Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Mathematics Instruction, Social Research and Opinion
Novi Ratna Dewi
Semarang State University
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Development of E-Worksheet with the TPACK Approach to Train Students' Digital Literacy and Higher Order Thinking Skills Putri Ulyatun Niswah; Novi Ratna Dewi
Jurnal Penelitian Pendidikan IPA Vol 10 No 6 (2024): June
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i6.4850

Abstract

21st century skills that must be mastered by students in an era of rapid technological development, one of which is digital literacy and HOTS. Therefore, there is a need for innovation in form of E-worksheet with the TPACK approach to train students' digital literacy and HOTS. TPACK can integrate technology with learning. This study aims to analyze the validity of E-worksheets with the TPACK approach to train students' digital literacy and HOTS, and also to analyzing students' digital literacy and HOTS profiles after using the product. This type of research is Development which uses the ADDIE model. The average value of Aiken's E-worksheet products with the TPACK approach which was validated by 5 experts was 0.94 indicating that E-worksheet products developed were valid to be used to train students' digital literacy and HOTS. The digital literacy profile of 27 students is 7% very good criteria, 48% good criteria, and 45% good enough criteria. The HOTS profile of 27 students is 67% good criteria and 33% good enough criteria. It can be concluded that the E-worksheets with the TPACK approach is valid and can be used to train students' HOTS digital literacy.
Virtual Reality in Science Education: A Systematic Literature Review on Students’ Learning Motivation Alifia Hasna Azzah Fillah; Arif Widiyatmoko; Novi Ratna Dewi; Sudarmin Sudarmin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1413

Abstract

The growing use of Virtual Reality (VR) in science education has attracted considerable attention due to its potential to create immersive, interactive learning experiences. However, previous studies have mainly focused on cognitive outcomes, while research specifically examining students’ learning motivation remains fragmented. Therefore, this study aims to analyze publication trends, country contributions, mapping of academic fields, and the implementation of VR in science education related to students’ learning motivation. This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 guidelines. Data were collected from the Scopus database using Publish or Perish 8, covering publications from 2016 to 2026, and 25 selected articles were analyzed qualitatively. The findings indicate that research on VR in science education has increased significantly, particularly after 2020, with the United States, Taiwan, Spain, and China as the major contributors. The studies were dominated by Computer Science and Social Sciences, reflecting the interdisciplinary nature of VR research. Furthermore, VR was found to enhance students’ learning motivation through immersive experiences, interactivity, engagement, and contextual visualization. However, excessive immersion may increase cognitive load if not supported by appropriate instructional design. Therefore, VR should be integrated with appropriate pedagogical strategies to create more engaging, student-centered science learning environments.
Co-Authors Alifia Hasna Azzah Fillah Arif Widiyatmoko Putri Ulyatun Niswah Sudarmin Sudarmin