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All Journal Berkala Ilmiah Pendidikan Fisika Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram
Mita Anggaryani
State University of Surabaya
Biochemistry, Genetics & Molecular Biology Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Mobile Learning “Asmeralda” for Teaching Static Fluid at Senior High Schools Iman Alkautsar; Mita Anggaryani
Berkala Ilmiah Pendidikan Fisika Vol 10, No 2 (2022)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/bipf.v10i2.13341

Abstract

This study applied Research and Development (R&D) method for developing a mobile learning media for teaching static fluid material, namely "Asmeralda" (Aplikasi Mobile Learning Fisika Fluida). This study aims to assess the feasibility of "Asmeralda" implemented in Physics class. In developing "Asmeralda", this study follows the ADDIE steps: Analysis, Design, Development, Implementation, and Evaluation. The data collection used questionaries and interviews. The participants in this study consist of expert lecturers and senior high school students in Surabaya. The results show a positive response towards "Asmeralda" as mobile-based learning media for teaching static fluid. The average feasibility assessment according to expert lecturers as media validators: the material is 91% very feasible, the media is 92.8% very feasible, and the assessment is 91.7% very feasible. The media, according to students, is 92% feasible, 94% practical, and 90% effective. Based on these results, it can be concluded that the mobile-based learning media "Asmeralda" is feasible for teaching static fluid material at Senior High School. However, this conclusion is based on one case in one school in Surabaya. Further study in implementing Asmeralda and mobile learning is crucial for a better strategy in developing media-based computer information.
Exploration of Sustainability Literacy Through Environmental Perspectives in the Context of Energy Conservation and Transformation Diantika Ayuningrum; Eko Hariono; Mita Anggaryani; Muhammad Satriawan; Binar Kurnia Prahani; Hanandita Veda Saphira
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 13 No. 3: July 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v13i3.15941

Abstract

Sustainability is a major challenge in the 21st century that must be managed by physics learning. This study aims to explore students' sustainability literacy in the context of energy conservation and transformation through physics questions created with an environmental approach. This study uniquely integrates local pesantren contexts into physics education to address sustainability literacy, offering a novel contribution to science education by incorporating cultural and contextual relevance. With a descriptive exploration of 30 grade X students from senior high school Nurul Jadid, the research was conducted using tests, questionnaires, and interviews. The results on the knowledge dimension showed that students performed very well at low cognitive levels, but higher-order thinking skills, especially evaluation and creation, were still low. In the skill dimension, students' ability to solve problems was moderate, with weaknesses in the aspects of evaluation and reflection. Although students responded well to the contextual problems, many had difficulty in drawing energy transformation schemes. These results indicate the need for more practical and contextualized learning to strengthen sustainability literacy in physics learning.
Generative AI as a Metacognitive Co-Regulator in Training and Development: An Integrated Bibliometric and Systematic Review Silvi Novrian Yulandari; Fida Rachmadiarti; Mita Anggaryani; Alif Syaiful Adam
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.21258

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) into organisational learning environments has reshaped how employees plan, monitor, and evaluate their learning. However, the role of GenAI as a metacognitive co-regulator in Training and Development (T&D) remains conceptually fragmented across research on metacognition, AI-supported learning, and global talent development. Drawing on an integrated bibliometric analysis and systematic review approach, this study examines the intellectual structure, thematic evolution, and conceptual intersections of these three domains. A structured search of Scopus and Web of Science, supplemented by Google Scholar, identified 196 records published between 2000 and 2025. After duplicate removal and screening following an adapted PRISMA protocol, 139 records were retained for bibliometric mapping using Biblioshiny, and 139 full-text studies were included in the qualitative synthesis. Using bibliometric mapping techniques, the study identifies dominant research trends, functional roles of GenAI, and underexplored thematic gaps. The analysis reveals three dominant thematic clusters, with metacognition and self-regulated learning occupying the motor-theme quadrant and GenAI-related themes moving rapidly toward conceptual centrality, while global talent development remains peripheral. A complementary systematic qualitative synthesis further clarifies how GenAI supports metacognitive regulation across planning, monitoring, and evaluation phases. The integrated evidence reveals a conceptual shift from automation-oriented AI applications toward learner-centred metacognitive scaffolding, while highlighting the limited integration of AI-supported metacognition within global talent development frameworks. Based on these findings, the study proposes the GenAI–Metacognitive Workforce Development (GMWD) model, which conceptualises GenAI as a phase-sensitive metacognitive co-regulator that preserves learner agency while fostering adaptive performance, self-regulated professional learning, and global competence. The model provides a theoretically grounded framework for advancing research and practice in AI-enhanced training and development (T&D), offering practical implications for designing reflective, adaptive, and globally oriented learning environments for the workforce.
Co-Authors Alif Syaiful Adam Binar Kurnia Prahani Diantika Ayuningrum Eko Hariono Fida Rachmadiarti Hanandita Veda Saphira Iman Alkautsar Muhammad Satriawan Silvi Novrian Yulandari