Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Digitalization in Physics Education (JDPE)
Iqbal Ainur Rizki
Victoria University of Wellington
Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Physics Social Sciences

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

Found 2 Documents
Search

 1 
The Impact of Digital-Based STEAM Learning on High School Students' Creative Thinking Skills : A Literature Review Muhammad Ghiyats Naufal; Dwikoranto Dwikoranto; Iqbal Ainur Rizki
Journal of Digitalization in Physics Education Vol. 1 No. 1 April 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v1i1.39001

Abstract

Objective: This study aims to analyze the impact of STEAM (Science, Technology, Engineering, Art, and Mathematics) learning on the creative thinking abilities of high school students. With creativity being a vital skill in the 21st century, this research addresses the gap in traditional learning methods that fail to equip students with adequate creative problem-solving skills. Method: The research adopts a systematic literature review (SLR) approach involving identifying, reviewing, and synthesizing 20 articles published within the last five years. Data was collected using academic databases such as Scopus, DOAJ, and Google Scholar. The selection of articles focused on those relevant to STEAM learning and creative thinking, followed by an in-depth analysis of themes and findings.  Results:  The analysis revealed that STEAM-based learning significantly enhances creative thinking skills across various indicators, including fluency, flexibility, originality, and elaboration. Integrated models like Project-Based Learning (PjBL) and Problem-Based Learning (PBL) within STEAM provide practical strategies for overcoming traditional learning challenges by offering hands-on, practical approaches. However, limitations were identified, such as the lack of research on integrating STEAM into physics education and its limited impact on students' digital literacy.  Novelty: This study contributes to the field by highlighting the transformative potential of STEAM learning in fostering creativity, particularly when integrated with cultural and contextual elements relevant to students. It also emphasizes the importance of expanding STEAM research into less-explored areas, such as physics education and advanced digital technologies.                 
Exploratory Factor Analysis (EFA) of PhET Simulation-Based Innovation in Rigid Body Equilibrium Learning to Enhance Students’ Conceptual Understanding Hanan Zaki Alhusni; Ratna Purnamawati; Binar Kurnia Prahani; Titin Sunarti; Riski Ramadani; Iqbal Ainur Rizki
Journal of Digitalization in Physics Education Vol. 1 No. 3 (2025): DECEMBER
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdpe.v1i3.42475

Abstract

Objective: This study aimed to analyze the validity and reliability of an instrument developed to measure students’ perceptions of PhET simulation–based innovations in learning rigid body equilibrium. The research sought to determine whether the instrument accurately captured students’ conceptual understanding, engagement, and satisfaction while also identifying latent factors underlying their responses through Exploratory Factor Analysis (EFA). Method: The study employed a quantitative survey approach with 25 Likert-scale items distributed to students in one secondary school. Data were analyzed using descriptive statistics, Kaiser-Meyer-Olkin (KMO), and Bartlett's test for sampling adequacy, followed by EFA with Varimax rotation. Reliability testing was conducted through Cronbach's Alpha to evaluate the internal consistency of extracted factors. Results:  The findings revealed that the instrument achieved strong overall reliability (Cronbach’s α = .909). EFA identified nine distinct factors, extending beyond the original five theoretical dimensions of ease of use, engagement, conceptual clarity, collaboration, and satisfaction. While the first five factors demonstrated high reliability (α > .75), Factors 6–9 exhibited weaker reliability, indicating the need for refinement. These results confirm that PhET simulations effectively enhance conceptual understanding and engagement, but also reveal additional dimensions of students’ learning experiences. Novelty: This study contributes to physics education research by providing a validated multidimensional instrument for evaluating PhET-based learning in rigid body equilibrium. The emergence of nine empirical factors highlights the complex nature of students’ perceptions and underscores the need for more nuanced measurement tools. Unlike prior research focusing solely on conceptual gains, this study emphasizes the psychometric validation of students’ experiences, offering a novel framework for assessing technology integration in physics education.
Co-Authors Binar Kurnia Prahani Dwikoranto Hanan Zaki Alhusni Muhammad Ghiyats Naufal Ratna Purnamawati Riski Ramadani Titin Sunarti