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p-Index From 2021 - 2026
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All Journal International Journal of Learning and Education
Maria Vernanda
State University of Malang
Education Other

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Bibliometric Analysis of Higher Order Thinking Skills (HOTS)-Based E-Module Research in Education from 2015 to 2025 Using VOSviewer Naila Rahma Alya Adinda; Kurnia Adityarini Putri Handayani; Irfandi Maulana Firdaus; Maria Vernanda; Nayfa Aulia Az-Zahra; Nur Hafiza Kholistiyani
International Journal of Learning and Education Vol 1 No 2 (2025): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v1i2.297

Abstract

Higher Order Thinking Skills (HOTS) are essential competencies in 21st-century education, where e-modules serve as a crucial innovation in learning media. However, there is no comprehensive mapping covering research trends up to 2025. This study aims to analyze the bibliometric development of HOTS-based e-module research in education from 2015 to 2025. The research method employed is bibliometric analysis using VOSviewer software. Publication data were collected from the Google Scholar database via Publish or Perish. The results reveal a significant upward trend in publications over the last decade. Based on the network visualization, the major clusters connect e-modules to critical thinking, problem-solving, and digital literacy. The overlay visualization shows a shift in research focus from conventional module development to the integration of interactive technology and artificial intelligence in recent years (2023–2025). Density visualization identifies that e-module topics in Science and Mathematics are highly saturated, while research opportunities in the humanities and inclusive education remain widely open. In conclusion, HOTS-based e-module research continues to evolve dynamically and is increasingly integrated with the latest educational technologies.
Analysis of the Influence of Assessment Time on Grading Weight in Online Learning Maria Vernanda; Antony Mzuma Josia
International Journal of Learning and Education Vol 2 No 2 (2026): International Journal of Learning and Education (IJLE)
Publisher : NAJAHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59683/ijle.v2i1.323

Abstract

This study aims to analyze the influence of assessment time on grading weight in online learning using a public dataset from the Open University Learning Analytics Dataset (OULAD) via Kaggle. A quantitative approach with correlational research design was applied, utilizing simple linear regression as the analytical method processed with IBM SPSS Statistics. The independent variable in this study is assessment execution time (date), while the dependent variable is grading weight (weight). The results of the ANOVA test show a significance value of 0.008 (< 0.05), indicating that the regression model is statistically significant. Meanwhile, the correlation coefficient (R) of 0.189 indicates a weak positive relationship, and the coefficient of determination (R Square) of 0.036 reveals that assessment time only explains 3.6% of the variance in grading weight. These findings confirm that assessment time has a statistically significant but practically weak influence on grading weight. Other variables, such as assessment type, material complexity, and institutional policies, are likely to have a larger contribution. This study provides theoretical and practical implications for the design of digital instructional systems, especially in the context of facilitating learning and improving human performance through structured assessment management.
Co-Authors Antony Mzuma Josia Irfandi Maulana Firdaus Kurnia Adityarini Putri Handayani Naila Rahma Alya Adinda Nayfa Aulia Az-Zahra Nur Hafiza Kholistiyani