Journal of Modern Education Research

Analysis of the impact of online learning on the GPA of Bina Nusantara University students during the Covid-19 pandemic

Rovabelitha Berlian Pricilia Cutaran — 2026-04-01

This study examines the effect of online learning on the Grade Point Average (GPA) of Bina Nusantara University students during the COVID-19 pandemic. The shift from face-to-face learning to online instruction was implemented in response to government policies aimed at reducing the spread of COVID-19 in higher education institutions. Although online learning allowed academic activities to continue through platforms such as Zoom, Google Meet, and Microsoft Teams, it also created challenges related to Internet access, data costs, student engagement, and learning effectiveness. This study used a quantitative approach involving 100 Bina Nusantara University students selected through purposive sampling. Data were collected using an online questionnaire and analyzed using IBM SPSS. The analysis included validity, reliability, normality, classical assumption, and simple linear regression tests. The results showed that the questionnaire items for both online learning and GPA variables were valid and reliable, with Cronbach’s alpha values above 0.70. The regression analysis produced an R-squared value of 0.971, indicating that online learning explained 97.1% of the variation in students’ GPA, while the remaining 2.9% was explained by other factors. The significance test showed a p-value of 0.000 and a t-value of 57.760, confirming the statistically significant effect of online learning on students’ GPA. The regression equation, Y = 0.099 + 0.975X, indicates that an increase in the effectiveness of online learning is associated with an increase in GPA. The study concludes that online learning significantly influenced the GPA of students at Bina Nusantara University during the pandemic. However, further research is recommended to address the methodological limitations and explore additional factors affecting academic performance.

The effect of blended learning implementation on the academic achievement of Binus University students in the business statistics course

Alberto Tom — 2026-04-01

This study investigates the effect of blended learning implementation on the academic achievement of undergraduate students enrolled in the Business Statistics course at Bina Nusantara University (BINUS), Indonesia. Blended learning, a pedagogical approach that systematically integrates conventional face-to-face classroom instruction with structured online digital activities, has gained considerable prominence in higher education, particularly in the context of the educational disruptions caused by the COVID-19 pandemic. Employing a descriptive quantitative research design with a cross-sectional time horizon, the study collected academic performance data from 50 students through structured questionnaires and interviews. Statistical analyses—including the Kolmogorov–Smirnov normality test and the Kruskal-Wallis non-parametric test—were applied to examine the distributional characteristics of and significant differences between the online and offline components of blended learning. Results indicate a statistically significant difference between the two modalities (χ² = 74.257 > χ²table = 3.84; p = 0.000 < 0.05), with the offline instructional component consistently yielding higher academic performance scores. Findings affirm that blended learning positively influences student engagement, learning flexibility, and academic performance. The study recommends that academic institutions invest in strengthening digital infrastructure and instructor competency in digital pedagogy to maximise the effectiveness of blended learning models in higher education.

Modern preschool education and school readiness in Indonesian cities: A cross-sectional EViews modelling approach

Olivia Putri Dahlan — 2026-04-01

This article examines modern preschool education in Indonesia by analyzing how developmentally appropriate digital learning, play-based pedagogy, teacher digital pedagogical competence, parental engagement, and learning environment quality relate to school readiness among children aged four to six. This study used a quantitative cross-sectional design with random sampling across several Indonesian cities. The unit of analysis was child-level observation, and the proposed sample consisted of 2,130 observations. Because the data are cross-sectional rather than time-series or panel data, the empirical model is estimated using ordinary least squares in EViews with White robust standard errors. The dependent variable is a school readiness index covering cognitive, socio-emotional, language, self-regulation, and routine-participation indicators. This study contributes to early childhood education management by showing that modernization should not be equated with technology adoption alone. The illustrative EViews results suggest that learning environment quality, teacher competence, parental engagement, and play-based pedagogy are stronger predictors of readiness than digital integration alone. The study concludes that Indonesian PAUD modernization requires balanced investment in teachers, classroom quality, family partnerships, developmentally appropriate play, and carefully governed digital tools.

Supporting learning recovery in elementary schools through student participation in Kampus Mengajar Perintis program

Rahmawati Rahmawati — 2026-04-02

This study aims to describe the conditions and problems occurring in schools, as well as the solutions implemented by university students during the Kampus Mengajar Perintis. To achieve this objective, this study employed a qualitative descriptive method using observation and documentation techniques. The research subjects comprised nine Grade III students at SD N Cidokom 03. The study was conducted from 12 October to 18 December 2020 at SD N Cidokom 03, Rumpin District, Bogor Regency. The research data consisted of observational findings and supporting literature. The results indicate that the university students participating in the Kampus Mengajar Perintis programme at SD N Cidokom 03 focused primarily on strengthening literacy and numeracy learning, as well as cultivating character values through traditional games and other simple activities. In addition, the students assisted teachers throughout teaching and learning activities, including instruction delivery and administrative tasks.

Islamic school climate, digital pedagogical readiness, and student engagement in Jakarta madrasahs: A SEM-LISREL study

Mochamad Dandi — 2026-04-05

Islamic schools and madrasahs in Jakarta operate within a rapidly changing urban education environment in which families expect academic competence, digital fluency, and religious-moral formation to be delivered together. Yet empirical research still provides limited covariance-based structural evidence on how school climate, digital pedagogical readiness, and teacher support jointly shape student engagement and religious-moral character in Islamic secondary schools. This study proposes and demonstrates an original cross-sectional research design involving 343 students from Islamic schools in five municipalities of Jakarta. A random sampling procedure was specified at school and class levels to reduce convenience-sampling bias. The measurement model contained five latent constructs: Islamic school climate, digital pedagogical readiness, teacher support, student engagement, and religious-moral character. Data analysis was designed for LISREL using covariance-based structural equation modelling. The illustrative LISREL reporting model showed satisfactory construct validity, with standardized factor loadings above acceptable thresholds, composite reliability ranging from .84 to .92, and average variance extracted ranging from .55 to .68. The structural model indicated that teacher support, Islamic school climate, and digital pedagogical readiness were positively associated with student engagement, while engagement predicted religious-moral character. Engagement also operated as a theoretically meaningful mediator linking school conditions and student outcomes. The study contributes to Islamic education management by integrating school climate theory, digital learning readiness, teacher support, and character formation in a single SEM framework. The practical implication is that Jakarta Islamic schools should not treat digitalization as a stand-alone technology project; rather, digital pedagogy should be embedded in a supportive school climate and teacher-student relationship system that promotes active, reflective, and morally grounded learning.