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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan Fisika dan Teknologi Unram Journal of Community Service (UJCS) Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Nina Nisrina
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Leveraging ChatGPT and Gemini to Support Teacher Creativity in Developing Digital Instructional Materials: A Literature Review Baiq Oriza Januarlinda; Nurul Asmaya Fitria Hasanah; Baiq Anisya Nelahi Purnadya; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2472

Abstract

The rapid advancement of Large Language Models (LLMs), notably ChatGPT and Gemini, has significantly catalyzed educational innovation by enabling the rapid and adaptive creation of instructional content. This study analyzes the utilization of generative AI in bolstering teacher creativity for digital material development. Employing a narrative literature review approach, 17 relevant articles published between 2016 and 2025 were synthesized, sourced from Crossref, Google Scholar, and OpenAlex via the Publish or Perish application. The findings demonstrate that generative AI effectively assists teachers in designing learning media, instructional materials, and evaluation tools with greater efficiency. However, challenges such as infrastructure limitations, data validity concerns, and the imperative for human verification remain prevalent. The study concludes that integrating AI into content development must be accompanied by continuous digital literacy training and rigorous adherence to ethical standards.
Design and Validation of Multimodal Project-Based Learning Syntax for Prospective Physics Teachers Gunawan Gunawan; Ahmad Harjono; Muhammad Zuhdi; Jannatin Ardhuha; Nina Nisrina; Windy Zaerani; Shelliana Iqlima
Jurnal Pendidikan Fisika dan Teknologi (JPFT) Vol 12 No 1 (2026): January-June
Publisher : Department of Physics Education, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpft.v12i1.12638

Abstract

Physics education in the digital era demands pre-service teachers to be proficient in packaging abstract concepts into cognitive-friendly, multimodal digital media. However, conventional Project-Based Learning (PjBL) models frequently remain final product-oriented, lacking explicit guidance on content representation. This study aims to describe the conceptual design process of the Multimodal-PjBL syntax for pre-service physics teachers and to evaluate its theoretical feasibility. The research adopted a Research and Development (R&D) approach using the ADDIE model, which was limited to the first three phases up to expert validation. Data were collected utilizing a 5-point Likert scale expert validation instrument evaluating content accuracy, structural construct, readability (language), and technical presentation of the Model Book, instructional kits, and supporting research instruments. The research subjects involved four expert validators (two content specialists and two media specialists). Quantitative data were analyzed using a five-point mean score conversion interval, while qualitative data were processed interactively through data reduction and a revision tracking matrix. The results revealed that the structural modification of the PjBL syntax was successfully and logically integrated with multimodal aspects across all instructional stages. Quantitatively, all developed documents achieved a "Highly Valid" predicate, with mean scores consistently ranging from 4.50 ≤ M ≤ 5.00. Notably, the digital product assessment instrument and the textbook achieved a perfect score of 5.00. Qualitatively, the initial draft was refined based on expert feedback through high-resolution vector graphic enhancements, the elimination of double-barreled statements, and the formulation of operational descriptors to minimize inter-rater bias. In conclusion, the Multimodal-PjBL syntax is proven to satisfy rigorous content and construct validity principles, making it highly feasible as an instructional foundation for digital science media production courses.
Strengthening Student Competencies in the Digital Era to Support the Sustainable Development Goals (SDGs) through a Guest Lecture on Artificial Intelligence, Augmented Reality, and STEM Hikmawati Hikmawati; I Wayan Gunada; Syahrial A.; Nina Nisrina; Zeni Haryanto; Bahtiar
Unram Journal of Community Service Vol. 7 No. 2 (2026): June
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i2.1627

Abstract

The transformation of education in the digital era requires prospective teacher students to possess competencies in utilizing innovative learning technologies that are relevant to the needs of 21st-century education. This academic community service activity aimed to strengthen the competencies of students in the Undergraduate Physics Education Study Program, Faculty of Teacher Training and Education, University of Mataram, through the implementation of a guest lecture themed Artificial Intelligence (AI), Augmented Reality (AR), and STEM in physics learning. The activity was conducted on April 28, 2026, in a hybrid format involving two guest speakers. The implementation method consisted of three stages: preparation, implementation, and evaluation. The evaluation was conducted through a Google Form-based questionnaire distributed to participants to measure their responses regarding material content, speakers, implementation, benefits, and the impact of the activity on students’ level of understanding. A total of 131 participants attended the activity, consisting of students from various semesters and alumni. The results showed that the majority of participants gave positive responses regarding the relevance of the materials, the competence of the speakers, the quality of implementation, and the benefits of the activity in improving learning motivation, academic insight, technological literacy, and readiness as prospective physics teachers in the digital era. In addition, participants perceived that the materials on AI, AR, and STEM integration provided contextual and applicable learning experiences. This activity was proven effective in strengthening the competencies of Physics Education students and contributing to the achievement of the Sustainable Development Goals (SDGs), particularly in quality education, while also supporting the implementation of the Impactful Campus program in higher education.
Profiling Critical Thinking Disposition and Preliminary Psychometric Evidence among Early-Year Science Education Students Ni Nyoman Sri Putu Verawati; Wahyudi Wahyudi; Nina Nisrina
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 2: April 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i2.20786

Abstract

This study profiled the critical thinking disposition of early-year science education students and examined preliminary psychometric evidence of an Ennis-based questionnaire. A quantitative descriptive survey with preliminary psychometric analysis was conducted with 90 second-semester science education students from three universities in West Nusa Tenggara Province, Indonesia. Data were collected using a 36-item questionnaire organized into 12 indicators of critical thinking disposition. Negatively worded items were reverse-scored before analysis. Descriptive statistics, category distribution, indicator-based profiling, Cronbach’s alpha, corrected item-total correlation, and exploratory factor analysis based on 12 indicator scores were applied. The results showed that students’ critical thinking disposition was generally moderate, with nearly all participants located in the moderate category. The highest indicator scores were found in precision required by situation, total situation, and employing critical thinking abilities, while the lowest scores were found in clear reasons, credible sources and observations, and being well-informed. The corrected internal consistency was modest, and several negatively worded items showed weak item-total correlations. The exploratory factor analysis suggested a tentative three-factor structure: evidence-based reasoning disposition, contextual and reflective judgment, and self-regulated critical engagement. These findings indicate that students’ critical thinking disposition is still developing and that the questionnaire requires further refinement.
The Utilization of Generative AI in Instructional Content Development: A Literature Review Nurul Asmaya Fitria Hasanah; Baiq Anisya Nelahi Purnadya; Baiq Oriza Januarlinda; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Generative AI has significant potential to assist educators in developing learning content more quickly, creatively, and adaptively. This study aims to analyze various research on the use of generative AI in educational content development. The method employed was a narrative literature review, with articles retrieved using the Publish or Perish application from the Crossref, Google Scholar, and OpenAlex databases, covering publications from 2014 to 2023. Based on the literature selection process, 19 relevant research articles were identified for analysis. The review findings indicate that generative AI can support teachers and lecturers in developing instructional media, preparing teaching materials, creating assessments, and producing digital learning content more efficiently. However, challenges remain, including limited technological literacy, unequal access to devices, and ethical concerns regarding AI use. In conclusion, this study highlights that the effective use of generative AI in educational content development should be accompanied by the enhancement of educators’ digital competencies and a strong understanding of the ethical aspects of technology use.
Effectiveness of Using Virtual Laboratories in Improving The Quality of Science Learning in Schools With Limited Facilities Nabila Khaerunnisa; Sri Aliyah; Silviatul Wardiana; Gunawan Gunawan; Nina Nisrina
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

Abstract

This study aims to examine the effectiveness of virtual laboratories in improving the quality of science learning in schools with limited facilities, particularly in disadvantaged areas in Indonesia known as 3T regions (frontier, outermost, and underdeveloped areas), which refer to remote Indonesian areas with limited access to educational facilities. These regions generally face significant challenges in accessing adequate educational infrastructure, including laboratory facilities. This study employs a qualitative approach using a literature review method on relevant scientific articles published between 2015 and 2024. The literature sources were obtained from various academic databases such as Google Scholar, Publish or Perish, and other scientific journals. From the initial search results, a number of articles were identified and then screened based on inclusion criteria such as relevance to the research topic and publication year, resulting in ten key articles selected for in-depth analysis. The results show that virtual laboratories can serve as an effective alternative to support science learning, particularly in visualizing abstract concepts and facilitating students’ understanding of scientific processes. Therefore, the integration of virtual laboratories is highly recommended to improve the quality of science learning in schools with limited facilities.
The Transformation of Authoring Tools in Content Development: From Articulate Storyline to Artificial Intelligence (AI) Integration Heni Yulianti; Handini Handini; Alpina Pebrianti; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of digital technology has significantly transformed the development of learning media, particularly through the evolution of authoring tools from multimedia-based platforms such as Articulate Storyline toward the integration of artificial intelligence (AI). This study aims to analyze the paradigm shift in the development of digital learning media and examine its implications for instructional design and learning effectiveness. The study employed a literature review method by analyzing 15 relevant scientific journal articles related to authoring tools, Articulate Storyline, and the application of AI in learning. The findings indicate that the development of authoring tools not only enhances the interactivity of learning media but also enables the integration of AI technology that supports personalized learning, automated content creation, and real-time analysis of students’ learning performance. However, the implementation of these technologies also requires improved digital competencies among educators and careful consideration of ethical issues related to data usage. Therefore, the transformation of authoring tools reflects a shift in digital learning strategies toward systems that are more adaptive, interactive, and learner-centered.
The Effectiveness of Virtual Laboratories in Enhancing Students' Science Process Skills: A Literature Review Fadillah Deswita Sari; Hayatun Novi Aulia; Lindawati Lindawati; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2521

Abstract

Virtual laboratories have emerged as a prominent technological intervention in science education. However, a comprehensive synthesis that systematically analyzes their effectiveness across diverse science process skills (SPS) indicators and educational levels remains limited. This study addresses this gap by evaluating the effectiveness of virtual laboratories in enhancing students' SPS through a systematic literature review. Data were compiled from 16 national and international peer-reviewed articles published between 2015 and 2025. The articles were selected based on rigorous inclusion criteria regarding relevance to virtual laboratory interventions and SPS measurements. A qualitative descriptive approach utilizing thematic synthesis was employed to analyze patterns and key findings across the selected literature. The findings demonstrate that virtual laboratories consistently improve various SPS indicators, particularly observing, classifying, predicting, data interpreting, and concluding. Moreover, their efficacy is significantly maximized when integrated with inquiry-based instructional designs, such as guided inquiry and discovery learning. Beyond serving as a practical alternative, virtual laboratories offer critical flexibility, efficiency, and accessibility, functioning as an essential complement to conventional hands-on laboratories in modern science education.
Student Motivation and Learning Interest in Virtual Laboratory-Based Instruction: A Literature Study (2016–2025) Tiara Dwi Saiva; M Fadhil Khairullah; Siti Nurlali; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2532

Abstract

Virtual laboratory-based learning is rapidly expanding to overcome practical facility limitations and meet technological demands. Although its effectiveness is widely researched, most studies focus on cognitive aspects, leaving comprehensive syntheses regarding its impact on student motivation and interest limited. This literature review aims to analyze this influence thoroughly. Selecting 7 credible scientific articles from 2016–2025, the study utilizes content analysis and thematic synthesis to identify finding patterns. Results demonstrate that virtual laboratories consistently boost student motivation and interest through three key aspects: interactive visuals enhancing engagement, flexible access supporting independent learning, and simulation experiences fostering curiosity. This effectiveness depends heavily on instructional design and teachers' pedagogical integration of technology. In conclusion, virtual laboratories serve not only as a facility alternative but also as a strategic medium to enhance students' affective domain, offering conceptual contributions to technology-based learning development focused on student engagement and experience.
The Use of Phet Simulations to Improve High School Students’ Understanding of Physics Concepts: A Systematic Literature Review Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Alia Cahyani; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The use of technology-based learning media, particularly PhET (Physics Education Technology) simulations, is widely adopted in high school physics education. PhET provides interactive simulations capable of visualizing abstract physics concepts, thereby facilitating a better understanding of the material for students. Various studies indicate that the integration of PhET can enhance conceptual understanding, learning outcomes, and student engagement in the learning process. This study aims to analyze research trends regarding the use of PhET in improving high school physics conceptual understanding during the 2014–2023 period, providing a comprehensive overview of literature development over the past decade through a Systematic Literature Review (SLR) approach. Data were gathered from relevant academic databases and analyzed to identify the growth in publication numbers, author collaboration patterns, and dominant research topics. The results show a steady increase in PhET-related publications over the years. Frequently researched topics include conceptual understanding, learning outcomes, critical thinking skills, and technology-based learning. Furthermore, PhET has proven effective in helping students grasp complex physics concepts through interactive visualization. In conclusion, research on PhET displays an upward trend and contributes positively to improving the quality of physics education at the senior high school level. This study is expected to serve as a valuable reference for developing innovative and effective learning media
Co-Authors Ahmad Busyairi, Ahmad Ahmad Fauzi Ahmad Harjono Alia Cahyani Almira Erika Putri Alpina Pebrianti Aris Doyan Aulia Aulia Bahtiar Baiq Anisya Nelahi Purnadya Baiq Oriza Januarlinda Bq. Roswin Tiarti Sari Ermafitriyana Ermafitriyana Fadillah Deswita Sari Febby Apriani Gunawan Gunawan Gunawan Gunawan Handini Handini Hayatun Novi Aulia Heni Yulianti Hikmawati Hikmawati I Wayan Gunada Jannatin Ardhuha Jaswadi Khairullah, Muhammad Fadhil Khalila Humairo Ramadhani Kosim Kosim Lindawati Lindawati Lutfiatussolihah Lutfiatussolihah M Fadhil Khairullah Maria Anastasia Da Lopez Muhammad Zuhdi Nabila Khaerunnisa Nayumi Warta Nabila Ni Nyoman Sri Putu Verawati Nilawati Nilawati Nurul Asmaya Fitria Hasanah Rindi Sartika Dwi Oktari Robiatul Adawiah Shelliana Iqlima Silviatul Wardiana Siti Nurlali Sri Aliyah St. Hajar Susilawati Syahrial A. Syahrial Ayub Teguh Ardianto Tiara Dwi Saiva Wahyudi Wahyudi Wan Yusmawati Binti Wan Yusoff Winda Pratiwi Windy Zaerani Yasfi Ismayani Zeni Haryanto Ziadatun Nikmatillah