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Technology Integration in the Project Based Learning Model: Bibliometric Analysis 2015-2024 Ahzari, Serli; Yani, Intan Purnama; Asrizal, Asrizal; Novitra, Fuja
PILLAR OF PHYSICS EDUCATION Vol 17, No 2 (2024)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/16204171074

This study aims to conduct a bibliometric analysis of scientific publications discussing technology integration in the Project-Based Learning (PjBL) model during the 2015-2024 period. With the evolving 21st-century educational paradigm, PjBL has emerged as one of the most promising pedagogical approaches. In this context, the integration of technology in PjBL becomes an important catalyst that expands the scope and depth of learning experiences while preparing students to face challenges in the digital era. This research applies a bibliometric analysis methodology and systematic literature review, utilizing the Publish or Perish (POP) application for data collection and VOSviewer for data analysis and visualization. The results reveal emerging research trends, collaboration patterns, and focus areas in the scientific literature related to technology integration in PjBL. The bibliometric analysis uncovers research dynamics and knowledge gaps that need to be addressed. These findings provide valuable insights for researchers, practitioners, and policymakers in optimizing the implementation of technology-based PjBL and formulating educational policies responsive to technological developments and 21st-century learning needs. The results of this study are expected to contribute significantly to the academic community and educational practitioners in developing more effective technology-based PjBL implementation strategies and fostering interdisciplinary collaboration to advance education in the digital age.

Instructional Materials Based on Generative Learning Models in Context of Science and Physics Learning: A Bibliometric Analysis Ahzari, Serli; Asrizal; Festiyed
Journal of Innovative Physics Teaching Vol. 2 No. 2 (2024): Journal of Innovative Physics Teaching (JIPT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jipt/vol2-iss2/57

Developing instructional materials based on the generative learning model has become critical in science and physics education. However, a systematic analysis of research trends in this domain must be more conspicuously present. This study aims to conduct an in-depth analysis of research investigating the impact of generative learning model-based instructional materials in science and physics education, encompassing their classification and trends and identifying potential research variables for future scholarly investigations. The methodological approach employed a literature review utilizing bibliometric analysis, initiating with the definition of keywords “generative learning model” and “journal” within the Publish or Perish application and using Google Scholar as the primary database. A systematic filtering process was applied to the search results, identifying 10 pertinent articles within the “Science and Physics” domain from an initial pool of 200 publications. Researchers utilized Mendeley and Vosviewer to compile metadata and visualize research trends. Findings indicated that research on generative learning models in science and physics clusters into two primary categories: generative learning models, conventional learning approaches, learning outcomes, population characteristics, and pedagogical influences. However, this study’s limitations, stemming from the restricted article sample, underscore the need for future research to explore a broader range of topics.

Optimization of Geothermal Binary Cycle Technology: an Review Hirahmah, Atifah; Nabila, Putri; Ahzari, Serli; Hamdi, Hamdi
Journal of Renewable Energy, Electrical, and Computer Engineering Vol. 5 No. 1 (2025): March 2025
Publisher : Institute for Research and Community Service (LPPM), Universitas Malikussaleh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/jreece.v5i1.15140

Geothermal energy is mostly stored in the earth's interior, cost-effective and reliable compared to other sustainable energies, such as solar, wind and nuclear energy. Geothermal energy or geothermal energy is a competitive alternative energy because it is available in very large potential, can be used in the long term, and is environmentally friendly. This research uses descriptive quantitative methods with a data analysis and mapping process approach. The articles used in this research were articles published in the 2018-2023 range, totaling 50 articles. The articles are collected and then saved in *.ris format. Next, researchers used VOSviewer. Furthermore, this application suggests that the use of applications using Vosviewer is an application that is widely used to search for the latest research. Therefore, in this research the topic of optimization and zeotropic mixture

Analyzing Students’ Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies Ahzari, Serli; Akmam, Akmam
Jurnal Pendidikan Fisika Vol 13, No 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17702

The increasing complexity of abstract concepts in physics education and the low level of students’ critical thinking skills demand innovative instructional strategies aligned with 21st-century competencies. This study aims to analyze students’ critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students’ varied learning styles especially the dominant visual preference (53.06%). While students exhibit moderately positive attitudes toward physics learning (65.69%), their critical thinking skills are critically low (average score 27.80%), particularly in inference (24.00%) and evaluation (28.00%) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.

Characteristics of Students in Physics Learning: Learning Motivation, Learning Styles, and Learning Experiences at Senior High School in Padang City Ahzari, Serli; Nabila, Putri; Yulianda; Desnita; Usmeldi
Jurnal Penelitian Pembelajaran Fisika Vol. 16 No. 2 (2025): APRIL 2025
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v16i2.839

This research aims to analyze the characteristics of students in physics learning, focusing on learning motivation, learning styles, and learning experiences. The research employs a descriptive method with a questionnaire as the instrument, distributed to 54 high school student respondents in Padang City. The data is analyzed quantitatively based on the percentage score for each indicator. The results show that students' learning motivation falls into the good category (73%), the most dominant learning style is kinesthetic (75%), and learning experiences indicate that the use of smartphones and whiteboards has the highest percentage (74%). It can be concluded that the characteristics of students demonstrate good learning motivation, diverse learning style preferences with kinesthetic and audio-visual tendencies, and learning experiences that have started to utilize information technology. It is suggested to develop more interactive learning strategies, integrate various learning media, and accommodate diverse learning styles to enhance the effectiveness of physics learning.

Analyzing Students’ Critical Thinking as a Basis for Developing Interactive Physics Multimedia with Generative Learning and Cognitive Conflict Strategies Ahzari, Serli; Akmam, Akmam
Jurnal Pendidikan Fisika Vol. 13 No. 2 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jpf.v13i2.17702

The increasing complexity of abstract concepts in physics education and the low level of students’ critical thinking skills demand innovative instructional strategies aligned with 21st-century competencies. This study aims to analyze students’ critical thinking skills as the foundation for developing physics interactive multimedia using a generative learning model integrated with a cognitive conflict strategy. The research was conducted in three public high schools in Lima Puluh Kota Regency using a quantitative descriptive survey method, involving 125 eleventh-grade students. Data were collected using five validated instruments: teacher questionnaires on instructional practices and critical thinking, student learning style and attitude surveys, a multimedia needs assessment, and a critical thinking skills test. Results show that current instruction relies heavily on static and non-interactive media such as PowerPoint and videos, failing to support students’ varied learning styles especially the dominant visual preference (53.06%). While students exhibit moderately positive attitudes toward physics learning (65.69%), their critical thinking skills are critically low (average score 27.80%), particularly in inference (24.00%) and evaluation (28.00%) indicators. These findings underscore the urgent need to develop visual and interactive multimedia that facilitates cognitive conflict and deeper reflection. The novelty of this study lies in linking multimedia design with cognitive strategies tailored to enhance critical thinking in physics. The study contributes to physics education by offering empirical evidence for the pedagogical integration of generative learning and cognitive conflict approaches in digital environments, paving the way for targeted multimedia interventions that promote critical reasoning in conceptually demanding physics topics.

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