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All Journal PAEDAGOGIA Edcomtech: Jurnal Kajian Teknologi Pendidikan
Ponasari Baron Mutiara Kenya
Universitas Negeri Malang
Education

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Do Flashcards Improve Biology Learning? A Systematic Review of Cognitive Learning Outcomes Ponasari Baron Mutiara Kenya; Made Duananda Kartika Degeng; Fikri Aulia
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p1-13

Abstract

Biology learning is often considered challenging due to its complex concepts, abstract processes, and numerous terms, which often result in low cognitive learning outcomes among students. Many students rely on passive learning strategies that are insufficient to support meaningful understanding and long-term retention. Consequently, there is a need for effective, evidence-based instructional media that can actively engage students and improve cognitive achievement in biology learning. This systematic literature review aims to examine the effectiveness of flash cards in improving students' cognitive learning outcomes in biology and to identify how they are used in classroom instruction. This study employs a systematic literature review to analyze empirical research articles published between 2021 and 2025 that investigate the use of flashcards in biology learning. The selected studies include experimental, quasi-experimental, and developmental research designs, mostly conducted at the secondary education level. Data were analyzed through qualitative descriptive methods by comparing the implementation of learning, learning outcomes, and cognitive impacts reported between the experimental and control groups. The results showed that flash cards consistently improved students' cognitive learning outcomes, particularly in remembering, understanding, and applying biology concepts. The experimental group that used flashcards achieved higher posttest scores and greater learning gains than the control group that used conventional learning methods. Flashcards were most effective when integrated into active learning activities, supported by visual representations, and used to facilitate repeated retrieval of biological knowledge.
The Potential of Mobile Learning in Improving Students' Intention and Learning Readiness in Higher Education: A Systematic Literature Review Using PRISMA Sitti Saum Sayidaturrahmah; Ponasari Baron Mutiara Kenya; Ahkamsyadid Yusmaputra Salim; Tantradiva Noftyandikumara Adicitadharma; Citra Kurniawan; Rumaizah Mohd Nordin
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96714

Abstract

In the modern technological era, mobile learning offers students enhanced flexibility and accessibility in education. However, Issues that impedes the implementation of mobile learning is the lack of student readiness to use this technology effectively, both in terms of technological skills and psychological readiness. In addition, there is still a gap in understanding the factors that influence students' intention and learning readiness in various higher education contexts. This study aims to explore the potential of mobile learning in improving students' learning intention and readiness. The method used is a Systematic Literature Review with a descriptive qualitative approach, following the PRISMA guidelines. Articles were collected from Google Scholar, Scopus, and Emerald Insight databases with the search keywords “mobile learning,” “students' intention,” and “learning readiness,” covering publications from 2020 to 2024. The review process involved selection based on inclusion and exclusion criteria and thematic analysis of study results. This study found that students perceived the ease of use and technology benefits are the most important elements driving m-learning acceptance. Technology skills, psychological readiness, social support, perceived utility, convenience, and task-material compatibility are the important elements influencing students' learning intention and readiness. These findings are expected to guide the development of more effective technology-driven learning methodologies, particularly within Indonesian higher education. They also underscore the potential of mobile devices to enhance learning efficiency and enable personalized learning approaches tailored to individual needs
Co-Authors Ahkamsyadid Yusmaputra Salim Fikri Aulia Made Duananda Kartika Degeng Rumaizah Mohd Nordin Sitti Saum Sayidaturrahmah Tantradiva Noftyandikumara Adicitadharma