Impact of Hybrid Learning on Digital Literacy and Mathematical Resilience in Master's Mathematics Education

Authors

  • Laelasari Lala Universitas Swadaya Gunung Jati
  • Maharani Faculty of Education and Sains, Universitas Swadaya Gunung Jati, Cirebon, Indonesia
  • Setiyani Faculty of Education and Sains, Universitas Swadaya Gunung Jati, Cirebon, Indonesia
  • Kharimah Faculty of Education and Sains, Universitas Swadaya Gunung Jati, Cirebon, Indonesia

DOI:

https://doi.org/10.21009/jtp.v27i2.58813

Keywords:

Hybrid learning,, digital literacy, mathematical resilience

Abstract

Higher education in mathematics faces challenges in simultaneously building digital literacy and mathematical resilience. The limited number of studies integrating both aspects in a hybrid context remains a research gap. This study aims to evaluate the impact of hybrid learning on the digital literacy and mathematical resilience of master's students in mathematics education. A qualitative study with an instrumental case study design was conducted in the Master's Program in Mathematics Education at a university in Cirebon City, Indonesia. Data were collected through semi-structured interviews, observations of hybrid learning, and analysis of digital documents from nine students. Data analysis was conducted using Braun & Clarke's thematic analysis approach, which includes six stages: data familiarization, initial coding, theme identification, review, naming, and narrative writing, supported by method triangulation, inter-coder validation, and member checking to maintain credibility. Results showed improvements in digital literacy across technical (100%), evaluative (78%), and creative (67%) aspects. Mathematical resilience also improved through persistence (100%), cognitive flexibility (89%), and emotional regulation (78%). The hybrid environment was found to facilitate the simultaneous strengthening of students' technical, affective, and reflective skills. These findings contribute theoretically and practically to the development of a hybrid curriculum that promotes digital literacy while building students' mathematical resilience.

References

Aini, K., & Yasid, A. (2022). Kemampuan Berpikir Tingkat Tinggi Mahasiswa melalui Hybrid Learning. Jurnal Basicedu, 6(5), 7775–7781. https://doi.org/10.31004/basicedu.v6i5.3589

Amiruddin, Baharuddin, F. R., Takbir, & Setialaksana, W. (2023). May student-centered principles affect active learning and its counterpart? An empirical study of Indonesian curriculum implementation. SAGE Open, 13. https://doi.org/10.1177/21582440231214375

Audrin, C., & Audrin, B. (2022). Key factors in Digital Literacy in Learning and Education: A Systematic Literature Review Using Text Mining. Education and Information Technologies, 27, 7395–7419. https://doi.org/10.1007/s10639-021-10832-5

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Chaerani, D., Harianto, J. E., Baehaqi, L., Frantius, D., & Mulvia, R. (2024). Digital Literacy in the 21st Century Classroom: Bridging the Gap Between Technology Integration and Student Engagement. Global International Journal of Innovative Research, 2(9), 2104–2116. https://doi.org/10.59613/global.v2i9.303

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.

Eshet-alkalai, Y. (2004). Digital Literacy : A Conceptual Framework for Survival Skills in the Digital Era. 13, 93–106.

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of Convenience Sampling and Purposive Sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11

Eyal, L., & Gil, E. (2022). Hybrid Learning Spaces — A Three-Fold Evolving Perspective. Understanding Teaching-Learning Practice. https://doi.org/10.1007/978-3-030-88520-5_2

Fry, K. (2001). E‐learning markets and providers: some issues and prospects. Journal of Education and Training, 43, 233–239. https://doi.org/10.1108/EUM0000000005484

Ganeshan, M., & Vethirajan, C. (2022). The Impact of E-Learning Technology for Future Generation in Educational Sector. Asian Journal of Electrical Sciences. https://doi.org/10.51983/ajes-2022.11.1.3210

Getenet, S., Haeusler, C., Redmond, P., Cantle, R., & Crouch, V. (2024). First-year Preservice Teachers’ Understanding of Digital Technologies and Their Digital Literacy, Efficacy, Attitude, and Online Learning Engagement: Implication for Course Design. Technology, Knowledge and Learning, 1–25. https://doi.org/10.1007/s10758-023-09724-z

Gumelar, G., Martadi, M., Rosalinda, I., Yudhaningrum, L., & Warju, W. (2022). Computer Self-Efficacy, Task Value, Digital Literacy, Online Learning Perceptions on Indonesian University Students’ Learning Satisfaction. Advances in Social Science, Education and Humanities Research. https://doi.org/10.2991/assehr.k.220402.021

Gutiérrez-Ángel, N., Sánchez-García, J.-N., Mercader-Rubio, I., García-Martín, J., & Brito-Costa, S. (2022). Digital literacy in The University Setting: A Literature Review of Empirical Studies between 2010 and 2021. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.896800

Hamzaoui, Y., Menchafou, Y., Aaboud, M., El Morabit, N., Chekour, M., & El Azzouzi, N. (2024). Blended Learning in the Digital Skills Module: Insights from Students’ Perceptions. International Journal of Information and Education Technology, 14(9), 1285–1290. https://doi.org/10.18178/ijiet.2024.14.9.2158

Helsa, Y., Marasabessy, R., Juandi, D., & Turmudi, T. (2022). Penerapan Hybrid Learning di Perguruan Tinggi Indonesia: Literatur Review. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(1), 139–162. https://doi.org/10.31004/cendekia.v7i1.1910

Hushin, H. (2025). Increasing Global Access to Education with Digital Technology. International Journal of Education and Digital Learning (IJEDL), 3(4), 167–176. https://doi.org/10.47353/ijedl.v3i4.259

Idabdallah Abdelhadi, & Brigui Hind. (2024). Exploring the Digital Maze: Unveiling Information Literacy within Moroccan English Department Students with a Focus on Developing a Research Strategy. The International Journal of Humanities & Social Studies, 12(3), 24–33. https://doi.org/10.24940/theijhss/2024/v12/i3/hs2403-004

Johnston-Wilder, S., & Lee, C. (2010). Mathematical Resilience: What is it and why is it important? Mathematics Teaching, 218, 38–41.

Laelasari, L., Darhim, D., & Prabawanto, S. (2022). Mathematic Resilience Ability of Students in Linear Program Material with Blanded Learning in the Era of Pandemic. JTAM (Jurnal Teori Dan Aplikasi Matematika), 6(2), 294. https://doi.org/10.31764/jtam.v6i2.6961

Maarif, S., & Fitriani, N. (2023). Mathematical Resilience, Habits of Mind, and Sociomathematical Norms By Senior High School Students in Learning Mathematics: A Structured Equation Model. Infinity Journal. https://doi.org/10.22460/infinity.v12i1.p117-132

Mohammadyari, S., & Singh, H. (2015). Understanding the Effect of E-learning on Individual Performance: The Role of Digital Literacy. Computers and Education, 82, 11–25. https://doi.org/10.1016/j.compedu.2014.10.025

Murni, S., & Juandi, D. (2023). Mathematical Resilience and Literacy Ability Through Blended Learning in Mathematics Learning. Journal Of Educational Experts (JEE), 6(1), 49. https://doi.org/10.30740/jee.v6i1.179

Nisa, K., Imron, A., Rasdiana, R., Sobri, A., Hariyadi, R., Anggara, R. A., Rudyman, R., Risaldi, D., Azizah, F., Attamimi, M., & Salym, A. (2024). Increasing teacher professionalism through the implementation of digital academic supervision in Indonesian secondary school: Personal learning networks as mediator. Journal of Infrastructure, Policy and Development. https://doi.org/10.24294/jipd.v8i8.6420

O’Byrne, W., & Pytash, K. (2015). Hybrid and Blended Learning. Journal of Adolescent & Adult Literacy, 59, 137–140. https://doi.org/10.1002/JAAL.463

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). SAGE Publications.

Reddy, P., Chaudhary, K., & Hussein, S. (2023). A Digital Literacy Model to Narrow the Digital Literacy Skills Gap. Heliyon, 9 4. https://doi.org/10.1016/j.heliyon.2023.e14878

Suzianti, A., & Paramadini, S. (2021). Continuance Intention of E-Learning: The Condition and Its Connection with Open Innovation. Journal of Open Innovation: Technology, Market, and Complexity. https://doi.org/10.3390/JOITMC7010097

Toromade, A. O., Orakwe, C. U., & Okonkwo, C. A. (2024). Mathematical Resilience Framework (MRF): A New Approach to Overcoming Math Anxiety. Open Access Research Journal of Science and Technology. https://doi.org/10.53022/oarjst.2024.12.2.0128

Vangani, N., Makwana, H., Radia, P., & Nanavati, K. (2023). Role of 21st Century Skills Aligned with social media for Compounding Growth. International Journal for Research in Applied Science and Engineering Technology, 11(3), 107–111. https://doi.org/10.22214/ijraset.2023.49357

Yeager, D. S., & Dweck, C. S. (2012). Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4), 302–314. https://doi.org/10.1080/00461520.2012.722805

Downloads

Published

2025-08-31

How to Cite

Lala, L., Maharani, Setiyani, & Kharimah. (2025). Impact of Hybrid Learning on Digital Literacy and Mathematical Resilience in Master’s Mathematics Education. JTP - Jurnal Teknologi Pendidikan, 27(2), 556–567. https://doi.org/10.21009/jtp.v27i2.58813

Issue

Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan

Section

Full Articles

License

Copyright (c) 2025 Laelasari, Maharani, Setiyani, Kharimah

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Teknologi Pendidikan is an Open Access Journal. The authors who publish the manuscript in Jurnal Teknologi Pendidikan agree to the following terms.

Attribution-ShareAlike 4.0 International (CC BY-SA 4.0)

  • Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

  • ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

  • No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

 

  • You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
  • No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.