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All Journal Jurnal Teknik Pertanian Lampung (Journal of Agricultural Engineering) Jurnal Pendidikan Fisika dan Teknologi Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Gunawan Gunawan
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Melatih Literasi Digital Peserta Didik Melalui PBL Berbasis Etno-STEM Berbantuan Augmented Reality Prelia Dwi Amanah; Satutik Rahayu; Gunawan Gunawan
Indonesian Journal of Education and Community Services Vol. 6 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijecs.v6i1.1965

Abstract

This community service program aimed to train junior high school students’ digital literacy through the implementation of Problem-Based Learning (PBL) integrated with Ethno-STEM and supported by Augmented Reality (AR). The program was motivated by students’ limited ability to access, evaluate, and use digital information critically, as well as the lack of contextual technology integration based on local wisdom. The activities were conducted through planning, implementation, observation, and evaluation-reflection stages, including teacher training, classroom mentoring, and the use of PBL-based Ethno-STEM modules assisted by AR on the topic of motion and force. The participants consisted of two science teachers and 82 students. Data were collected using learning implementation observations, digital literacy questionnaires, and reflective discussions. The results show that the learning activities were implemented properly and students demonstrated a tendency toward improved digital literacy, particularly in accessing relevant digital sources, evaluating information credibility, and using digital technology to support their understanding of science concepts. In addition, problem-based learning contextualized with local culture and enhanced by AR visualization increased student engagement. Therefore, PBL integrated with Ethno-STEM and supported by AR has the potential to serve as an alternative strategy for strengthening digital literacy in science learning.
Developing Wordwall-Based Educational Games to Improve Number Symbol Recognition Skills in Children Aged 5–6 Years Baiq Amlin Apriliani; Gunawan Gunawan; Baik Nilawati Astini
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : Indonesian Publication Center

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Abstract

The use of technology-based learning media in early childhood education has not been optimally implemented, particularly in improving the ability to recognize number symbols among children aged 5–6 years. Therefore, it is necessary to develop interactive learning media that are appropriate to the characteristics of early childhood learners. This study aimed to develop and evaluate the feasibility and effectiveness of an educational game using Wordwall to improve children aged 5–6 years' ability to recognize number symbols. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of the analysis, design, development, implementation, and evaluation stages. The study was conducted at a kindergarten in East Lombok Regency, with Group B children as the research subjects. Data collection techniques included observation, validation questionnaires from media and material experts, and pretest and posttest assessments.  The validation results indicated that the Wordwall educational game was categorized as highly feasible for use in learning activities.  The effectiveness test results showed an increase in the average children’s cognitive ability from a pretest score of 69.41 to a posttest score of 98.24, with an N-Gain value of 0.97, which falls into the high category.  Therefore, it can be concluded that the Wordwall educational game is feasible and effective in improving the ability to recognize number symbols in children aged 5–6 years.
The Effect of Wordwall Learning Media on Cognitive Abilities in Understanding Geometric Shapes in Group B Suhaebatul Faoziyah; Gunawan Gunawan; Filsa Era Sativa
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 2 (2026): Edisi Juni 2026
Publisher : Indonesian Publication Center

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Abstract

This study investigated the effect of using Wordwall as a learning medium on the cognitive abilities of kindergarten children in Mataram, specifically their understanding of geometric shapes. Employing a quantitative approach with a pre-experimental design (one-group pretest-posttest model), the study collected data through participant observation and documentation from 32 children in Group B. Parametric statistics, specifically a paired-samples t-test, were used for data analysis and hypothesis testing. The results revealed a significant improvement in cognitive abilities. The average pretest scores were 70.09 (B1), 76.27 (B2), and 76.70 (B3), which significantly increased in the posttest to 86.54 (B1), 89.81 (B2), and 88.20 (B3). Overall, the average pretest score for the sample was 74.28, improving to an average posttest score of 87.18. The paired-samples t-test yielded a Sig. (2-tailed) value of 0.001 (p < 0.05), confirming a statistically significant difference between pretest and posttest results after the intervention with Wordwall. These findings indicate that the use of Wordwall as a learning medium effectively improves the cognitive ability to understand geometric shapes in early childhood education.
Decade Trends of Augmented Reality: Challenges And Opportunities In Elementary Science Learning 2017–2026 Prelia Dwi Amanah; Sura Juddin; Gesti Maharani; Gunawan Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : Indonesian Publication Center

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Abstract

This study aims to map the research trends of Augmented Reality in elementary science learning from 2017 to 2026 by examining research focus, implementation challenges, and future development opportunities. A systematic review employing bibliometric analysis was conducted on scientific publications indexed in Google Scholar and Dimensions.ai. Data were extracted using Publish or Perish and analyzed with VOSviewer to visualize publication patterns, keyword networks, and thematic evolution. The findings indicate a significant increase in AR-related publications in elementary science education, particularly after the COVID-19 pandemic, accompanied by a shift from technological exploration to pedagogical integration and learning outcomes. Based on the ANZSRC 2020 classification, the research is predominantly situated within Information and Computing Sciences and Education. Furthermore, SDGs analysis reveals a strong contribution to SDG 4 (Quality Education). Key challenges include limited technological infrastructure, insufficient teacher digital literacy, and a lack of context-responsive instructional design. Nevertheless, AR demonstrates substantial potential to support interactive, learner-centered, and sustainable elementary science learning. These findings highlight AR as a strategic educational technology capable of enhancing meaningful science learning when integrated with sound pedagogical frameworks.
The Effectiveness of The Problem-Based Learning Model in Improving Conceptual Understanding in Physics Education: A Systematic Literature Review Shelliana Iqlima; Windy Zaerani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

Conceptual understanding is an essential competency in physics education that supports students' ability to solve contextual problems. Problem-Based Learning (PBL) is considered an effective approach for enhancing conceptual understanding through authentic problem-solving activities. This study aims to analyze the effectiveness of PBL in improving senior high school students' conceptual understanding of physics, identify factors influencing its effectiveness, and map research trends from 2014 to 2023. A Systematic Literature Review (SLR) using the PRISMA approach was conducted. A total of 52 articles retrieved from Google Scholar, ERIC, SINTA, and Scopus were screened based on predefined inclusion criteria, resulting in 15 eligible studies. The findings indicate that most studies reported positive effects of PBL on students' conceptual understanding of physics. The integration of technologies, such as PhET simulations, augmented reality, and virtual experiments, also supported the effectiveness of PBL. The most frequently reported influencing factors were problem quality, the teacher's role as a facilitator, and students' readiness. These findings suggest that PBL is a promising instructional approach for improving conceptual understanding in senior high school physics.
Authentic Assessment Practices In Digital Science Classrooms: A Review of Strategies and Barriers Baiq Nabila Saufika Zainuri; Gunawan Gunawan; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i1.1964

Abstract

The development of digital learning demands the implementation of assessments that can authentically and contextually measure students' competencies, particularly in science education. This research aims to examine the types of authentic assessment, the digital platforms used, and the obstacles and challenges of its implementation in digital science learning. The method used is a systematic literature review of scientific articles published between 2015 and 2024 that are relevant to the topic of authentic assessment and digital learning. The study results indicate that authentic assessment in digital science learning is dominated by project-based assessment, performance assessment, and digital portfolios supported by a learning management system, virtual laboratories, and e-portfolios. Although authentic assessment has proven capable of increasing student engagement and higher-order thinking skills, its implementation still faces pedagogical, technological, and institutional challenges. These findings confirm the need to strengthen teacher competencies, infrastructure support, and assessment policies that are adaptable to digital learning.
The Utilization of Generative AI in Instructional Content Development: A Literature Review Nurul Asmaya Fitria Hasanah; Baiq Anisya Nelahi Purnadya; Baiq Oriza Januarlinda; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

Generative AI has significant potential to assist educators in developing learning content more quickly, creatively, and adaptively. This study aims to analyze various research on the use of generative AI in educational content development. The method employed was a narrative literature review, with articles retrieved using the Publish or Perish application from the Crossref, Google Scholar, and OpenAlex databases, covering publications from 2014 to 2023. Based on the literature selection process, 19 relevant research articles were identified for analysis. The review findings indicate that generative AI can support teachers and lecturers in developing instructional media, preparing teaching materials, creating assessments, and producing digital learning content more efficiently. However, challenges remain, including limited technological literacy, unequal access to devices, and ethical concerns regarding AI use. In conclusion, this study highlights that the effective use of generative AI in educational content development should be accompanied by the enhancement of educators’ digital competencies and a strong understanding of the ethical aspects of technology use.
Effectiveness of Using Virtual Laboratories in Improving The Quality of Science Learning in Schools With Limited Facilities Nabila Khaerunnisa; Sri Aliyah; Silviatul Wardiana; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Abstract

This study aims to examine the effectiveness of virtual laboratories in improving the quality of science learning in schools with limited facilities, particularly in disadvantaged areas in Indonesia known as 3T regions (frontier, outermost, and underdeveloped areas), which refer to remote Indonesian areas with limited access to educational facilities. These regions generally face significant challenges in accessing adequate educational infrastructure, including laboratory facilities. This study employs a qualitative approach using a literature review method on relevant scientific articles published between 2015 and 2024. The literature sources were obtained from various academic databases such as Google Scholar, Publish or Perish, and other scientific journals. From the initial search results, a number of articles were identified and then screened based on inclusion criteria such as relevance to the research topic and publication year, resulting in ten key articles selected for in-depth analysis. The results show that virtual laboratories can serve as an effective alternative to support science learning, particularly in visualizing abstract concepts and facilitating students’ understanding of scientific processes. Therefore, the integration of virtual laboratories is highly recommended to improve the quality of science learning in schools with limited facilities.
The Transformation of Authoring Tools in Content Development: From Articulate Storyline to Artificial Intelligence (AI) Integration Heni Yulianti; Handini Handini; Alpina Pebrianti; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

The rapid development of digital technology has significantly transformed the development of learning media, particularly through the evolution of authoring tools from multimedia-based platforms such as Articulate Storyline toward the integration of artificial intelligence (AI). This study aims to analyze the paradigm shift in the development of digital learning media and examine its implications for instructional design and learning effectiveness. The study employed a literature review method by analyzing 15 relevant scientific journal articles related to authoring tools, Articulate Storyline, and the application of AI in learning. The findings indicate that the development of authoring tools not only enhances the interactivity of learning media but also enables the integration of AI technology that supports personalized learning, automated content creation, and real-time analysis of students’ learning performance. However, the implementation of these technologies also requires improved digital competencies among educators and careful consideration of ethical issues related to data usage. Therefore, the transformation of authoring tools reflects a shift in digital learning strategies toward systems that are more adaptive, interactive, and learner-centered.
Augmented Reality in STEM Education: A Systematic Review of Cognitive, Affective, Psychomotor Outcomes Prelia Dwi Amanah; Gian Aphrodita Emawa; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

This study aims to map publication trends, thematic structures, and the representation of cognitive, affective, and psychomotor learning outcomes in AR research within STEM education through bibliometric analysis. Data were retrieved from the Dimensions.ai database using the keywords augmented reality, STEM education, cognitive, affective, and psychomotor outcome for publications published between 2013 and 2022, yielding 14,362 documents that were analyzed using VOSviewer. The results indicate a substantial increase in publications during 2020–2021, with book chapters representing the dominant document type (73.06%), whereas journal articles accounted for only 3.84%. Information and Computing Sciences and Biomedical and Clinical Sciences were the leading research fields; SDG 4 (Quality Education) and SDG 3 (Good Health and Well-Being) were the most frequently addressed SDGs. Network visualization identified 86 keywords organized into 4 major thematic clusters: cognitive, affective-pedagogical, psychomotor-system, and learner outcomes, with student, outcome, and skill emerging as the most central nodes. AR research in STEM education remains dominated by non-journal publications and has rarely integrated the simultaneous assessment of the three learning domains. These findings highlight the need for more empirical journal-based studies that explicitly evaluate cognitive, affective, and psychomotor learning outcomes, advancing the development of more valid and standardized psychomotor assessment instruments.
Co-Authors Ahmad Fauzi Ahmad Harjono Alia Cahyani Alifkha Bagus Sandhiyana Almira Erika Putri Alpina Pebrianti Aris Doyan As Shiddiq, Muhammad Hilmy Astini, Baik Nilawati Aulia Aulia Baiq Amlin Apriliani Baiq Anisya Nelahi Purnadya Baiq Nabila Saufika Zainuri Baiq Nabila Saufika Zainuri Baiq Oriza Januarlinda Bayu Septiawan Bq. Roswin Tiarti Sari Erin Ryantin Gunawan Fadillah Deswita Sari Fahmi Yahya Filsa Era Sativa Gesti Maharani Gian Aphrodita Emawa Hamsu Kadriyan Handini Handini Hayatun Novi Aulia Heni Yulianti Ida Ayu Widhiantari Khairullah, Muhammad Fadhil Khalila Humairo Ramadhani Kosim Kosim Lalu Azikri Amrullah Lindawati Lindawati Lovy Herayanti Lutfiatussolihah Lutfiatussolihah M Fadhil Khairullah Maria Anastasia Da Lopez Muh Yustiar Arrohman Muh. Makhrus Murad Murad Nabila Khaerunnisa Nayumi Warta Nabila Ni Ketut Anggriani Ni Made Yeni Suranti Nilawati Nilawati Nina Nisrina Nurul Asmaya Fitria Hasanah Paramita Putri Apriyani Prelia Dwi Amanah Qothrunnada Qothrunnada Qothrunnada Qothrunnada Rindi Sartika Dwi Oktari Robiatul Adawiah Satutik Rahayu Shelliana Iqlima Silviatul Wardiana Siti Nurlali Sri Aliyah St. Hajar Suhaebatul Faoziyah Sukmawaty Sukmawaty Sura Juddin Thufail Mujaddid Al-Qoyyim Tiara Dwi Saiva Ulfa Alfiana Wahyudi Wahyudi Winda Pratiwi Windy Zaerani Yasfi Ismayani Ziadatun Nikmatillah Zulkipli Hamdani