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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Indonesian Journal of Applied Science and Technology
Erma Fitriyana
University of Mataram
Agriculture, Biological Sciences & Forestry Computer Science & IT Engineering Public Health Other

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Research Trends on Augmented Reality Integration in Biology Learning: A Bibliometric Analysis (2015–2024) Febby Apriani; Nabila Khaerunnisa; Erma Fitriyana
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Abstract

The development of educational technology has encouraged the use of Augmented Reality (AR) in biology learning to help visualize abstract and complex concepts. This study aims to analyze research trends related to the integration of Augmented Reality (AR) in biology learning during the period 2015–2024 using a bibliometric analysis approach. Publication data were obtained from Scopus, Web of Science, and Google Scholar databases. The data were analyzed to identify publication growth, author contributions, and dominant research topics. The results indicate a significant increase in publications, with dominant topics including anatomical visualization, cell structure, human organ systems, and AR-based interactive learning media. These findings suggest that AR has strong potential to support more interactive and effective innovations in biology education.
Trends in Augmented Reality Integration in Biology Learning 2020-2025: A Literature Review Erma fitriyana; Febby Apriani; Nabila Khaerunnisa
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2225

Abstract

Advancements in digital technology are driving innovation in biology education through the use of Augmented Reality (AR). This literature review analyzes trends regarding the integration of AR into biology instruction between 2020 and 2025. Data were gathered by searching for scholarly articles on Google Scholar based on specific inclusion criteria, resulting in 20 relevant articles that were analyzed descriptively. The findings indicate that publications on AR integration have steadily increased, peaking in 2024. The most widely used platforms are Android-based AR applications and Assemblr Edu, with content focusing on abstract concepts such as cell structures, organ systems, and physiological processes. The use of AR has been shown to positively impact students' conceptual understanding, motivation, learning outcomes, and digital literacy. However, the implementation of AR still faces technical challenges related to device specifications, internet connectivity, data usage, and teachers' digital proficiency. Overall, AR holds significant potential as an interactive and contextual medium for biology education.
The Role of Virtual Laboratories in Reducing Students’ Anxiety within Physics Education: A Literature Review Erma Fitriyana; Mirna Wahdaniyati; Eka Puji Astuti
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

Physics learning ideally emphasizes direct experience through practicum activities, yet its implementation often faces constraints related to facilities, time, equipment, and laboratory access. These limitations may affect conceptual understanding and learning outcomes and may also increase students’ anxiety when they face abstract concepts or real laboratory procedures. This study aims to analyze the role of virtual laboratories in reducing students’ anxiety in physics learning through a descriptive qualitative literature review. Data were collected from eight relevant open-access journal articles published between 2014 and 2023 and obtained from Google Scholar, GARUDA, and university journal portals. The articles were reviewed based on their focus, education level, method, and main findings. The analysis focused on problems in physics learning, the effectiveness of virtual laboratories, and their potential contribution to reducing learning anxiety. The findings indicate that virtual laboratories, particularly PhET-based simulations, support conceptual understanding, learning outcomes, motivation, learning experience, and higher-order thinking skills. Virtual laboratories also provide a safer, more flexible, and repeatable learning environment, which may indirectly reduce anxiety by increasing self-confidence and engagement. However, direct empirical evidence on anxiety reduction remains limited, so further experimental studies are needed.
Co-Authors Eka Puji Astuti Febby Apriani Mirna Wahdaniyati Nabila Khaerunnisa