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All Journal Jurnal Manajemen Pendidikan JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Journal of Educational Science and Technology QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edukasi Islami: Jurnal Pendidikan Islam Journal of Educational Research and Evaluation Jurnal EDUTECH Undiksha JTP - Jurnal Teknologi Pendidikan Jurnal Pendidikan Edutama JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Indonesian Journal of Instructional Media and Model Eduproxima : Jurnal Ilmiah Pendidikan IPA Edudikara: Jurnal Pendidikan dan Pembelajaran Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Indonesian Journal of Information Technology and Computing (IMAGING) JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Jurnal Pendidikan Progresif Indonesian Journal of Learning and Instructional Innovation Proceeding of International Conference on Biology Education, Natural Science, and Technology Radiant : Journal of Applied, Social, and Education Studies
Santosa, Eka Budhi
Unknown Affiliation
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Augmented Reality for Chemistry Education: Systematic Literature Review (SLR) and Visualization Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of immersive technologies into science education provides an innovative pathway for addressing abstract concepts, particularly within chemistry learning. This paper delivers a systematic review of literature concerning the integration of Augmented Reality (AR) in chemistry education, emphasizing molecular structure visualization and improved interactivity in learning processes. The review followed the PRISMA protocol, utilizing articles indexed in Scopus between 2020 and 2025. Out of 81 initial studies identified, ten satisfied the inclusion criteria and were further examined with bibliometric approaches. Findings highlight an increasing research focus on AR-based chemistry instruction, covering mobile learning, gamified environments, and molecular simulations. Major contributing countries included Germany, Switzerland, and Indonesia, with key subject domains spanning social sciences, computer science, and chemistry. Keyword mapping further indicates that AR is positioned as a pivotal element within the digital education landscape. These insights underline the transformative capacity of AR in redefining chemistry education toward a more flexible, interactive, and student-centered model.
Digitally integrated Cooperative Learning Models to Enhance Student’s Creativity: Comparative Analysis Across Creativity Dimensions Suparmi, Suparmi; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly
Journal of Educational Science and Technology (EST) Volume 11 Number 2 August 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i2.78265

Abstract

In the 21st century, students’ creativity needs to be developed to confront global change. This study aims to provide a comprehensive overview of Cooperative learning to enhance on students’ creativity across all dimensions. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was used as the methodology. The results showed that cooperative learning can foster dimensions of creativity: fluency, flexibility, originality, and elaboration. Specifically, fluency is supported by Student Teams Achievement Division, Think-Pair-Share and Numbered Heads Together, and the integration of digital gamification with Cooperative Learning. Flexibility is supported by Jigsaw/Group Investigation and the integration of digital gamification with cooperative learning. Originality is supported by Think-Pair-Share and Numbered Heads Together, Cooperative-Project Based learning, and the integration of digital gamification with cooperative learning. Elaboration strengthens Student Teams Achievement Division, Jigsaw/Groups Investigation, and Cooperative-Project Based learning. Mediators supporting cooperative learning include teacher competence, classroom climate, task design, evaluation, and digital access. The new of this study are student orientation, integration of cooperative learning with digitalization, and model comparison. The conclusion is that cooperative learning can enhance students’ creativity through fluency, flexibility, originality, and elabotation, which are strengthened by digital integration and supportive classroom factor.
Immersive Chemistry Learning with Augmented Reality: Exploring Students’ Needs on Visualizing Chemical Bonding Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6941

Abstract

The digital transformation of education has opened broad opportunities for innovation, yet the use of advanced technologies such as Augmented Reality (AR) in chemistry learning remains limited, particularly in Indonesia. The present research examines high school students’ needs for AR-based instructional media on the abstract topic of chemical bonding. A descriptive quantitative approach was employed within the Analysis phase of the ADDIE instructional design model. Data were collected using a validated questionnaire administered to 51 eleventh-grade students from a senior high school in Surakarta, Indonesia. The results show that more than 84% of students experience difficulties in learning chemistry, with chemical bonding identified as the most challenging topic (88.2%), mainly due to limited visualization and the abstract nature of the content. Students also perceived the instructional media currently used in class as insufficiently engaging and not yet effective in helping them understand chemical bonding. Although 90.2% of students had never used AR in chemistry lessons, nearly 59% expressed strong interest in its implementation. This study offers an empirical mapping of students’ cognitive, media-related, and technological needs as a foundation for designing AR-based chemistry learning on chemical bonding. As far as we are aware, it is one of the first studies in the Indonesian context to conduct a structured needs analysis for AR integration specifically on chemical bonding within the ADDIE framework. At a practical level, the findings provide guidance for instructional designers and chemistry teachers regarding the urgency of developing immersive AR tools that bridge abstract chemical representations with spatial visualization while also enhancing student engagement in the digital era.
Co-Authors Abidin*, Zainul Agus Efendi Agus Hariyanto Aladin Anugerah, Jonanda Asrowi Baskoro Hadi, Baskoro Budi Usodo Cahyono, Budi Tri Dzulkifli Fatma Sukmawati, Fatma Hastomo, Mursid Dwi Heriyadi*, Tony Herry Widyastono, Herry Irmade, Oka Kusumayati, Deva Mudakir, Mudakir Muhammad Akhyar Mukti, Jozuna Aziz Kusuma Naury, Chairullah Pamungkas, Desi Tri Lestyo praptaningsih*, praptaningsih Priyanti, Kiki Putri Qodr, Taufiq Subhanul Ratna Juwita Rejekiningsih , Triana Relly Prihatin Retno Winarni Saki, Saki Satuti, Retno Setiawan, Riky Singgih Subiyantoro Slamet Riyadi Suharno sumunik*, sumunik Sunardi Sunardi Suparmi Suparmi Supianto Supianto, Supianto Sutimin, Leo Agung Triana Rejekiningsih dkk Utomo, Widodo Febri WULANDARI