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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Journal of Digital Learning and Distance Education Radinka Journal of Science and Systematic Literature Review Radinka Journal of Health Science
Megahati S, Ruth Rize Paas
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Education Health Professions Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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ChatGPT for Teachers and Students in Science Learning: A Systematic Literature Review Purnama, Iwan; Edi, Firman; Megahati S, Ruth Rize Paas; Wijanarko, Tiok
Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i10.5259

Abstract

In Indonesia Science education has not reached a portion that is in accordance with the needs of science education. Science learning should not only focus on knowledge but must also be balanced with application in everyday life. With this application, students will know that what they learn in science is applied and useful for life. That way, students will continue to try to experiment because of their high curiosity so that students are able to produce scientific products. Science problems are not only experienced by students, but teachers who teach science at school also have science problems they face. For this reason, Chat GPT (Generative Pre-Trainer Transformer) is used as one of the Open AI (Artificial Intelligence) innovations, a research company engaged in the development of artificial intelligence. The purpose of this research is to explain GPT Chat for Teachers and Students in Science Learning. A review is conducted on the state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research show that Chat GPT has main functions, Chat GPT also has many uses for teachers and students, and science learning has five domains of science education, which must be supported by appropriate technological sophistication.
Can ChatGPT be integrated into Blended Learning in Science: A Systematic Literature Review Rusdiawan, Afif; Hasriyani, Enny; Zeswita, Armein Lusi; Megahati S, Ruth Rize Paas; Susanto, Nugroho
Jurnal Penelitian Pendidikan IPA Vol 10 No 2 (2024): February
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i2.7001

Abstract

Success requires highly qualified teachers who use their skills and assessment tools to diagnose learner needs, and then design targeted instruction with available resources. Only in this way can the integration of ChatGPT in blended learning be transformational, when teaching does not reflect traditional practices but is a series of dynamic experiences in the hands of students. Where the research aims to examine the Integration of ChatGPT in Blended Learning: A Systematic Literature Review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that there are 4 types of characteristics of Blended Learning, namely Combining Various Delivery Methods, Combining Direct Teaching, and Combining Effective Teaching Methods and Learning Styles, Teachers and Parents Have the Same Role. Some of the benefits of Blended Learning are More Flexible, Effective Learning Results, Increasing Student Interaction and Involvement, Able to Increase Learning Satisfaction, Student Participation Becomes More Active, and costs and Time. Categories of Use of Technology (ChatGPT) in Blended Learning are Managed learning, regulated learning, collaborative learning, and authentic learning
E-Worksheet to Improve Critical Thinking and Scientific Argumentation Skills: A Systematic Literature Review Sudirman; Megahati S, Ruth Rize Paas; Agustin, Risnawati; Masita, Ella; Pranoto, Nuridin Widya
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.v10i6.7327

Abstract

Using e-worksheets will provide students with the opportunity to actively participate in the process of technological development in an increasingly rapid world, be able to think critically, and enable students to argue scientifically. E-worksheet is a form of E-worksheet that is done digitally and carried out systematically and continuously over a certain period. E-worksheets can improve critical thinking skills and scientific argumentation. E-worksheets can be created and designed according to needs in the learning process. The student activity sheet contains tasks that must be carried out by students. Where the research aims to examine E-worksheets to Improve Critical Thinking Abilities and Scientific Argumentation: A Systematic Literature review. The review was conducted based on state-of-the-art methods using the preferred reporting items for reviews and meta-analyses (PRISMA) guidelines. The results of this research explain that: The types of teaching materials in learning are printed teaching materials, audio teaching materials, audio-visual teaching materials, interactive multimedia teaching materials, and web-based teaching materials; Various forms of E-worksheets: E-worksheets that help students discover a concept, practice, integrate various concepts that have been discovered, study guides, practical instructions; Function of E-worksheet: functions as a medium, learning tool, Critical Thinking Skills and Scientific Argumentation.
Comprehensive Guided Inquiry Learning Model through Digital Concepts for Aquaculture Students: A Review Megahati S, Ruth Rize Paas; Yuliana, Liza
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 7 (2025): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i7.627

Abstract

The abstract nature of the topics is easily understood while learning chemistry through guided inquiry. This article employs the A Review (SLR) technique to review eleven papers released between 2018 and 2023 that deal with teaching chemistry using various guided inquiry models. Three online article databases—ERIC, Scopus, and Google Scholar—were used to retrieve articles methodically. The information in this review will be helpful to educators and researchers who work in chemical education in understanding guided inquiry models, how they impact chemical learning outcomes, and how to apply them to improve students' comprehension of chemistry. The review's conclusions show how various guided inquiry strategies immerse students in a problem, offer them an investigation to work through and provide guidance on how to solve the problem. Guided inquiry models influence chemistry learning outcomes by enhancing metacognition, concept understanding, critical thinking skills, science process skills, learning outcomes, creative thinking abilities, and reducing misconceptions. Many learning models or strategies, including guided inquiry, guided inquiry-based on blended learning, guided inquiry-based on the flipped classroom, guided inquiry model integrated with STEM, and guided inquiry and task hierarchy analysis model in cooperative learning strategy, have also used different chemistry learning models.
Virtual Reality as A Digital Learning Innovation to Enhance the Skills of Students: A Systematic Review Megahati S, Ruth Rize Paas
JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION Vol. 4 No. 10 (2026): Journal of Digital Learning and Distance Education (JDLDE)
Publisher : RADINKA JAYA UTAMA PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56778/jdlde.v4i10.676

Abstract

A VR is a significant option for improving learning activities in schools, consistent with contemporary educational trends and technical progress. Prior studies reveal a deficiency in thorough assessments assessing VR as a digital learning innovation, particularly focused on improving student abilities. This study aims to analyze and highlight several research publications that examine virtual reality as a digital learning innovation to improve student skills. We chose the PRISMA diagram to conduct the systematic review process. Based on the established inclusion criteria, we identified 20 potential articles for the literature review. The selected articles emphasize the role of VR as a digital learning innovation aimed at enhancing student skills. VR is a promising digital learning innovation that can significantly enhance elementary school students' skills and engagement. This study collects and analyzes relevant research findings to conclude that VR is a digital learning tool for improve ESS skills. The implications of using VR in education are significant, offering opportunities to transform traditional learning environments and equip students with the skills needed for future success. However, careful consideration and strategic planning are essential to address the challenges and maximize the benefits of this innovative technology.
Co-Authors Agustin, Risnawati Armein Lusi Zeswita Azhar Azhar Azhar Edi, Firman Elfina, Yuci Elijonnahdi Elijonnahdi Ella Masita Febri Yanti Gustina Indriati Hasriyani, Enny Iwan Purnama Mitra FEBTA Nugroho Susanto Nuridin Widya Pranoto Refmidawati Rusdiawan, Afif Sudirman Sutra, Bunga Tiok Wijanarko Wairisal, Paulus L Yuliana, Liza