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Arifah Novia Arifin, Arifah Novia
State University Of Makassar
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Tinjauan Systematic Literature Review Tentang Microlearning: Tren dan Implikasi Teknologi dalam Konteks Pendidikan M, Nanda Adrian; Armas, Yaumil Maghfirah; Amri, Huriyah Anisah; Arifin, Arifah Novia
Jurnal Educazione : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling Vol. 13 No. 2 (2025): November
Publisher : FKIP Universitas Islam Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56013/edu.v13i2.4855

Abstract

This study aimed to analyze the trends, technologies, and implications of microlearning in educational contexts through a systematic literature review approach. Data were collected from 197 articles indexed in the Scopus database between 2023 and 2025 and filtered using the PRISMA protocol, resulting in 32 relevant publications. The findings indicate a significant increase in microlearning studies in 2025, with primary concentrations in higher education, healthcare, and vocational training. Microlearning has proven effective in enhancing digital competence, self-efficacy, and learning motivation through the integration of technologies such as video-based instruction, mobile learning, and augmented reality. It also contributes to professional development for educators, language learning, and sustainable digital literacy. This study provides a conceptual foundation for developing adaptive, technology-supported instructional designs and serves as a basis for more inclusive and contextual digital education policies. Ultimately, it contributes by mapping current developments in microlearning, identifying strategic research gaps, and offering evidence-based insights to guide future innovations, implementations, and policymaking in digital education.
Peran Teknologi dalam Inovasi Pembelajaran : Systematic Literature Review (SLR) Hasan, Nur Haslinar; T, Marwadani; Putri, Amelia; Arifin, Arifah Novia; Adnan, Adnan
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4180

Abstract

Teknologi berperan sebagai katalis utama dalam mendorong inovasi pembelajaran di era digital. Penelitian ini bertujuan untuk mengidentifikasi ragam inovasi pembelajaran berbasis teknologi, memetakan tren kata kunci serta perkembangan publikasi, dan menganalisis implikasinya terhadap praktik pedagogis. Metode yang digunakan adalah Systematic Literature Review (SLR) berlandaskan pedoman PRISMA, melalui penetapan kriteria inklusi eksklusi, penelusuran artikel pada basis data Scopus dengan kueri “innovative AND learning” periode 2022–2025, proses penyaringan bertahap, dan analisis tematik terhadap 40 artikel open-access terpilih. Hasil kajian menunjukkan dominasi inovasi berupa penyampaian konten visual/digital storytelling dan video, disusul pemanfaatan Artificial Intelligence (AI) serta teknologi imersif VR/AR. Selain itu teridentifikasi tren project-based learning, model pedagogi inovatif, pembelajaran daring, serta kerangka Education 4.0. Simpul kata kunci pusat “innovative learning” berasosiasi kuat dengan innovation, education, teaching, students, dan e-learning, dengan tren publikasi meningkat konsisten. Kesimpulannya, integrasi teknologi berpotensi meningkatkan motivasi, keterlibatan, dan capaian belajar, namun mensyaratkan penguatan kompetensi guru, pengelolaan etika data, dan pemerataan infrastruktur pendidikan.
PELATIHAN INOVASI PROYEK SAINS: KREASI HERBARIUM BAGI SISWA SMP Patongai, Dian Dwi Putri Ulan Sari; Faisal, Faisal; Arifin, Arifah Novia; Ananda, Oriny Tri; Saleh, Andi Rahmat; Pratiwi, Andi Citra; Aswida, Aswida
Jurnal Abdi Negeriku Vol 4, No 2 (2025): Jurnal Abdi Negeriku
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/jan.v4i2.77904

Abstract

Gowa Regency has abundant natural and cultural resources that hold potential for educational development. However, these resources have not been fully utilized in science learning at the junior high school level, including at SMP Negeri 1 Gowa, due to limited facilities and insufficient teacher training. This community service program aimed to empower students and teachers with relevant science and technology skills through project-based innovation training focused on herbarium creation. Herbarium, as a collection of preserved plants, serves as an effective learning medium to enhance biological concept understanding and foster conservation awareness. The program involved socialization, hands-on herbarium-making training, technology integration, mentoring, program sustainability, and final reflection. Data were collected through observation, tests, and reflection, and were analyzed descriptively. The results indicated that students successfully produced herbarium collections, demonstrating improvements in conceptual understanding, practical skills, and creativity. Teachers also gained experience in designing project-based learning aligned with the Merdeka Curriculum principles, enhancing their instructional competence in science education. Keywords: Training, Science Innovation, Herbarium, Merdeka Curriculum
Integrasi Game Based Learning Dengan AI pada Aktivitas Pembelajaran: A Systematic Literature Review Mardewi; Wafiah, Rifqatul; Ramadhan M, Rafliansyah; Ramadhan, Farhan; Arifin, Arifah Novia
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 6 No. 4 (2025): November
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v6i4.1478

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi Game Based Learning (GBL) dengan Artificial Intelligence (AI) dalam aktivitas pembelajaran melalui pendekatan Systematic Literature Review (SLR). Kajian dilakukan dengan menelusuri artikel ilmiah pada basis data Scopus menggunakan kata kunci “Game Based Learning AI” dan “Learning Activities” dengan rentang waktu publikasi 2020–2025. Proses seleksi dilakukan mengikuti protokol PRISMA sehingga diperoleh 8 artikel utama, 37 artikel pendukung, dan 76 artikel pelengkap. Analisis bibliometrik menggunakan VOSviewer menunjukkan bahwa penelitian tentang integrasi GBL dan AI mengalami peningkatan signifikan sejak 2020, dengan fokus utama pada pengembangan sistem adaptif, intelligent tutoring system, dan learning analytics. Temuan kajian menunjukkan bahwa integrasi GBL-AI mampu meningkatkan motivasi, keterlibatan, serta hasil belajar siswa melalui personalisasi dan interaktivitas yang didukung data. Meskipun demikian, penelitian di bidang ini masih terfragmentasi, dengan dominasi publikasi dari negara maju seperti Tiongkok, Amerika Serikat, dan Inggris. Kondisi ini menandakan perlunya penelitian lanjutan di konteks lokal, terutama di Indonesia, untuk menguji efektivitas implementasi GBL-AI dalam berbagai jenjang pendidikan. Integrasi antara GBL dan AI menjadi salah satu arah penting dalam mewujudkan transformasi pembelajaran abad ke-21 yang adaptif, inklusif, dan berbasis teknologi cerdas.
Enhancing Biology Cognitive Outcomes Through STEM Learning with Virtual Lab Gizmos Jariah, Ainun; Arifin, Arifah Novia; Ainun, Nur Aisyah
Biology Teaching and Learning Vol 8, No 2 (2025): December
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/btl.v8i2.78039

Abstract

Abstract. This quasi-experimental study evaluated the effect of STEM-based biology instruction supported by Virtual Lab Gizmos on students’ cognitive learning outcomes across academic ability levels. Sixty Grade-12 science students at a senior high school participated in a four-week intervention and were randomly assigned to experimental (STEM + Gizmos, n = 30) and control (contextual learning, n = 30) classes. Cognitive outcomes were measured with a validated 25-item test (Cronbach’s α = .89). Two-way ANCOVA controlling for pretest scores revealed significant main effects of learning approach (F = 62.67, p < .001) and academic ability (F = 179.95, p < .001), and a significant interaction (F = 4.19, p = .026). Post hoc LSD comparisons showed adjusted means of 92.00 (STEM-high), 86.33 (STEM-low), 82.17 (contextual-high), and 75.83 (contextual-low), indicating larger gains in the STEM + Gizmos groups. These results suggest that integrating STEM pedagogy with virtual laboratory simulations can substantially improve conceptual mastery and reduce achievement gaps. Future research should test longer interventions and diverse school contexts.Keywords: STEM learning; Virtual Lab Gizmos; cognitive outcomes; academic ability; biology education.
TPACK Dalam Pembelajaran Sains Abad 21: Systematic Literature Review Kadir, St. Fatima; Arifin, Arifah Novia; Ahqaf, Nurul Afifah; Muarifah, Muarifah
Jurnal Ilmiah Profesi Pendidikan Vol. 10 No. 4b (2025): Edisi Khusus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v10i4b.4316

Abstract

Penelitian ini bertujuan untuk meninjau secara sistematis Technological Pedagogical Content Knowledge (TPACK) dalam pembelajaran sains abad ke-21 yang mencakup 4C (Critical Thinking, Creativity, Communication, dan Collaboration). Penelitian ini menggunakan metode Systematic Literature Review (SLR) terhadap 31 artikel yang dipublikasikan antara tahun 2023 hingga 2025 melalui basis data Scopus. Hasil kajian menunjukkan bahwa tren penelitian TPACK dalam pembelajaran sains mengalami peningkatan selama tiga tahun terakhir, yang mencerminkan meningkatnya perhatian terhadap integrasi teknologi, pedagogi, dan konten dalam pendidikan abad ke-21. Analisis juga mengungkapkan bahwa Technological Pedagogical Content Knowledge (TPACK) berkontribusi signifikan terhadap penguatan keterampilan abad ke-21 melalui pembelajaran berbasis proyek, penggunaan teknologi inovatif seperti augmented reality (AR), virtual laboratory, dan artificial intelligence (AI), serta strategi pedagogis yang berpusat pada peserta didik. Secara keseluruhan dapat disimpulkan bahwa penerapan Technological Pedagogical Content Knowledge (TPACK) terbukti dapat mendorong pembelajaran sains yang lebih interaktif, kolaboratif, dan kontekstual, sekaligus memperkuat kompetensi berpikir kritis, kreatif, komunikatif, dan kolaboratif peserta didik.
Co-Authors A. Irma Suryani Abd Muis Abdul Muis Abrar, Ahamad Adnan Adnan Adnan Adnan Afsani, Nazhat Agung Wibowo Agustini, Ariani Ahqaf, Nurul Afifah Ainun Jariah Ainun, Nur Aisyah Aldi, A. Amri, Huriyah Anisah Ananda, Oriny Tri Andi Asmawati Azis Andi Faridah Arsal Armas, Yaumil Maghfirah Arsad Bahri Asham Bin Jamaluddin Aswida, Aswida Besse Khalidatunnisa Faisal Faisal Firdaus Daud Gufran D. Dirawan, Gufran D. HARDIANTO - Hartono Hartono Hasan, Nur Haslinar Hilda Karim Kadir, St. Fatima M, Nanda Adrian Mardewi Muarifah, Muarifah Muhammad Ansarullah S. Tabbu Muhiddin, Muhiddin Muliana GH Nurinayah, Nurinayah Padati, Eunike Christy Patongai, Dian Dwi Putri Ulan Sari Pratiwi, Andi Citra Rachmawaty Rachmawaty, Rachmawaty Ramadhan M, Rafliansyah Ramadhan, Farhan Reski, Fiska Indah Ristiana, Evi Saleh, Andi Rahmat Sitti Saenab, Sitti St. Fatmah Hiola Suradi Tahmir, Suradi Suryani, A. Irma T, Marwadani Tismi Dipalaya, Tismi Wafiah, Rifqatul Yusminah Hala