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.
Keywords: hybrid learning, digital literacy, mathematical resilience, mathematics
education, qualitative research, higher education, case study