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Video Strategy as Scaffolding to Foster Studentsâ€™ Grammar Proficiency and Writing Skills in EFL Learning Devi, Leona Patria; Abidin, M. Zaenal; Yulia, Yuyun; Jon, Roi Boy; Ariawan, Soni; Faresta, Rangga Alif; Afuwani, Siti Hanum
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote studentsâ€™ grammatical competence in writing skills. The study's implications and suggestions are discussed.

Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

Exploring the Potential of Virtual Reality (VR) in Developing Students' Thinking Skills: A Narrative Review of the Last Five Years Faresta, Rangga Alif; Nicholas, Teo Zhao Ser Bryan; Chi, Yixuan; Sinambela, Indah Astri Natalia; Mopoliu, Abdul Ziqron
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2407

Addressing the persistent issue of inadequate critical thinking skills among students, this study examines the potential of Virtual Reality (VR) to transform educational practices. Traditional teaching methods often prioritize rote memorization, limiting opportunities for higher-order cognitive processes such as analysis, synthesis, and evaluation. This narrative review synthesizes findings from the past five years, focusing on VR’s ability to enhance thinking skills. Employing a systematic literature search via Scopus, 24 reviewed studies were analyzed, highlighting VR’s immersive and interactive capabilities in fostering critical thinking, problem-solving, and engagement. Results indicate that VR surpasses traditional methods by offering experiential learning scenarios, promoting collaboration, and addressing diverse educational needs. Applications in STEM and professional education demonstrate improved cognitive outcomes, including spatial reasoning, decision-making, and retention of abstract concepts. However, challenges such as high costs, infrastructural constraints, and teacher training gaps hinder widespread adoption. Ethical considerations around data privacy and inclusivity further underscore the need for strategic implementation. This study concludes that VR holds transformative potential in education, provided challenges are addressed through targeted investments, interdisciplinary innovations, and inclusive practices. Future research should emphasize long-term studies and integrate emerging technologies like AI and AR to maximize VR’s impact on cognitive skill development.

Determination of Honey Origin Using Mineral Profiling and Multivariate Statistical Analysis Husain, Pahmi; Restu Nirwana, Ana; Faresta, Rangga Alif
Indonesian Journal of Tropical Biology Vol. 2 No. 1 (2026): April
Publisher : Yayasan Siti Widhatul Faeha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijtb.v2i1.270

Honey authenticity and traceability have become increasingly important due to rising concerns over adulteration and mislabeling in the global market. This study aims to evaluate the potential of elemental composition for classifying honey from different origins using multivariate chemometric techniques. Six honey samples were analyzed for selected major and trace elements using spectrometric methods, followed by statistical evaluation through one-way ANOVA, Principal Component Analysis (PCA), and Hierarchical Cluster Analysis (HCA). The results showed significant differences in elemental concentrations, particularly calcium (Ca) and cesium (Cs) (p < 0.001), indicating strong discriminatory potential, while potassium (K) was dominant but highly variable. Univariate analysis exhibited limited classification capability due to overlapping distributions and small sample size. In contrast, chemometric approaches improved classification performance, where HCA showed partial clustering and PCA after standardization provided clearer separation among sample groups. This study concludes that multivariate analysis enhances the reliability of honey classification compared to univariate methods. The findings demonstrate that meaningful classification can be achieved using limited variables and small datasets, supporting the development of cost-effective and accessible approaches for honey authentication and traceability.

Determination of Honey Origin Using Mineral Profiling and Multivariate Statistical Analysis Husain, Pahmi; Restu Nirwana, Ana; Faresta, Rangga Alif
Indonesian Journal of Tropical Biology Vol. 2 No. 1 (2026): April
Publisher : Yayasan Siti Widhatul Faeha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65622/ijtb.v2i1.270

Honey authenticity and traceability have become increasingly important due to rising concerns over adulteration and mislabeling in the global market. This study aims to evaluate the potential of elemental composition for classifying honey from different origins using multivariate chemometric techniques. Six honey samples were analyzed for selected major and trace elements using spectrometric methods, followed by statistical evaluation through one-way ANOVA, Principal Component Analysis (PCA), and Hierarchical Cluster Analysis (HCA). The results showed significant differences in elemental concentrations, particularly calcium (Ca) and cesium (Cs) (p < 0.001), indicating strong discriminatory potential, while potassium (K) was dominant but highly variable. Univariate analysis exhibited limited classification capability due to overlapping distributions and small sample size. In contrast, chemometric approaches improved classification performance, where HCA showed partial clustering and PCA after standardization provided clearer separation among sample groups. This study concludes that multivariate analysis enhances the reliability of honey classification compared to univariate methods. The findings demonstrate that meaningful classification can be achieved using limited variables and small datasets, supporting the development of cost-effective and accessible approaches for honey authentication and traceability.

Diagnosing High School Students’ Misconceptions in Dynamic Electricity Using a Web-Based Four-Tier Test Ernasari, Ernasari; Hermansyah, Moh Dimas Feri; Faresta, Rangga Alif
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4449

This study aimed to identify the conceptual understanding and types of misconceptions demonstrated by senior high school students in dynamic electricity using a web-based Four-Tier Diagnostic Test. The study employed a quantitative descriptive design involving 91 twelfth-grade students from a public senior high school in Jember, Indonesia, selected through purposive sampling. The validated instrument consisted of 30 items, each comprising a conceptual answer, answer-confidence rating, supporting reason, and reason-confidence rating. Expert validation yielded an overall feasibility score of 96%, indicating that the instrument was feasible for use. Students’ responses were classified as understanding the concept, not understanding the concept, misconception, or error based on the combinations of answers, reasons, and confidence levels. Across the student-item responses, 18% were classified as understanding the concept, 27% as not understanding the concept, 42% as misconceptions, and 13% as errors. Among the misconception-classified responses, theoretical misconceptions accounted for the largest proportion at 19.3%, followed by correlational misconceptions at 17.8%, calculation misconceptions at 16.9%, basic misconceptions at 16.4%, language-interpretation misconceptions at 15.3%, and systematic misconceptions at 14.3%. These findings show that students experienced substantial difficulties in understanding fundamental principles and connecting related concepts in dynamic electricity. The instrument can provide teachers with diagnostic information for designing targeted instructional and remedial activities.

Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

Exploring the Potential of Virtual Reality (VR) in Developing Students' Thinking Skills: A Narrative Review of the Last Five Years Faresta, Rangga Alif; Nicholas, Teo Zhao Ser Bryan; Chi, Yixuan; Sinambela, Indah Astri Natalia; Mopoliu, Abdul Ziqron
International Journal of Essential Competencies in Education Vol. 3 No. 2 (2024): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2407

Addressing the persistent issue of inadequate critical thinking skills among students, this study examines the potential of Virtual Reality (VR) to transform educational practices. Traditional teaching methods often prioritize rote memorization, limiting opportunities for higher-order cognitive processes such as analysis, synthesis, and evaluation. This narrative review synthesizes findings from the past five years, focusing on VR’s ability to enhance thinking skills. Employing a systematic literature search via Scopus, 24 reviewed studies were analyzed, highlighting VR’s immersive and interactive capabilities in fostering critical thinking, problem-solving, and engagement. Results indicate that VR surpasses traditional methods by offering experiential learning scenarios, promoting collaboration, and addressing diverse educational needs. Applications in STEM and professional education demonstrate improved cognitive outcomes, including spatial reasoning, decision-making, and retention of abstract concepts. However, challenges such as high costs, infrastructural constraints, and teacher training gaps hinder widespread adoption. Ethical considerations around data privacy and inclusivity further underscore the need for strategic implementation. This study concludes that VR holds transformative potential in education, provided challenges are addressed through targeted investments, interdisciplinary innovations, and inclusive practices. Future research should emphasize long-term studies and integrate emerging technologies like AI and AR to maximize VR’s impact on cognitive skill development.

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