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All Journal ORBITA: Jurnal Pendidikan dan Ilmu Fisika Lambda: Jurnal Ilmiah Pendidikan MIPA dan Aplikasinya Jurnal Pendidikan dan Pengabdian Masyarakat Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Baiq Nabila Saufika Zainuri
Universitas Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Perkembangan dan Implikasi Teknologi Informasi dan Komunikasi dalam Pembelajaran di Sekolah Dasar: Tinjauan Naratif Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Lovy Herayanti; Fahmi Yahya
Indonesian Journal of Teacher Education Vol. 2 No. 2 (2021): Edisi Juni 2021
Publisher : Indonesian Publication Center

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The integration of Information and Communication Technology (ICT) has profoundly transformed the landscape of primary education. This study aims to present a comprehensive narrative review mapping the developments and implications of ICT integration in primary schools based on national scientific literature published up to 2020. Employing a narrative review methodology, a total of 22 national journal articles were selected through systematic screening based on predefined inclusion and exclusion criteria. Data were analyzed using qualitative content analysis to synthesize major thematic trends. The findings reveal a significant evolutionary shift in educational media, moving from basic computer-assisted instruction to advanced interactive multimedia, digital platforms (such as Kahoot and Google Earth), and immersive technologies like Augmented Reality (AR). These innovations have demonstrated positive implications for enhancing student engagement, visual-spatial awareness, and abstract concept comprehension across various primary school subjects. However, macro-level implementation remains hindered by chronic infrastructure disparities and uneven teacher digital competence. The urgency of these challenges culminated in late 2020, when the COVID-19 pandemic forced a rapid transition to emergency remote learning. In conclusion, while ICT offers substantial pedagogical benefits, its sustainable success in primary education requires equitable infrastructure distribution and continuous professional development for teachers.
The Role of Learning Management Systems in Fostering Higher-Order Thinking Skills and Creativity: An Integrative Review Gunawan Gunawan; Lovy Herayanti; Baiq Nabila Saufika Zainuri; Ni Made Yeni Suranti
Indonesian Journal of Teacher Education Vol. 2 No. 3 (2021): Edisi September 2021
Publisher : Indonesian Publication Center

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Learning Management Systems (LMS) have evolved from simple administrative repositories into vital interactive spaces in modern digital education. However, a comprehensive synthesis of how these platforms foster advanced cognitive competencies remains fragmented. This integrative review synthesizes literature published between 2011 and 2020 to examine the role of LMS in fostering Higher-Order Thinking Skills (HOTS) and creativity in higher education. Applying purposive inclusion criteria, 22 peer-reviewed articles from national and international publications were selected and analyzed across four major thematic clusters. The findings demonstrate that LMS effectively stimulates HOTS and creativity when synergized with active learning models (e.g., blended learning, flipped classrooms, and STEAM) and supported by interactive features like asynchronous discussions, concept mapping, and augmented reality. Additionally, success depends significantly on psycho-pedagogical factors, including student engagement, creative content design, and system adaptivity, which also ensured educational continuity during the COVID-19 pandemic. This review concludes that LMS acts as a strategic pedagogical catalyst rather than a mere storage tool. Consequently, educators should design student-centered, collaborative digital tasks, while developers should prioritize adaptive architectures to fully support 21st-century skills.
Implementasi Model Guided Discovery Learning Berbantuan Simulasi PhET dalam Pembelajaran Sains: Tinjauan Literatur Naratif Baiq Nabila Saufika Zainuri; Gunawan Gunawan
Indonesian Journal of STEM Education Vol. 4 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian Publication Center

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This narrative review study examines the concept and implementation of the Guided Discovery Learning model assisted by PhET simulations in science education. This study was conducted using a narrative literature review method through the analysis of various relevant research articles from national and international journals. The results of the study indicate that the application of Guided Discovery Learning supported by PhET simulations can improve student learning activities, conceptual understanding, and scientific process skills. In addition, the use of PhET simulations provides opportunities for students to explore concepts virtually, thereby helping to visualize abstract scientific phenomena. The integration of the Guided Discovery Learning model and PhET simulations also has the potential to create more interactive, exploratory, and meaningful learning. Therefore, the use of this learning model can be an alternative effective learning strategy to improve the quality of science learning.
Asesmen Literasi Sains: Analisis Konseptual dan Implementasi bagi Calon Guru IPA Gunawan Gunawan; Baiq Nabila Saufika Zainuri
Indonesian Journal of STEM Education Vol. 3 No. 2 (2021): Edisi Juli-Desember 2021
Publisher : Indonesian Publication Center

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This narrative review comprehensively examines the concepts and implementation of science literacy assessment for pre-service science teachers, synthesizing findings from various studies. Science literacy is recognized as an essential competency in science education, encompassing the understanding of scientific concepts, inquiry skills, and their application in daily life. Numerous studies highlight the importance of integrating science literacy into teacher education curricula, both at primary and secondary levels, as well as the role of teachers' beliefs in developing students' science literacy. This analysis sheds light on diverse assessment approaches, including the use of student worksheets, the integration of local wisdom, and the utilization of interactive multimedia. Challenges in implementing science literacy assessment are also identified, such as alignment with national curricula and the development of effective teacher professional models. The aim of this review is to provide a systematic overview of the conceptual framework of science literacy, the assessment methods employed, and their implications for enhancing the quality of pre-service science teachers, enabling them to foster science literacy competencies in their students.
Co-Authors Ahmad Harjono Aris Doyan Erlin Eveline Fahmi Yahya G. Gunawan Hikmawati Hikmawati Kosim . Lisa Sutami Suharlan Lovy Herayanti Ni Made Yeni Suranti Qothrunnada Qothrunnada Seska Malawau Syahrial Ayub