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THE EFFECT OF THE INTERNET OF THINGS INTEGRATED DISCOVERY LEARNING MODEL ON STUDENTS CRITICAL THINKING SKILLS Abdullah Ardi; Hardiansyah Ma'sum; Mohammad Edy Nurtamam; Alkadri Ajwan; Daniel Pasaribu; Tomi Apra Santosa
International Journal of Teaching and Learning Vol. 1 No. 2 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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The purpose of this study was to determine the effect of the Internet of Things integrated discovery learning model on students' critical thinking skills. This study is a meta-analysis study. The data source comes from an analysis of 9 national and international journals. The process of tracing data sources through Google Scholar, Proquest, EBSCO, DOAJ, and ERIC databases. Data source selection technique through PRISMA method. The inclusion criteria in this study are research published in 2020-2023, SINTA and Scopus indexed research, research using experimental methods, and research must have a sample of 20 students. Data analysis in this study calculated the value of effect size, heterogeneity, summary effect size and publication bias with the help of JASP application. The results of this study concluded the average value of effect size of ( ES = 1.06) high criteria. These findings explain that there is a significant influence of the Internet of Things integrated discovery learning model on students' critical thinking skills.

EFFECTIVENESS OF MIND MAPPING TO INCREASE STUDENT’S SCIENTIFICT LITERACY Andi Kurniawan; Sofan Rizki; Suharto; Sayyida Khairotun Nisak; Tomi Apra Santosa
International Journal of Teaching and Learning Vol. 1 No. 3 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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This study aims to determine the effectiveness of the mind maps model to improve students' science literacy. This type of research is a meta-analysis study. This study analyzed 14 effect sizes obtained from google scholar, DOAJ, ScienceDirect and ERIC databases. The inclusion criteria are publications published in 2019-2023, research comes from journals or proceedings indexed by SINTA, Scopus and WOS, Research has experimental classes with mind mapping models and conventional model control classes, research must be in Indonesian and English and data has sample size, standard deviation and mean value. Data analysis with the help of JASP applications. The results of the study concluded From the studyit can be concluded that the results of the study concluded the value of summary effect size or mean effect size of rE = 0.937; Z = 6.768; p < 0.001. This finding explains that the mind mapping model is effective in increasing students' science literacy in learning with high categories.

THE INFLUENCE OF DISCOVERY LEARNING MODEL ON STUDENTS 4C THINKING SKILLS: META-ANALYSIS Herson Anwar; Arifin; Budi Mardikawati; Titik Purwati; Nenni Triana; Rusmawan; Tomi Apra Santosa
International Journal of Teaching and Learning Vol. 1 No. 3 (2023): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

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In 21st century learning, students must have Critical Thinking, Creative Thinking, Collaborative and Communicative, better known as 4C skills. 4C skills help students provide solutions in solving a problem. However, teachers have not been able to stimulate students to have 4C thinking skills. The discovery model is one model that is effective in encouraging students to think 4C. The aim of this research is to determine the effect of the discovery learning model on students' 4c thinking abilities. This type of research is meta-analysis research. Data sources come from 10 national and international journals. Search for data sources via Google Scholar, ERIC, ScienceDirect, DOAJ, and Wiley databases. The data collection technique is direct observation through databases and documentation. The data analysis technique calculates the effect size value with the help of the JASP application. The research results concluded that the average score for critical thinking was 82.17, creative thinking 80.52, communication 85.16, and collaboration 80.57. Furthermore, the average effect size value is 1.017 with high criteria. These findings explain that the discovery learning model has a significant effect on students' 4c thinking abilities.

Transformation of Islamic Religious Education Learning in the Era of Society 5.0: A Theoretical and Conceptual Study Izzatul Laili; Tomi Apra Santosa; Hasyim Mahmud Wantu; Busnawir Busnawir
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.519

The Society 5.0 era presents fundamental changes in various aspects of life, including the education sector. The integration of digital technology, artificial intelligence (AI), the Internet of Things (IoT), and big data demands a transformation in the Islamic Religious Education (PAI) learning process to remain relevant to the needs of 21st-century students. This study aims to theoretically and conceptually analyze the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era and its implications for student competency development. This study used a qualitative approach with library research methods. Data were obtained from various literature sources, such as books, reputable journal articles, education policy documents, and scientific publications relevant to Islamic Religious Education (PAI) learning and Society 5.0. Data analysis was conducted using content analysis techniques to identify key themes related to the transformation of Islamic Religious Education (PAI) learning. The study results indicate that the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era is characterized by the use of digital technology in the learning process, strengthening digital and religious literacy, implementing student-centered learning models, and integrating Islamic values with 21st-century competencies. Furthermore, the role of teachers has shifted from being primary sources of information to facilitators, mentors, and spiritual guides capable of guiding students in the wise and ethical use of technology.

Transformation of Islamic Religious Education Learning in the Era of Society 5.0: A Theoretical and Conceptual Study Izzatul Laili; Tomi Apra Santosa; Hasyim Mahmud Wantu; Busnawir Busnawir
Indo Green Journal Vol. 4 No. 3 (2026): Green 2026
Publisher : Published by Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/green.v4i3.519

The Society 5.0 era presents fundamental changes in various aspects of life, including the education sector. The integration of digital technology, artificial intelligence (AI), the Internet of Things (IoT), and big data demands a transformation in the Islamic Religious Education (PAI) learning process to remain relevant to the needs of 21st-century students. This study aims to theoretically and conceptually analyze the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era and its implications for student competency development. This study used a qualitative approach with library research methods. Data were obtained from various literature sources, such as books, reputable journal articles, education policy documents, and scientific publications relevant to Islamic Religious Education (PAI) learning and Society 5.0. Data analysis was conducted using content analysis techniques to identify key themes related to the transformation of Islamic Religious Education (PAI) learning. The study results indicate that the transformation of Islamic Religious Education (PAI) learning in the Society 5.0 era is characterized by the use of digital technology in the learning process, strengthening digital and religious literacy, implementing student-centered learning models, and integrating Islamic values with 21st-century competencies. Furthermore, the role of teachers has shifted from being primary sources of information to facilitators, mentors, and spiritual guides capable of guiding students in the wise and ethical use of technology.

The Influence of Self-Regulated Learning and Digital Literacy on Students' Academic Achievement Tomi Apra Santosa; Busnawir Busnawir; Ilwandri Ilwandri; Heppy Sopacua; Andri Kurniawan
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.683

The development of digital technology has changed the learning paradigm in higher education, requiring students to possess adequate self-regulated learning (SRL) and digital literacy skills to support academic success. Self-regulated learning enables students to manage their learning process independently through planning, monitoring, and evaluating learning, while digital literacy plays a role in the ability to access, evaluate, and utilize digital information effectively. However, there are still variations in student academic achievement, which are suspected to be influenced by differences in SRL and digital literacy levels. This study aims to analyze the influence of self-regulated learning and digital literacy on student academic achievement. This study aims to analyze the influence of self-regulated learning and digital literacy on student academic achievement. This study uses a quantitative approach with an explanatory survey design. The study population was undergraduate students at a university in Indonesia. A sample of 250 students was selected using a proportionate stratified random sampling technique. Data were collected through a questionnaire that had been tested for validity and reliability. The self-regulated learning variable was measured through aspects of planning, self-control, and self-evaluation, while digital literacy was measured through the ability to access information, evaluate information, digital communication, and digital security. Academic achievement was measured using the Grade Point Average (GPA). Data analysis was performed using multiple linear regression at a 5% significance level. The results showed that self-regulated learning had a positive and significant effect on student academic achievement (β = 0.421; p < 0.001). Digital literacy also had a positive and significant effect on student academic achievement (β = 0.367; p < 0.001). Simultaneously, self-regulated learning and digital literacy contributed 58.4% to the variation in student academic achievement (R² = 0.584; p < 0.001). These findings indicate that students with good self-regulation skills and high digital literacy tend to have more optimal academic achievement.

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