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All Journal Integrated Science Education Journal Proceeding International Conference on Digital Education and Social Science
Etin Solihatin
State University of Jakarta
Computer Science & IT Economics, Econometrics & Finance Education Engineering Social Sciences

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Implementation of TPACK in STEAM-Based Chemistry Learning in Higher Education: A Bibliometric Analysis Evi Sapinatul Bahriah; Etin Solihatin; Ivan Hanafi
Proceeding International Conference on Digital Education and Social Science Vol. 2 No. 1 (2024): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v2i1.111

Abstract

Students in the era of industrial revolution 4.0 and society 5.0 must have good competence and skills. Therefore, the implementation of Technological Pedagogical Content Knowledge (TPACK) in STEAM (Science, Technology, Engineering, Art, and Mathematics) Education is very suitable to be adapted in basic chemistry learning in higher education. Therefore, this study aims to find out research trends related to implementation TPACK in STEAM-Based Chemistry learning in higher education. The method used is Systhematic Literatute Review. The data collection technique used was to conduct research studies for the last 9 years (2014-2024) according to the keywords. The inclusion and exclusion criteria for article search include TPACK, STEAM Education, STEAM-based learning, chemistry learning, STEAM in higher education, etc. The research data obtained were analyzed using a bibliometric approach with the help of the VOSviewer program. This study based on Google Scholar. The results of the study show many research trends related to TPACK in STEAM-based chemistry learning. The integration of TPACK in STEAM-based chemistry learning is generally effective in improving the learning process and learning outcomes. Therefore, it is necessary to adapt and further modify STEAM-based learning, especially in basic chemistry learning at higher education.
Innovation of VARK Modality-Based Differentiated Learning: Development of Social Studies Instructional Toolkit for Junior High School Ismi Octaviani; Etin Solihatin; Uwes Anis Chaeruman
Integrated Science Education Journal Vol 7 No 3 (2026): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/isej.v7i3.2898

Abstract

Purpose of the study: The present study aimed to develop a differentiated instructional toolkit grounded in Neil Fleming's VARK (Visual, Aural, Read/Write, Kinesthetic) modalities for grade VII social studies, specifically on economic activity materials. Methodology: The study employed a Research and Development design following the ASSURE model (Analyze Learners, State Objectives, Select Methods, Media, and Materials, Utilize Media and Materials, Require Learner Participation, Evaluate and Revise). The research took place at SMP Nusantara 1 Tangerang and involved 79 grade VII students during the even semester of the 2025/2026 academic year. Data collection instruments included expert validation questionnaires, student response questionnaires, and pre-test/post-test assessments.Main Findings: The findings indicated that the developed instructional toolkit, which consisted of a teaching module, learning materials, student activity worksheets, interactive media, and assessment instruments, received a "highly feasible" rating from instructional design, content, and media experts. Student responses confirmed the practicality of the toolkit, as learners reported enhanced engagement when materials matched their preferred modalities. The effectiveness analysis demonstrated a significant improvement in learning outcomes, with the N-Gain score reaching the medium category (0.61). Novelty/Originality of this study: This study concludes that a VARK-based differentiated instructional toolkit serves as a valid, practical, and effective solution for improving social studies learning quality in junior high school settings.
Co-Authors Chaeruman, Uwes Anis Evi Sapinatul Bahriah Ismi Octaviani Ivan HANAFI