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Integrating Earthquake Technologies into Physics Learning for Education for Sustainable Development: A Systematic Literature Review Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.86

Objective: This study aims to synthesize current research on integrating earthquake-related technologies into physics education within the framework of Education for Sustainable Development (ESD). The objective is to examine how these technologies contribute to students' scientific literacy, critical thinking, and disaster preparedness, while also aligning with sustainability goals such as SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). Method: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. A total of 546 records were identified from databases, including Scopus, Web of Science, ERIC, and ScienceDirect, with 38 studies meeting the inclusion criteria after screening. Data were analyzed thematically and categorized into technological approaches, pedagogical strategies, and reported learning outcomes. Results: The findings demonstrate that earthquake technologies, including VR/AR simulations, shake tables, and real-time sensors, have a positive impact on student engagement, conceptual understanding, and disaster risk awareness. Pedagogical integration through inquiry-based, project-based, gamification, and problem-solving approaches enhances collaboration, critical thinking, and contextual application of physics concepts. However, challenges remain in terms of limited access to technology, insufficient teacher training, and the lack of longitudinal evidence. Novelty: Unlike previous studies that treated disaster education and physics pedagogy separately, this review bridges both domains under the ESD agenda. It highlights the transformative role of physics classrooms as laboratories for resilience and sustainability, providing a comprehensive framework for integrating disaster-related technologies into science education.

Artificial Intelligence in Physics Learning for Education for Sustainable Development: A Bibliometric Analysis Riski Ramadani; Hanan Zaki Alhusni; Titin Sunarti; Madlazim Madlazim
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.95

Objective: This study aims to map the global research landscape on Artificial Intelligence (AI) in physics education within the framework of Education for Sustainable Development (ESD) using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2015–2025. Data preprocessing included deduplication and keyword harmonization. Bibliometric analysis was conducted using performance indicators (publication output, influential authors, journals, countries, institutions) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three phases of publication dynamics: initial emergence (2015–2018), growth (2019–2021), and accelerated expansion (2022–2024), with a peak in 2024. The United States dominates global output, followed by China and Indonesia. Physics-focused journals such as Physical Review Physics Education Research and Journal of Physics: Conference Series serve as major outlets. Co-authorship networks show a core cluster in Europe and North America, while Asian and Global South researchers are increasingly active. Thematic mapping highlights clusters on AI-enabled assessment, machine learning, Large Language Models (LLMs), and sustainability-oriented physics education. Novelty: This paper provides a systematic overview of the intellectual structure and thematic evolution of AI-based physics education for ESD. It identifies gaps, including limited cross-country collaboration, low experimental validation, and uneven global participation, while highlighting opportunities for ethical, inclusive, and sustainability-aligned AI integration in future physics learning.

Artificial Intelligence in Physics Learning for Education for Sustainable Development: A Bibliometric Analysis Riski Ramadani; Hanan Zaki Alhusni; Titin Sunarti; Madlazim Madlazim
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.95

Objective: This study aims to map the global research landscape on Artificial Intelligence (AI) in physics education within the framework of Education for Sustainable Development (ESD) using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2015–2025. Data preprocessing included deduplication and keyword harmonization. Bibliometric analysis was conducted using performance indicators (publication output, influential authors, journals, countries, institutions) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three phases of publication dynamics: initial emergence (2015–2018), growth (2019–2021), and accelerated expansion (2022–2024), with a peak in 2024. The United States dominates global output, followed by China and Indonesia. Physics-focused journals such as Physical Review Physics Education Research and Journal of Physics: Conference Series serve as major outlets. Co-authorship networks show a core cluster in Europe and North America, while Asian and Global South researchers are increasingly active. Thematic mapping highlights clusters on AI-enabled assessment, machine learning, Large Language Models (LLMs), and sustainability-oriented physics education. Novelty: This paper provides a systematic overview of the intellectual structure and thematic evolution of AI-based physics education for ESD. It identifies gaps, including limited cross-country collaboration, low experimental validation, and uneven global participation, while highlighting opportunities for ethical, inclusive, and sustainability-aligned AI integration in future physics learning.

Learning from Earthquakes: The Role of Socio-Scientific Issues in Developing Students’ Science Argumentation Skills Atika Fatharani; Madlazim Madlazim; Mita Anggaryani; Muhammad Satriawan; Kiki Septaria
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.16362

This study aims to develop and test the effectiveness of learning modules based on Socio-Scientific Issues with Problem-Based Learning (SSI-PBL) approach in improving students' scientific argumentation skills on the topic of earthquake mitigation. The research method used is Research and Development with the 4D model (Define, Design, Develop, Disseminate) involving 95 grade VIII students at SMP Negeri 1 Maduran, Lamongan. Data collection techniques included scientific argumentation tests (pre-test and post-test), observation of student activities and learning implementation, and student response questionnaires. Data were analyzed descriptively quantitatively and inferentially using paired t-test, gain score and ANOVA test to measure skill improvement. The results showed a significant improvement in students' argumentation skills, with an average post-test score of 68% compared to 21% in the pre-test, as well as improvements in the indicators of claims (from 28% to 72%), use of data (15% to 65%), and preparation of rebuttal (25% to 58%). The SSI-PBL design facilitated deeper engagement by situating students in authentic, real-world contexts that required critical examination of seismic data, policy debates, and ethical considerations. These findings suggest that the SSI-PBL module is able to bridge the gap between theory and practice in disaster learning and strengthen 21st century skills such as critical thinking, problem solving, and public policy literacy. Results underscore the module’s effectiveness in fostering scientific literacy, critical thinking, and policy awareness, essential for disaster-resilient communities.

Mapping Students' Science Literacy Skills Using Local Wisdom-Based Physics Instruments Hanan Zaki Alhusni; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammed Akif Kurtuluş
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.17680

This study addresses Indonesian students’ low scientific literacy (PISA 2022) by developing and validating a Tari Boranan Lamongan–contextualized physics assessment instrument on rigid body equilibrium. Existing PISA-aligned tests are rarely embedded in local culture. At the same time, local wisdom materials often do not measure all eight PISA scientific literacy indicators, creating a gap for culturally resonant yet comprehensive diagnostic tools. This study aimed to (1) develop and validate an eight-indicator, PISA-aligned scientific literacy instrument, (2) map Grade XI students’ literacy profiles across the eight indicators, and (3) explore how the Boranan context shapes students’ engagement and reasoning. Using a mixed-method embedded design, 73 Grade XI students in Lamongan Regency completed eight essay-based literacy tasks, and ten students participated in semi-structured interviews. Expert validation indicated high content relevance, cultural authenticity, and indicator alignment, and reliability analysis yielded Cronbach’s alpha = 0.82. Results showed most students were in the very low and low categories, with relative strengths in interpreting data (45%) and explaining phenomena (38%), but pronounced weaknesses in designing investigations (28%), evaluating credibility of information (25%), and making evidence-based decisions (30%). Interviews confirmed that cultural context enhanced engagement and visualization but did not automatically support mathematical formalization. These findings suggest that the instrument can be used diagnostically to help teachers design targeted scaffolding for higher-order literacy skills, particularly in investigation design, credibility evaluation, and evidence-based decision-making, within culturally responsive physics learning.

HVSR-Based Microzonation of Natural Frequency, Amplification, Vulnerability Index, and Ground Shear-Strain in Malang City, East Java Adedio Daniel Situmeang; M. Rizky Saputra; Yuansyah Dhaniar Ramadhan; Safira Nur Cholisatin; Divana Zumrotul Asyfiya; Madlazim Madlazim; Muhammad Nurul Fahmi; Alif Haidar Safrian; Rasamala I.W Putri; Arie Realita
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 1: January 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i1.17820

Seismic activity in Malang City is very high due to tectonic dynamics in the subduction zone between the Indian-Australian and Eurasian plates and the active local faultsm, including the northeast-southwest trending Watukosek Fault, and the east-west fault around the Pasuruan Fault, which have the potential to cause damaging ground shaking in Malang City. The BMKG also recorded an earthquake with a magnitude of 4.5 Mw on March 16, 2025. Based on these events, this study was conducted to analyze the vulnerability of Malang City, East Java, using the Horizontal-Vertical Spectral Ratio (HVSR) method by integrating the parameters of natural frequency (f0), amplification (Ag), soil vulnerability index (Kg), and Ground Shear-Strain (γ). A total of 19 points were processed using Geopsy software to obtain the HVSR curve and obtain the f₀ and Ag values, while Kg and γ were obtained from processing the HVSR parameters and then mapped through spatial interpolation in ArcGIS. The results of data processing and analysis show that several points in Malang City have f0 1.448 - 9.938 Hz with amplification 1.704 - 6.639 and soil vulnerability index values 0.383 - 14.871, as well as shear strain values up to 0.009. Zones are mainly concentrated by high amplification and vulnerability are mainly concentrated in the northern part of Kedungkandang District, the eastern part of Blimbing District, and parts of Lowokwaru District, which are dominated by higher frequencies with low amplification, as well as the western part of Sukun District, indicating a high level of earthquake risk. While previous studies primarily utilized only utilized natural frequencies and amplification, whereas this study offers HVSR-based microzonation by integrating dynamic soil parameters (f₀, Ag, Kg, and γ).

Detection and Characterization of the Grindulu Fault Using TOPEX Satellite Gravity Data: SVD Analysis in the Pacitan Region, East Java Arie Realita; Muhammad Nurul Fahmi; Madlazim Madlazim; Hikmatul Maulidah; Firdha Kusuma Ayu Anggraeni; Uswatun Chasanah
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.17851

The southern part of Java Island is dominated by a volcanic arc system associated with the subduction of the Indo-Australian Plate beneath the Eurasian Plate. This tectonic setting results in a structurally complex region with active fault systems that contribute to an elevated seismic hazard in southern East Java. One prominent structure in this region is the Grindulu Fault in Pacitan Regency, whose trace geometry and subsurface expression remain debated. In this study, we use gravity data to delineate the Grindulu Fault corridor and constrain its spatial configuration. Gravity anomaly data derived from TOPEX satellite observations were corrected to produce Complete Bouguer Anomaly (CBA) values. The CBA data were gridded using kriging with a spacing of Δx = 1 km (≈0.01°). To separate regional and residual components, the Second Vertical Derivative (SVD) method was applied directly to the gridded data, enhancing short-wavelength features while suppressing long-wavelength regional anomalies. Structural boundaries were identified based on continuous NE–SW lineaments characterized by SVD zero-crossings with adjacent positive–negative extrema. The inferred Grindulu Fault is expressed as a NE–SW trending corridor extending approximately between 111.11°–111.28°E and 8.04°–8.15°S. The SVD asymmetry observed along several profiles is consistent with a normal-fault-like density contrast geometry in some sections and a strike-slip fault behavior in others. However, fault kinematics cannot be uniquely determined from gravity-derived derivatives alone without independent geological or seismological validation. Overall, the results provide a reproducible gravity-based constraint on the Grindulu Fault corridor, offering valuable insights for future seismotectonic interpretations and disaster risk reduction planning in southern Java.

A Hybrid Ensemble Framework for Probabilistic Earthquake Forecasting in Northern California in Support of SDG 11: Sustainable and Resilient Cities Madlazim Madlazim; Baba Musta; Aris Doyan; Adi Susilo; Khaista Rehman
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.496

Forecasting earthquakes is still one of the most difficult problems in geophysics, mainly because seismic activity is irregular and often influenced by many factors that interact in complex ways. In this study, we develop a leakage-controlled hybrid ensemble model that combines CatBoost, LightGBM, XGBoost, and Gradient Boosting to predict five earthquake parameters: magnitude, depth, latitude, longitude, and a scaled inter-event interval in Northern California. These models were trained using USGS earthquake data ranging from 1900 to 2025 (M ≥ 4.0), with a process designed to prevent time leakage through strict time separation, a moving window feature, and prospective validation. Overall, the hybrid models produced consistently low MAE and RMSE values and very high R² values (above 0.99) for all target variables. While the estimates performed impressively, the results should be interpreted in a probabilistic context, with recognition of the inherent uncertainty of seismic processes. The framework proposed here provides a clear and replicable approach that can support the development of systems for more reliable short-term earthquake forecasting

The Initial Prototype of Innovative Science Learning Model to Improve Students’ Scientific Literacy and Support SDGs Quality Education Muhammad Novaldy Nur Dwinanda Wahab; Wasis Wasis; Binar Kurnia Prahani; Henny Ekawati Haryono; Budi Jatmiko; Madlazim Madlazim; Muhammed Akif Kurtuluş; Muhammad Abd. Hadi Bunyamin
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.711

Scientific literacy is a crucial component of modern science education. It encompasses the skills necessary to explain scientific phenomena, evaluate investigations, interpret evidence, and apply scientific knowledge to make informed decisions in daily life. However, many students currently lack these skills because existing models often struggle to bridge the gap between authentic real-world phenomena and interactive learning. This research aims to develop an interactive learning model that is designed to improve student scientific literacy, named Scientific Literacy Interactive Model (SLIM). SLIM facilitates the practice of scientific literacy by engaging students with authentic real-world phenomena through an interactive learning experience that is supported by augmented-reality (AR). This study outlines the theoretical and empirical foundations of SLIM, its syntax, teacher and student activities, and the integration of AR to enhance the learning process. The proposed model consists of five syntaxes, namely authentic phenomena orientation, interactive exploration, group analysis, seminar, and reflection. As this study is limited to the development of an initial prototype SLIM learning model, further research is required to assess the validity, practicality, and effectiveness of SLIM in a classroom setting

Scientific Creativity and Argumentation in Inquiry-Based and Blended Science Learning: Implications for Quality Education (SDG 4) through an Integrative IAC Framework Dyah Permata Sari; Madlazim Madlazim; Mustaji Mustaji; Binar Kurnia Prahani; Baba Musta; Khaista Rehman; Yan Putra Timur
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.715

This study systematically reviews the relationship between scientific creativity and scientific argumentation within inquiry-based and blended science learning, with implications for achieving Sustainable Development Goal 4. Following PRISMA 2020 principles, the review synthesizes 48 peer-reviewed studies published from 2015 to early 2026 across Scopus, Web of Science, and ERIC. The findings show that inquiry-based learning provides the epistemic foundation for both creativity and argumentation, while blended and digitally supported environments extend discourse, collaboration, and multimodal representation. Argumentation functions as a convergent epistemic filter that validates, refines, and strengthens creative scientific ideas. Based on these findings, the study proposes an integrative Inquiry-Argumentation-Creativity framework in which creativity is generated through inquiry and refined through evidence-based argumentation in blended environments. The synthesis suggests that future research should combine longitudinal designs with learning analytics, natural language processing, and multimodal analysis to better capture how creativity and argumentation develop over time.

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