Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Journal Evaluation in Education (JEE) Indonesian Journal of Education Research (IJoER)
Riska Fitriani
Jambi University
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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

Found 2 Documents
Search

 1 
Artificial Intelligence for Science Learning: A Systematic Review of Self-Regulation and Conceptual Understanding Riska Fitriani; Rayandra Ayshar; Asrial Asrial; Syaiful Syaiful
Indonesian Journal of Education Research (IJoER) Vol. 7 No. 3 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijoer.v7i3.3482

Abstract

Purpose of the study: This study systematically reviews and synthesises the empirical literature on the role of Artificial Intelligence (AI) in science education, focusing specifically on how distinct AI features support the phases of students’ self-regulated learning (SRL) and the construction of conceptual understanding in science. Methodology: A qualitative systematic literature review reported in line with PRISMA principles was combined with bibliometric mapping. Peer-reviewed articles were retrieved from the Scopus and Sinta databases (2020–2026). Metadata and keyword co-occurrence were analysed using VOSviewer, followed by a thematic synthesis of 25 eligible articles structured around an AI-feature × SRL-phase × conceptual-understanding extraction matrix. Main Findings: AI research in science education has grown sharply since 2022. Intelligent tutoring systems, learning analytics, adaptive simulations, and generative AI predominantly scaffold the forethought and performance phases of SRL, enhance conceptual understanding, reduce misconceptions, and raise motivation through personalised interaction. Support for the self-reflection phase remains comparatively weak, evidence is concentrated in higher education, and longitudinal and developing-country studies are scarce. Novelty/Originality: The review advances an integrative framework that explicitly links specific AI affordances to individual SRL phases and to conceptual change in science, repositioning AI as a cognitive and metacognitive mediator rather than a content-delivery aid, and derives an evidence-based agenda that foregrounds the reflection phase, K–12 science, and Global South contexts.
Ruang Lingkup Evaluasi Pembelajaran Mata Pelajaran IPA Siswa SMP: Tinjauan Sistematis Riska Fitriani; Lega Anatri; Okta Saputra Joint; Risnita Risnita
Journal Evaluation in Education (JEE) Vol 4 No 1 (2023): Januari
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i1.307

Abstract

Purpose of the study: This assessment provides space for students with non-academic weaknesses in science subject skills. This research was used to obtain information related to the scope of evaluation of junior high school students' natural science learning: A Systematic Review. Methodology: The review method was chosen to obtain research journals with keywords in the scope of evaluation of junior high school science learning on Google reference sources scholar, science direct, and research gates. Twenty journals were reviewed based on author (year), sample, study design, the scope of the evaluation, and findings. Main Findings: The results of the review show that the scope of learning evaluation can be carried out based on the context to be assessed, such as the scope of the cognitive domain, affective domain, and psychomotor domain. The scope of learning evaluation in the cognitive domain can be in the form of observation and understanding, the affective domain can be in the form of responses given by students as long as the teacher provides knowledge, and the psychomotor domain is in the form of a skills assessment rubric such as doing practicum after being given theory by the teacher. Novelty/Originality of this study: This research can contribute to the world of education, especially in evaluating science learning.
Co-Authors Asrial Lega Anatri Okta Saputra Joint Rayandra Ayshar Risnita Risnita Syaiful Syaiful