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Integration of Artificial Intelligence Based Digital Media in Science Learning Activities to Improve Critical Thinking Skills of Vocational High School Students Fitri Damayanti; Acep Musliman; Rino Anthony Stiawan; Andri Suryana; Samuel Amponsah
Jurnal Pendidikan Sains Indonesia Vol. 14 No. 1: JANUARY 2026
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v14i1.93

Abstract

This study investigated the integration of Artificial Intelligence based digital media into Argumentation Driven Inquiry learning activities to enhance vocational high school students’ critical thinking and problem-solving skills in Jakarta. The research employed a mixed-methods design involving two vocational schools (SMK PGRI 16 and 20). Data was collected through pre- and post-assessments, classroom observations, and structured interviews with students, teachers, and parents. Digital media included adaptive AI-powered learning modules and interactive simulations designed to foster curiosity and collaborative argumentation. Quantitative results showed significant improvements in students' Critical Thinking Skills, with an average increase of 23% between the pre- and post-tests, whileqQualitative findings revealed that AI-based digital media improved motivation, fostered deeper engagement with IPAS concepts, and supported self-directed learning. Despite the positive outlook, challenges included limited infrastructure and uneven digital literacy among students. Overall, the integration of AI-driven digital media in ADI-based learning offers a promising pathway to strengthen Higher order Thinking Skills in vocational education
PEMANFAATAN VIRTUAL LAB UNTUK MENGURANGI MISKONSEPSI SISWA PADA MATERI IPA YANG ABSTRAK Siti Khoirunnisa; Umi Habibahtul A’liyah; Ceni Liswati; Kasyifatun Naza; Sitti Sastriana Bada; Ainun Badriah; Nurzeini Herdiyansyah; Acep Musliman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14497

Abstract

Misconceptions in abstract Science (IPA) concepts remain a significant issue in education because they hinder the development of accurate conceptual understanding and create difficulties for students in learning more advanced scientific concepts. The abstract nature of many science topics, which involve microscopic phenomena and processes that cannot be directly observed, often leads students to construct understandings that differ from accepted scientific concepts. Advances in educational technology have introduced virtual laboratories (virtual labs) as an alternative learning medium capable of visualizing abstract concepts through interactive simulations. This study aims to analyze the effectiveness of virtual laboratories in reducing students’ misconceptions in abstract science topics and to identify the most effective implementation strategies for supporting conceptual change. The study employed a Systematic Literature Review (SLR) approach using the PRISMA protocol. Data were collected from articles indexed in Google Scholar, Garuda, Scopus, and ERIC published between 2021 and 2026. The literature selection process followed four stages: identification, screening, eligibility, and inclusion, resulting in 15 articles that met the inclusion criteria. Data were analyzed using descriptive synthesis techniques. The findings indicate that virtual laboratories are effective in reducing misconceptions through the visualization of abstract concepts, interactive experimentation, repeated simulations, and the creation of cognitive conflict that promotes conceptual change. In addition, virtual labs were found to enhance conceptual understanding, learning outcomes, critical thinking skills, learner autonomy, and student engagement. Therefore, virtual laboratories can be recommended as an effective instructional medium for remediating misconceptions in abstract science topics while supporting more innovative and meaningful science learning. ABSTRAK Miskonsepsi pada materi Ilmu Pengetahuan Alam (IPA) yang bersifat abstrak masih menjadi permasalahan penting dalam pembelajaran karena dapat menghambat pembentukan pemahaman konseptual yang benar dan berdampak pada kesulitan siswa dalam mempelajari konsep-konsep lanjutan. Karakteristik materi IPA yang banyak memuat fenomena mikroskopis dan sulit diamati secara langsung menyebabkan siswa rentan membangun konsep yang tidak sesuai dengan konsep ilmiah. Perkembangan teknologi pendidikan menghadirkan virtual laboratory (virtual lab) sebagai alternatif pembelajaran yang mampu memvisualisasikan konsep abstrak melalui simulasi interaktif. Penelitian ini bertujuan untuk menganalisis efektivitas virtual laboratory dalam mengurangi miskonsepsi siswa pada materi IPA yang bersifat abstrak serta mengidentifikasi bentuk implementasi yang paling efektif dalam mendukung perubahan konseptual siswa. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan protokol PRISMA. Data diperoleh dari artikel yang terindeks pada Google Scholar, Garuda, Scopus, Sinta, dan ERIC dengan rentang publikasi tahun 2021–2026. Proses seleksi literatur dilakukan melalui tahap identification, screening, eligibility, dan inclusion hingga diperoleh 15 artikel yang memenuhi kriteria inklusi. Data dianalisis menggunakan teknik sintesis deskriptif terhadap hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa virtual laboratory efektif mengurangi miskonsepsi melalui visualisasi konsep abstrak, eksperimen interaktif, pengulangan simulasi, serta penciptaan konflik kognitif yang mendorong perubahan konseptual. Selain itu, virtual lab terbukti meningkatkan pemahaman konsep, hasil belajar, keterampilan berpikir kritis, kemandirian belajar, dan keterlibatan siswa dalam pembelajaran. Dengan demikian, virtual laboratory dapat direkomendasikan sebagai media pembelajaran yang efektif untuk meremediasi miskonsepsi pada materi IPA abstrak serta mendukung pembelajaran sains yang lebih inovatif dan bermakna.  
LEARNING CYCLE 5E SEBAGAI MODEL PEMBELAJARAN INOVATIF PADA PEMBELAJARAN MIPA: SYSTEMATIC LITERATURE REVIEW (SLR) Neli Permatasari; Saptiawati Saptiawati; Nadirah Nadirah; Sabila Aprilia; Novita Trianah; Margareta Ayu Wijanarko; Desti Nurdiana Eka Putri; Acep Musliman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i3.14498

Abstract

Low literacy and higher-order thinking skills in science and mathematics education demand a transformation from conventional teaching to innovative constructivist models. This Systematic Literature Review (SLR) study following the PRISMA guidelines aimed to systematically examine the effectiveness, methodological trends, and distribution of dependent variables influenced by the Learning Cycle 5E model. Literature selection was conducted through four main stages: identification, screening, eligibility, and inclusion, resulting in 15 final indexed scientific articles (2020–2026) from an initial search of 130 articles. Data synthesis results showed that the Learning Cycle 5E was predominantly implemented in secondary schools (junior and senior high schools) as well as elementary schools within science/STEM and mathematics subjects. Quasi-experimental design emerged as the most frequently utilized research method. The application of the Learning Cycle 5E model was proven to significantly exert a positive impact on enhancing students' critical thinking skills, mathematical problem-solving abilities, conceptual understanding, scientific argumentation, and cognitive learning outcomes. The main conclusion confirms that the Learning Cycle 5E model is highly adaptive and effective as an innovative science and mathematics learning strategy for building deep understanding and supporting 21st-century skill achievements. ABSTRAK Rendahnya literasi dan keterampilan berpikir tingkat tinggi dalam pembelajaran MIPA menuntut adanya transformasi dari pembelajaran konvensional menuju model konstruktivistik yang inovatif. Penelitian Systematic Literature Review (SLR) berpedoman alur PRISMA ini bertujuan mengkaji secara sistematis efektivitas, tren metodologis, serta sebaran variabel terikat yang dipengaruhi oleh model Learning Cycle 5E. Seleksi literatur dilakukan melalui empat tahapan utama: identifikasi, penyaringan, kelayakan, dan inklusi, yang menghasilkan 15 artikel ilmiah final terindeks (2020–2026) dari pencarian awal sebanyak 130 artikel. Hasil sintesis data menunjukkan bahwa Learning Cycle 5E dominan diimplementasikan pada jenjang sekolah menengah (SMP dan SMA/SMK) serta sekolah dasar pada mata pelajaran IPA/STEM dan Matematika. Desain kuasi-eksperimen menjadi metode yang paling banyak digunakan oleh para peneliti. Penggunaan model Learning Cycle 5E terbukti secara signifikan memberikan dampak positif dalam meningkatkan kemampuan berpikir kritis, pemecahan masalah matematis, pemahaman konsep, argumentasi ilmiah, serta hasil belajar kognitif siswa. Simpulan utama menegaskan bahwa model Learning Cycle 5E sangat adaptif dan efektif sebagai strategi pembelajaran inovatif MIPA dalam membangun pemahaman mendalam serta mendukung ketercapaian keterampilan abad ke-21.    
TANTANGAN DAN PENGEMBANGAN DISPOSISI MIPA (SIKAP, KEBIASAAN BERPIKIR, DAN PERILAKU BELAJAR) DALAM PEMBELAJARAN DI ERA DIGITAL DAN ARTIFICIAL INTELLIGENCE Muhibatur Rohmatul Akhiroh; Dulhamin Arif; Ani Hoerunisa; Dahroni Dahroni; Dewi Ambar Prasilowati; Agung Windrianto; Achmad Saifudin; Acep Musliman
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i4.15342

Abstract

The rapid advancement of digital technology and Artificial Intelligence (AI) has significantly transformed the teaching and learning of Mathematics and Natural Sciences (STEM). While offering opportunities for adaptive and personalized instruction, these intelligent tools also introduce critical challenges to students' affective dispositions, habits of mind, and autonomous learning behaviors. This study aims to map contemporary challenges and formulate pedagogical strategies for fostering STEM dispositions in the AI era. This research employed a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. A comprehensive literature search was conducted across international and national databases (Scopus, ERIC, SINTA, and Google Scholar) for publications between 2019 and 2026. Following systematic identification (n=100), screening (n=75), and eligibility assessment (n=30), 14 primary empirical articles were included. The synthesized findings demonstrate a dual paradox of AI integration. Unregulated use of generative AI platforms triggers cognitive offloading, superficial learning, academic dishonesty, and error blindness. Conversely, when integrated into active inquiry models (Guided Inquiry, STEM-IBSE) supported by Tiered AI Scaffolding, AI significantly reduces math anxiety, enhances self-efficacy, and fosters productive struggle. The study concludes that the successful development of STEM dispositions in the AI era relies on instructional design quality, metacognitive monitoring, and students' motivational persistence. ABSTRAK Perkembangan teknologi digital dan Artificial Intelligence (AI) telah membawa transformasi mendasar dalam praktik pembelajaran Matematika dan Ilmu Pengetahuan Alam (MIPA). Di samping menghadirkan peluang pembelajaran adaptif dan personal, kehadiran teknologi pintar ini memicu tantangan serius terhadap aspek afektif, kebiasaan berpikir (habits of mind), dan kemandirian perilaku belajar siswa. Penelitian ini bertujuan untuk memetakan tantangan kontemporer serta merumuskan strategi pedagogis pengembangan disposisi MIPA pada era AI. Penelitian ini menggunakan metode Systematic Literature Review (SLR) yang berpedoman pada protokol PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Penelusuran literatur dilakukan pada basis data bereputasi (Scopus, ERIC, SINTA, dan Google Scholar) untuk publikasi periode 2019–2026. Melalui tahapan identifikasi (n=100), penyaringan (n=75), dan uji kelayakan (n=30), terpilih sebanyak 14 artikel primer yang memenuhi kriteria inklusi secara ketat. Hasil sintesis literatur menunjukkan bahwa pemanfaatan AI menghadirkan dampak paradoksal. Penggunaan platform AI generatif yang tidak terarah berisiko memicu ketergantungan kognitif (cognitive offloading), pembelajaran dangkal (superficial learning), degradasi kejujuran akademik, serta kebutaan terhadap kekeliruan luaran AI (error blindness). Sebaliknya, integrasi AI dalam model pembelajaran aktif berbasis inkuiri (Guided Inquiry, STEM-IBSE) yang didukung oleh perancah berjenjang (Tiered AI Scaffolding) terbukti efektif menurunkan kecemasan matematika (math anxiety), memperkuat efikasi diri, dan menumbuhkan daya juang produktif (productive struggle). Keberhasilan pengembangan disposisi MIPA di era AI ditentukan oleh sinergi antara desain instruksional guru, regulasi metakognitif, dan ketekunan motivasional (motivational persistence) peserta didik.  
Co-Authors Aan Risdiana Abdul Syukur Achmad Saifudin Agung Windrianto Ahla Safira Maulida Ainun Badriah Akhmad Sefudin Amelliyah, Rizqi Andri Suryana Andri Suryana Ani Hoerunisa Ani Interdiana Candra Sari Aqil, Nur Arini Bhakti Renaldy Arizona, Herbeta Atu Solihah Ceni Liswati Chandra S. Haratua Dahroni Dahroni Desti Nurdiana Eka Putri Dewi Ambar Prasilowati Dulhamin Arif Efri Gresinta Fitri Damayanti Fitri Damayanti Fitri Damayanti Fitriyani, Riska Giry Marhento Hasanudin, Januar Muhamad Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hasbullah Hermansyah Hermansyah Hermansyah Hermansyah Hermawan Setiawan Hilman Luqmanul Ida Hamidah Intan Afrianti Ira Miranti Januar Muhamad Hasanudin Jupriadi, Jupriadi Kasyifatun Naza Khairani, Deby Rahma Kinanti Fadillah Kusuma Komariah, Euis Lapasau, Merry LESTARI, WITRI Luqmanul, Hilman Mamik Suendarti Marba'i, Marba'i Margareta Ayu Wijanarko Martahan Bostanglaut Togatorop Merry Lapasau Muhamad Sangaji Muhammad Reyza Prayoga Muhibatur Rohmatul Akhiroh Mukhlis Mukhlis Munali, Munali Nadirah Nadirah Neli Permatasari Nia Rahmasari Novita Trianah Nugroho, Drajat Agung Nur Rizkiyah Nurhadi, Muljani Ahmad Nurjanah, Nurjanah Nurlela Nurlela Nurrahmah, Arfatin Nurul Hikmah Nurzeini Herdiyansyah Oom Rohmah Syamsudin Pratama, Rodeo Bagus Prayoga, Muhammad Reyza Rifai, Dede Syukrillah Rina Hidayati Pratiwi Rino Anthony Stiawan Sabila Aprilia Samuel Amponsah Saptiawati Saptiawati Sarah Imsakiah Harahap Setiawati, Luhur Siti Khoirunnisa Sitti Sastriana Bada Sunar Abdul Wahid Suntari, Susi Suprihatin Suprihatin Suratno Suratno Suratno Suratno Surwiti, Surwiti Surya, Nobel Dilavenna Suryana, Andri Suryana, Andri Umi Habibahtul A’liyah Usep Kasman Usep Kasman Virgana Widodo Widodo Widodo Widodo Yahya, Aliya Izet Begovic Zakiyah Fithah A’ini