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All Journal Indonesian Review of Physics (IRiP) Journal of Law and Bibliometrics Studies Open Access DRIVERset
Oka Saputra
Universitas Negeri Surabaya
Humanities Astronomy Earth & Planetary Sciences Education Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Social Sciences

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Bibliometric Study: Trends of Development Digital Media to Improve 21st Century Students' Skills in Physics Learning Mohamad Wahdiansyah Arrahmat; Mita Anggaryani; Oka Saputra; Noval Maleakhi Hulu
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.89

Abstract

Objective: This bibliometric study aims to analyze trends in the development of digital media to enhance 21st-century skills among students in physics learning. It seeks to map research patterns, identify key contributions, collaborations, and emerging themes, while highlighting gaps in the application of interactive digital tools like animations, virtual reality (VR), and augmented reality (AR) to foster critical thinking, creativity, collaboration, and communication in physics education. Method: This study used method with a bibliometric literature review was conducted using data from the Scopus database and analyzed using VOSviewer and Microsoft Excel. Results: The study's results, which show a significant increase in publication trends post-2020, peaked at 47-79 articles annually, driven by COVID-19-induced shifts to online learning. Key co-occurrence networks revealed dominant keywords like "digital media," "critical thinking," "visualization," "teaching," "students," "collaborative learning," "e-learning," "three-dimensional," and "technology," clustered into interconnected themes. Novelty: This study provides the first comprehensive bibliometric mapping of digital media trends specifically tailored to physics education in enhancing 21st-century skills. It offers actionable recommendations for integrating interactive visualizations in physics curricula, bridging gaps in Indonesian education amid technological advancements.
Bibliometric Study: Trends of Development Digital Media to Improve 21st Century Students' Skills in Physics Learning Mohamad Wahdiansyah Arrahmat; Mita Anggaryani; Oka Saputra; Noval Maleakhi Hulu
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): August
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.89

Abstract

Objective: This bibliometric study aims to analyze trends in the development of digital media to enhance 21st-century skills among students in physics learning. It seeks to map research patterns, identify key contributions, collaborations, and emerging themes, while highlighting gaps in the application of interactive digital tools like animations, virtual reality (VR), and augmented reality (AR) to foster critical thinking, creativity, collaboration, and communication in physics education. Method: This study used method with a bibliometric literature review was conducted using data from the Scopus database and analyzed using VOSviewer and Microsoft Excel. Results: The study's results, which show a significant increase in publication trends post-2020, peaked at 47-79 articles annually, driven by COVID-19-induced shifts to online learning. Key co-occurrence networks revealed dominant keywords like "digital media," "critical thinking," "visualization," "teaching," "students," "collaborative learning," "e-learning," "three-dimensional," and "technology," clustered into interconnected themes. Novelty: This study provides the first comprehensive bibliometric mapping of digital media trends specifically tailored to physics education in enhancing 21st-century skills. It offers actionable recommendations for integrating interactive visualizations in physics curricula, bridging gaps in Indonesian education amid technological advancements.
Development of the 5E-POW (Predict–Observe–Write) Learning Model Assisted by Virtual Simulation to Reduce High School Students' Misconceptions on the Topic of Fluids Oka Saputra; Aisyah Nur Fadillah; Hanandita Veda Saphira
Indonesian Review of Physics Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/irip.v8i2.16109

Abstract

This study aims to develop  5E-POW (Predict–Observe–Write) learning model supported by virtual simulation to reduce high school students’ misconceptions about fluid topics. The research employed the ADDIE development model consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 25 third-semester students from the 2024 PFA cohort selected through simple random sampling. Data were collected using a four-tier diagnostic test consisting of 29 items to identify students’ misconceptions before and after implementation. The collected data were analyzed using validity analysis, misconception reduction analysis, N-gain analysis, normality testing, and a paired-samples t-test. The results showed that the developed learning model and learning instruments were categorized as very valid, while the virtual simulation media were categorized as valid, requiring minor revisions. Furthermore, the implementation of the 5E-POW learning model assisted by virtual simulation effectively reduced students' misconceptions on several fluid concepts, including hydrostatic pressure (49.71%), Pascal's law (35.20%), Archimedes' principle (49.34%), discharge and continuity (47.00%), and Bernoulli's principle (55.00%). Statistical analysis also indicated that the data were normally distributed and that there were significant differences between the pretest and posttest results. The novelty of this research lies in integrating the 5E Learning Cycle, the Predict–Observe–Write strategy, and virtual simulation into a single instructional framework specifically designed to facilitate conceptual change and reduce misconceptions in physics learning.
Co-Authors Aisyah Nur Fadillah Hanandita Veda Saphira Mita Anggaryani Mohamad Wahdiansyah Arrahmat Noval Maleakhi Hulu