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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL PENELITIAN ILMU PENDIDIKAN Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Journal of Educational Science and Technology QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama FENOMENA Jurnal Dimensi Pendidikan dan Pembelajaran JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal Kiprah Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Edukasi Islami: Jurnal Pendidikan Islam Journal of Education Technology JTP - Jurnal Teknologi Pendidikan Jurnal Ilmiah Mandala Education (JIME) Jurnal Pendidikan Edutama Social, Humanities, and Educational Studies (SHEs): Conference Series Journal of Islam and Science Respati Indonesian Journal of Instructional Media and Model Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Inovasi Pengabdian Masyarakat Pendidikan JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Indonesian Journal of Learning and Instructional Innovation Proceeding of International Conference on Biology Education, Natural Science, and Technology Jurnal Penelitian Kebijakan Pendidikan
Fatma Sukmawati, Fatma
IKIP PGRI Jember
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Level of Computational Thinking and Technological Literacy Skills to Improve pre-Service Teacher Learning Innovation Santosa, Eka Budhi; Sukmawati, Fatma
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10872

Abstract

This study aims to assess the extent to which teachers' technology literacy skills contribute to their ability to implement innovative teaching methods through computational thinking. This study used a quasi-experimental method with a 2x2 factorial design. This research used 84 samples of prospective teacher students from the Educational Technology Study Program. The instrument used questionnaires to assess the level of instructional innovation demonstrated by aspiring teachers, utilizing three indicators: the utilization of interactive learning media, the incorporation of information technology, and the diversity of learning resources. The statistical method employed to examine the hypothesis is a two-way analysis of variance (two-way ANOVA). The results of this study showed significant correlation between the level of students' Instructional Learning Innovation skills and Computational Thinking; the statistical analysis reveals a p-value greater than 0.05. Additionally, the research findings indicate that the level of Technological Literacy Skills has an impact on Instructional Innovation Learning skills. This research made significant contributions, such as the introduction of the Computational Thinking Level, which enables teachers to enhance their capacity to create effective learning strategies that align with the most recent advancements in technology. Technological Literacy Skills assist educators in incorporating digital tools and resources into the educational process, fostering a cutting-edge and dynamic classroom setting.
Virtual Reality-Based Learning about "Animals Recognition" and Its Influence on Students' Understanding Sukmawati, Fatma; Santosa, Eka Budhi; Rejekiningsih , Triana
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i2.36106

Abstract

The development of Educational technology has experienced a rapid increase which has consciously contributed positively to the motivation for learning achievement, as well as virtual reality media which can bring reality into learning activities. The aim of this research is to produce virtual reality media for learning to know animal’ diversity. This research type is Research and Development with the ADDIE’ developing model which consists 5 steps : 1. Analysis, 2. Design, 3. Development, 4. Impelmentation, 5. Evaluation. The research subject consists of media experts, material experts, teachers, and 27 elementary school second-grade students. Data collection techniques consist of tests and non-tests, with interview guidelines, questionnaires, and test instruments for data analysis tailored to each instrument using average, descriptive, and n-gain. Research results show that Virtual Reality products are declared suitable for use as learning media and are effective in increasing students' understanding of animal introduction for elementary school students. The results of assessments by media experts, material experts, and teachers also showed that these media belong to the category of "appropriate" to be used as learning media. In addition, the media is also included in the "effective" category to help students understand material about animal recognition based on n-gain analysis.
Ability to Solve Complex Social Problems of Prospective Teachers according to Gender and Computational Thinking Budhi Santosa, Eka; Sukmawati, Fatma
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 3 (2023): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v25i3.38749

Abstract

Entering the 21st century, computational thinking has become a basic skill that all students must have. This research aims to determine gender differences in learning outcomes to solve social problems, differences in students' levels of computational thinking by gender, and the influence of students' levels of computational thinking on learning outcomes in solving social problems. This research uses a descriptive verification method with a quantitative analysis approach. The number of research subjects was 256 students, who came from the Faculty of Teacher Training and Education, Sebelas Maret University. The quantitative data analysis used is based on the results of computational thinking ability tests using the Wilcoxon Test. Further analysis of this research uses K-Means for clustering, while analysis of the relationship between variables uses Spearman's rho. This research shows that there is an influence of gender on learning outcomes for solving social problems, there is no significant relationship between students' level of computational thinking and gender, and there is a significant influence of students' level of computational thinking on learning outcomes for solving social problems. The results of this research show that the two factors above play a large role in influencing student learning outcomes. This capability works in synergy with the computational level of thinking. With the right efforts, growing computational thinking skills can improve students' ability to solve various learning problems.
The Effect of Teachers' Level of Self-Regulated Learning and Internet Self-Efficacy on Teaching Innovation in the Constructivist Curriculum Budhi Santosa, Eka; Sukmawati, Fatma; Juwita, Ratna; Prihatin, Relly; Tri Cahyono, Budi; Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 2 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

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Abstract

In the era of modern education, innovation in teaching is a crucial aspect for improving learning quality. This study aims to find out the extent to which Internet Self-Efficacy (ISE) of teachers affects learning innovation in the constructivist curriculum and the extent to which Self-Regulated Learning (SRL) affects teachers in making learning innovations in the constructivist curriculum. The research method used is quantitative with a survey approach. Data was collected through a questionnaire filled out by 97 junior high school teachers in Central Java who implemented a constructivist curriculum. Based on the results of the regression analysis, it was found that in the condition that teachers have a high level of Internet self-efficacy, self-regulated learning (SRL) has a significant effect on the learning innovations that are carried out by teachers.  Another condition is the influence of SRL with low teacher ISE on teacher learning innovation. In the condition of low self-efficacy levels, SRL indicators of metacognitive skills, time management, and environmental settings did not have a significant effect on teachers' learning innovation. These findings indicate that teachers with high levels of self-regulated learning (SRL) and internet self-efficacy tend to be more innovative in implementing teaching methods that are in accordance with the principles of constructivism. The implications of this study emphasize the importance of developing teachers' self-regulated learning (SRL) and internet self-efficacy skills through continuous training and professional development programs to improve the quality of teaching in constructivist curricula.
How Is It Done: A Qualitative Analysis of Teachers Strategies in Meeting the Challenges of Differentiated Instruction Juwita, Ratna; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly; Suparmi, Suparmi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 3 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i3.49907

Abstract

Differentiated Instruction (DI) is considered an important but challenging task which many teachers feel unprepare. A list of requisite skill of DI is needed to eliminate teachers’ unpreparadness. This study aimed to explore requisite skills for DI implementation and to identify best practices across various school levels. Using 112 self-reported essays, subsequent interviews, videotaped DI practices, and experts meeting, this article employed Cognitive Task Analysis (CTA) to capture a description of the knowledge that experts use to carry out differentiations. The result revealed that CTA of DI implementation contained four essential skills in the preparation phase, nine skills in the implementation phase, and two skills in the evaluation phase. Despite of highly different contexts of school levels, this study found similarities in DI practices across all levels. This study contributes to the existing body of knowledge on DI by highlighting the effectiveness of CTA in identifying and implementing DI strategies across different educational levels. Future research should explore the long-term impacts of DI on student achievement and engagement, as well as investigate DI practices in different educational settings.
The Impact of Augmented Reality on Visual-Spatial Ability Development: Systematic Literature Review Pratama, Alvonda Rizqi; Efendi, Agus; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Visual-spatial ability is an essential cognitive skill in supporting learning in science, technology, engineering, and mathematics (STEM). The purpose of this study is to analyze the effect of augmented reality technology on the development of students' visual-spatial abilities through a Systematic Literature Review (SLR) approach. This study is based on 13 relevant articles published in reputable journals for the period 2020–2024. The results of the study show that augmented reality has a significant impact on creating interactive and immersive learning experiences. This technology allows students to visualize complex spatial concepts more easily while increasing motivation and engagement in learning. The use of augmented reality also supports students in understanding spatial-based materials more effectively, making it one of the relevant technological innovations to advance modern education. This study confirms that augmented reality has great potential to improve the quality of visual-spatial-based learning. These findings provide a strong basis for integrating augmented reality into various educational contexts to support the application of technology in innovative and effective learning.
Augmented Reality for Chemistry Education: Systematic Literature Review (SLR) and Visualization Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The integration of immersive technologies into science education provides an innovative pathway for addressing abstract concepts, particularly within chemistry learning. This paper delivers a systematic review of literature concerning the integration of Augmented Reality (AR) in chemistry education, emphasizing molecular structure visualization and improved interactivity in learning processes. The review followed the PRISMA protocol, utilizing articles indexed in Scopus between 2020 and 2025. Out of 81 initial studies identified, ten satisfied the inclusion criteria and were further examined with bibliometric approaches. Findings highlight an increasing research focus on AR-based chemistry instruction, covering mobile learning, gamified environments, and molecular simulations. Major contributing countries included Germany, Switzerland, and Indonesia, with key subject domains spanning social sciences, computer science, and chemistry. Keyword mapping further indicates that AR is positioned as a pivotal element within the digital education landscape. These insights underline the transformative capacity of AR in redefining chemistry education toward a more flexible, interactive, and student-centered model.
Transforming Science Education through Gamification: A Systematic Analysis of Trends, Impacts, and Implications Zarror, Afif Fauzan; Sumaryati, Sri; Sukmawati, Fatma
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2025: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The increasing need for engaging and effective science education has prompted educators to explore alternative instructional strategies. Gamification, the integration of game elements into learning environments, has emerged as a promising approach to enhance student motivation, participation, and conceptual understanding. This study aims to systematically examine how gamification has been implemented in science education across diverse contexts and educational levels. A systematic literature review was conducted using a structured protocol to identify relevant open-access articles published between 2021 and 2025. A total of ten empirical studies were selected based on predetermined inclusion criteria. The results reveal four dominant forms of gamification: educational card games, scenario-based simulations, digital escape rooms, and serious games addressing contemporary science issues. These interventions were applied in various science disciplines, including chemistry, microbiology, anatomy, nutrition, and environmental education. The findings highlight positive cognitive, affective, social, and motivational impacts on learners. Despite challenges such as limited digital access and varying teacher readiness, gamification proves to be an adaptable and impactful pedagogical tool. This review concludes that gamification, when thoughtfully designed, supports meaningful science learning and fosters broader scientific literacy.
Digitally integrated Cooperative Learning Models to Enhance Student’s Creativity: Comparative Analysis Across Creativity Dimensions Suparmi, Suparmi; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly
Journal of Educational Science and Technology (EST) Volume 11 Number 2 August 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v11i2.78265

Abstract

In the 21st century, students’ creativity needs to be developed to confront global change. This study aims to provide a comprehensive overview of Cooperative learning to enhance on students’ creativity across all dimensions. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) was used as the methodology. The results showed that cooperative learning can foster dimensions of creativity: fluency, flexibility, originality, and elaboration. Specifically, fluency is supported by Student Teams Achievement Division, Think-Pair-Share and Numbered Heads Together, and the integration of digital gamification with Cooperative Learning. Flexibility is supported by Jigsaw/Group Investigation and the integration of digital gamification with cooperative learning. Originality is supported by Think-Pair-Share and Numbered Heads Together, Cooperative-Project Based learning, and the integration of digital gamification with cooperative learning. Elaboration strengthens Student Teams Achievement Division, Jigsaw/Groups Investigation, and Cooperative-Project Based learning. Mediators supporting cooperative learning include teacher competence, classroom climate, task design, evaluation, and digital access. The new of this study are student orientation, integration of cooperative learning with digitalization, and model comparison. The conclusion is that cooperative learning can enhance students’ creativity through fluency, flexibility, originality, and elabotation, which are strengthened by digital integration and supportive classroom factor.
Immersive Chemistry Learning with Augmented Reality: Exploring Students’ Needs on Visualizing Chemical Bonding Setiawan, Riky; Santosa, Eka Budhi; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.6941

Abstract

The digital transformation of education has opened broad opportunities for innovation, yet the use of advanced technologies such as Augmented Reality (AR) in chemistry learning remains limited, particularly in Indonesia. The present research examines high school students’ needs for AR-based instructional media on the abstract topic of chemical bonding. A descriptive quantitative approach was employed within the Analysis phase of the ADDIE instructional design model. Data were collected using a validated questionnaire administered to 51 eleventh-grade students from a senior high school in Surakarta, Indonesia. The results show that more than 84% of students experience difficulties in learning chemistry, with chemical bonding identified as the most challenging topic (88.2%), mainly due to limited visualization and the abstract nature of the content. Students also perceived the instructional media currently used in class as insufficiently engaging and not yet effective in helping them understand chemical bonding. Although 90.2% of students had never used AR in chemistry lessons, nearly 59% expressed strong interest in its implementation. This study offers an empirical mapping of students’ cognitive, media-related, and technological needs as a foundation for designing AR-based chemistry learning on chemical bonding. As far as we are aware, it is one of the first studies in the Indonesian context to conduct a structured needs analysis for AR integration specifically on chemical bonding within the ADDIE framework. At a practical level, the findings provide guidance for instructional designers and chemistry teachers regarding the urgency of developing immersive AR tools that bridge abstract chemical representations with spatial visualization while also enhancing student engagement in the digital era.
Co-Authors Abda Abda Agus Efendi Aris Setiawan Asrowi Baskoro Hadi, Baskoro Budhi Santosa, Eka Cahyono, Budi Tri Devi*, Erycha Arsita Djono Djono Elfrida Ratnawati Endriyati, Endriyati Ernawati, Yeni Purneni Susi Fatmala, Anggi Herry Widyastono, Herry Ilmi, Ma'rifatul Irmade, Oka Isnaini*, Novia Isnaini, Novia Moh Salimi Musthofa, Tatag Fajrin Naadhiroh, Naila Zulfa Nur Arifah Drajati Pratama, Alvonda Rizqi Prehantini, Musfita Eka Qodr, Taufiq Subhanul Rakerda, Hilda Ratna Juwita Raziana, Elvi Rejekiningsih , Triana Relly Prihatin Ridhani, Jovita Roemintoyo Roemintoyo Saefudin, Achemat Santosa, Eka Budhi Saputri, Sukartini Nani Sarwanto Sarwanto Setiawan, Riky Sholihah, Umu Singgih Subiyantoro Sri Sumaryati Sudiyanto Sudiyanto Sunardi Sunardi Suparmi Suparmi Suparmi Tri Cahyono, Budi Triana Rejekiningsih dkk Trisnaningsih, Sari Yosafat Hermawan Trinugraha, Yosafat Hermawan Zarror, Afif Fauzan