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All Journal Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Baiq Nabila Saufika Zainuri
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Pelatihan Pembelajaran PjBL Berbasis Alat Praktikum IPA Periskop di SMPN 3 Labuapi Baiq Nabila Saufika Zainuri; Lalu Muhammad Rispan Sugi Saputra
Indonesian Journal of Education and Community Services Vol. 4 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian Publication Center

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Abstract

Science education should emphasize providing students with direct, hands-on experiences to develop the competencies needed to explore and understand the natural world. Ultimately, this approach aims to help them discover subject matter concepts independently. One recommended instructional model for achieving competencies in attitudes, knowledge, skills, and critical thinking in science is the Project-Based Learning (PjBL) model. In this training program, Project-Based Learning was implemented through the creation of a simple practical tool: a periscope. The activity employed a community engagement method consisting of three steps: preparation, implementation, and evaluation. After the training session concluded, all participants were asked to complete a training evaluation questionnaire. This questionnaire aimed to assess the students' satisfaction level with the training. The questionnaire's evaluation indicators comprised two aspects, covering 14 questions. The results showed an average satisfaction rate of 83.74%. Therefore, it can be concluded that students strongly agree with the use of the learning media in the instructional process.
Multimodal Approaches in Science Teacher Education: An Integrative Review of Technologies, Representations, and Pedagogical Models Gunawan Gunawan; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Teacher Education Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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Abstract

Modern science education increasingly demands the integration of diverse instructional modes to foster deep conceptual understanding and higher-order thinking skills. This integrative review examines the implementation of multimodal approaches within science teacher education, focusing on the synergy between digital technologies, multiple representations, and student-centered pedagogical models. By synthesizing recent literature, this study explores how tools such as virtual laboratories, interactive multimedia, and PhET simulations are utilized alongside Problem-Based Learning (PBL) and inquiry-based frameworks to enhance pre-service and in-service teachers' competencies. The analysis reveals that a multimodal approach leveraging visual, mathematical, and verbal representations significantly improves critical thinking, scientific literacy, and academic performance. Furthermore, the findings highlight the pivotal role of teacher education programs in preparing educators to navigate multimodal environments. This review provides a conceptual framework for future research and curriculum development, emphasizing the need for a cohesive integration of technology and pedagogy to address the challenges of 21st-century science classrooms.
Digital Literacy Ecosystems in Higher Education: Strategies for Preparing Future Science Teachers for Global Disruption Qothrunnada Qothrunnada; Baiq Nabila Saufika Zainuri
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i1.1948

Abstract

Rapid technological development requires higher education to prepare future science teachers with strong and adaptive digital literacy. However, digital literacy is often narrowly interpreted as technical skills, without considering its connection to the broader educational system. This article examines digital literacy in higher education from an ecosystem perspective as a strategy for preparing future science teachers to navigate global disruption. This study employs a systematic literature review of reputable scholarly articles addressing digital literacy, digital competence, and teacher education in higher education contexts. The findings indicate that digital literacy should be understood as an interconnected system involving individuals, learning experiences, institutional policies, and the use of technology in teaching and learning. The review also reveals considerable variation in students’ and pre-service teachers’ digital literacy levels, influenced by instructional design and institutional support. Well-planned and sustained integration of digital literacy supports the professional readiness of future science teachers to use technology critically and responsibly. The study concludes that an ecosystem-based approach is essential for strengthening digital literacy in science teacher education, enabling future teachers to respond effectively to ongoing global educational challenges.
Authentic Assessment Practices In Digital Science Classrooms: A Review of Strategies and Barriers Baiq Nabila Saufika Zainuri; Gunawan Gunawan; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 6 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i1.1964

Abstract

The development of digital learning demands the implementation of assessments that can authentically and contextually measure students' competencies, particularly in science education. This research aims to examine the types of authentic assessment, the digital platforms used, and the obstacles and challenges of its implementation in digital science learning. The method used is a systematic literature review of scientific articles published between 2015 and 2024 that are relevant to the topic of authentic assessment and digital learning. The study results indicate that authentic assessment in digital science learning is dominated by project-based assessment, performance assessment, and digital portfolios supported by a learning management system, virtual laboratories, and e-portfolios. Although authentic assessment has proven capable of increasing student engagement and higher-order thinking skills, its implementation still faces pedagogical, technological, and institutional challenges. These findings confirm the need to strengthen teacher competencies, infrastructure support, and assessment policies that are adaptable to digital learning.
Trends and Implementation of Virtual Laboratories in Fostering Thinking Skills in Higher Education: An Integrative Review Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Fahmi Yahya
Indonesian Journal of Applied Science and Technology Vol. 3 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian

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Abstract

Digital transformation in higher education has triggered the repositioning of virtual laboratories as strategic instruments to support 21st-century competencies. This integrative review aims to map the developmental trends of virtual laboratory technology and its implementation patterns in stimulating university students' higher-order thinking skills (critical thinking, creative thinking, and problem-solving). Through a critical synthesis of the empirical literature, a distinct media migration trend was identified, evolving from linear interactive two-dimensional (2D) desktop simulations at the beginning of the decade toward immersive three-dimensional (3D) technologies, Virtual Reality (VR), Augmented Reality (AR), and cloud computing ecosystems by the end of the decade. Empirical evidence indicates that the implementation of virtual laboratories effectively stimulates thinking skills by providing a risk-free learning environment and real-time parameter manipulation features. However, this review highlights critical academic debates regarding extraneous cognitive overload and the potential distortion of scientific reality caused by overly idealized simulation data. Optimal effectiveness is achieved when virtual laboratories are integrated via a blended learning model to serve as a pre-practicum bridge. This review offers substantial implications for lecturers and instructional designers in aligning simulation technology with active learning syntaxes in higher education.
Integrasi Laboratorium Virtual dalam Perkuliahan LPTK: Membangun Kompetensi TPACK Calon Guru Sains Gunawan Gunawan; Baiq Nabila Saufika Zainuri
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

Digital transformation in Teacher Training Institutions (LPTK) demands the preparation of pre-service science teachers who master Technological Pedagogical Content Knowledge (TPACK). This integrative review aims to analyze the developmental trends of virtual laboratory technology and formulate strategies for its enhancement in building the TPACK competency dimensions of pre-service science teachers. Following the PRISMA protocol, a comprehensive literature search was conducted across Scopus, DOAJ, Crossref, and Google Scholar databases. The results of the thematic synthesis indicate that the evolution of virtual laboratory technology shapes Technological Knowledge (TK), while real-time data visualization strengthens the Content Knowledge (CK) of pre-service teachers. Furthermore, open-ended sandbox environment designs stimulate Pedagogical Knowledge (PK) through the formulation of systematic scaffolding to address students' diverse initial academic abilities. Holistic TPACK integration is achieved when simulation technology is synergized into a blended learning model as a cognitive-friendly pre-practicum bridge. This review offers substantial implications for LPTK lecturers in designing digital practicum curricula capable of mitigating extraneous cognitive load.
Co-Authors Fahmi Yahya G. Gunawan Gunawan Gunawan Kosim Kosim Lalu Muhammad Rispan Sugi Saputra Qothrunnada Qothrunnada