Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Hurriah: Jurnal Evaluasi Pendidikan dan Penelitian Journal of Hypermedia & Technology-Enhanced Learning
Nizwardi Jalinus
Department of Mechanical Engineering, Faculty of Engineering, Universitas Negeri Padang
Humanities Computer Science & IT Education Electrical & Electronics Engineering Engineering Mathematics Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Impact of Digital Literacy on STEM Competencies among High School Students Reni Kurnia; Fitrika Kumala Dewi; Nizwardi Jalinus; Rijal Abdullah; Ridwan Ridwan
JURNAL HURRIAH: Jurnal Evaluasi Pendidikan dan Penelitian Vol. 7 No. 2 (2026): Jurnal Hurriah: Journal of Educational Evaluation and Research (In Progress)
Publisher : Yayasan Pendidikan dan Kemanusiaan Hurriah Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56806/jh.v7i2.434

Abstract

This study analyses the influence of digital literacy on the STEM (Science, Technology, Engineering, and Mathematics) competencies of high school students. Digital literacy is one of the key 21st-century competencies that plays a role in helping students access, evaluate, and utilize digital information to support STEM learning. The study employed a quantitative approach using a survey design that involved 133 high school students as respondents. Data were collected using digital literacy and STEM competency questionnaires that met validity and reliability criteria. Data analysis was conducted using descriptive statistics, Pearson’s correlation, and linear regression. The results indicate that students’ digital literacy levels fall into the high category (M = 3.968; ? = 0.890), and their STEM competencies also fall into the high category (M = 3.618; ? = 0.899). Correlation analysis showed a positive and significant relationship between digital literacy and STEM competencies (r = 0.661; p < 0.001). Regression results indicate that digital literacy has a positive and significant effect on STEM competencies (? = 0.694; t = 10.078; p < 0.001), contributing 43.7% (R² = 0.437). These findings suggest that strengthening the digital literacy can be an effective strategy for improving students’ STEM competencies and supporting their readiness to face 21st-century challenges.
Mapping the Future of Augmented Reality in 21st Century Education: A Comprehensive Bibliometric Review Afdal Luthfi; Mukhlidi Muskhir; Hansi Effendi; Nizwardi Jalinus; Goncharova Maria Nikolaevna
Journal of Hypermedia & Technology-Enhanced Learning Vol. 3 No. 2 (2025): Synergy Sphere
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.173

Abstract

Augmented Reality (AR) technology has emerged as a transformative tool in education, integrating digital information into the user's real-world environment. This study aims to explore global research trends in AR for education through bibliometric analysis. The primary objective is to identify the evolution of publications, influential sources, leading authors, and productive countries in AR research. Using data from Scopus (2020–2024), 1,232 documents were analyzed. The study reveals that the United States leads in research productivity, followed by China, Indonesia, Malaysia, and Germany. The research highlights the rising trend in AR publications, with annual growth rates of 23.15%. Key journals like "Education and Information Technologies" and "Education Sciences" are at the forefront, showcasing the interdisciplinary nature of AR in education. Prominent authors such as Archana Mantri and Liru Chen contribute significantly to the field. This research also identifies emerging trends in mobile applications, STEM education, and the integration of AR with virtual reality. Overall, bibliometric analysis provides a comprehensive understanding of AR’s impact, emerging research directions, and the global collaborative network, helping to guide future research and enhance AR’s integration in educational practices.
Co-Authors Afdal Luthfi Fitrika Kumala Dewi Goncharova Maria Nikolaevna Hansi Effendi Muskhir, Mukhlidi Reni Kurnia Ridwan Ridwan Rijal Abdullah