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All Journal EDUSAINS REiD (Research and Evaluation in Education) Didaktika: Jurnal Kependidikan Jurnal Konatif: Jurnal Ilmiah Pendidikan Indonesian Journal of Islamic Educational Review
Siti Nurjanah
Universitas Negeri Yogyakarta
Religion Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Trends in Deep Learning Research as an Instructional Approach: A Bibliometric Analysis Nuraini Yusuf; Nurul Inayah Khairaty; Rusdiansyah; Siti Nurjanah
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2192

Abstract

This bibliometric analysis aims to uncover and elucidate trends in research with the application of deep learning as a pedagogical tool in education. The study employs bibliometric methodologies using Biblioshiny (RStudio) and VOSviewer software to evaluate publication data obtained from the Scopus database for the years 2015–2024. An examination of 116 research publications indicates an annual growth rate of 17.44%, reflecting a consistent and increasing interest in the academic discipline. A keyword co-occurrence analysis revealed seven prospective research clusters: sustainable higher education and learning methodologies, technology-enhanced learning and digital education, integration of technologies into pedagogical frameworks, learning strategies and assessment techniques, educational psychology, collaborative and active learning, and the incorporation of deep learning in project-based learning methodologies. These findings demonstrate diverse study themes and trends, highlighting the significance of technology integration and new methodologies in education. The findings obtained offer direction for future study, especially in promoting cross-cluster multidisciplinary studies and enhancing international research connections.
A SYSTEMATIC REVIEW OF FORMATIVE ASSESSMENT IN HIGH SCHOOL PHYSICS LEARNING Siti Nurjanah; Slamet Suyanto; Muhammad Iqbal; Shaufi Ramadhani; Izzul Kiram Suardi; D’aquinaldo Stefanus Fani Seran
EDUSAINS Vol. 16 No. 2 (2024): EDUSAINS
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/es.v16i2.37785

Abstract

Implementing formative assessment (FA) in physics learning has been widely acknowledged as an effective strategy for enhancing learning process and student performance. Unfortunately, there was a dearth of thorough research on formative assessment in high school physics learning, including publication opportunities, physics topics evaluated by prior studies, and forms of formative assessment investigated by prior studies. This review mapped studies on formative assessment in physics subjects in the high school context. The research method used was a systematic review by analyzing relevant research results from the Scopus databases that published over the past decade (from 2014 to 2023). A total of 17 articles were examined in this study. This study found that Q1 ranked journals were where the most articles with FA topics in high school physics subjects were published. Mechanics was the most common physics topic investigated by previous research. Technology-based formative assessment was the most common form of FA used by previous studies. The results of this review may benefit researchers, school leaders, and policy makers when they aspire to do research or facilitate the implementation of formative assessment in physics class.
Score conversion methods with modern test theory approach: Ability, difficulty, and guessing justice methods Siti Nurjanah; Muhammad Iqbal; Siti Nurul Sajdah; Yohana Veronica Feibe Sinambela; Shaufi Ramadhani
REID (Research and Evaluation in Education) Vol. 11 No. 2 (2025)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v11i2.67484

Abstract

The one-parameter logistic (1-PL) model is widely used in Item Response Theory (IRT) to estimate student ability; however, ability-based scoring disregards item difficulty and guessing behavior, which can bias proficiency interpretations. This study evaluates three scoring alternatives derived from IRT: an ability-based conversion, a difficulty-weighted conversion, and a proposed guessing-justice method. Dichotomous responses from 400 students were analyzed using the Rasch (1-PL) model in the R environment with the ltm package. The 1-PL specification was retained to support a parsimonious and interpretable calibration framework consistent with the comparative scoring purpose of the study. Rasch estimation produced item difficulty values ranging from −1.03 to 0.18 and identified 268 unique response patterns. Ability-based scoring yielded only eight score distinctions, demonstrating limited discriminatory capacity. In contrast, the guessing-justice method produced a substantially more differentiated distribution, with approximately 70 percent of patterns consistent with knowledge-based responding and 30 percent indicative of guessing. The findings indicate that scoring models incorporating item difficulty and guessing behaviour provide a more equitable and accurate representation of student proficiency than traditional ability-based conversions. The proposed approach offers a practical and implementable alternative for classroom assessment and can be applied using widely accessible spreadsheet software such as Microsoft Excel.
Visualizing Motion vs. Analyzing Data: A Systematic Review of Technology Integration in Physical Education across Educational Levels Izzul Kiram Suardi; Nurul Aulia Martaputri; Shaufi Ramadhani; Siti Nurul Sajdah; Siti Nurjanah
Jurnal Konatif: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026)
Publisher : Labschool Cibubur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62203/jkjip.v4i1.181

Abstract

Integrasi teknologi dalam Pendidikan Jasmani sering kali menghadapi tantangan pedagogis karena sifat mata pelajaran yang berbasis aktivitas fisik. Terdapat kesenjangan pemahaman mengenai jenis teknologi yang efektif diterapkan pada jenjang pendidikan yang berbeda. Penelitian ini bertujuan untuk memetakan lanskap kolaborasi teknologi dalam pendidikan jasmani secara global, dengan fokus spesifik pada perbedaan tren penggunaan antara jenjang sekolah (dasar/menengah) dan perguruan tinggi. Menggunakan metode SLR dengan protokol PRISMA, penelitian ini menganalisis 21 artikel terpilih dari pangkalan data Scopus yang diterbitkan antara tahun 2018 hingga 2024. Temuan menunjukkan adanya polarisasi penggunaan teknologi. Pada tingkat sekolah, teknologi didominasi oleh AR dan gamifikasi yang bertujuan meningkatkan keterlibatan fisik dan visualisasi gerak. Sebaliknya, pendidikan tinggi cenderung menggunakan AI dan LMS untuk analisis performa berbasis data dan efisiensi manajemen. Simpulan: Penelitian ini menyimpulkan bahwa kompleksitas teknologi bukan penentu utama keberhasilan pembelajaran. Alat pragmatis dan sederhana terbukti tetap efektif jika disesuaikan dengan kebutuhan pedagogis, menjadikan teknologi sebagai katalis inklusivitas dan modernisasi kurikulum pendidikan jasmani.
Peningkatan Kemampuan Membaca Permulaan Melalui Pendekatan Multisensori Berbasis Teori Pembelajaran Sosial Pada Siswa Beresiko Lamban Belajar Siti Nurjanah; Ibnu Syamsi
Indonesian Journal of Islamic Educational Review Vol. 3 No. 1 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/ijier.v3i1.758

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan membaca permulaan pada siswa berisiko lamban belajar kelas IV SD Negeri 002 Long Mesangat melalui penerapan pendekatan multisensori berbasis teori pembelajaran sosial. Penelitian ini dilatarbelakangi oleh masih ditemukannya siswa yang mengalami kesulitan dalam mengenal huruf, membedakan bentuk huruf yang mirip, menghubungkan bunyi dengan simbol huruf, serta membaca suku kata, kata, dan kalimat sederhana secara lancar. Kondisi tersebut berdampak pada rendahnya kepercayaan diri dan partisipasi siswa dalam kegiatan pembelajaran membaca. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas IV yang teridentifikasi berisiko lamban belajar. Teknik pengumpulan data meliputi tes kemampuan membaca permulaan, observasi, wawancara, dan dokumentasi. Pendekatan multisensori diterapkan dengan mengoptimalkan penggunaan indera visual, auditori, kinestetik, dan taktil, sedangkan teori pembelajaran sosial diimplementasikan melalui kegiatan pemodelan (modeling), imitasi, latihan terbimbing, pemberian penguatan (reinforcement), dan interaksi langsung antara guru dan siswa. Hasil penelitian menunjukkan bahwa penerapan pendekatan multisensori berbasis teori pembelajaran sosial mampu meningkatkan kemampuan membaca permulaan siswa secara signifikan. Peningkatan terlihat pada kemampuan mengenali huruf, melafalkan bunyi huruf, membaca suku kata, membaca kata sederhana, serta memahami kalimat sederhana. Selain itu, terjadi peningkatan perhatian, keberanian membaca, kepercayaan diri, dan keterlibatan siswa selama proses pembelajaran.
Co-Authors D’aquinaldo Stefanus Fani Seran Ibnu Syamsi Izzul Kiram Suardi Muhammad Iqbal Nuraini Yusuf Nurul Aulia Martaputri Nurul Inayah Khairaty Rooskartiko Bagas Rahoetomo Rusdiansyah Sandry Rory Shaufi Ramadhani Siti Nurul Sajdah Slamet Suyanto Yohana Veronica Feibe Sinambela Zafrullah Zafrullah