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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penelitian Fisika dan Aplikasinya (JPFA) JURNAL ILMIAH PENDIDIKAN FISIKA AL BIRUNI International Journal of Electronics and Communications Systems Online Learning in Educational Research International Journal of Essential Competencies in Education International Journal of Ethnoscience and Technology in Education
Sharov, Sergii
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Astronomy Computer Science & IT Earth & Planetary Sciences Education Electrical & Electronics Engineering Materials Science & Nanotechnology Mathematics Physics Other

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Fisikawaii Adventure: An Effort to Increase Students' Learning Participation through Gamification and Virtual Reality Al Faqih, M Vithor; Widiarni, Anggi; Andini, Nisa; Saregar, Antomi; Sharov, Sergii; Faraj, Bawar Mohammed
Online Learning In Educational Research (OLER) Vol 3, No 2 (2023): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v3i2.294

Abstract

Student participation is critical in education. Technology integration, such as virtual reality, enhances the visualisation of physics concepts and participation. Combining virtual reality and gamification creates an immersive and interactive learning experience. This research aims to design and implement a learning management system (LMS) called Fisikawaii Adventure integrated with gamification and virtual reality. This study follows the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. The motivational element of GAFCC (Goal, Access, Feedback, Challenge, and Collaboration) was employed in the design stage. The LMS was evaluated at SMAN 2 Bandar Lampung with ten eleventh-grade MIPA (Mathematics and Natural Science) students. The data collection technique employed was a non-test instrument. The data analysis technique was qualitative-quantitative using the Likert scale. Fisikawaii Adventure was valid with an average percentage score of 85.5 from material experts, 87.25 from media experts, and 86.4 from student responses (very feasible category). The product was feasible to use in physics learning and increase students' participation. Although it requires further investigation, this research contributes significantly to integrating gamification and virtual reality into LMS and physics learning.
Distance Advanced Training of Preschool Teachers in Ukraine: Quantitative Indicators Sharova, Tetiana; Voronov, Volodymyr; Sharov, Sergii; Kolomoiets, Halyna; Voronova, Anna
Online Learning In Educational Research (OLER) Vol 4, No 1 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i1.343

Abstract

This study examines the stages involved in organizing distance learning advanced training courses and provides a quantitative analysis of preschool educators participating in the "Education and Care" program in Ukraine. The need for this study arises from the increasing reliance on distance learning formats for professional development, particularly in light of technological advancements and socio-political challenges. Despite prior research on children in preschool, there remains a lack of systematic analysis of the organizational processes and outcomes of such programs. The study utilized theoretical and empirical methods, with data collected through Google Forms and analyzed for the period of July-September 2023. Results indicate that 13,456 preschool educational professionals (principals, methodologists, and teachers) participated in the program, with preschool teachers representing the majority (71%). Only 7% of participants received completion certificates. This study highlights critical insights into the scalability and implementation of distance training programs, providing a foundation for future research and policy development in preschool education.
Integrating Augmented Reality into Blended Learning for Improved Magnetism Conceptual Understanding Asyhari, Ardian; Dian Yusandika, Ajo; Sharov, Sergii
Jurnal Penelitian Fisika dan Aplikasinya (JPFA) Vol. 14 No. 1 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpfa.v14n1.p33-48

Abstract

In pursuing innovative educational strategies, this study investigates the integration of Augmented Reality (AR) with blended learning to enhance students' conceptual understanding of magnetism. Utilizing AR as a significant educational tool provides an immersive experience that aids in comprehending complex concepts. At the same time, blended learning combines traditional classroom methods with online resources for a more effective approach. This research employs an experimental design with a pretest-posttest control group involving 60 students from the Islamic University of Raden Intan Lampung enrolled in a physics course on magnetism. The experimental group experienced AR-enhanced blended learning, while the control group received traditional blended learning without AR. Quantitative data analysis included descriptive statistics and the N-Gain test to measure the intervention's effectiveness, with ANOVA used to examine differences in conceptual understanding between the groups. Qualitative data was gathered through semi-structured interviews and analyzed thematically to identify common themes and patterns. The results indicate a significant improvement in the experimental group's understanding of magnetism compared to the control group, highlighting AR's effectiveness in enhancing interactivity and engagement, facilitating the visualization of abstract concepts, and reinforcing the linkage between theory and practical application. These findings offer educators and curriculum developers valuable insights, laying a foundation for future interdisciplinary educational research.    
Transforming Education with ChatGPT: Advancing Personalized Learning, Accessibility, and Ethical AI Integration Asy'ari, Muhammad; Sharov, Sergii
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2424

Abstract

The integration of artificial intelligence (AI) in education, exemplified by tools like ChatGPT, represents a transformative shift in teaching and learning methodologies. This study explores ChatGPT’s role in advancing personalized learning, empowering educators, and enhancing accessibility within educational ecosystems. Using a systematic literature review supported by bibliometric analysis, the paper identifies key trends and insights into AI-driven educational technologies. Findings demonstrate ChatGPT's capacity to personalize instruction by generating adaptive content, delivering real-time feedback, and facilitating curriculum development. It also alleviates educators' workloads through automated grading, lesson planning, and administrative support. However, challenges such as ethical concerns regarding data privacy, inherent AI biases, and potential over-reliance on automation hinder its widespread adoption. The study emphasizes the necessity of ethical guidelines, transparency, and balanced AI integration to mitigate these risks. In conclusion, ChatGPT holds substantial potential for improving educational outcomes by fostering inclusive, adaptive, and efficient learning environments. Future efforts should focus on refining AI technologies to reduce biases, uphold data privacy, and equip educators with the skills needed to effectively integrate AI into pedagogical practices. Responsible and ethical implementation will be key to unlocking ChatGPT's full potential in education.
Results of the international language and literature competition for gifted youth of Ukraine Sharova, Tetiana; Safonov, Yuriy; Sharov, Sergii; Zemlianska, Alina
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27560

Abstract

The article provides the analysis of the results of the Taras Shevchenko International Language and Literature Competition for Pupils and Student Youth in 2018-2022. The methods of the quantitative analysis were used to determine the number of participants and winners of the competition (diplomas of I, II, and III degree) in each region of Ukraine, as well as among the foreign participants. It was found that over the past 5 years, 3,384 people from 24 regions of Ukraine and the city of Kyiv participated in the language and literature competition. The winners were 1,636 people, which is 48.3% of the total number of participants. It was found that 240 participants from 16 countries around the world took part in the competition. The obtained results will allow us to identify the regions of Ukraine and its international partners who actively participated in the competition; Departments of Education and Science of Ukraine will be able to popularize the Ukrainian language and enhance the involvement of gifted youth in intellectual competitions. The further research will provide the quantitative analysis of participants who are going to take part in All-Ukrainian competitions in 2023-2024 academic years.
Online Performance Assessment Based on Science Process Skills and Collaboration Skills in Islamic Religious Higher Education Latifah, Sri; Suryani, Yani; Sharov, Sergii
Jurnal Ilmiah Pendidikan Fisika Al-Biruni Vol 13 No 1 (2024): Jurnal Ilmiah Pendidikan Fisika Al-Biruni
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/jipfalbiruni.v13i1.14486

Abstract

4C skills (critical thinking, creativity, collaboration, communication) are essential in modern education. The existing assessment instruments are not fully integrated with technology. This research develops technology-based instruments to assess 4C skills.This study aims to determine experts' opinions on the feasibility and practicality of an online performance assessment instrument based on science process skills and collaboration skills. The research used the Research and Development method with the ADDIE development model. The subjects of the study were students from UIN Raden Intan Lampung, UIN Walisongo, and IAIN Cirebon with 60 students. The data collecting techniques used were questionnaires for expert validation on the content and language of the questions. The researcher also distributed questionnaires to the students. The findings of this study are 1) the final product meets the high feasibility criteria with a percentage of 88% for the content aspect and 86% for the language aspect, 2) the practicality of the product meets the excellent criteria, and 3) the response of the teachers indicates that the product is highly feasible. As a physics learning product in laboratory activities, the online performance assessment instrument with science process skills and collaboration skills is suitable and practical to use. It is recommended for other researchers to utilize other online platforms and instruments to measure other skills
Analysis of Google Stock Prices from 2020 to 2023 using the GARCH Method Athaulloh, M Farhan; Mubarok, Husni Na’fa; Sharov, Sergii; Hati, Berliyana Kesuma; Muthoharoh, Luluk; Alvionita, Mika
International Journal of Electronics and Communications Systems Vol. 3 No. 2 (2023): International Journal of Electronics and Communications System
Publisher : Universitas Islam Negeri Raden Intan Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijecs.v3i2.20899

Abstract

This research focuses on Google's share price movements, considering their significant impact on the financial market, using Google's share price data from 2020 to 2023. The aim is to analyze error variance and forecast and provide valuable information to stockbrokers and investors. The ARMA model has shortcomings in dealing with volatility, so the GARCH model is used to overcome it. Research methods include financial data analysis, preprocessing, and modeling with GARCH. The rolling forecast method describes changes in price patterns over time. Evaluation using MAPE validates the prediction accuracy of the ARIMA model. The best model chosen with the most negligible AIC value criteria was the ARIMA(3,0,2)GARCH(1,1) model. The forecasting results show accurate stock price predictions with an average MAPE value of 20.7 percent. This research provides an essential basis for brokers and investors in making investment decisions based on a deep understanding of the dynamics of Google's share price movements in the above time frame.
Pedagogical Negotiation in an Unequal Digital Ecosystem: A Case Study of Science Education in Higher Education Ariansyah, Ariansyah; Bilad, Muhammad Roil; Sutarto, Sutarto; Kurnia, Nova; Alaydrus, Kadir Alpan; Pathan, Pathan; Azmi, Irham; Sharov, Sergii
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.17366

Abstract

This study qualitatively investigates the dynamics of digital technology use in science education at the university level, aiming to fill a gap in the literature that predominantly emphasizes quantitative impacts over user experiences. Employing a case study design, data were collected from six lecturers and ten students in West Nusa Tenggara through in-depth interviews. The data were analyzed iteratively using a Grounded Theory approach to develop a theoretical explanation rooted in participants' lived experiences. The main finding of this study is a substantive theory: the Model of Pedagogical Negotiation in an Unequal Digital Ecosystem. This theory posits that the effectiveness of technology lies not in its sophistication but in the ability of lecturers and students to engage in “pedagogical negotiation” to overcome systemic barriers. Two key barriers were identified: (1) a multifaceted digital divide (infrastructural, economic, geographical), often “invisible” to institutions, and (2) institutional fragmentation caused by non-standardized platforms and a lack of coordination among lecturers, which creates a stressful and inefficient learning environment. In conclusion, optimizing digital technology in education requires a paradigm shift from merely providing tools toward building a supportive, inclusive, and human-centered learning ecosystem.
Co-Authors Ajo Dian Yusandika Al Faqih, M Vithor Alaydrus, Kadir Alpan Alvionita, Mika Andini, Nisa Antomi Saregar Ardian Asyhari Ariansyah Ariansyah, Ariansyah Athaulloh, M Farhan Azmi, Irham Bilad, Muhammad Roil Faraj, Bawar Mohammed Hati, Berliyana Kesuma Kolomoiets, Halyna Kurnia, Nova Mubarok, Husni Na’fa Muhammad Asy'ari Muthoharoh, Luluk Pathan, Pathan Safonov, Yuriy Sharova, Tetiana Sri Latifah Sutarto Sutarto Voronov, Volodymyr Voronova, Anna Widiarni, Anggi Yani Suryani Zemlianska, Alina