Reflection: Education and Pedagogical Insights

The Climate Compression Effect on Hybrid Educational Organizations

Nicholas Renaldo — 2026-07-31

The transformation of educational organizations into digitally connected and hybrid environments has expanded academic interaction across physical and digital spaces. While hybridization offers greater flexibility and connectivity, it may also reshape how organizational members experience interpersonal and academic climates. This study proposes the Climate Compression Effect (CLC Effect) as a new qualitative conceptual lens for understanding a subtle organizational phenomenon in which the presence or arrival of a particular individual is experienced as narrowing the psychological, interpersonal, and communicative space of other organizational members. The study employs a qualitative exploratory approach and positions CLC as a sensitizing concept rather than a predetermined theoretical model. The conceptual analysis indicates that climate compression may be experienced through increased caution in communication, reduced openness, diminished informal interaction, greater interpersonal formality, selective communication, and withdrawal, even in the absence of overt conflict or formal organizational disruption. The phenomenon is particularly relevant to hybrid educational organizations because interpersonal influence may extend across interconnected physical and digital environments, including classrooms, meetings, messaging platforms, email, learning management systems, and online meetings. The study distinguishes CLC from organizational conflict, psychological safety, and the chilling effect by emphasizing the broader perceived contraction of the organizational space in which members communicate and interact. The CLC Effect is therefore proposed as a sensitizing concept for future qualitative investigation of interpersonal climate dynamics in hybrid educational organizations.

Enhancing Computer Students’ Technological and Entrepreneurial Skills Through Industry-Supported Bread Proofer Learning

Wilda Susanti — 2026-07-31

This study explores the potential of an industry-supported bread proofer as a practice-based learning platform for enhancing computer students’ technological and entrepreneurial skills. The study employed a qualitative descriptive approach involving five computer students who participated in learning activities using an industry-supported bread proofer. Data were collected through observation, semi-structured interviews, and student reflections and analyzed using thematic analysis. The findings indicate that interaction with the bread proofer helped students connect computer-related knowledge with a real industrial production process. Students developed a broader understanding of sensors, automation, data collection, Internet of Things (IoT), monitoring, and system control. The learning activities also stimulated entrepreneurial thinking, particularly in identifying technological problems, recognizing business opportunities, developing technology-based solutions, and considering value creation for bakery businesses. The findings further indicate that industry-supported equipment can function as more than laboratory infrastructure; it can serve as an authentic cyber-physical learning environment that connects technological education, problem solving, innovation, and entrepreneurship. The study highlights the potential of industry–university collaboration to provide authentic and industry-relevant learning experiences for computer students. Although the findings cannot be generalized due to the qualitative design and limited participants, they provide an initial foundation for integrating industrial equipment from non-computing sectors into interdisciplinary computer education.

Geospatial Firebreak Design Development through Project-Based Learning for Wildfire Mitigation Education in Bromo Vegetation

Nicholas Renaldo — 2026-07-31

Wildfires pose significant threats to ecosystem sustainability, biodiversity, tourism, and the resilience of protected landscapes. This study aimed to develop a geospatial technology-based firebreak design through Project-Based Learning (PjBL) for wildfire mitigation education in the Bromo vegetation ecosystem, East Java, Indonesia. The study employed a Research and Development (R&D) approach with a design-based research orientation. The research integrated Geographic Information Systems (GIS), vegetation analysis, slope analysis, accessibility assessment, historical wildfire information, and conservation considerations. A GIS-based weighted overlay model was used to identify potential firebreak planning areas. The geospatial design process was then integrated into a six-week PjBL activity involving undergraduate students. Students investigated wildfire risks, analyzed spatial data, developed firebreak design alternatives, and presented their project outputs. The educational outcomes were evaluated through spatial thinking assessments, environmental literacy questionnaires, project rubrics, and expert evaluation. The results indicated that the selected study area contained diverse vegetation and topographic characteristics requiring site-specific firebreak planning. Three conceptual firebreak alternatives were developed with different lengths, widths, spatial coverage, and environmental considerations. The learning evaluation showed improvements in students’ spatial thinking and environmental literacy, while project assessment indicated satisfactory disaster mitigation competencies. Expert evaluation also indicated that the developed framework had strong educational relevance and appropriate environmental considerations. The study concludes that the integration of GIS and PjBL can transform wildfire mitigation education into an authentic, interdisciplinary, and design-oriented learning experience. The proposed firebreak designs are preliminary planning outputs and require further field validation, fire behavior analysis, ecological assessment, and approval from relevant authorities before implementation.

The Unpredictable Crater of Mount Bromo and Its Implications for Environmental Change and Educational Transformation

Nicholas Renaldo — 2026-07-31

This study examines the volcanic activity of Mount Bromo and its implications for environmental change and educational transformation. Using a qualitative descriptive design and a case study approach, the study analyzes secondary information from volcanic monitoring reports, scientific publications, environmental literature, and tourism-related sources. The analysis focuses on three interconnected dimensions: volcanic activity, environmental implications, and educational development. The findings indicate that Mount Bromo represents a dynamic geological environment in which changes in volcanic emissions, eruptive behavior, and monitoring observations require continuous scientific interpretation. Volcanic activity may influence air quality, ash deposition, ecosystems, tourism activities, and community interaction with the volcanic landscape. However, the available secondary data do not establish the magnitude or direct causal relationship of specific environmental changes. From an educational perspective, Mount Bromo offers an important contextual learning environment for integrating earth science, environmental education, disaster risk reduction, and sustainability. Volcanic monitoring data and historical eruption records can be used to strengthen scientific literacy, critical thinking, environmental awareness, and disaster preparedness. The study concludes that Mount Bromo should be understood not only as a tourism destination and geological phenomenon but also as a potential educational resource for transformative learning and community resilience. Further research is needed to combine environmental measurements with empirical assessments of educational outcomes.