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ANALISIS MEDIA PEMBELAJARAN BERBASIS VIRTUAL REALITY MELALUI PENDEKATAN STEAM GUNA MENINGKATKAN PEMAHAMAN KONSEP PESERTA DIDIK SMA Mubarok, Wildan; Anugrah, Sherlynggar
Al-Irsyad Journal of Physics Education Vol 3 No 2 (2024): Juli 2024
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Darud Da'wah Wal Irsyad Pinrang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58917/ijpe.v3i2.118

Penelitian ini bertujuan untuk mengetahui pengaruh penerapan media pembelajaran berbasis virtual reality menggunakan pendekatan STEAM dapat meningkatkan pemahaman konsep fisika dan meningkatkan rasa ketertarikan peserta didik pada mata pelajaran fisika. Metode yang digunakan pada penelitian ini adalah research dan development dengan menggunakan model pengembangan ADDIE, tahapan yang telah selesai dilakukan pada penelitian ini adalah implementasi skala kecil yang dilakukan kepada 35 peserta didik kelas X SMAN 1 Gedangan diakhiri dengan pemberian Google form kepuasan terhadap media pembelajaran yang berikan. Berdasarkan penelitian yang telah dilakukan dapat diketahui bahwa media pembelajaran Virtual Reality sebagai media pembelajaran yang menggunakan pendekatan STEAM merupakan media pembelajaran yang efektif dan imersif dalam meningkatkan pemahaman konsep fisika peserta didik SMA, dengan meningkatnya pemahaman konsep fisika akan menimbulkan ketertarikan peserta didik pada mata pelajaran fisika yang semakin tinggi khususnya pada materi besaran dan pengukuran. Pembelajaran fisika yang dikenal sebagai mata pelajaran yang bersifat kompleks dan sistematis dapat dipelajari dengan lebih mudah melalui media pembelajaran Virtual Reality menggunakan pendekatan STEAM berhasil meningkatkan pemahaman konsep fisika peserta didik.

A EFA Analysis of Digital Technology Teaching Materials in Improving Students' Critical Thinking in Physics Learning Lintangesukmanjaya, Rahmatta Thoriq; Mahendra, Agusti; Anugrah, Sherlynggar; Prahani, Binar Kurnia; Dwikoranto, Dwikoranto; Satriawan, Muhammad; Rizki, Iqbal Ainur
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 14 No. 1 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v14n1.p23-38

Objective: The research aims to analyze the effectiveness of physics learning by applying technology or digital teaching materials significantly to improve students' critical thinking abilities. Knowledge regarding the need to use digital technology in educational institutions today can be used to implement innovative learning plans in the future. Method: The research was carried out using quantitative descriptive methods based on the data that had been obtained. Statistical tests in research involve the analysis of student response questionnaire results and literature reviews. Analysis of case study questionnaire responses on using technology in learning and the media needs of 92 students were analyzed using Exploratory Factor Analysis (EFA). Results: Based on the case study analysis obtained using EFA analysis, the need for learning using digital technology is very high. The response of students' motivation and interest in future learning received the maximum response that students need interactive learning with the help of engaging digital media, one of which is virtual simulation, which is relevant in improving critical thinking skills. Novelty: Application of Exploratory Factor Analysis (EFA) to analyze students' needs for digital media to improve critical thinking skills in physics learning. With support, the literature review shows a relevant relationship between the needs and challenges of developing technology in current digital learning media in providing an impact on alternative aspects of cost, time, space, and security to improve critical thinking skills. This research can be used to plan innovative learning in the future.

Global Trends and Research Directions in Technology Integration in Physics Education for SDG 4: A Bibliometric Analysis (2016–2025) Anugrah, Sherlynggar; Mubarok , Wildan Khusni; Fitroni, Wildan; Nisa’, Khoirun
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.97

Objective: This study examines the development and research potential of technology integration in physics education related to Sustainable Development Goal 4 (SDG 4) from 2016 to 2025. By mapping global scientific publications, this study identifies research trends, collaboration patterns, and emerging technological innovations that support inclusive and high-quality physics education. Method: A bibliometric analysis, combined with a systematic literature review following the PRISMA protocol, was employed. Data were retrieved from the Scopus database, resulting in 27,322 documents published between 2016 and 2025. After applying PRISMA screening stages—identification, screening, eligibility, and inclusion—5 articles were selected for detailed analysis. Bibliometric mapping was conducted using VOSviewer and Bibliometrix (R-package) to visualize publication growth, author productivity, collaboration networks, and keyword co-occurrence. Results: The results indicate a significant increase in publications on technology-based physics learning, particularly after 2021, reflecting accelerated digital transformation in science education. The United States, India, China, and Indonesia are the most productive countries, demonstrating global participation in this research area. Keyword analysis highlights “education,” “sustainable development,” “engineering education,” and “technology” as dominant themes. At the same time, emerging topics such as “machine learning” and “augmented reality” indicate growing interest in advanced digital tools for physics learning. Novelty: This study provides a comprehensive bibliometric mapping of technology integration in physics education within the SDG 4 framework. It identifies future research directions involving artificial intelligence, immersive learning technologies, and innovative digital pedagogies.

Global Trends and Research Directions in Technology Integration in Physics Education for SDG 4: A Bibliometric Analysis (2016–2025) Anugrah, Sherlynggar; Mubarok , Wildan Khusni; Fitroni, Wildan; Nisa’, Khoirun
Journal of Law and Bibliometrics Studies Vol. 2 No. 1 (2026): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jolabis.2.1.97

Objective: This study examines the development and research potential of technology integration in physics education related to Sustainable Development Goal 4 (SDG 4) from 2016 to 2025. By mapping global scientific publications, this study identifies research trends, collaboration patterns, and emerging technological innovations that support inclusive and high-quality physics education. Method: A bibliometric analysis, combined with a systematic literature review following the PRISMA protocol, was employed. Data were retrieved from the Scopus database, resulting in 27,322 documents published between 2016 and 2025. After applying PRISMA screening stages—identification, screening, eligibility, and inclusion—5 articles were selected for detailed analysis. Bibliometric mapping was conducted using VOSviewer and Bibliometrix (R-package) to visualize publication growth, author productivity, collaboration networks, and keyword co-occurrence. Results: The results indicate a significant increase in publications on technology-based physics learning, particularly after 2021, reflecting accelerated digital transformation in science education. The United States, India, China, and Indonesia are the most productive countries, demonstrating global participation in this research area. Keyword analysis highlights “education,” “sustainable development,” “engineering education,” and “technology” as dominant themes. At the same time, emerging topics such as “machine learning” and “augmented reality” indicate growing interest in advanced digital tools for physics learning. Novelty: This study provides a comprehensive bibliometric mapping of technology integration in physics education within the SDG 4 framework. It identifies future research directions involving artificial intelligence, immersive learning technologies, and innovative digital pedagogies.

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