Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Information Technology Education Journal Journal International Journal of Teaching and Learning (INJOTEL)
Rian Permana Suryadipraja
Unknown Affiliation
Computer Science & IT Education Mathematics Other

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

Found 2 Documents
Search

 1 
IMPLEMENTATION OF THE PROBLEM-BASED LEARNING MODEL IN IMPROVING PRIMARY SCHOOL STUDENTS' CRITICAL THINKING ABILITIES Rian Permana Suryadipraja; Tanjung, Rahman
International Journal of Teaching and Learning Vol. 2 No. 12 (2024): DECEMBER
Publisher : Adisam Publisher

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

Abstract

This research aims to explore the implementation of the Problem-Based Learning (PBL) learning model in improving elementary school students' critical thinking skills through a literature review. The research method used is literature analysis from various scientific articles, journals and other trusted sources related to PBL and critical thinking in elementary school students. The research results show that PBL is effective in developing critical thinking skills through student-centered learning, the use of real-world problems as learning stimuli, and the application of collaborative strategies. Several factors that support the success of PBL include relevant problem design, support and facilitation from teachers, and ongoing evaluation with constructive feedback. This study confirms that PBL not only improves students' cognitive skills, but also motivates and arouses their interest in learning, thereby creating a more dynamic and interactive learning environment. Based on the results of this literature review, it is recommended that the implementation of PBL be further expanded and facilitated through teacher training to increase its effectiveness in supporting the development of critical thinking in elementary school students.
Bridging Technology and Emotion: How Interaction Shapes Student Engagement in Blended Learning Ahmad Shofi M; Rian Permana Suryadipraja; Rahman Tanjung
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10064

Abstract

Interaction has become a central determinant of learning success in blended education, particularly in shaping students’ emotional, cognitive, and behavioral engagement. From the perspective of educational psychology, interaction fulfills basic psychological needs autonomy, competence, and relatedness yet its empirical role in secondary education contexts remains underexplored. This quantitative causal-comparative study involved 180 students from three secondary schools in Kendal Regency, Central Java, implementing blended learning. Data were collected using validated Likert-scale questionnaires based on the Online Student Engagement Scale (OSE) and the Blended Learning Interaction Scale (BLIS). Descriptive and inferential analyses were conducted using SPSS 26, including correlation and multiple regression tests.Findings show that all forms of interaction teacher–student (β = 0.382), student–student (β = 0.304), and student–content (β = 0.261) significantly affect student engagement (p < 0.001), explaining 61% of its variance (R² = 0.61). Teacher–student interaction emerged as the strongest predictor, emphasizing the continuing importance of pedagogical and emotional support in hybrid learning environments.Interaction quality, rather than technology alone, determines sustained engagement by fulfilling psychological needs and promoting intrinsic motivation. Practically, schools should strengthen teacher facilitation skills, peer collaboration mechanisms, and content interactivity in digital platforms. The study contributes to the integration of Self-Determination Theory and Community of Inquiry frameworks, offering insights for designing interaction-centered pedagogy that fosters emotional well-being and meaningful engagement in blended learning.
Co-Authors Ahmad Shofi M Rahman Tanjung Tanjung, Rahman