Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Jurnal Basicedu Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Learning Reformation in Elementary Education Journal of Educational Technology and Learning Creativity
Ahyani Radhiani
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Religion Humanities Computer Science & IT Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences

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 1 
Development of Virtual Learning System Based On Moodle as A Platoform Online Learning tn the Covid-19 Pandemic Sirwan Sirwan; Ahyani Radhiani; Sartika Sartika
Jurnal Basicedu Vol 5, No 5 (2021): : October Pages 3001-5000
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i5.1551

Abstract

The objectives of this research are to; 1) Produce a Virtual Learning System (VLS) Based on Moodle as a Covid-19 Online Learning Platform; 2) Testing the Feasibility of the Virtual Learning System (VLS) from the Appearance and Practicality Aspects. This type of research is Research and Development (R&D) with the Borg and Gall development model. The Borg and Gall model was modified inti six (6) steps, needs analysis, planning, development, Implementation, revision. The subject of the trial involved two media experts, one material experts and 30 student from SMKN 1 Sorong, West Papua were selected randomly. The instrumen used collect data is a product validation questionnaire. The data obtained in the form of qualitative data which are quantified, the tabulated and analyzed descriptively. The results showed that; 1) Research This development has produced a Moodle-based Virtual Learning System (VLS). Moodle-based Virtual Leaning System (VLS) application passed the quality and practicality test by media experts; 2). The results of the trial of the media expert's product on the display aspect obtained a value of 89.5% very feasible criteria, while the practicality aspect was 90.0% practical criteria. Meanwhile, from the aspect of Usabily Virtual Learning system (VLS) based on moodle, 90% of students complete the lesson independently, then 98% of students understand the lesson
Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education Radhiani, Ahyani; Abouseada, Farouk
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2509

Abstract

Purpose of the study: This study aims to conduct a comprehensive review of the development of research on the use of XR technology in STEM education and its current status. Methodology: A bibliometric review method was used in this study. Data related to research on the use of XR technology in STEM education during the period 2011-2025 was collected through the Scopus database. A total of 138 articles were selected for analysis. The dataset search was conducted from September 30, 2025, to October 1, 2025. Data analysis was performed using Biblioshiny software from Bibliometric RStudio and VOSviewer. Main Findings: The results show that there is long-term scientific interest in research on the use of XR technology in STEM education, with an average annual growth rate of 26.2 and an average number of citations per document of 32.55. In addition, keywords such as metaverse, gamification, and virtual environment have significant potential in terms of future research, assuming that these keywords will be developed and integrated into STEM curricula and pedagogy. Novelty/Originality of this study: This study offers an innovative contribution by integrating bibliometric analysis with an evaluation of XR implementation trends in STEM education, going beyond descriptive reviews. It identifies key research gaps, underexplored areas, and the potential impact of XR on learning effectiveness. The findings provide a practical foundation for educators, researchers, and policymakers to design measurable, effective, and sustainable XR-based learning strategies, while strengthening both methodological and practical contributions to immersive STEM education research.
A SYSTEMATIC LITERATURE REVIEW OF 21ST-CENTURY DIGITAL LEARNING TRENDS AND TEACHERS’ TECHNOLOGY INTEGRATION Radhiani, Ahyani; Sriayu, Sriayu; Arqam, Muh; Abouseada, Farouk; RS, Asmaul Husna
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53023

Abstract

The rapid advancement of digital technology has reshaped communication, information access, and knowledge construction. In education, its integration into 21st-century learning is central to enhancing quality and relevance. Educational institutions worldwide are increasingly adopting digital tools to enrich learning experiences, with digital learning defined as the use of technology and devices to support more engaging, explorative, and interactive learning. This study aimed to determine contemporary trends and developments in 21st-century digital learning through a systematic literature review conducted in accordance with the PRISMA guidelines. A total of 56 articles, published between 2020 and mid-2025 and retrieved from the Scopus database based on predetermined inclusion criteria, were analysed. The findings underscore the critical role of digital technologies in enhancing learning practices. Results indicate that scholarly attention to digital learning peaked in 2024, as evidenced by a notable increase in publications. The majority of research contributions originated from Asia, with digital learning most extensively implemented in higher education institutions. From a scientific perspective, STEM fields were identified as the most frequent adopters of digital technologies in their learning practices. Among the various technological tools employed, game-based learning emerged as the most prevalent, demonstrating substantial contributions to learning effectiveness. Furthermore, the integration of digital technologies into educational contexts was found to enhance learning outcomes, problem-solving abilities, motivation, and students’ character and literacy development. Collectively, these findings provide a comprehensive overview of current trends in the application of digital technologies in education and offer valuable insights for policymakers in formulating effective technology-based educational strategies.
Instructional Game Strategies in Education: A Meta-Analysis of Gamification and Game-Based Learning on Student Engagement, Motivation, and Academic Achievement Radhiani, Ahyani; Farouk Abouseada; Wildan; Kameliani
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001911

Abstract

This study aims to explore the effects of gamification and game-based learning on learners’ behavior, which includes academic performance, involvement, and motivation. It also analyzes the efficacy and prevalence of gamification as well as gaming-oriented learning research across diverse educational stages, regions, and scientific fields. This meta-analysis consists of 60 selected articles published between 2013 and 2023 on Scopus, ERIC, and the Web of Science, that have passed the screening process and met the predetermined criteria. Findings show that gamification generates bigger influence on learners’ engagement (0.65 [0.43, 0.87]), while game-based learning has more impact on motivation (0.46 [0.28, 0.64]) and achievement (1.09 [0.60, 1.59]). Results also indicate that the effectiveness of gamification and game-based learning is more prevalent at the university level, in South Asian countries, and in the humanities. On the contrary, research on these learning methods is more popular at the university level, in East Asian countries, and within the sciences field.
Co-Authors Abouseada, Farouk Arqam, Muh Farouk Abouseada Kameliani RS, Asmaul Husna Sartika Sartika Sirwan Sirwan Sriayu, Sriayu Wildan