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All Journal Jurnal Pendidikan Matematika dan IPA Journal of Educational Science and Technology Abjadia, International Journal of Education Jurnal Penelitian Pendidikan IPA (JPPIPA) Momentum: Physics Education Journal Jurnal SOLMA Formatif: Jurnal Ilmiah Pendidikan MIPA Dinamisia: Jurnal Pengabdian Kepada Masyarakat PENDIPA Journal of Science Education CARADDE: Jurnal Pengabdian Kepada Masyarakat Kasuari: Physics Education Journal (KPEJ) Jurnal Pendidikan Teknik Mesin Undiksha Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Bulletin of Information Technology (BIT) Makara Journal of Science Journal of Mathematics Science and Computer Education JIPI (Jurnal IPA dan Pembelajaran IPA) Unnes Science Education Journal Jurnal Penelitian Pembelajaran Fisika Indonesian Journal of Science and Education Journal of Environmental and Science Education SPEKTRA: Jurnal Kajian Pendidikan Sains
Lintang Auliya Kurdiati
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Other

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Meningkatkan Kualitas Pengajaran dan Keterlibatan Peserta Didik melalui Pelatihan LMS Berbasis Canvas dengan Pendekatan Pembelajaran Berdiferensiasi Fathurohman, Apit; Susiloningsih, Esti; Saparini, Saparini; Auliya Kurdiati, Lintang; Kistiono, Kistiono
Jurnal SOLMA Vol. 14 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v14i1.17094

Abstract

Background: Kualitas pembelajaran belum optimal karena guru-guru di Indonesia, khususnya di Kabupaten Banyuasin II, belum memiliki kemampuan yang memadai untuk membangun LMS (Learning Management System) berbasis pembelajaran terdiferensiasi. Tujuan Kegiatan pengabdian kepada masyarakat di Kabupaten Banyuasin II bertujuan untuk mengembangkan pengetahuan, kemampuan, dan profesionalisme guru dalam membangun LMS berbasis pembelajaran terdiferensiasi menggunakan metode Canvas. Metode: Pengabdian kepada masyarakat ini dilaksanakan melalui berbagai taktik, antara lain praktik sosialisasi, pelatihan, dan pendampingan. Materi pelatihan ini disusun dalam dua bagian. Bagian pertama berfokus pada pengetahuan dasar tentang LMS, pembelajaran terdiferensiasi, dan LMS berbasis pembelajaran terdiferensiasi. Bagian kedua pelatihan berfokus pada pembangunan LMS canvas berbasis pembelajaran terdiferensiasi. Hasil: Peserta kegiatan pengabdian kepada masyarakat mengalami peningkatan pengetahuan dan pemahaman berdasarkan nilai pretest dan posttest. Selain itu, peserta juga menyatakan sangat puas dengan pelatihan yang diterimanya dalam mengembangkan LMS Canvas berbasis pembelajaran terdiferensiasi melalui umpan balik dan kuesioner kepuasan. Kesimpulan: Guru SMP se-Kecamatan Banyuasin II Kabupaten Banyuasin yang mengikuti pelatihan dan pendampingan pembuatan LMS berbasis pembelajaran terdiferensiasi berbantuan Canvas telah mampu mencapai tujuan yang diharapkan.
GLOBAL WARMING PHENOMENON IN PIAAC FRAMEWORK-BASED E-MODULE: SUSTAINABLE SCIENCE LEARNING TOOL FOR SENIOR HIGH SCHOOL STUDENTS IN PALEMBANG Alshah, Putri Herdiyanti; Saparini, Saparini; Kurdiati, Lintang Auliya; Andriani, Nely
Jurnal Pendidikan Matematika dan IPA Vol 16, No 3 (2025): September 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jpmipa.v16i3.91872

Abstract

This study aims to develop a valid and practical PIAAC Framework-based Learning E-Module on global warming material for senior high school. This E-Module is designed not only to convey knowledge about global warming, but also to train literacy, numeracy, and problem solving which are very important in the 21st century. This study used the development research approach by following the flow of the Rowntree Development model and using Tessmer's formative evaluation stages, namely self-evaluation, expert review, one-to-one evaluation, and small group evaluation. The evaluation results show that the E-Module obtained a validity score of 97.96% from the expert, which is included in the very valid category. In addition, the results of one-to-one evaluation and small group evaluation showed a score of 91% and 90.77%, which is included in the very practical category. This research is expected to make a positive contribution in learning about global warming and increasing students' awareness of environmental issues, as well as providing flexible learning alternatives that can be accessed through digital devices.
Training on Making Merdeka Curriculum Teaching Modules Based on Differentiation Learning for Teachers in Dempo Utara District: Pelatihan dan Pendampingan Pembuatan Modul Ajar Kurikulum Merdeka Berbasis Pembelajaran Berdiferensiasi bagi Guru-Guru di Kecamatan Dempo Utara Kota Pagar Alam Susiloningsih, Esti; Fathurohman, Apit; Kistiono; Auliya Kurdiati, Lintang; Hadi
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 1 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i1.16486

Abstract

The low level of teacher skills in creating independent curriculum teaching modules based on differentiated learning in Indonesia as well as in North Dempo District means that the quality of learning is not yet optimal. The community service carried out in Pagar Alam City is a form of effort to increase teacher professionalism in creating independent curriculum teaching modules. The aim of implementing community service is to increase teachers' understanding and skills in creating independent curriculum teaching modules based on differentiated learning. The methods used in implementing community service are socialization, training, practice, mentoring, and evaluation. This training material was carried out in two stages, where the first stage focused more on providing information about material related to teaching modules, differentiated learning, and differentiated learning-based teaching modules. The second stage of training focused on creating independent curriculum teaching modules. Community service program training participants were very satisfied with the training in creating independent curriculum teaching modules based on differentiated learning.
Mapping Indigenous Knowledge in Science Education: A Systematic Literature Network and Bibliometric Analysis Kurdiati, Lintang Auliya; Susiloningsih, Esti; Fathurohman, Apit
Journal of Educational Science and Technology (EST) Volume 11 Number 3 December 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i3.82309

Abstract

This study aims to map and synthesize research on the integration of indigenous knowledge in science education published between 2015 and 2025. A systematic literature network analysis (SLNA) was employed by combining PRISMA-guided screening with bibliometric and science mapping techniques. Data were retrieved from the Scopus database, yielding 667 initial records that were refined through duplicate removal, title and abstract screening, and full-text eligibility assessment based on predefined criteria. This process resulted in a final corpus of 56 core articles. Biblioshiny and VOSviewer were used to analyze publication trends, citation relationships, thematic structures, and bibliographic coupling patterns. The findings indicate a consistent growth in research output, largely concentrated in Anglophone countries, with emerging cross-regional collaboration. Three dominant research streams were identified: curriculum contextualization, environmental sustainability, and culturally sustaining pedagogies. Bibliographic coupling further reveals a distinction between established theoretical frameworks and emerging pedagogical and epistemological approaches. The study concludes that indigenous knowledge integration in science education represents a rapidly evolving research field and provides a systematic conceptual mapping to support more inclusive, context-sensitive, and epistemically plural science learning.
New Technology for Teaching and Learning Science for Educators and Students as Support for the Independent Curriculum: Systematic Literature Review Apit Fathurohman; Lintang Auliya Kurdiati; Syarifuddin; Esti Susiloningsih; Rani Mega Putri
Jurnal Penelitian Pendidikan IPA Vol 9 No 12 (2023): December
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i12.6136

Abstract

This research aims to determine new technology used in science teaching and learning to support the implementation of the independent curriculum. The research method used is systematic literature review (SLR), namely researchers reviewing various journal articles that have been published from 2020-2023 via Google Scholar. From the research results, by following established research procedures, 7 journal articles were reviewed. From the results of the review, it was found that the technology that can be utilized in science teaching and learning is multimedia/video assisted learning; Learning with the help of digital games; Learning assisted by computer simulation; Comic-assisted learning; Learning using the Google Classroom platform; and Learning using Web 2.0. Meanwhile, the appropriate devices used in science teaching and learning to achieve predetermined learning objectives are Cell Phones/Android, PDAs, Tablets, Laptops, e-books, and iPods. To optimize the use of technology in science classes, teachers should use collaborative learning approaches, inquiry learning, project-based learning, problem-based learning, game-based learning, and flipped classroom learning. For game-assisted learning, teachers must create good learning scenarios and choose the right games according to learning objectives.
Understanding the Research Evolution, Knowledge Structure, and Trends of Augmented Reality–Supported Problem-Based Learning: A Bibliometric Perspective Lintang Auliya Kurdiati; Sabar Nurohman
Journal of Mathematics Science and Computer Education Vol 6, No 1 (2026): MAY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jmscedu.v6i1.18274

Abstract

his study systematically maps the intellectual structure, developmental trajectory, and emerging directions of Augmented Reality–Supported Problem-Based Learning (AR–PBL) research. Guided by five research questions, it examines publication growth patterns, identifies influential authors, institutions, and journals, uncovers major thematic clusters, analyzes keyword interconnections, and detects emerging research fronts. A bibliometric and network analysis was conducted on Scopus-indexed publications from 2015 to 2025, integrating PRISMA-based screening with Biblioshiny and VOSviewer visualization techniques. The results indicate a steady increase in AR–PBL publications over the past decade, reflecting expanding scholarly attention. Influential contributions are concentrated among a limited group of authors and institutions, while several core journals serve as primary outlets. Co-citation and conceptual structure analyses reveal dominant thematic clusters centered on pedagogical design, augmented reality applications, learner engagement, and system implementation. Keyword co-occurrence patterns demonstrate strong interconnections between AR technology and PBL pedagogy, yet limited integration with advanced computational approaches. Emerging theme analysis shows that areas such as learning analytics, artificial intelligence, and adaptive instructional systems remain underexplored. Overall, AR–PBL has evolved into a multi-clustered but unevenly integrated research domain, highlighting the need for stronger theoretical coherence, system-level integration, and pedagogical innovation in future studies.
Integrating Problem-Based Learning into Science Education at the Secondary Level: Bibliometric Insights into Development and Future Research Lintang Auliya Kurdiati; Sabar Nurohman
Jurnal Penelitian Pembelajaran Fisika Vol. 17 No. 2 (2026): APRIL 2026
Publisher : Program Studi Pendidikan Fisika, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp2f.v17i2.3443

Abstract

Low student engagement and learning outcomes in physics education are often caused by monotonous teaching methods, highlighting the need for a more innovative approach. This study aims to implement Game-Based Learning (GBL) assisted by Kahoot and examine its influence on student activity and learning outcomes in the physics topic of Substances and Their Changes. A quantitative approach with a Classroom Action Research design was employed, conducted in two cycles consisting of planning, implementation, observation, and reflection stages. The research subjects were 22 seventh-grade students. Data on learning activity were collected through observation sheets covering visual, oral, listening, writing, and mental activities, while learning outcome data were gathered through cognitive tests administered at pre-cycle, cycle I, and cycle II. Data were analyzed using descriptive analysis, paired sample t-test, Friedman test, and effect size calculations. The results showed that GBL significantly improved student learning activity across all indicators, and learning outcomes also increased significantly. Thus, Game-Based Learning assisted by Kahoot is proven effective in enhancing student activity and learning outcomes. These findings imply that a game-based learning approach can serve as a practical alternative for educators to create more interactive and student-centered physics instruction.
When Science Meets Nature: What Research Reveals about the Transformative Power and Meaningfulness of Contextual Teaching in Environmental Science Learning Lintang Auliya Kurdiati
Indonesian Journal of Science and Education Vol. 10 No. 1 (2026): Indonesian Journal of Science and Education (In Press)
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijose.v10i1.3809

Abstract

Environmental sustainability and scientific literacy are increasingly critical in contemporary education, yet science instruction often remains abstract and disconnected from real-world contexts. This systematic review aims to analyze the implementation characteristics of Contextual Teaching and Learning (CTL) in environmental science education, including instructional strategies and contextual elements, and to evaluate its effects on students’ cognitive, affective, and behavioural outcomes. Following PRISMA guidelines, 22,437 records were retrieved from Scopus, Google Scholar, and ERIC, then screened using predefined criteria, resulting in 15 studies across primary, secondary, and higher education. The SPIDER framework guided the analysis of sample characteristics, research design, and evaluation methods. Findings show that CTL integrating local environmental knowledge, problem-based learning, and culturally responsive pedagogy improves students’ scientific literacy, environmental awareness, and pro-environmental behaviour, as well as engagement and critical thinking skills. However, challenges remain in connecting classroom learning with real ecological contexts and in supporting reflective and adaptive teaching practices. This review highlights CTL’s potential to foster holistic learning by linking science with authentic environmental issues. Future sustainability-oriented science education should prioritize contextual, experiential, and ethical learning, integrate interdisciplinary approaches, and strengthen teachers’ capacity to design adaptive, locally relevant, and sustainability-driven instruction.
MENJELAJAHI KEBUTUHAN E-MODUL FISIKA YANG TERINTEGRASI DENGAN ESD UNTUK MENINGKATKAN KESADARAN SISWA SMA TENTANG PEMANASAN GLOBAL PADA EKOSISTEM LAHAN BASAH Apit Fathurohman; Esti Susiloningsih; Kistiono Kistiono; Lintang Auliya Kurdiati; Ina Agustina; Lita Luciana
SPEKTRA: Jurnal Kajian Pendidikan Sains Vol. 11 No. 2 (2025): SPEKTRA: Jurnal Kajian Pendidikan Sains
Publisher : Physics Education Study Program, Faculty of Education and Teacher Training, UNSIQ

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/spektra.v11i2.8227

Abstract

The rapid advancement of technology and the pressing challenges of global warming demand innovative approaches in physics education to foster students’ sustainability awareness. However, current learning practices often fail to integrate these aspects effectively, creating a critical gap that must be addressed. The aim of this research is to identify the gaps in technology integration, sustainability awareness, and teaching materials in the context of physics education. This study employed a descriptive quantitative method involving 45 high school students and 3 physics teachers from a state high school in Ogan Komering Ulu Timur, as well as relevant teaching documents. Data were collected through questionnaires, document studies, and sustainability awareness assessments, and analyzed using descriptive statistics. The results revealed low integration of technology in physics learning, limited sustainability awareness among students, and insufficient alignment of teaching materials with sustainability topics. These findings underscore the urgent need for the development of ESD-integrated physics e-modules that bridge these gaps. It is concluded that such e-modules could significantly enhance students’ understanding of global warming and its impact on wetland ecosystems, and the study recommends further development of technology-based teaching tools, teacher training programs, and the creation of relevant educational materials to improve sustainability awareness among students.
Environmental Literacy Shaping Educational Research: Trends, Knowledge Networks, and Future Pathways Lintang Auliya Kurdiati
Journal of Environmental and Science Education Vol. 6 No. 1 (2026): Journal of Environmental and Science Education: April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jese.v6i1.45815

Abstract

This study aims to provide a comprehensive overview by tracing the development of environmental literacy research in education between 2015 and 2025. A bibliometric mapping and systematic literature network analysis was conducted using the Scopus database, applying PRISMA guidelines to refine an initial dataset of 6,355 records into 59 eligible publications. Analytical tools, including Biblioshiny, VOSviewer, and Microsoft Excel, were employed to generate descriptive statistics and science-mapping visualizations. The findings indicate a steady growth of publications, with Indonesia, China, and the United States emerging as leading contributors. The most cited works focus on large-scale surveys, eco-school programs, and problem-based pedagogies. Thematic mapping and co-occurrence analyses reveal dominant clusters around environmental education, curriculum innovation, sustainability, and teacher development, alongside emerging research fronts such as climate change and indigenous knowledge integration.
Co-Authors Abidin Pasaribu Adikara, Fahmi Surya Agung Mataram Ahmad Fali Oklilas Aldi, Muhamad Abel Kirana Alisya, Rona Almafie, Muhammad Rama Alshah, Putri Herdiyanti Apit Fathurohman Apriana, Rosalina Azhar Azhar Dani, Rahma Erni Erni Erni Erni Esti Susiloningsih Fathurohman*, Apit Fathurohman, Apit Ghazali Al Fharezi, Mochamad Hadi Hadi Henny Helmi Hertias Ningrum, Liza Ida Sriyanti Idjan, Meutia Kamilatun Nuha Ap Ina Agustina Ismet Ismet, Ismet Kistiono Kistiono Kistiono Kistiono Kistiono Kistiono Leni Marlina Leni Marlina Lita Luciana Ludiansyah, Anggi Muhammad Yusuf Murniati . Nely Andriani, Nely Priti Rani Mega Putri Rudi Hermawan Sabar Nurohman Samsuryadi Samsuryadi Samsuryadi Samsuryadi Saparini Saparini Sukemi Sukemi Syarifuddin Taufik Hidayat