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Demographic determinants of digital well-being among Indonesian library and information science students
(2026-06-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
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Morris, John
This study examined the level of digital well-being among Indonesian library and information science students, focusing on demographic factors including gender, age, residency (urban vs rural), geographic location, and grade point average (GPA). Digital well-being is critical in effectively supporting learning in Library and Information Science. This study was a sequential explanatory design. Students from more than 15 universities over multiple regions participated in this self-assessment survey (n = 900). Quantitative data collected through an online survey based on Jisc’s digital well-being scale were analyzed using descriptive statistics, t-tests, and ANOVA. Qualitative data from follow-up surveys to selected students were thematically analyzed (n = 30). Positive impacts of digital well-being were higher than the negative ones. Gender, age, geographic location, and GPA affected digital well-being; but there was no difference between residency settings. Generally positive overall digital well-being beliefs were found among the students, with variations in some demographic factors. This study underscores the importance of digital well-being in a digital world. Valuable insights into the effective use of a two-stage survey demographics are provided, aiming to facilitate students in realizing the full potential benefits of digital technology use.
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Improving international students’ acculturation and Chinese vocabulary through problem-based learning with augmented reality
(2026-02-01)
Jiang, Yirong
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Prabowo, Thoriq Tri
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Ratana-Olarn, Thanin
The integration of problem-based learning (PBL) and augmented reality (AR) has emerged as a promising approach to improve language learning and acculturation. This study aimed to develop and evaluate a problem-based learning and augmented reality (PBLAR) instructional model to enhance international students’ acculturation and Chinese vocabulary. The study used a quasi-experimental design with 70 first-year international students randomly assigned to an experimental group (EG) (PBLAR, n=35) or a control group (CG) (traditional teaching method, n=35). The intervention lasted two weeks, and both groups completed a pre-test to ensure baseline comparability. The EG achieved significantly higher post-test scores in Chinese vocabulary (F=296.65, p<0.001) and acculturation (F=840.62, p<0.001). In this context, PBLAR demonstrated stronger short-term outcomes in Chinese vocabulary and acculturation; it should be viewed as a complementary pedagogy that highlights the value of integrating PBL and AR. Findings highlight PBLAR’s potential for immersive, problem-driven language instruction that bridges technology and pedagogy in multicultural contexts.
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Ineffective Online Learning During the COVID-19 Pandemic in Higher Education
(2026-01-01)
Sitthiworachart, Jirarat
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Hong, Jon Chao
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Yanwar, Amanda Pradhani
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Prabowo, Thoriq Tri
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Suwanno, Phimpawee
The rapid shift to online learning during COVID-19 caused challenges in higher education. Many teachers and students lacked experience with online learning platforms and techniques. The factors why online learning was not effective during the COVID-19 pandemic are examined. A total of 302 questionnaires were collected using Google Form. The quantitative data were analyzed using SPSS and AMOS for item analysis, facet reliability and validity analysis, path analysis, direct and indirect effect analysis, and difference analysis. The effect of online learning flow, online learning cognitive load, and self-efficacy of online learning on unsuccessful online learning was revealed in this study. The result showed that: (1) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were significantly predict higher levels of Flow in Online Learning (FOL); (2) greater levels of Self-efficacy of Online Learning on Human-system interaction (SOLH) and Self-efficacy of Online Learning on Content (SOLC) were not significantly predict higher levels of Cognitive Load of Online Learning (CLOL); and (3) greater levels of Cognitive Load of Online Learning (CLOL) were significantly predicted higher levels of Online Learning Ineffectiveness (OLI). The online learning ineffectiveness can be reduced by decreasing the levels of cognitive load instead the learning flow.
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Effect of demographic factors on reading habits: Study on Indonesian secondary school students
(2025-09-01)
Prabowo, Thoriq Tri
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Marwiyah
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Zain, Labibah
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Martias, Lilih Deva
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Riani, Nur
This study explored the relationship between demographic variables and reading habits among Indonesian secondary school students, focusing on gender, age, current school, school type (public or private) and level. 451 students from six schools participated in the study. We used an explanatory sequential design, a mixed-methods approach. Quantitative data were collected through an online survey based on the reading habits scale by the National Library of Indonesia and included demographic questions. Qualitative data were then collected through an in-depth follow-up survey. An independent sample t-test and one-way ANOVA analyzed the influence of gender, age, current school, school type and school level on reading habits. Thematic analysis analyzed the qualitative data from the survey. The quantitative data indicated that students possessed low reading habit levels. Among the demographic variables, school location, public or private and level influenced the reading habit score, while gender and age had no influence. The qualitative findings highlighted the need for reading motivation, parent reading attitude and school library improvement to enhance reading habits. This study highlights practices that could shape reading habits, especially in secondary and upper secondary school students.
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Construction of Islamic Education Based on Islamic Boarding Schools: A Case Study at Al-Manar Muhammadiyah Modern Islamic Boarding School in South Sumatra
(2025-06-30)
Firmansyah
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Minan, Muhammad Aufal
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Adriansyah, N. Z.
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Almas, Afiq Fikri
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Riyadi, Ivan
Purpose – This study aims to analyse the implementation of traditional Islamic boarding school-based education at Al-Manar Muhammadiyah Modern Islamic Boarding School, South Sumatra. The background of this study is the need for a character education model that not only focuses on academic aspects but also on the moral and spiritual. development of students through a boarding school-specific approach Design/methods/approach – This study uses a qualitative approach with a case study approach, data collection techniques using observation, in-depth interviews, and documentation in the field for twelve months. Findings – The results of the study show that adab education at Al-Manar Islamic Boarding School is internalised through three main stages, namely value transformation, value transaction, and value transinternalisation. This process is reinforced by lectures, role modelling, practice and habituation, and a reward and punishment system, which collectively shape the religious, social, and personal character of the students. Supporting factors for the implementation of adab education include the exemplary behavior of the ustaz, a structured student development system, the involvement of all components of the pesantren, strict rules and regulations, and a conducive religious social environment. The study also found obstacles to implementation, such as low intrinsic motivation among students and the influence of global culture. Research implications/limitations – The implications of this study indicate that a tradition-based approach to education can be an alternative model for holistic character building. Originality/value – This study recommends strengthening reflective and participatory methods in the internalization of adab values, as well as the need to replicate this model in other Islamic educational institutions to address the challenges of character education for students in the era of globalization.
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Fostering student digital wellbeing through digital storytelling integrated with peer assessment
(2025-02-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Sriwisathiyakun, Kanyarat
Learning activities, which blend digital storytelling with peer assessment, foster the development of crucial digital skills. They require students to engage in writing, information gathering, utilizing technology tools, synthesizing information, and providing constructive feedback on their peers' work. This study developed and used digital storytelling integrated with peer assessment (DSIPA) to promote digital wellbeing. This study has several objectives: 1) to determine whether this integrated digital storytelling significantly improved student digital wellbeing skills compared to students who receive digital storytelling with teacher feedback (DSITF); 2) to investigate the types of peer feedback the students provided in the peer assessment activities; and 3) to explore the students' perspectives on the learning activity with this integrated digital storytelling to promote digital wellbeing. DSIPA was implemented and evaluated; 72 Library and Information Science (LIS) students from UIN Sunan Kalijaga Yogyakarta, Indonesia, were selected using simple random sampling. DSIPA was compared to DSITF, with each group consisting of 36 students. The developed DSIPA lesson plan was used for guiding the six-week learning activities. A digital wellbeing scale with 5-point Likert scale was used. MANOVA analysis, with a 0.05 level, revealed significant difference for digital wellbeing between DSIPA and DSITF. Students who learnt with DSIPA obtained higher scores than students who learnt with DSITF. The results of peer feedback analysis reflected a generally positive peer feedback culture, characterized by a balance of praise and constructive criticism. A thematic analysis of students' open-ended survey responses revealed their positive perspective on the learning activity. They felt it significantly improved their digital wellbeing, along with boosting their motivation, engagement, and academic achievement. To enhance the effectiveness, developing DSIPA activities with clear objectives and structured outcomes, supported by adequate training and resources, is recommended. Actively monitoring collaborative work and implementing engaging ice-breaking activities will also promote productive learning environments.
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Demographic analysis of education for sustainable development among higher education institution students in China
(2025-01-01)
Chen, Di
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Prabowo, Thoriq Tri
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Poungsuk, Pakkapong
Purpose – The purpose of this study is to examine the impact of demographic factors on Education for Sustainable Development (ESD), and the diverse perspectives held by students at different higher education institutions (HEIs) in China. This study aims to advance ESD and contribute to achieving the 2030 Sustainable Development Goals with five years remaining. Design/methodology/approach – This study examines 706 students from five HEIs using a convergent mixed-methods approach. A Likert scale assessed ESD levels and demographics, with t-tests and ANOVA analysing demographic influences. Thematic analysis of open-ended responses explored students’ ESD perspectives. Findings – HEI students in China show high awareness of ESD. Significant differences were found based on age, gender, institution, academic level, major and GPA, whereas education level and residence showed no impact. A gap remains between ESD awareness and actual behaviour. Research limitations/implications – Future research should explore more demographic variables, include diverse education levels and expand globally. Multi-source questionnaires are recommended for greater depth and comprehensiveness. Practical implications – The study highlights the need to bridge the awareness–behaviour gap through experiential learning, curriculum integration, faculty training and supportive policies. Originality/value – This study is the first to explore the impact of demographics on HEI students’ ESD perspectives in China, using qualitative questions to enrich quantitative findings.
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Problem-based learning with library e-resources to enhance student information literacy self-efficacy
(2024-11-14)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Hong, Jon Chao
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Joy, Mike
Purpose: This study investigates the effectiveness of problem-based learning (PBL) in information literacy curricula using library e-resources to enhance information literacy self-efficacy (ILSE) of students in two universities in Indonesia, in Java Island (University A) and Sumatra Island (University B). Design/methodology/approach: A comparison of the effectiveness of the approach in the two universities forms the focus of the study, which has adopted a single group quasi-experimental design which was conducted in one online teaching-learning session. The authors compared the pre-test and post-test scores of 65 library and information science (LIS) students from both universities. Findings: The results show that the treatment enhanced ILSE effectively. After the treatment, University A students performed better than those at University B. Research limitations/implications: The factors which affected the success of PBL using library e-resources have not been identified in this study, a task for a future qualitative research study. Practical implications: This study will both inspire the use of library e-resources in learning activities and promote ILSE. Originality/value: Integrating PBL with library e-resources provides opportunity to identify the advantages of library e-resources in supporting student ILSE, resulting a better learning achievement.
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Demographic analysis of information literacy self-efficacy among library and information science students in Indonesia
(2024-01-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Lo, Chung Kwan
Robust information literacy (IL) self-efficacy is a cornerstone of effective learning. The effect of demographics on IL self-efficacy among Indonesian university students was studied, focusing on gender, age, and current university. Two hundred twenty-four students from four universities participated in this mixed-methods study. Quantitative data, collected through an online survey based on Kurbanoglu's IL self-efficacy scale, were analyzed using t-tests and ANOVA. Qualitative data from follow-up surveys were thematically analyzed. Results indicate high IL self-efficacy. The university which students attended affected IL self-efficacy, while gender and age did not. Educational background, IL experiences, and access to information significantly influenced self-efficacy. The importance of IL skill development in a digital, information-rich world was demonstrated. Valuable insights into the effective use of a two-stage survey on IL self-efficacy tied to demographics are provided, aiming to promote educational equity, refine interventions, allocate resources, enhance curricula, shape policies, and equip students for the demands of the information age.
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The Rationale for Student Online Exhibitions: A Bibliometrics Analysis
(2023-01-01)
Prabowo, Thoriq Tri
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Sitthiworachart, Jirarat
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Hong, Jon Chao
Research on increasing student interest and learning attitudes continues to grow. Several people have studied online exhibitions, which are considered capable of increasing student learning participation. Assessing the status and trend of careful research will give a broader perspective and reference for upcoming research. However, in the Scopus database, only 116 documents related to student online exhibitions exist. Therefore, we aim to explore bibliographic aspects of publications about student online exhibitions using bibliometrics analysis. Technologies and its advantages are the dominant discussions. Most of the documents were from the highest citations were journals with a Q1 ranking of quartiles. This topic has been studied since 1995, with 2021 being the peak. English is the majority language used from retrieved documents originating from these 47 countries. However, results of this study indicated that rarely studies have made such a deep understanding on how technology impact online exhibition.

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