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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pengajaran MIPA Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Jurnal Penelitian Pendidikan IPA (JPPIPA) ORBITA: Jurnal Pendidikan dan Ilmu Fisika KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA Jurnal Pengabdian Magister Pendidikan IPA Jurnal Pendidikan Fisika dan Teknologi JISIP: Jurnal Ilmu Sosial dan Pendidikan PROSIDING SEMINAR NASIONAL LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) MANDALA Kappa Journal Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Lensa : Jurnal Kependidikan Fisika Jurnal Pengabdian Masyarakat Sains Indonesia (Indonesian Journal Of Science Community Services) KARST : Jurnal Pendidikan Fisika dan Terapannya Jurnal Ilmiah Profesi Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Ilmiah Abdi Mas TPB Unram Hydrogen: Jurnal Kependidikan Kimia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Bioscientist : Jurnal Ilmiah Biologi Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Experiment: Journal of Science Education Empiricism Journal Unram Journal of Community Service (UJCS) Jurnal Pijar MIPA Jurnal Penelitian dan Pembelajaran Fisika Indonesia Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Lensa: Jurnal Kependidikan Fisika Jurnal Pendidikan dan Pengabdian Masyarakat International Journal of Essential Competencies in Education Journal of Authentic Research International Journal of Ethnoscience and Technology in Education Multi Discere Journal Jurnal Wicara Desa Indonesian Journal of Applied Science and Technology International Journal of Contextual Science Education
Ni Nyoman Sri Putu Verawati
Universitas Mataram
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology Verawati, Ni Nyoman Sri Putu; Rijal, Khaerul; Grendis, Nuraqilla Waidha B
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1360

Abstract

This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Sukarso, AA; Harjono, Ahmad; Makhrus, Muh
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.v3i1.1865

Abstract

Science education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students.
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh; Sukarso, AA
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.v3i2.2208

Abstract

This review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education.
Charting the Future of Prompt Engineering: Critical Reflections on Methodology, Ethics, and Research Directions Verawati, Ni Nyoman Sri Putu; Yaqin, Lalu Nurul
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.2908

Abstract

Prompt engineering has emerged as a transformative strategy for optimizing Large Language Models (LLMs), offering a cost-effective alternative to full model fine-tuning. In a recent bibliometric review, Fatawi et al. (2024) analyzed 437 Scopus-indexed publications from January 2022 to February 2024, using VOSviewer to identify key thematic clusters—including transformer architectures, deep learning innovations, and few-shot learning—and documenting a fivefold increase in related publications over the review period. Building on their macro-level mapping, this commentary extends the discussion by articulating the strategic and democratizing potential of prompt engineering while addressing critical gaps in methodology and ethical oversight. We critique the review’s reliance on a single English-language database, its exclusion of preprints and non-English sources, and its omission of qualitative insights into user practices and system impacts. In response, we offer concrete recommendations to guide future research: diversify data sources for bibliometric analysis, implement rigorous prompt audit frameworks, conduct longitudinal A/B testing in real-world environments, and adopt mixed-methods approaches to capture human-centered dynamics. We also explore emerging synergies—such as quantum-enhanced NLP and neuro-linguistic prompt design—as promising frontiers for advancing prompt optimization. By addressing these gaps, this commentary aims to ensure that prompt engineering evolves not only as a technical solution but as a responsible and inclusive foundation for next-generation AI development.
When Better Feedback Is Not Enough: Why GenAI-Supported Peer Assessment Needs Self-Reflection to Foster Preservice Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/xx4deg57

Abstract

Generative artificial intelligence is increasingly used to support feedback, assessment, and learning in teacher education. This commentary examines a recent empirical study on GenAI-supported peer feedback for preservice teachers and argues that its most important contribution lies not only in showing that AI can improve feedback quality, but also in demonstrating the central role of self-reflection in transforming better feedback into deeper thinking. The focal study reports positive effects on feedback quality, technology-enhanced learning design artifacts, feedback uptake, and critical thinking tendency. However, the evidence also suggests that improved feedback does not automatically produce critical thinking. The effect becomes more educationally meaningful when learners apply self-feedback, internalize evaluative criteria, and use peer assessment as an opportunity for reflective revision. This commentary discusses the strengths of the focal study, offers a cautious interpretation of its findings, and identifies several limitations related to short intervention duration, quasi-experimental design, self-reported critical thinking measures, and the unresolved role of GenAI in verifying feedback accuracy. It concludes that GenAI-supported peer assessment should be designed not as a shortcut to better comments, but as a scaffold for feedback literacy, self-regulation, self-reflection, and professional judgment in teacher education.
Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan PhET Terhadap Kemampuan Pemecahan Masalah Momentum dan Impuls Peserta Didik Kelas XI Nia Rizki Kurniawati; Ni Nyoman Sri Putu Verawati; Ahmad Harjono
Lensa: Jurnal Kependidikan Fisika Vol. 14 No. 1: June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v14i1.20285

Abstract

This study examined the effect of PhET-assisted problem-based learning on students’ problem-solving ability in momentum and impulse. A quasi-experimental method with a pretest-posttest control group design was used. The participants were 57 eleventh-grade students at SMAN 1 Lembar, consisting of 29 students in the experimental class and 28 students in the control class. The experimental class learned through problem-based learning assisted by PhET simulations, whereas the control class received conventional instruction. Data were collected using six validated and reliable essay items measuring four indicators of problem-solving ability: recognizing the problem, planning a strategy, applying the strategy, and evaluating the solution. The results showed that the experimental class achieved a higher posttest mean score (86.11) than the control class (78.17). The independent-samples t-test indicated a significant difference between groups, t(55) = 2.13, p = .038, confirming the effect of the intervention. The N-Gain score of the experimental class was 0.81, categorized as high, while the control class obtained 0.70, categorized as medium. Indicator-based analysis showed that the highest improvement occurred in planning a strategy, whereas evaluating the solution remained the weakest indicator. These findings suggest that PhET-assisted problem-based learning effectively improves students’ problem-solving ability in momentum and impulse.
Development and Quasi-Experimental Evaluation of a Visual Textbook for Learning Theories in Teacher Education Safitri, Baiq Rina Amalia; Verawati, Ni Nyoman Sri Putu; Azmi, Irham
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.v10i2.3889

Abstract

This study developed and evaluated a visually structured textbook for the Learning Theories course in teacher education, addressing the limited empirical evidence on visually oriented core textbooks for concept-heavy theory courses. A Research and Development approach using the ADDIE framework guided the analysis, design, development, expert validation, implementation, and evaluation stages. Participants were 56 first-semester Information Technology Education students at Universitas Pendidikan Mandalika, assigned by intact class to an experimental group using the visual textbook (n = 28) and a control group using a conventional printed textbook (n = 28). Data were collected through expert-validation questionnaires, a student-response questionnaire, and a pretest–posttest Course Achievement Test. Content, media, and practitioner evaluations ranged from 85% to 90%, placing the textbook in the highly valid category. Students also reported favorable perceptions of readability, visual presentation, relevance, and support for independent study. After controlling for pretest achievement, ANCOVA showed a significant group effect on posttest scores, F(1,53) = 1380.908, p < .001, partial η² = .963. The experimental group also achieved a higher normalized gain (M = 0.640, SD = 0.031) than the control group (M = 0.303, SD = 0.050), with Welch’s t(45.077) = 30.283, p < .001. These findings indicate that, within the present quasi-experimental context, use of the visually structured textbook was associated with substantially greater learning achievement and positive perceived instructional support. Further multi-institutional and longitudinal studies are needed to assess generalizability, retention, and underlying learning mechanisms.
Co-Authors 'Ardhuha, Jannatin 'Ardhuha, Jannatin A, Syahrial A.A. Ketut Agung Cahyawan W Abdul Quddus Aeda Kasrianti Afandi, Samsul Afifah, Gusti Agil Al Idrus, Agil Al Agus Abhi Purwoko Agus Abhi Purwoko Agus Muliadi Agus Muliadi Agus Ramdani Agustina, Syafira Ahmad Busyairi, Ahmad Ahmad Harjono Ahmad Harjono Ahmad Saifi Hasbiyalloh Akbar, Muhammad Ghiyats Hadi Aliefman Hakim Aliefman Hakim Alimajaya, Ahda Alrizal, Fahmi Firdaus Amrullah, Lalu Azikri Ananda Fatara Suwandi Andi Fatimatul Islamiah Andi Fatimatul Islamiah Anggun Saskia Nurul Parhana Anna Iswara Ardhuha, Jannathin Aris Doyan Aris Doyan Aris Doyan Aris Doyan Aris Doyan Arliani, Baiq Sopian Arni, Kurnia Julianti Arsis Doyan Astini, Baiq Nilawati Ayunita, Novi Azmi, Irham Azra Fauzi ‘Ardhuha, Jannatin Bagdawansyah Alqadri Baiq Ewik Jiniarti Baiq Ewik Jiniarti Baiq Ewik Jiniarti, Baiq Ewik Baiq Hurun Infarlina Baiq Melsandy Ichtiari Baiq Rina Amalia Safitri Baiq Rizkia Ayu Latifa Bayani, Faizul Binar Kurnia Prahani Cahya, Tiara Kusuma Detri, Nur Fadilah Aning Detri, Nur Fadilah Aning Dewi Aulia Randani Dewi, Bq Intan Patmala Dina Novsiani Dwi Septia Kari Dwiyanti, Ulfa Elsi Lestari Erpin Evendi F Fathurrahmaniah Fahrani, Indi Rizqy Fathurrahman Fauziah, Husrin Fikri Akbar Fitria Sarnita Fitriana Yuni Hartati Fitrianingsi, Ayu G. Gunawan Galuh Elisa Roliana Fatimah Gargazi Gargazi Grendis, Nuraqilla Waidha B Gummah, Syifa'ul Gunartha, I Gusti Made Bagus Sri Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gunawan Gusmianingrum, Tata Gusti Afifah Gusti Afifah H. Halimah Hafsah Taha Hafsiahnor Pua Note Hairunisyah Sahidu Hairunisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hairunnisyah Sahidu Hakim, Syamsul Hakim, Syamsul Halimah Halimah Hamdani, Ade Sukma Hamidsyukrie, Hamidsyukrie Handayani, Lala Fuji Handrianto, Handrianto Hani Miskan Hartati, Fitriana Yuni Haslinda, Padia Heri Hadi Saputra Hikmawati Hikmawati Hikmawati . Hikmawati . Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hikmawati Hulyadi, Hulyadi husnul fuadi, husnul Husnul Hatimah I Wayan Gunada I Wayan Gunada I Wayan Gunada I Wayan Gunada Ihwani, Baiq Alfifatul Ilham Syahrul Jiwandono Iliana, Hezi Septi Indrianti, Lilik Infarlina, Baiq Hurun Iqlima, Sheiliana Irfan Islamiah, Andi Fatimatul Islamiah, Andi Fatimatul Ismail Ismail Ismi, Baiq Robi’atul Isnaini, Ahmad Hardyan Isti Ayua Diani Ivan Ardisa Jagadraya, Rizki JAMILA, SITI Janati Jannatin Ardhuha Jannatin Ardhuha Jannatin Ardhuha JANNATIN ARDHUHA, JANNATIN Jannatin ‘Ardhuha Jannatin ‘Ardhuha Jannatin `Ardhuha Jannatin ‘Ardhuha Jannatin ‘Ardhuha Januarti, Lusi Jaswadi Jiwandono, Ilham Syahrul Joni Rokhmat Joni Rokhmat Joni Rokhmat Joni Rokhmat Jupriadi, Lalu Kesipudin, Muhammad Khaerul Rijal Kosim Kosim Kosim Kosim , Kosim Kosim . Kosim Kosim Kosim Kosim Kosim Kosim Kurniawan Arizona Lalu Azikri Amrullah Lia Nurmayani Lia Saptini Handriani Lia Saptini Handriani Lia Saptini Handriani, Lia Saptini Linda Lusiana Muslim Lisda Ramdhani M. Muhali Mahmudah Mahmudah Makhrus Makhrus Maya Indriani Mirawati, Baiq Muh Makhrus Muh. Makhrus Muhajirah Muhammad Asy'ari Muhammad Kesipudin Muhammad Sarjan Muhammad Sarjan Muhammad Taufik MUHAMMAD TAUFIK MUHAMMAD TAUFIK Muhammad Taufik Muhammad Taufik Muhammad Yusril Yusup Muhammad Zuhdi Muhammad Zuhdi Muhammad Zuhdi Mukarramah Mukarramah Muliadi, Irman Munawar, Muhammad Al Mustofa, Hisbulloh Als Ni Wayan Erisca Pradiyanasari Nia Rizki Kurniawati Nina Nisrina Nina Nisrina Nisa Chaerul Ummah Nisrina, Nina Nur Fadilah Aning Detri Nuraqilla Waidha B Grendis Nuriadi Nuriadi Nuriadi Nuriadi, Nuriadi Nuzula, Baiq Nisva Azty Pradiyanasari, Ni Wayan Erisca Pramesti, Elwani Prayogi, Saiful Putriawati, Wiwin Putu Wira Sanggara Rahmadi, Aditiya Rahmatullah, Sri Rahmawati Rahmawati Rianti, Rianti Rijal, Khaerul Rinjani, Nazla Putri Rizkiyani, Sri Rizqy, Muhammad Rokmat, Joni Roniati Sukaisih Ronodirdjo, Muhammad Zuhdi Rosiatul Ismi Rostina Rostina Rozi Saputra Saharudin Saharudin Sahwi Sahwi Sahwi, Sahwi Samsun Hidayat Saprizal Hadisaputra Satutik Rahayu Siti Jamila Solihin Rahmat Sri Wahyuningsih Saputri Subki Hollil Suci Febriani Suhirman Suhirman Sukaisih, Roniati Sukarso, Aa Sukmawati Sukmawati Sumarni Sumarni Suqia Hidayatin Susilawati - Sutrio Sutrio Syafira Agustina Syahrial A Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub Syahrial Ayub, Syahrial Syamsul Hakim Syamsul Hakim Taha, Hafsah Taufik Samsuri Tegar Agusfian Mandiri Tia Listiani Trisnawati Trisnawati Ulfa, Amalia W Widia W. Wahyudi W. Wahyudi, W. WAHYUDI Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Wahyudi Widya Anggreni Yaqin, Lalu Nurul Yuli Astuti Yuli Hartawati Yuliana, Depi Yusni, Wahyudi Yusup, Muhammad Yusril Zakee Niseng Zulkarnaen ‘Ardhuha, Jannatin