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Research Trends of Augmented Reality in Physics Education based on Scopus Database in Thirteen Years (2010-2023): A Bibliometric Approach Nurjanah, Siti; Iqbal, Muhammad; Sultan, Jumriani; Sholihin, Sholihin; Ulyasari, Nur; Rashid, Salman
JIPF (Jurnal Ilmu Pendidikan Fisika) Vol 9, No 3 (2024): September 2024
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jipf.v9i3.5383

This research is useful for mapping the development of AR research in physics learning. This research is a bibliometric study to analyze scientific publications related to the implementation of Augmented Reality (AR) in physics learning. Data obtained from the Scopus database by applying certain inclusion criterias, resulting in 55 relevant publications from 2010 to 2023. Data analysis is done using Rstudio application with biblioshiny package. The analysis is done to extract a variety of bibliometric information such as publication trends, authors and influential countries, keywords, themes, and research trends. The analysis shows a significant increase in publications since 2017, with Germany and Indonesia as the most research countries. The integration of AR into learning methods like PBL is found to be the most dissected. Inter-country and inter-affiliate research collaboration on this topic still needs to be enhanced. Existing research is largely focused on the potential of augmented reality to enhance students' interest, motivation, and understanding of physical concepts through interactive and realistic visualizations. These findings could inform the direction of future research to produce significant innovations in improving the quality of physics learning.

Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401

The Effect of Geographical Inquiry Based on Learning Style Differentiation on Students’ Critical Thinking Skills Nurani, Mentari Pradi Galih; Handoyo, Budi; Rashid, Salman; Meilana, Lisa Nikita
Future Space: Studies in Geo-Education Vol. 1 No. 2 (2024): Future Space: Studies in Geo-Education
Publisher : CV Bumi Spasial

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69877/fssge.v1i2.14

Learning in the Merdeka Curriculum prioritizes differentiation strategies that adapt learning styles to student preferences in order to train critical thinking skills. The use of Geographical Inquiry and differentiation strategies is relevant to existing gaps, but the effect of the integration of these two things is not yet known. This research aims to determine the effect of Geographical Inquiry based on learning style differentiation on students' critical thinking abilities. The research method has a quasi-experimental design using a post-test only measurements. The research was carried out for three weeks in the odd semester of the 2023/2024 academic year. The research subjects were students of class XI IPS at SMAN 1 Singosari who were divided into experimental classes and control classes. Data collection through conducting post-tests on material on flora and fauna conservation efforts. Data processing uses parametric statistical techniques and the average results of the two classes are analyzed using the independent sample t-test. The findings reveal that Geographical Inquiry tailored to different learning styles enhances students' critical thinking skills, suggesting a need for educational strategies that accommodate individual learning preferences. This has broad implications for improving 21st-century skills across educational settings, potentially transforming how we prepare students for future challenges

Who Reaches the Top? Investigating Gender-Based Performance and Maximum Score Gaps in University Entrance Exams Disnawati, Hermina; Dwiningrum, Siti Irene Astuti; Deda, Yohanis Ndapa; Rashid, Salman; Dos Santos, Mariano
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.524

Disparities in the academic readiness of first-year university students remain evident, continuing to challenge higher education systems, particularly when entrance assessments fail to reflect foundational competencies accurately. This study investigates whether gender-based differences exist in entrance exam performance and analyzes students' maximum scores to assess peak academic achievement in two core domains: English proficiency and Quantitative Knowledge. The research was conducted at a public university in East Nusa Tenggara, Indonesia, involving 1,186 students admitted through the independent selection pathway. A comparative quantitative approach was applied using descriptive statistics, Welch’s t-test, and boxplot visualizations in JASP 0.18.3 software. The results showed no statistically significant gender differences in either domain (English: p = 0.504, d = 0.040; Quantitative: p = 0.543, d = –0.036), with nearly identical mean scores and score variability. However, the maximum scores of 17/20 in English and 13/20 in Quantitative Knowledge were far below the full mark, indicating systemic gaps in academic preparedness and possible ceiling effects in test design. These findings support the need to redesign entrance assessments using Item Response Theory (IRT) and to implement bridging or matriculation programs. These interventions can help universities and policymakers ensure fairer and inclusive pathways to promote equitable access and success in higher education.

Gamification and Smart Learning: A Framework for Digital Motivation Yassin, Abdulnassir; Rashid, Salman; Mlwale, Husna Juma
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.997

Integrating gamification techniques into smart learning environments has gained considerable attention as a method to enhance student engagement and motivation. This article explores the connection between gamification and smart learning by proposing a conceptual framework for digital motivation. Drawing upon existing literature, the paper identifies key components of gamification and smart learning and presents a model that leverages digital tools to improve educational outcomes. The results of various studies examining the effects of gamification in digital learning environments are discussed, revealing both the potential benefits and challenges of incorporating game elements into education. This paper provides valuable recommendations for educators and institutions aiming to increase student engagement and success by offering insights into how gamification can be strategically utilised within smart learning systems.

Enhancing Elementary School Students' Motivation to Learn Natural Science (IPA) through the Science, Environment, Technology, and Society (SALINGTEMAS) Learning Model Astiti, Ayu Dewi; Rashid, Salman; Murni, Yanti; Chaniago, Muhammad Akbar; Irfandi, M.
Vocational: Journal of Educational Technology Vol. 1 No. 1 (2024)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/vocational.v1i1.248

This study aims to increase the motivation to learn Natural Science (IPA) in elementary school students through the Science, Environment, Technology, Society (SALINGTEMAS) learning model. This research was conducted at SD Negeri Sindang III, Majalengka, Indonesia, where the research method used was Classroom Action Research (CAR) with two cycles. In cycle I, meeting II, student learning motivation reached 71%, while in cycle II, meeting II, there was a significant increase to 84%. In addition, observation data of educators' learning actions showed that in cycle I, meeting II the percentage reached 44%, while in cycle II, meeting II, it increased to 78%, exceeding the desired target. Observations of student learning actions also showed an increase, from 66% in cycle I, meeting II, to 88% in cycle II, meeting II, exceeding the target set. Thus, the results of this study indicate that the application of the SALINGTEMAS learning model is effective in increasing the motivation of elementary school students to learn science.

Improving Reading Comprehension Skills through the SQ4R Learning Strategy Astiti, Ayu Dewi; Rashid, Salman; Astriyani, Serly
Journal of Multidiscipline and Collaboration Research Vol. 2 No. 2 (2025)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/jmcr.v2i2.623

This classroom action research aims to improve the reading comprehension skills of fifth-grade students at SD Negeri Sindang III Majalengka through the implementation of the Survey, Question, Read, Reflect, Recite, Review (SQ4R) strategy. The study was motivated by the low level of students’ reading comprehension skills, as only a small number of students were able to fully understand the content of the reading materials. The research was conducted in two cycles, each consisting of the stages of planning, action implementation, observation, and reflection. The subjects of the study were 17 students in the even semester of the 2024/2025 academic year. Data were collected through teacher and student activity observations, as well as reading comprehension achievement tests. The data were analyzed descriptively by calculating the percentages of activity and learning mastery. The findings revealed a significant improvement. Teacher activity increased from 78.66% (good category) in the first cycle to 99.99% (very good category) in the second cycle. Student activity rose from 69.19% (fairly good) to 93.76% (very good). Similarly, students’ learning mastery improved from 47.05% in the first cycle to 70.58% in the second cycle. Therefore, the SQ4R strategy proved to be effective in enhancing both the learning process and outcomes of reading comprehension.

Validity of Adult Learning Motivation Measurement Instruments: A Psychometric Analysis Ahmad, Ahmad; Santos, Mariano Dos; Rashid, Salman
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 13, No 2 (2025): Kolokium: Publishing October 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium.v13i2.1152

Learning motivation is an important factor in the success of adult education, both in non-formal programs, training, and community development. However, many existing motivation measurement instruments still come from formal education adaptation and have not gone through adequate psychometric tests. This study aims to analyze the validity of the instrument for measuring adult learning motivation. The method used was a quantitative survey involving 72 respondents aged 20-50 years from non-formal education and training programs in Central Lombok and West Lombok Regencies. The instrument consists of 25 statements with a five-point Likert scale. The validity of the content was tested using Aiken's V, while the validity of the construct was analyzed by Exploratory Factor Analysis (EFA) through the MSA test and Bartlett's Test using the R studio application. The results of the study showed that most of the items had medium to high category content validity. MSA values range from 0.64–0.88 and the Bartlett test yields χ² = 1369.036; df = 300; p < 0.001 which confirms the feasibility of the data. The EFA analysis found five factors with an eigenvalue of > 1, but four main factors were maintained with a total variance of 60.4%. These findings confirm that the instrument has adequate construct validity and can be used in adult education evaluation.

Qualitative Exploration of Factors Making Physics Challenging for Students Nurjanah, Siti; Martaputri, Nurul Aulia; Hulu, Hepi Kharisda; Novieyanti, Armelya; Aniasari, Yuri; Rashid, Salman
Jurnal Pembelajaran Fisika Vol 12, No 2 (2024): Jurnal Pembelajaran Fisika
Publisher : Jurnal Pembelajaran Fisika

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

The majority of students tend to perceive physics as a challenging subject. While numerous studies have investigated the factors contributing to this challenge, more comprehensive qualitative research needs to be conducted that delves deeply into this phenomenon, particularly within the constructivist paradigm. This study employs the constructivist paradigm as a framework to examine the elements that contribute to students’ perception of physics as a challenging subject. This study employed a descriptive qualitative method. The data for this study were collected through a thematic analysis of comments from the Quora platform. The sample consisted of ten comments from the Quora website, selected based on the highest recommendations. The data were subjected to a thematic analysis using ATLAS.ti software version 9. The study identified seven primary themes that analyze the elements contributing to the challenges in acquiring knowledge in the field of physics. These topics include the nature of physics itself, the role of teachers, the characteristics of students, the disparity between physicists and non-experts, the curriculum, parental influence, and the discipline’s historical development. The challenges encountered in studying physics arise from intricate and interconnected causes. Further research could be undertaken to examine efficient learning strategies to overcome these challenges and explore additional variables that may contribute to this phenomenon.Keywords: Constructivist paradigm, physics challenges, physics education, student perceptions, thematic analysisDOI: http://dx.doi.org/10.23960/jpf.v12.n2.202401

Understanding Pre-Service Elementary Teachers’ Expectations for a Culture- Integrated Learning Management System Ardiansyah, Amalia Rizki; Murjainah; Joronavalona, Rasamimanana; Ame, Ibrahim Pandu; Rashid, Salman
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.90290

The increasing demand for learning platforms that effectively integrate local wisdom and cultural content necessitates an understanding of user expectations, especially among pre-service elementary teachers (PSETs) who will utilize these tools. This study aims to identify PSET students' expectations for the design and implementation of a culture-integrated Learning Management System (LMS) and to explore the challenges they encounter in its use. This study employs a mixed-methods approach, collecting data through a survey administered to 30 PSETs and in-depth interviews with four participants (two male and two female) from the Elementary School Teacher Education Study Program at Yogyakarta State University. The findings reveal seven main aspects that affect the LMS user experience: ease of access, clarity of navigation, material management, speed of assignment collection, technical problems, timely notification, and discussion features. The survey and interview results indicate that technical issues and accessibility remain the primary challenges, while aspects of material management and speed of assignment submission receive positive ratings. Students emphasize the importance of interactive features, culturally relevant content, and an improved LMS interface design. This study concludes that continuous improvements in accessibility, technical support, and the strategic integration of culturally relevant content are crucial for enhancing the learning experience of PSETs. These findings contribute to the body of knowledge by providing specific, empirically driven design and implementation recommendations for developers and educators seeking to create culturally sensitive and effective digital learning environments for future elementary school teachers.

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