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All Journal Indonesian Journal of STEM Education Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Innovation and Educational Technology
Fahmi Yahya
University of Samawa
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Digital Transformation of Learning Media in Elementary Schools: A Shift from Physical Props to Augmented Reality Gunawan Gunawan; Ni Made Yeni Suranti; Imran Imran; Lovy Herayanti; Kurniawan Arizona; Fahmi Yahya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijece.v6i3.1979

Abstract

The transformation of learning media in elementary schools has undergone a significant evolution, moving from a reliance on physical props to the utilization of immersive technologies. This review article aims to analyze this paradigm shift, starting from the use of static visual media to the adoption of Augmented Reality (AR). Through a literature review of various recent studies, the analysis focuses on how interactive digital platforms and gamification act as a transitional bridge before reaching the stage of AR technology, which is capable of visualizing abstract concepts in real-time. The analysis reveals that the shift to AR does not only replace the role of physical props in terms of cost and space efficiency but also provides a superior impact on enhancing student engagement, reducing cognitive load, and fostering deeper conceptual understanding. This review concludes that digital transformation in elementary schools is a crucial step in creating an adaptive and futuristic learning environment for Generation Alpha.
Development of PBL-Based E-LKPD to Improve Students’ Learning Motivation and Critical Thinking Skills Mawar Melinah; Syarif Fitriyanto; Suji Ardianti; Sri Nurul Walidain; Romi Aprianto; Fahmi Yahya; Hermansyah Hermansyah
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2072

Abstract

This study was motivated by the fact that students demonstrated suboptimal learning motivation and weak critical thinking skills in understanding the abstract topic of temperature and heat. The objective of this research was to develop a physics E-LKPD based on the Problem-Based Learning (PBL) model and to examine its validity, practicality, and effectiveness in learning activities. The study employed a Research and Development (R&D) approach guided by the ADDIE framework, consisting of five main stages: analysis, design, development, implementation, and evaluation. The participants included one physics teacher and 35 eleventh-grade students from MAN 1 Sumbawa. Data were collected through expert reviews, surveys from both the teacher and students, as well as pre- and post-tests to assess students’ motivation levels and critical thinking abilities. The findings revealed that the developed E-LKPD achieved a validity score of 90.4%, a practicality score of 88%, and an effectiveness level reflected by an average N-Gain value of 0.71, which falls into the high category. Furthermore, students’ learning motivation reached 82.44% (high category), and their critical thinking ability reached 79.3% (moderately high). Therefore, the E-LKPD, designed with a Problem-Based Learning (PBL) approach, is considered suitable as a physics learning medium, capable of enhancing both the quality of the learning process and students’ learning outcomes.
Trends and Implementation of Virtual Laboratories in Fostering Thinking Skills in Higher Education: An Integrative Review Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Fahmi Yahya
Indonesian Journal of Applied Science and Technology Vol. 3 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i2.2739

Abstract

Digital transformation in higher education has triggered the repositioning of virtual laboratories as strategic instruments to support 21st-century competencies. This integrative review aims to map the developmental trends of virtual laboratory technology and its implementation patterns in stimulating university students' higher-order thinking skills (critical thinking, creative thinking, and problem-solving). Through a critical synthesis of the empirical literature, a distinct media migration trend was identified, evolving from linear interactive two-dimensional (2D) desktop simulations at the beginning of the decade toward immersive three-dimensional (3D) technologies, Virtual Reality (VR), Augmented Reality (AR), and cloud computing ecosystems by the end of the decade. Empirical evidence indicates that the implementation of virtual laboratories effectively stimulates thinking skills by providing a risk-free learning environment and real-time parameter manipulation features. However, this review highlights critical academic debates regarding extraneous cognitive overload and the potential distortion of scientific reality caused by overly idealized simulation data. Optimal effectiveness is achieved when virtual laboratories are integrated via a blended learning model to serve as a pre-practicum bridge. This review offers substantial implications for lecturers and instructional designers in aligning simulation technology with active learning syntaxes in higher education.
Gamification In Science and Technology Education: A Narrative Review of Implementation Trends and Educator Perspectives Gunawan Gunawan; Lovy Herayanti; Imran Imran; Fathoroni Fathoroni; Rahmatullah Rahmatullah; Muhammad Hilmy As Shiddiq; Fahmi Yahya
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i2.1963

Abstract

Gamification has emerged as a transformative pedagogical approach in science and technology education. This narrative review explores current implementation trends and educator perspectives by analyzing 28 selected articles published between 2016 and 2024. The study identifies key technological trends, including the integration of Virtual Reality (VR), game-based physics simulations, and Education 4.0 tools. The findings indicate that gamification significantly enhances student motivation, academic achievement, and engagement in complex scientific subjects. Furthermore, the review highlights educator perspectives, revealing that while teachers generally perceive gamification as a potent methodology, its adoption is often hindered by barriers such as limited digital self-efficacy, technical constraints, and the need for specialized training. The synthesis suggests that a successful gamified ecosystem requires a balance between immersive technology and robust pedagogical support. This review provides valuable insights for educators and policymakers seeking to integrate gamified strategies into STEM curricula to foster 21st-century skills.
Project-Based Learning as a Catalyst for Innovation: Analyzing its Role and Effectiveness in Developing Creative Thinking Gunawan Gunawan; Lovy Herayanti; Ahmadi Ahmadi; Fahmi Yahya; Baiq Nabila Saufika Zainuri
Indonesian Journal of STEM Education Vol. 5 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v5i1.1984

Abstract

This narrative review synthesizes recent literature to explore the significant role of Project-Based Learning (PjBL) as a catalyst for innovation through the development of creative thinking among students. Drawing from a comprehensive review of studies, this paper examines how PBL frameworks, by engaging learners in authentic, complex problem-solving and hands-on project creation, inherently foster environments conducive to divergent thinking, novel idea generation, and critical problem analysis. We analyze the pedagogical mechanisms within PjBL, such as collaboration, inquiry-based learning, and iterative design, that contribute to enhancing students' creative abilities across various educational levels and disciplines, including STEM and engineering. Furthermore, the review discusses the documented effectiveness of PjBL in improving not only creative thinking skills but also related competencies like critical thinking and self-efficacy, which are vital for innovation. The findings underscore PjBL's potential to equip students with the necessary cognitive tools to navigate and contribute creatively to an ever-evolving world. This review aims to consolidate current understanding and highlight future research directions for optimizing PjBL implementation to maximize its impact on fostering innovation-driven creative thinking.
Co-Authors Ahmadi Ahmadi As Shiddiq, Muhammad Hilmy Baiq Nabila Saufika Zainuri Fathoroni Fathoroni G. Gunawan Gunawan Gunawan Hermansyah Hermansyah Imran Imran Kurniawan Arizona Lovy Herayanti Mawar Melinah Ni Made Yeni Suranti Rahmatullah Rahmatullah Romi Aprianto Sri Nurul Walidain Suji Ardianti Syarif Fitriyanto