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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Teknologi Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Unram Journal of Community Service (UJCS) Journal of Science and Science Education (JoSSEd) Current Educational Review Indonesian Journal of STEM Education Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Gunawan Gunawan
University of Mataram
Agriculture, Biological Sciences & Forestry 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 Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Gamification In Science and Technology Education: A Narrative Review of Implementation Trends and Educator Perspectives Gunawan Gunawan; Lovy Herayanti; Imran Imran; Fathoroni Fathoroni; Rahmatullah Rahmatullah; Muhammad Hilmy As Shiddiq; Fahmi Yahya
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Gamification has emerged as a transformative pedagogical approach in science and technology education. This narrative review explores current implementation trends and educator perspectives by analyzing 28 selected articles published between 2016 and 2024. The study identifies key technological trends, including the integration of Virtual Reality (VR), game-based physics simulations, and Education 4.0 tools. The findings indicate that gamification significantly enhances student motivation, academic achievement, and engagement in complex scientific subjects. Furthermore, the review highlights educator perspectives, revealing that while teachers generally perceive gamification as a potent methodology, its adoption is often hindered by barriers such as limited digital self-efficacy, technical constraints, and the need for specialized training. The synthesis suggests that a successful gamified ecosystem requires a balance between immersive technology and robust pedagogical support. This review provides valuable insights for educators and policymakers seeking to integrate gamified strategies into STEM curricula to foster 21st-century skills.
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

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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.
STEM Integration in 21st-Century Science Education: A Systematic Literature Review Paramita Putri Apriyani; Ni Ketut Anggriani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Technological developments, digitalization, and the demands of 21st-century skills necessitate science education to be more innovative, contextual, and integrative. International reports, such as PISA, underscore the need to enhance students' higher-order thinking skills (HOTS) and scientific literacy. The integration of Science, Technology, Engineering, and Mathematics (STEM) has emerged as a relevant and effective approach. This study aims to analyze the models, strategies, trends, and challenges of implementing STEM integration in science learning through a Systematic Literature Review (SLR) of articles published between 2015 and 2025. The methodology followed the PRISMA guidelines, encompassing identification, screening, and inclusion of articles retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. From a total of 762 articles, 27 met the inclusion criteria. The results indicate that the Engineering Design Process (EDP), Project-Based Learning STEM (PjBL-STEM), Problem-Based Learning STEM (PBL-STEM), and Integrated STEM models are the most dominantly implemented and have been proven to enhance HOTS, creativity, technological literacy, scientific literacy, and problem-solving skills. Key challenges include teacher competence, limited facilities, and curriculum integration. STEM integration holds significant potential to improve the quality of 21st-century science education. These findings provide practical implications for science teachers in designing contextual, collaborative, and 21st-century skill-oriented STEM learning through the effective utilization of EDP, PjBL-STEM, and digital technologies.
Investigating University Students’ Learning Habits in the Digital Era: A Preliminary Survey Study Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah; Miratunnisah Miratunnisah; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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The rapid advancement of digital technology has significantly transformed university students' study patterns, particularly regarding information access and learning strategies. This preliminary survey study aims to explore students' learning habits in the digital era and identify the benefits, challenges, and strategies employed in managing technology-based learning. This study employed a quantitative approach with a descriptive survey design, involving 65 students from various universities, who were selected using convenience sampling. Data were collected using an instrument comprising Likert scales, multiple-choice options, checklists, and short-answer questions. The results indicate that students perceive digital learning positively, with most mean scores exceeding 3.00. Key findings include high scores for using the internet for supplementary explanations (3.98), learning flexibility (3.91), and rapid comprehension via gadgets (3.68). Many respondents reported studying for 1–2 hours daily (47.7%) and identified Google Scholar (44.6%) and YouTube (40%) as their primary learning resources. Smartphones were the most commonly used devices (61.5%), while home or boarding houses were the preferred locations for study (81.5%). The most significant advantages cited were ease of access to materials (73.8%) and time flexibility (70.8%). However, students faced challenges, primarily concentration distractions from notifications and social media (56.9%) and unstable internet connections (56.9%). To maintain focus, the most common strategies were limiting smartphone usage (55.4%) and establishing a regular study schedule (47.7%). Overall, digital learning is considered effective if students can effectively manage their devices, time, and learning environments. These findings provide a comprehensive overview of student study patterns and offer a foundation for developing more adaptive digital learning strategies in higher education.
Analysis of Students' Perceptions of Artificial Intelligence Utilization in Completing Academic Tasks Muhammad Rizqy; Bayu Hadiatma Fasya; Miftahul Jannah; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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The use of Artificial Intelligence (AI) has become increasingly widespread in higher education, particularly in assisting students with academic assignments. This study aims to analyze students’ perceptions regarding the utilization of AI in completing academic tasks, including patterns of use, frequency of application, and the types of assignments that most commonly involve the technology. In addition, the study evaluates students’ views on the benefits of AI, such as improved understanding of course material, time efficiency, and enhanced quality of academic work. On the other hand, the survey also explores students’ concerns related to plagiarism, violations of academic ethics, and the potential dependence on technology. The method employed is a quantitative survey using questionnaires distributed to students from various study programs. The results are expected to provide a comprehensive overview of students’ attitudes and tendencies in employing AI and to serve as a basis for educational institutions in formulating policies for the wise and responsible use of AI in academic settings.
The Relationship Between Online Application Usage Intensity and Student Learning Motivation in the Digital Era Nayumi Warta Nabila; Khalila Humairo Ramadhani; Bq. Roswin Tiarti Sari; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The integration of digital technology in modern education offers flexibility while presenting technical challenges that influence student engagement. This study aims to analyze the intensity of online application usage, student learning motivation, and the correlation between these two variables among students at the University of Mataram. A quantitative approach with a correlational survey design was employed, collecting data from 64 students via Likert-scale questionnaires in November 2025. Data were analyzed using descriptive statistics and Pearson correlation. The findings indicate that the intensity of online application usage falls within the moderate category, with Google Meet and Zoom being the most dominant platforms. Similarly, student learning motivation is categorized as fair, influenced by ease of use and the quality of academic interaction. Pearson correlation analysis revealed a significant positive relationship between online application usage intensity and student learning motivation (r = 0.41; p < 0.05), representing a moderate correlation strength. These results underscore that meaningful and intensive use of online applications has the potential to enhance student motivation, although technical and pedagogical factors remain critical in determining the overall effectiveness of digital learning.
Multimodal Approaches in Science Teacher Education: An Integrative Review of Technologies, Representations, and Pedagogical Models Gunawan Gunawan; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

Modern science education increasingly demands the integration of diverse instructional modes to foster deep conceptual understanding and higher-order thinking skills. This integrative review examines the implementation of multimodal approaches within science teacher education, focusing on the synergy between digital technologies, multiple representations, and student-centered pedagogical models. By synthesizing recent literature, this study explores how tools such as virtual laboratories, interactive multimedia, and PhET simulations are utilized alongside Problem-Based Learning (PBL) and inquiry-based frameworks to enhance pre-service and in-service teachers' competencies. The analysis reveals that a multimodal approach leveraging visual, mathematical, and verbal representations significantly improves critical thinking, scientific literacy, and academic performance. Furthermore, the findings highlight the pivotal role of teacher education programs in preparing educators to navigate multimodal environments. This review provides a conceptual framework for future research and curriculum development, emphasizing the need for a cohesive integration of technology and pedagogy to address the challenges of 21st-century science classrooms.
Co-Authors A A Sukarso Agil Al Idrus Agus Ramdani Anggun Berliantina Aris Doyan Astini, Baik Nilawati Aulia Aulia Baiq Hurun Infarlina Baiq Nabila Saufika Zainuri Bayu Hadiatma Fasya Bq. Roswin Tiarti Sari Didik Santoso Fahmi Yahya Fathoroni Fathoroni Fitriana Yuni Hartati Hikmawati Hikmawati Husnul Fuadi Imran Imran Ivan Ardisa Jamaluddin Jamaluddin Joni Rokhmat Juis Hildayanti Juliani Hidayah Khalila Humairo Ramadhani Kosim Kosim Kurniawan Arizona Lalu Japa Lovy Herayanti Lutfiatussolihah Lutfiatussolihah Maulidatin Nanisfi Miftahul Jannah Miratunnisah Miratunnisah Muh. Makhrus Muhammad Hilmy As Shiddiq Muhammad Rizqy Muhammad Taufik Muhammad Zuhdi Namiratun Sa&#039;rah Nayumi Warta Nabila Ni Ketut Anggriani Ni Luh Putu Nina Sriwarthini Ni Luh Putu Nina Sriwarthini Sriwarthini Ni Made Yeni Suranti Ni Nyoman Sri Putu Verawati Nurhaliza Nurhaliza Paramita Putri Apriyani Qothrunnada Qothrunnada Qothrunnada Qothrunnada Rachmayani, Ika Rahasti Isnaini Rahmatullah Rahmatullah Rita Alawiyah Robiatul Adawiah Sahwi Sahwi Siti Diniah Syahrial Ayub Syamsul Hakim Syarful Annam Yayuk Andayani Yulia Hasan Yulia Hasan