platforms now play an equally pivotal role. Universitas Terbuka (UT), as a pioneer in Indonesia’s distance learning system, adopts both online examinations (Ujian Online/UO) and face-to-face examinations (Ujian Tatap Muka/UTM) to evaluate student performance. This study aims to assess the effectiveness of both assessment modes in enhancing academic achievement among UT Medan students. Using purposive sampling, the research involved students from three major regions with substantial UT student populations: Medan City, Binjai City, and Asahan Regency. All participants had taken both UO and UTM exams within the same academic period. The effectiveness was analyzed through a multiple linear regression model, where UO and UTM scores were treated as independent variables, and the Semester Grade Point Average (IPS) served as the dependent variable. In addition, a perception-based questionnaire was distributed to further understand student experiences with both exam formats. The findings reveal that the regression analysis meets all classical assumption criteria, with a strong model fit (Y = -0.093 − 0.524X₁ + 1.542X₂). Interestingly, UTM scores showed a significant positive contribution to IPS, whereas UO scores revealed a notable negative correlation. These statistical outcomes align closely with student perceptions: most respondents expressed doubt about achieving higher scores in online exams compared to face-to-face assessments. Furthermore, a majority rated the face-to-face exam services highly, indicating satisfaction with the traditional exam format. This suggests that despite the flexibility offered by online exams, students still perceive face-to-face assessments as more conducive to their academic success.
Copyright (c) 2025 Sondang Purnamasari Pakpahan, Adrianto https://creativecommons.org/licenses/by-sa/4.0
CONTENT MANAGEMENT AND KNOWLEDGE DEVELOPMENT IN THE DIGITAL AGE
In the contemporary digital landscape, content management and knowledge development have emerged as critical pillars for organizations seeking to thrive amidst the flood of information. Effective content management ensures that relevant information is well-organized, easily accessible, and efficiently disseminated throughout the organization. At the same time, knowledge development focuses on creating, sharing, and applying knowledge to improve decision-making, innovation, and overall organizational performance. This study aims to explore the relationship between content management and knowledge development, develop organizational content management strategies, and provide insights into best practices in their implementation. This journal discusses the importance of content management in knowledge development and the methods used to manage and develop content effectively in a literature study. Data were collected through journals, websites, books, and analysis using brainstorming strategies that resulted in content management strategies. The strategies produced are Quality Content Development, Collaborative Platform, Data Analysis and Feedback, Continuing Education, Integration with New Technologies, Customization of User Experience, SEO and Digital Marketing Strategies, and Community-Based Knowledge Management.
Copyright (c) 2025 Dwi Riau, Abdurrahman Rahim Thaha https://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF THE NEEDS FOR A SMART WAREHOUSE MANAGEMENT SYSTEM MODEL BASED ON MICROSERVICES ARCHITECTURE: A CASE STUDY OF LEARNING MATERIAL DISTRIBUTION AT THE UNIVERSITAS TERBUKA
As a higher education institution with an open and distance learning system, Universitas Terbuka (UT) faces a major challenge in distributing Printed Teaching Materials (BAC) as the number of students reaches 671,000 by the end of 2024. This growth has led to increasingly complex supply chain management needs, including forecasting, production, warehousing, distribution, and SLA monitoring processes. This study aims to analyze the need to develop a microservices-based Smart Warehouse Management System (SWMS) in the PARAMITA program to improve the efficiency, transparency, and security of BAC distribution. The research method used a qualitative case study, incorporating observation, semi-structured interviews, focus group discussions, and data analysis through thematic coding using Atlas.ti. The results of the study show that the main challenges include forecasting risks, multi-vendor system integration, differences in SLA definitions, limited monitoring transparency, student data security, and system scalability towards the target of 1 million students. The conceptualization of the resulting SWMS model emphasizes real-time data integration, predictive planning modules, delivery orchestration with providers, and an integrated customer service hub. These findings are expected to strengthen data-driven decision-making, improve operational efficiency, and support UT's digital learning ecosystem.
Copyright (c) 2025 Agus Saeful Mujab Mujab, Adrian Sutawijaya, Teguh Nursantoso, Hanson Geraldi Pardede, Afan Muhajid, Lestariningsih https://creativecommons.org/licenses/by-sa/4.0
STUDENT PERCEPTIONS OF SERVICE QUALITY: A COMPARISON BETWEEN SALUT AND REGIONAL OFFICE OF UNIVERSITAS TERBUKA MAKASSAR
This study investigates students’ perceptions of service quality at two institutional units within Universitas Terbuka: the Sentra Layanan Universitas Terbuka (SALUT) and the Regional Office of Universitas Terbuka Makassar (UT Daerah Makassar). These units serve as crucial access points for distance education services, including academic guidance, administrative assistance, and learning support. A quantitative research approach was employed, using a structured questionnaire developed based on the five SERVQUAL dimensions: tangibles, reliability, responsiveness, assurance, and empathy. Participants in this study were active Universitas Terbuka students who had utilized both service units. Descriptive statistics and inferential tests were conducted to analyze the data. A Shapiro–Wilk test confirmed that the data were normally distributed (p > .05), which justified the use of a paired-sample t-test. The results indicated a statistically significant difference in service quality between SALUT and the regional office (t(n–1) = –2.65, p = .024), with the regional office receiving slightly higher mean scores. These findings suggest that students perceive meaningful differences in service quality between the two units. The results highlight the need for service standardization across institutional units, particularly by improving responsiveness and empathy within SALUT. It is recommended that Universitas Terbuka enhances SALUT’s operational effectiveness to match or exceed the quality of regional office services.
Copyright (c) 2025 Jalil Jalil, Husnaeni, Hasanuddin, Muh Alwi, Muin https://creativecommons.org/licenses/by-sa/4.0
PRACTICALITY OF USING E-MODULES TO IMPROVE STUDENTS ' FINANCIAL LITERACY AND ENTREPRENEURSHIP
The Open University (UT) continues to encourage the development of technology-based learning services as an implementation of its vision of "UT at the Forefront of Innovation in Distance Learning" in its 2021–2025 Development Master Plan. One form of this innovation is the development of contextual and interactive digital learning media. This research aims to develop an e-module based on a contextual approach to improve financial literacy and entrepreneurship skills among UT students. The development was carried out using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, involving students as test subjects. This e-module is designed as a stand-alone medium to deliver applicable and engaging material and support independent distance learning for students. Initial findings indicate that this medium can practically improve students' understanding of financial management and motivate entrepreneurial interest. This research supports the strengthening of UT's learning media innovation and has the potential to produce outputs in the form of learning products that are feasible and proven to be practical for use.
Copyright (c) 2025 Radeswandri; Iqbal; Yuni Rahayu, Rian Vebrianto https://creativecommons.org/licenses/by-sa/4.0
APPLICATION OF DIGITAL ENCYCLOPEDIA IN CIVICS EDUCATION: BALI NATIONAL MUSEUMPEDIA
This study aims to develop an advanced, technology-based learning medium through Bali National Museumpedia, an interactive digital encyclopedia presented in the form of a flipbook. The flipbook integrates historical and national values from various museums in Bali into an engaging and accessible format. Adopting the 4D development model (Define, Design, Develop, Disseminate), the research identifies students' needs for learning media that are more visual, contextual, and easy to access. Initial findings show that 90% of students enjoy using digital media and 98% express interest in visiting museums; however, few have done so due to physical and geographical constraints. These findings emphasize the urgency of digitizing culturally rich educational content to enhance character and citizenship education. The Museumpedia flipbook offers a concrete solution by combining multimedia elements, interactive quizzes, and mobile-friendly access, making learning more adaptive and enjoyable in 21st-century classrooms.
Copyright (c) 2025 Mutia Kamalia Mukhtar, Nisa A’rafiyah Tri Wulandari, Siti Utami Dewi Ningrum, Ary Purwantiningsih https://creativecommons.org/licenses/by-sa/4.0
THE THE IMPACT OF EMOTIONAL REGULATION OF EARLY CHILDHOOD STUDY PROGRAM STUDENTS ON TIME MANAGEMENT IN DISTANCE LEARNING
This research aims to examine the impact of emotional regulation on time management among students in the Early Childhood Education Study Program during distance learning. As higher education increasingly adopts online learning systems, students are required to take more responsibility in managing their academic activities independently. This condition demands not only cognitive readiness but also emotional maturity. Emotional regulation the ability to recognize, understand, and manage one’s emotional responses is considered a key factor in supporting students’ ability to manage their time effectively, particularly in an autonomous and distraction prone environment like distance learning. The results showed a significant positive correlation between emotional regulation and time management. Students who demonstrated strong emotional regulation skills were more likely to organize their schedules effectively, complete assignments on time, and maintain consistent learning routines. These students were better equipped to handle academic stress, avoid procrastination, and remain focused during virtual classes. Conversely, students with lower emotional regulation tended to struggle with maintaining discipline, frequently experienced anxiety or frustration, and often failed to manage their time efficiently. The findings indicate that emotional competencies play an essential role in shaping academic behaviors, particularly in flexible learning environments where external supervision is minimal. In the context of early childhood education, where future professionals are expected to possess high emotional intelligence, strengthening these skills during their academic formation is critical. Based on the results, it is recommended that universities integrate emotional regulation training into their learning support programs or curriculum. Workshops, counseling, and reflective practices may help students develop greater self-awareness and self-regulation, which in turn can lead to improved academic performance.
Copyright (c) 2025 Apri Kasman, Sri Tatminingsih, Della Raymena Jovanka, Erna Risnawati https://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF ONLINE TUTORIALS (TUTON) IN ENHANCING COMPETENCE OF PGPAUD STUDENTS AT UNIVERSITAS TERBUKA
This study investigates the effectiveness of online tutorials (tuton) in improving the pedagogical competence of students in the Early Childhood Education Teacher Education Study Program (PGPAUD) at Universitas Terbuka (UT). Using a qualitative descriptive approach, the study analyzes student reflections and perceptions from the online tutorial Media and Learning Resources for Early Childhood course. This study explored around 75 students’ responses from three classes who took Media and Learning Resources for Early Childhood course online tutorials which were held on April to June 2025. The results reveal that the provisions of online tutorials significantly supports the students’ mastery of content, creativity in media usage, and professional readiness. Nevertheless, issues such as limited real‑time interaction and time‑management difficulties were noted. The study recommends integrating live webinar sessions to enhance interactivity and learning outcomes.
Copyright (c) 2025 Titi Chandrawati, Susy Puspitasari, Untung Laksana Budi https://creativecommons.org/licenses/by-sa/4.0
UNLIMITED LEARNING ACCESS: MOOCS AS AN EDUCATIONAL SOLUTION FOR VILLAGE ACCOUNTING TOWARDS GOOD GOVERNANCE
This study aims to develop a strategy for implementing village accounting through Massive Open Online Courses (MOOCs) to promote good governance by enhancing transparency and accountability at the village level. Using the Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved 32 participants consisting of village officials and Public Sector Accounting students. Data were collected through pre-tests, post-tests, questionnaires, and interviews. The findings show a significant improvement in participants’ competencies, with average scores increasing from 62.4 (pre-test) to 84.7 (post-test). Village officials improved their ability to record transactions, prepare financial reports, and strengthen internal controls to prevent fraud. Qualitative results further revealed a shift in perception, where internal control was no longer seen as an administrative burden but recognized as a collective responsibility essential for accountability. This study contributes to the literature by integrating MOOCs with the ADDIE model in the context of village financial governance, providing a replicable framework for capacity building. Practically, the results highlight the potential of MOOCs as a sustainable and scalable solution to improve financial literacy, strengthen internal control, and enhance good governance practices at the village level.
Copyright (c) 2025 Pesi Suryani, Lasando Lumban Gaol, Agus Prasetyo https://creativecommons.org/licenses/by-sa/4.0
DIGITAL DICTIONARY APPLICATION OF MEDICINAL PLANTS AND THEIR BENEFITS AGAINST DISEASES CAUSED BY MICROORGANISMS BASED ON ANDROID
Infectious diseases are diseases caused by pathogenic microbes and are the main cause of high morbidity and mortality in hospitals. Bacteria that often cause nosocomial infections are Escherichia coli, Staphylococcus aureus, Pseudomonas aeruginosa, Klebsiella sp. These microbes are transmitted through food, medicine, medical equipment, or direct contact (Konoralma, 2019). Medicinal plants or commonly called herbal plants are plants that have medicinal properties and are used as medicines in healing and preventing diseases (Suwandi & Mildawani, 2018). Android-Based Medicinal Plants Encyclopedia Application Engineering is research that aims to provide information about medicinal plants using the Rational Unified Process and UML modeling as the research method (Sari, Puspasari, and Sunardi, (2018). Supported by research by Lutfiah, and Taurusta, (2022) SIDOTA or what is called Simplisia and Traditional Medicine is an android application that provides information about simplisia and herbal medicine recipes. The application of family medicinal plants can be applied on android-based smartphones because smartphones and gadgets based on android are communication and multimedia devices that are most widely used by the public today, therefore in its application this application can provide benefits and knowledge about the benefits of medicinal plants (Hanifuddin, (2017) Digital dictionaries are dictionaries that are used by the public. Based on the description above, the researchers will create a digital dictionary application of medicinal plants and their benefits against diseases caused by android-based microorganisms that presents information on traditional medicine processing both in text and video, as well as their benefits for treating diseases caused by microorganisms. This application is expected to make it easier for users to find out traditional medicinal plants and can process visually displaying the materials needed in the processing of traditional medicine effectively and efficiently for the prevention and treatment of diseases caused by microorganisms. The system development method used in this research is Multimedia Development Life Cycle (MDLC) methodology. The result is creating an android-based digital dictionary application of medicinal plants and their benefits against diseases caused by microorganisms and increase public knowledge in understanding medicinal plants and their benefits against diseases caused by android-based microorganisms. There were 30 out of 40 respondents felt that their knowledge increased about medicinal plants and their benefits against diseases caused by android-based microorganisms. Because the digital dictionary of onat plants provides knowledge that can be read repeatedly and implemented. This application is also easy to use and useful as a non-academic book for students in Biology Study Programs at Universitas Terbuka.
Copyright (c) 2025 Mutimanda Dwisatyadini, Susi Sulistiana, Sri Utami, Inggit Winarni https://creativecommons.org/licenses/by-sa/4.0
DEVELOPING A CONTEXTUAL DISTANCE LEARNING MODEL FOR BAJO CHILDREN IN SAGORI ISLAND, KABAENA
Education is a fundamental right of every child as emphasized in the Sustainable Development Goals (SDGs), which highlight the importance of inclusive, equitable, and quality education. However, educational disparities remain among indigenous communities, including the Bajo people in Sagori Island, Kabaena, Southeast Sulawesi. Geographical isolation, limited infrastructure, and the dominance of maritime-based livelihoods restrict Bajo children’s access to formal education. This study aims to develop a contextual distance learning (DL) model tailored to the socio-cultural characteristics of the Bajo community. Employing a qualitative case study approach, data were collected through interviews, observation, and documentation. The findings indicate that a contextual DL model—utilizing printed modules, community-based audio media, and the integration of maritime local knowledge—can enhance learning motivation, the relevance of instructional materials, and the educational participation of Bajo children. These results underline the significance of culturally grounded ODL innovations as an inclusive strategy to improve educational access in remote island communities.
Copyright (c) 2025 Rina Astarika, Anfas, Deki Zulkarnain https://creativecommons.org/licenses/by-sa/4.0
MOOC ENGLISH FOR CAREER: A PLATFORM FOR STRENGTHENING THE COMPETENCE OF STUDENTS AND GRADUATES IN INDONESIAN OPEN UNIVERSITY IN FACING THE GLOBAL JOB MARKET
To enhance the reputation and quality of education, many universities have set strategic goals to attain world-class universities. A critical step toward achieving this target is strengthening students’ and graduates’ international competencies. In recent years, the Indonesian Open Univerisity has witnessed a shift trend in its student’s enrollment, with an increasing number of new enrollees entering directly after high school. As a result, these students generally have less professional experience compared to those inprevious cohorts. Therefore, it is necessary to equip these students with the skills required to become competitive graduates who are employable across national, multinational, and international institutions. This study proposes the development of a MOOC (Massive Open Online Course) titled English for Career, aimed at enhancing the international competencies of students through Distance Learning Program provided by the Indonesian Open University. This course is designed to provide learners with an adequate English language skills to compete effectively in the global job market. Employing a need analysis approach and an online learning model, this conceptual research outlines the development of a MOOC focusing on both spoken and written English proficiency. The course content will be designed to match the global job market’s needs. Thus, the course contents are expected to include practical materials such as writing an application letter, CV, resume, motivation letter, portfolio, and preparing for a job interview. The proposed online learning model integrates interactive learning modules, authentic assessments, and robust technical support to ensure effective learning outcomes. This research aims to contribute to the advancement of distance education and the international preparedness of distance learners, thereby supporting the university in its pursuit of world-classrecognition.
Copyright (c) 2025 Ulul Hidayah, Pesi Suryani, Ni Putu Meri Dewi Pendit, Yam Saroh https://creativecommons.org/licenses/by-sa/4.0
UT-AKSES NETWORK PERFORMANCE AND RELIABILITY IN SUPPORTING DISTANCE EDUCATION
Universitas Terbuka (UT), as a pioneer of distance education in Indonesia, has developed the UT-Akses Point (UT-AP) system to support inclusive and flexible online learning. This study aims to evaluate the performance and reliability of the UT-Akses network in supporting the distance learning process. UT-Akses uses a low-orbit (LEO) satellite constellation capable of reaching remote areas, including the 3T (outermost, disadvantaged, and isolated) areas, which have previously been difficult to reach by terrestrial networks. The methods used include literature studies, secondary data analysis, and observations of the implementation of learning technology at UT. The results of the study indicate that UT-Akses has high performance in terms of service coverage, access flexibility, and digital technology integration through a digital learning ecosystem (Digital Learning Ecosystem). However, satellite signals are susceptible to atmospheric interference and physical obstacles such as obstruction by buildings, geographical location with many tall trees that obstruct the placement of equipment. To measure the reliability of UT-Akses, parameters are used, including: Average download throughput, Maximum download throughput, Average upload throughput, Maximum upload throughput, Percentage of time latency is below 90ms, Percentage of time latency is below 50ms, Down time, Average power consumption, and Peak power consumption. The UT-Akses trial program in 2025 was carried out at 20 blank spot locations including UT Kupang, UT Menado, UT Pontianak, UT Palangkaraya, UT Jambi and UT Bengkulu.
Copyright (c) 2025 Suhartono Suhartono, Daryono, Zakirman, Muhammad Novan Billiranto, Bachtiar https://creativecommons.org/licenses/by-sa/4.0
THE ROLE OF DIGITAL MEDIA CONTENT AND SERVICE QUALITY IN INCREASING THE MOTIVATION OF STUDENTS TO STUDY AT THE OPEN UNIVERSITY OF MAJENE
This study aims to analyze the role of digital media content and service quality in increasing the motivation of students to study at Majene Open University. The research uses a literature study method by examining various theories and relevant previous research results, especially in the context of distance education. The results of the study show that interactive, engaging, and easily accessible digital media content has a significant influence on increasing student learning motivation. Meanwhile, the quality of service – including aspects of reliability, responsiveness, and empathy – has also been shown to play an important role in building student satisfaction and commitment to learning. Furthermore, the integration of quality digital content and effective educational services can create an overall positive learning experience, especially for students in places like Majene. This study recommends strengthening the design of digital-based learning content and improving the quality of academic services simultaneously. This finding is expected to be a reference for open higher education institutions in designing learning and service strategies that are more responsive to the needs of students in the region.
Copyright (c) 2025 Syahrinullah https://creativecommons.org/licenses/by-sa/4.0
NAVIGATING THESIS WRITING IN DISTANCE LEARNING: PERSPECTIVES, CHALLENGES, AND INSTITUTIONAL STRATEGIES
Thesis writing represents a pivotal academic milestone, embodying postgraduate students’ ability to synthesize complex ideas, conduct rigorous research, and contribute novel insights to their fields. However, in the context of distance education, this process is fraught with unique challenges. This study explores the experiences of postgraduate students at Universitas Terbuka (UT) navigating thesis writing in a distance learning environment, focusing on their perspectives, challenges, and adaptive strategies. Employing a mixed-methods approach with a convergent parallel design, the research integrates quantitative data from 146 online questionnaire responses and qualitative insights from semi-structured interviews with 16 students across seven study programs. Key findings reveal that self-discipline and time management emerge as critical predictors of success, yet many students struggle to maintain consistent progress due to competing personal and professional responsibilities. Access to academic resources and digital tools significantly impacts students’ research efficacy, with barriers such as geographical constraints and limited technological proficiency further compounding difficulties. Feelings of isolation and diminished motivation underscore the need for robust support systems, including virtual peer groups and regular, constructive feedback from supervisors. The findings also highlight the crucial role of tailored institutional interventions, such as time management workshops, mentoring sessions, and advanced digital platforms, in mitigating these challenges. This study offers actionable recommendations for enhancing thesis writing support in distance learning contexts. By addressing identified gaps in resource accessibility, supervisory interaction, and community building, educational institutions can foster more inclusive, engaging, and successful academic experiences for distance learners. These insights contribute to the broader discourse on distance education and postgraduate research, providing a foundation for policy enhancements and future investigations into the evolving dynamics of higher education.
Copyright (c) 2025 Bachtiar https://creativecommons.org/licenses/by-sa/4.0
ENHANCING DIGITAL LITERACY THROUGH AUGMENTED REALITY: A STUDY ON EDUCATIONAL TECHNOLOGY STUDENTS
In the digital era, the ability to access, evaluate, and utilize information through technology is an essential skill for future educators and instructional designers. This study investigates the impact of Augmented Reality (AR)-based learning on digital literacy development among Educational Technology students. Using a quasi-experimental design, the research involved 60 undergraduate students divided into control and experimental groups. The experimental group interacted with AR-enhanced learning materials focusing on media literacy, digital communication, and information management skills. Data were collected through pre- and post-tests using a validated digital literacy instrument and analyzed using paired-sample t-tests. The results indicate a statistically significant improvement in digital literacy among students exposed to AR-based learning environments. This study highlights the potential of AR not only as an engaging educational tool but also as a catalyst for developing essential 21st-century skills in higher education. Implications for curriculum development and future research directions are discussed.
Copyright (c) 2025 Suryo Prabowo, Abd Gafur, Andayani https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF DIGITAL LITERACY SKILLS AND LEARNING MOTIVATION ON THE EFFECTIVENESS OF DISTANCE LEARNING (A PERCEPTION-BASED STUDY OF STUDENTS AT THE FACULTY OF SCIENCE AND TECHNOLOGY, UNIVERSITAS TERBUKA)
The digital transformation in higher education has established distance learning as a primary model in open institutions such as Universitas Terbuka. However, its implementation still faces various challenges, particularly due to differences in individuals' abilities to access and utilize technology, as well as in maintaining self-directed learning motivation. While most previous studies have focused on technical and infrastructural aspects, research examining internal student factors, such as digital literacy and learning motivation, remains limited and rarely explored in an integrated and comprehensive manner. This study aims to analyze the effect of digital literacy and learning motivation on the effectiveness of distance learning, based on the perceptions of students at the Faculty of Science and Technology, Universitas Terbuka. A quantitative approach was employed using a descriptive-verificative method, with data collected through questionnaires and analyzed using multiple linear regression with STATA application. The findings indicate that both digital literacy and learning motivation have a positive and significant effect on the effectiveness of distance learning, with learning motivation contributing more dominantly. These results highlight the importance of developing digital competencies in balance with strengthening psychological factors to ensure distance learning can be more effective and sustainable in open higher education environments.
Copyright (c) 2025 Deby Ananda Difah, Rosa Andriani, Novta Winkey Pradana, Dian Ferianto https://creativecommons.org/licenses/by-sa/4.0
BRIDGING LABORATORY ACCESS GAPS THROUGH ONLINE PRACTICUM GUIDES IN OPEN AND DISTANCE HIGHER EDUCATION
Access to laboratory-based learning remains a persistent challenge in open and distance education, particularly for science disciplines requiring fieldwork. This study presents the development of an online practicum guide for the Ecology course at Universitas Terbuka, designed to address disparities in practicum access among geographically dispersed learners. Drawing on international benchmarking, expert validation, and contextual adaptation, the guide integrates modular field-based activities that can be conducted independently using locally available materials. Supported by video tutorials, QR-linked resources, and structured mentoring, the guide enables students to conduct ecological observations in freshwater, terrestrial, and urban environments. The initiative not only enhances practical competence and ecological literacy but also reveals opportunities for institutional collaboration and educational entrepreneurship through the distribution of practicum kits. Aligned with open education principles, the guide offers a scalable model for delivering meaningful practicum experiences in remote learning contexts and demonstrates the potential for innovation in science education within ODL systems.
Copyright (c) 2025 Hikmah Zikriyani, Ahmad Syaikhu, Mayang Anglingsari Putri https://creativecommons.org/licenses/by-sa/4.0
TRAINING DESIGN MODELS FOR LECTURERS IN DISTANCE LEARNING
As universities increasingly adopt online or Distance Learning (DL), adequately preparing educators has become the foremost responsibility. This article explores training practices that enhance instructors' effectiveness in distance learning. We explored many sources, including university reports, research articles, and actual training programs, to identify effective strategies for DL educators. What is the key to effective training? Ultimately, it is around understanding the mechanisms of human learning. We concentrated on many concepts: Connectivism (Siemens' theory of networks), ADDIE (a straightforward sequential approach for planning), and Andragogy (Knowles' principles of adult learning — experiential learning is essential!). These provide a robust framework for training that resonates with educators in the digital realm. What does exemplary deep learning training entail? It requires several essential components: methods to engage students remotely, proficient use of the LMS, strategies for cultivating an effective online community, and intelligent approaches to assess student learning. Additionally, it is imperative to consider Universal Design to ensure functionality for all individuals. Combine self-directed learning with live classes and mentorship? We conclude with a comprehensive and well-structured framework for educating DL educators. It amalgamates the most effective educational concepts with practical applications in real-world scenarios. It entails understanding requirements, tailoring the training appropriately, evaluating its effectiveness, and consistently monitoring progress. Universities must provide their educators with resources, technology, and training. Implement it, and DL programs will undergo transformation, providing students with an exceptional experience.
Copyright (c) 2025 Marisa, Agus Joko Purwanto https://creativecommons.org/licenses/by-sa/4.0
WEB-BASED APPLICATION OF CALCULUS DISTANCE LEARNING USING AN ADAPTIVE LEARNING APPROACH
In this digital era, distance learning has become a trend in the world of education. It can be seen from the number of e-learning platforms such as Coursera, Udemy, and edX and is also supported by the many open learning resources, both written such as Wikipedia and blogs, as well as in the form of videos on YouTube. One of the challenges of e-learning is how to achieve optimal learning outcomes or even better than traditional learning models. With the varying the speed of student understanding, Adaptive Learning (AL) can be an alternative e-learning model that can personalize the methods and habits of each student. The adaptive learning model is a model in which the process and progress of student learning are adjusted to each student's competence and learning speed so that it has high learning effectiveness. In this paper, we present a web-based application based on the design of an adaptive learning model applied to calculus learning through an online platform by developing the structure and flow of calculus materials and assessment procedures that will be applied to the platform. This study aims to develop a web-based application by identify calculus materials and design a model and structure of AL Calculus, including the assessment process to measure student learning achievement. The learning flow can allow students to choose the modules they will study according to their level of competence in each material but still apply the minimum standards that must be achieved before proceeding to the next level. The result is an adaptive and comprehensive calculus learning application consisting of ten modules with five levels that must be studied.
Copyright (c) 2025 Wahyu Hidayat, Heru Widiatmo, Hendra Gunawan, Elin Herlinawati, Asmara Iriani Tarigan https://creativecommons.org/licenses/by-sa/4.0
ENHANCING THE QUALITY OF DISTANCE EDUCATION IN INDONESIA: INTEGRATING NATIONAL REGULATIONS WITH GLOBAL EDUCATIONAL CONCEPTS
This study investigates the alignment between Indonesian Distance Learning (DL) legislation and established pedagogical theories in higher education. It is imperative for educators to have the capacity to teach effectively online, especially as distance learning (DL) becomes increasingly prevalent owing to the COVID-19 epidemic. This study employs a qualitative, literature-based technique to analyse Indonesian regulatory frameworks in connection to established online education theories, including Moore's Transactional Distance Theory, the Community of Inquiry model, and Holmberg's theory of personal communication. Indonesian distance learning (DL) is governed by Law No. 20/2003 and Ministerial Regulation No. 109/2013, which set out the rules and standards. There are major gaps when you compare it to the finest techniques to teach in the world. The lessons aren't very good, the students can't work on their own, the lessons aren't interesting enough, the lectures aren't personal enough, the teacher isn't helpful enough, and the quality assurance methods aren't good enough. In general, rules put technology infrastructure and administrative compliance ahead of crucial educational challenges. In light of these problems, this paper gives specific suggestions for how to improve the quality of remote learning in Indonesia. Some good ideas are to teach instructors about DL theory, modify the norms for higher education so that they work better for today's teachers, provide DL teachers more help at schools, and make online learning communities that everyone can join. The goal is to shift DL in Indonesia from just obeying the rules to giving great lessons and making sure that all students have pleasant, fair, and high-quality learning experiences.
Copyright (c) 2025 Agus Joko Purwanto, Marisa https://creativecommons.org/licenses/by-sa/4.0
AI-DRIVEN MARKETING THROUGH MOOC-BASED LEARNING
In the rapidly advancing digital era, the role of Artificial Intelligence (AI) in digital marketing is becoming significant. According to the Kominfo survey in 2024, it indicates that merely 18% of MSME actors have fundamental digital competencies. Additionally, McKinsey's (2024) study shows that the integration of data-driven management technology can enhance productivity by as much as 25% and reduce operational costs by up to 20%. The lack of AI utilization literacy creates a gap and hinders digital equity among business actors in Indonesia, are serving as the background for the Massive Open Online Courses (MOOCs) program about Utilization of AI in Optimizing Digital Marketing Strategies. To guarantee eligibility of the program, the ADDIE (Analyse, Design, Development, Implementation, and Evaluation) development was employed to examine the program. This program covering seven thematic sessions, ranging from an introduction to AI, marketing data analysis, to ethics and privacy in AI use. With a self-paced learning approach, this MOOCs provides flexible access and promoting beneficial marketing literacy by the utilisation of artificial intelligence. This program is suitable for students, digital marketing specialists, business owners, and managers to understand the integration of AI into marketing to boost the competitiveness of business actors in the digital era. The program's output is a systematically organised module with a self-paced learning model that responds to the learning styles of the students. Topics range from introducing the fundamentals of marketing to integrating AI in marketing. At each session, assessments are given to assess students' comprehension.
Copyright (c) 2025 Sarah Anistia, Ismail Hasvi, Bahir Mukhammad https://creativecommons.org/licenses/by-sa/4.0
ACCESSIBILITY OF OPEN AND DISTANCE LEARNING FOR STUDENTS WITH DISABILITIES: A STUDY AT UNIVERSITAS TERBUKA
Education is a fundamental right of every citizen, including minority groups such as persons with disabilities. However, the Net Enrolment Rate (NER) for individuals with disabilities aged 7–24 remains significantly lower than that of their non-disabled counterparts across all levels of education. This study aims to examine the accessibility of Open and Distance Learning (ODL) for students with disabilities at Universitas Terbuka (UT). A mixed-methods approach was employed, involving the collection of data through questionnaires and structured interviews with active students with disabilities enrolled in various academic programs. The data were analysed using both qualitative and quantitative methods to obtain a comprehensive understanding. The findings indicate that UT’s distance learning system continues to face several challenges in accommodating the needs of students with disabilities. Adjustments to learning content and the development of assistive tools that comply with accessibility standards in the Learning Management System (LMS) are urgently needed. Furthermore, not all regional UT offices (UPBJJ-UT) are equipped with accessible physical infrastructure, particularly in terms of examination rooms and administrative services. Students with disabilities also lack dedicated academic support, and the dissemination of disability-inclusive services and policies remains limited. This study highlights the urgent need to strengthen inclusive policies at Universitas Terbuka by improving both physical and digital infrastructures, providing adaptive academic assistance, and enhancing awareness of available support services. The implementation of a comprehensive inclusion strategy is essential to ensuring equitable access to higher education for all members of society.
Copyright (c) 2025 Subekti Nurmawati, Heny Kurniawati, Inggit Winarni, Fawzi Rahmadian Zuhairi, Bachriah Fatwa Dhini https://creativecommons.org/licenses/by-sa/4.0
Digital Platforms as Catalysts for Reflective Practice in Teacher Education
Reflection is an important component in teacher education to help student teachers improve the quality of their teaching practice. Through reflection, student teachers can identify strengths and weaknesses and activities to improve and enhance their teaching skills. With the development of technology and communication in this digital era, many technology platforms can facilitate the reflection process to be more interactive, documented, and collaborative. This article will theoretically present the reflection process that integrates digital platforms in teacher education implemented through a distance education system. Schon's Reflective Practitioner Model, Kolb's Experiential Learning Cycle, and Vygotsky's Social Constructivism are used to analyse the role of digital platforms in facilitating authentic, meaningful, and impactful learning in teacher education programs to enhance teacher professional growth. With digital platforms, students can conduct structured reflections, share reflections with colleagues and lecturers, obtain direct and ongoing feedback, and build a digital reflection portfolio. Meanwhile, supervising lecturers can use digital platforms to monitor the development of prospective teachers' reflections in real time. By integrating digital reflection into the teacher education curriculum, graduates will have pedagogical self-awareness, strong critical and evaluative thinking skills, and initiative in professional development. In addition, a reflective learning community will also be built.
Copyright (c) 2025 Siti Julaeha https://creativecommons.org/licenses/by-sa/4.0
DIGITAL SURVEILLANCE VERSUS DIGITAL TRUST: WHAT ENHANCES STUDENT INTEGRITY MORE IN ONLINE EXAMS?
With the rising demand for online assessment with remote proctoring, Universitas Terbuka faces new challenges in maintaining academic integrity. This study investigates students' perspectives on academic integrity approaches, focusing on which approach—digital surveillance or academic trust—better supports honest student behavior in proctored online exams. A descriptive quantitative method was employed, and data were gathered from 82 students who participated in proctored online examinations. The results show that students have stronger agreement with digital surveillance as effective deterrents against dishonesty (M = 4.27, SD = 0.85) than with trust-based approaches (M = 3.45, SD = 1.12), yet surveillance was also found to elicit significant discomfort, privacy concerns, and heightened anxiety (M = 2.17, SD = 0.94). Statistical analysis revealed significant differences between approaches (t(81) = 6.42, p < 0.001, Cohen's d = 0.89). Respondents additionally offered remarks indicating a demand for more innovative and less invasive assessment methods, with 78.0% preferring hybrid approaches. These findings suggest that the integration of technical enforcement with a culture of trust may yield a more ethical and sustainable approach to maintaining academic integrity in distance learning.
Copyright (c) 2025 Nuraziza Aliah https://creativecommons.org/licenses/by-sa/4.0
ANALYSIS OF THE UTILIZATION OF MAIN MATERIAL BOOKS AND VIRTUAL READING ROOMS TO ENHANCE THE ACADEMIC LITERACY OF NONPENDAS STUDENTS AT THE UNIVERSITAS TERBUKA
Previous studies on distance education at open universities have generally examined the role of Main Material Books (Buku Materi Pokok/BMP) and the Virtual Reading Room (Ruang Baca Virtual/RBV) separately, without analyzing their integrative potential. This study addresses that gap by investigating how the combined use of BMP and RBV can systematically strengthen the academic literacy of non-education program (NonPendas) students at Universitas Terbuka (UT). Using a descriptive qualitative approach, the research synthesizes 28 secondary documents published between 2018 and 2024, including peer-reviewed journal articles, institutional reports, and digital education publications. Thematic content analysis, guided by academic literacy theory, reveals that BMP provides a structured and curriculum-based foundation for systematic reading and writing, while RBV enhances digital literacy, information evaluation, and collaborative learning through diverse scholarly resources. Their integration not only supports self-directed learning but also cultivates critical and reflective skills essential for success in online higher education. Conceptually, this study contributes a blended academic literacy model that bridges print-based structure and digital exploration. Practically, it offers recommendations for embedding RBV resources within BMP modules, enhancing tutors’ roles as digital literacy facilitators, and strengthening digital literacy training. However, as the study relies exclusively on secondary sources, the findings remain conceptual. Future empirical research is needed to validate the effectiveness of the BMP–RBV integration in diverse distance education contexts.
Copyright (c) 2025 Syafruddin syafruddin, Refisa Ananda, Andi Suci Anita; Risnashari https://creativecommons.org/licenses/by-sa/4.0
THE IMPACT OF ONLINE LEARNING ON STUDENT MOTIVATION WITH TIME MANAGEMENT AS A MEDIATING VARIABLE: A CASE STUDY AT THE OPEN UNIVERSITY
This study aims to analyze the impact of the online learning environment on student motivation levels at the Open University with time management as a mediating variable. In the context of higher education, online learning has become a very important aspect, especially in today's digital era. However, student motivation levels in online learning can be influenced by various factors, one of which is effective time management. This study uses a quantitative approach with an ex-post facto design and involves students at the Open University who are enrolled in online learning programs. Data were collected through questionnaires that measured three main variables: online learning, student motivation, and time management. Data analysis used the Partial Least Squares-Structural Equation Modeling (PLS-SEM) method to test the relationship between variables and identify the role of time management as a mediating variable. The results showed that the online learning environment had a significant positive effect on student motivation levels. Furthermore, time management was found to mediate this effect, meaning that students who effectively manage their time in online learning tend to have higher levels of motivation. These findings have important implications for the management of online learning at the Open University, with a focus on improving the quality of the online learning environment and providing support for students' time management to maximize their motivation in the learning process.
Copyright (c) 2025 Muh. Alwi, Risnashari https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF MOOCS ON ORGANIZATION CONFLICT MANAGEMENT: STRATEGIES, APPROACHES, AND IMPLEMENTATION IN ORGANIZATIONS
This study aims to develop Massive Open Online Courses (MOOCs) on the topic of Organizational Conflict Management: Strategies, Approaches, and Implementation in Organizations as an alternative online learning platform to enhance conflict management skills in modern organizations. Employing the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation), the study produced an LMS-based online course comprising eight learning sessions delivered through a self-paced instruction approach. The analysis phase involved interviews with conflict management experts to design case-based materials and contextually relevant conflict resolution strategies. Feasibility testing results indicate that the MOOCs meets the criteria of “Excellent” in media (84.5%), language (80.5%), and content (84.5%). The course materials were developed by integrating animated videos, automated assessments, and practical exercises. This MOOCs offers flexibility and broad accessibility in learning and is considered relevant to organizational needs in addressing complex conflict challenges. Therefore, it presents a strategic solution for enhancing both individual and organizational capacity in fostering a harmonious, adaptive, and productive work culture.
Copyright (c) 2025 Steviani Batti, Gunawan Wiradharma, Mario Aditya Prasetyo, Nining Suryani, Usy Nora Manurung https://creativecommons.org/licenses/by-sa/4.0
THE INTEGRATION OF GREEN CHEMISTRY AND ETHNOCHEMISTRY IN THE DESIGN OF VIRTUAL REALITY LEARNING MEDIA ON CRYSTAL STRUCTURE MATERIAL USING A CONTEXTUAL APPROACH
This study aims to identify the needs and design a Virtual Reality (VR)-based learning medium for the topic of crystal structure using a contextual approach through the integration of green chemistry and ethnochemistry. The study is motivated by the challenges of teaching crystal structures, which are abstract in nature and require deep spatial visualization, as well as the importance of incorporating sustainability values and local culture into chemistry education. The method used is Research and Development (R&D) based on the Borg & Gall model, with the initial stage involving data collection through questionnaires administered to 80 chemistry students and interviews with three chemistry education experts. The analysis results show that the majority of students experience difficulties in understanding the spatial concepts of crystal structures and express the need for more interactive learning media. Respondents suggested ideal VR features such as 3D models, reaction simulations, audio-visual elements, and discussion forums. Additionally, the integration of green chemistry principles and ethnochemical practices, such as blacksmithing in Kotagede, was considered to enrich the learning experience. These findings affirm that VR media integrated with sustainability values and local wisdom can serve as an innovative solution to enhance engagement, conceptual understanding, and environmental awareness in chemistry learning.
Copyright (c) 2025 Sukma Wahyu Wijayanti, Dola Suciana, Faizal Akhmad Adi Masbukhin, Inas Sausan, Ayu Fahimah Diniyah Wathi, Dwi Linda Kusuma https://creativecommons.org/licenses/by-sa/4.0