Article Per Year (5 Year)
p-Index From 2021 - 2026
0.835
P-Index
This Author published in this journals
All Journal Journal of Current Studies in SDGs Journal of Current Studies in SDGs Journal of Law and Bibliometrics Studies Journal of Innovative Technology and Sustainability Education
Riski Ramadani
Universitas Negeri Surabaya
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Multiple Intelligences in Digital Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Titin Sunarti; Hanandita Veda Saphira; Riski Ramadani
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.101

Abstract

Objective: This study aims to synthesise research on the application of Multiple Intelligences (MI) in digital physics learning within the framework of Education for Sustainable Development (ESD). The goal is to map trends, highlight opportunities for personalised, sustainability-oriented learning, and identify gaps that hinder the integration of MI and digital technologies to foster sustainability competencies. Method: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were collected from Google Scholar, Scopus, IEEE Xplore, ERIC, and ScienceDirect, limited to peer-reviewed studies published between 2018 and 2023 in English or Indonesian. Forty eligible studies were analysed thematically and through content analysis. Results: The findings show that MI-based digital learning enhances students' motivation, engagement, conceptual understanding, and academic performance. Interactive simulations, video-based modules, virtual experiments, and AR/VR applications offer personalised learning aligned with students' dominant intelligences. MI also supports ESD competencies such as critical thinking, collaboration, and sustainability awareness, though aspects like environmental literacy, social responsibility, and ethical reasoning remain underexplored. Novelty: This review uniquely links the MI, physics education, and ESD domains, which are rarely integrated in prior studies. It emphasises MI's potential to enhance cognitive outcomes while embedding sustainability values into physics education. A conceptual roadmap is proposed to align MI-based digital physics learning with the Sustainable Development Goals.
Multiple Intelligences in Digital Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Titin Sunarti; Hanandita Veda Saphira; Riski Ramadani
Journal of Current Studies in SDGs Vol. 1 No. 4 (2025): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.1.4.101

Abstract

Objective: This study aims to synthesise research on the application of Multiple Intelligences (MI) in digital physics learning within the framework of Education for Sustainable Development (ESD). The goal is to map trends, highlight opportunities for personalised, sustainability-oriented learning, and identify gaps that hinder the integration of MI and digital technologies to foster sustainability competencies. Method: A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Articles were collected from Google Scholar, Scopus, IEEE Xplore, ERIC, and ScienceDirect, limited to peer-reviewed studies published between 2018 and 2023 in English or Indonesian. Forty eligible studies were analysed thematically and through content analysis. Results: The findings show that MI-based digital learning enhances students' motivation, engagement, conceptual understanding, and academic performance. Interactive simulations, video-based modules, virtual experiments, and AR/VR applications offer personalised learning aligned with students' dominant intelligences. MI also supports ESD competencies such as critical thinking, collaboration, and sustainability awareness, though aspects like environmental literacy, social responsibility, and ethical reasoning remain underexplored. Novelty: This review uniquely links the MI, physics education, and ESD domains, which are rarely integrated in prior studies. It emphasises MI's potential to enhance cognitive outcomes while embedding sustainability values into physics education. A conceptual roadmap is proposed to align MI-based digital physics learning with the Sustainable Development Goals.
Trends and Mapping of Research on Artificial Intelligence-Based Antenna Optimisation: A Bibliometric Analysis Riski Ramadani; Afiyah Nikmah; Nisaul Fadhilah; Rohim Aminullah Firdaus; Noer Risky Ramadhani
Journal of Law and Bibliometrics Studies Vol. 1 No. 2 (2025): July
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.2.85

Abstract

Objective: This study aims to map the global research landscape on artificial intelligence (AI)-based antenna optimisation using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2010–2025. Data preprocessing included deduplication and keyword harmonisation. Bibliometric analysis was conducted using performance metrics (publication trends, influential authors, journals, countries) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three distinct publication phases: initial stagnation (2010–2016), growth (2017–2019), and exponential expansion (2020–2024), with a peak in 2023. China dominates global research output, followed by the United States and India. IEEE journals, particularly IEEE Access and IEEE Transactions on Antennas and Propagation, serve as the primary publication platforms. Co-authorship analysis indicates a highly centralised collaboration network with hubs like Zhang and Wang. At the same time, thematic mapping shows a strong focus on machine learning, deep learning, 5G or 6G technologies, and adaptive antenna design. Novelty: This paper provides a systematic, data-driven overview of the intellectual structure and thematic evolution of AI-based antenna optimisation research. It identifies gaps such as limited experimental validation, standardisation issues, and the need for AI-driven inverse design methods for next-generation communication systems.
Artificial Intelligence in Physics Learning for Education for Sustainable Development: A Bibliometric Analysis Riski Ramadani; Hanan Zaki Alhusni; Titin Sunarti; Madlazim Madlazim
Journal of Law and Bibliometrics Studies Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.1.3.95

Abstract

Objective: This study aims to map the global research landscape on Artificial Intelligence (AI) in physics education within the framework of Education for Sustainable Development (ESD) using a bibliometric approach. The objective is to identify publication trends, key contributors, collaborative networks, and emerging themes that define the development of this research domain. Method: The analysis was based on 4,814 documents retrieved from the Scopus database for the period 2015–2025. Data preprocessing included deduplication and keyword harmonization. Bibliometric analysis was conducted using performance indicators (publication output, influential authors, journals, countries, institutions) and science mapping (co-authorship, co-occurrence, co-citation) with VOSviewer and Bibliometrix. Results: Findings reveal three phases of publication dynamics: initial emergence (2015–2018), growth (2019–2021), and accelerated expansion (2022–2024), with a peak in 2024. The United States dominates global output, followed by China and Indonesia. Physics-focused journals such as Physical Review Physics Education Research and Journal of Physics: Conference Series serve as major outlets. Co-authorship networks show a core cluster in Europe and North America, while Asian and Global South researchers are increasingly active. Thematic mapping highlights clusters on AI-enabled assessment, machine learning, Large Language Models (LLMs), and sustainability-oriented physics education. Novelty: This paper provides a systematic overview of the intellectual structure and thematic evolution of AI-based physics education for ESD. It identifies gaps, including limited cross-country collaboration, low experimental validation, and uneven global participation, while highlighting opportunities for ethical, inclusive, and sustainability-aligned AI integration in future physics learning.
Integrating Earthquake Technologies into Physics Learning for Education for Sustainable Development: A Systematic Literature Review Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): AUGUST
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.86

Abstract

Objective: This study aims to synthesize current research on integrating earthquake-related technologies into physics education within the framework of Education for Sustainable Development (ESD). The objective is to examine how these technologies contribute to students' scientific literacy, critical thinking, and disaster preparedness, while also aligning with sustainability goals such as SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). Method: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. A total of 546 records were identified from databases, including Scopus, Web of Science, ERIC, and ScienceDirect, with 38 studies meeting the inclusion criteria after screening. Data were analyzed thematically and categorized into technological approaches, pedagogical strategies, and reported learning outcomes. Results: The findings demonstrate that earthquake technologies, including VR/AR simulations, shake tables, and real-time sensors, have a positive impact on student engagement, conceptual understanding, and disaster risk awareness. Pedagogical integration through inquiry-based, project-based, gamification, and problem-solving approaches enhances collaboration, critical thinking, and contextual application of physics concepts. However, challenges remain in terms of limited access to technology, insufficient teacher training, and the lack of longitudinal evidence. Novelty: Unlike previous studies that treated disaster education and physics pedagogy separately, this review bridges both domains under the ESD agenda. It highlights the transformative role of physics classrooms as laboratories for resilience and sustainability, providing a comprehensive framework for integrating disaster-related technologies into science education.
Co-Authors Afiyah Nikmah Binar Kurnia Prahani Hanan Zaki Alhusni Hanandita Veda Saphira Madlazim Madlazim Muhammad Rey Dafa Ahmadi Nisaul Fadhilah Noer Risky Ramadhani ROHIM AMINULLAH FIRDAUS TITIN SUNARTI