Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal PAEDAGOGIA International Journal of Education and Social Science (IJESS)
Kenya, Ponasari Baron Mutiara
Unknown Affiliation
Humanities Education Law, Crime, Criminology & Criminal Justice Social Sciences Other

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

Found 2 Documents
Search

 1 
The Potential of Mobile Learning in Improving Students' Intention and Learning Readiness in Higher Education: A Systematic Literature Review Using PRISMA Sayidaturrahmah, Sitti Saum; Kenya, Ponasari Baron Mutiara; Salim, Ahkamsyadid Yusmaputra; Adicitadharma, Tantradiva Noftyandikumara; Kurniawan, Citra; Nordin, Rumaizah Mohd
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96714

Abstract

In the modern technological era, mobile learning offers students enhanced flexibility and accessibility in education. However, Issues that impedes the implementation of mobile learning is the lack of student readiness to use this technology effectively, both in terms of technological skills and psychological readiness. In addition, there is still a gap in understanding the factors that influence students' intention and learning readiness in various higher education contexts. This study aims to explore the potential of mobile learning in improving students' learning intention and readiness. The method used is a Systematic Literature Review with a descriptive qualitative approach, following the PRISMA guidelines. Articles were collected from Google Scholar, Scopus, and Emerald Insight databases with the search keywords “mobile learning,” “students' intention,” and “learning readiness,” covering publications from 2020 to 2024. The review process involved selection based on inclusion and exclusion criteria and thematic analysis of study results. This study found that students perceived the ease of use and technology benefits are the most important elements driving m-learning acceptance. Technology skills, psychological readiness, social support, perceived utility, convenience, and task-material compatibility are the important elements influencing students' learning intention and readiness. These findings are expected to guide the development of more effective technology-driven learning methodologies, particularly within Indonesian higher education. They also underscore the potential of mobile devices to enhance learning efficiency and enable personalized learning approaches tailored to individual needs
Implementation of Problem Based Learning with Gamification Approach Handikaningtyas, Tristania; Kenya, Ponasari Baron Mutiara; Ramadhan, Aditya; Fajarianto, Otto; Nurlia, Titim
IJESS International Journal of Education and Social Science Vol. 5 No. 2 (2024): VOL 5 NO 2 OCTOBER 2024
Publisher : INTERNATIONAL PENELITI EKONOMI, SOSIAL, DAN TEKNOLOGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56371/ijess.v5i2.364

Abstract

The 21st century learning presents significant challenges in the learning process. In this context, critical thinking, creativity, collaboration and communication skills are important skills that students must master. This study aims to explore the implementation of Problem-Based Learning (PBL) integrated with a gamification approach as a solution to improve 21st century skills in students. This research uses the systematic literature review (SLR) method with the inclusion criteria of review articles published within the last 5 years and covers the research area of gamification in Problem-Based Learning (PBL) to improve 21st century skills. Problem-Based Learning (PBL) provides meaningful learning experiences through learning activities that are relevant to the real world and can encourage students to actively participate in the learning process. However, there are challenges in maintaining the consistency of students' motivation and active involvement in learning. The implementation of PBL with a gamification approach is proven to show a significant increase in students' critical, creative and collaborative skills. However, in this context, educators' skills in designing learning by incorporating gamification elements are important factors in determining the success of gamification. The results of this study are expected to contribute positively to the development of effective and joyful learning models. It is also expected that the results of the research can provide recommendations for the creation of an interactive learning environment and support the achievement of mastery of 21st century skills in students.
Co-Authors Adicitadharma, Tantradiva Noftyandikumara Citra Kurniawan Handikaningtyas, Tristania Nordin, Rumaizah Mohd Nurlia, Titim Otto Fajarianto Ramadhan, Aditya Salim, Ahkamsyadid Yusmaputra Sayidaturrahmah, Sitti Saum