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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Lensa: Jurnal Kependidikan Fisika International Journal of Essential Competencies in Education
Barrios, Rubilyn G
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Astronomy Chemistry Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mathematics Physics Other

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Naturalistic Analysis of the Use of Setting in the Ande-Ande Lumut Folktale as a Medium for Learning Literature in Schools Nurulanningsih, Nurulanningsih; Wahyuni, Septi Sri; Sayc, Sonia Castro Cuba; Barrios, Rubilyn G
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 1 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i1.42206

Abstract

This study explores students’ understanding of settings in folklore, focusing on Ande-Ande Lumut by Tira Ikranegara in the context of literature learning. By using naturalistic qualitative methods, this study allows for direct observation without manipulation. Data collection involved participant observation, in-depth interviews with students and teachers, and analysis of students’ reflections. The study's findings revealed that textual elements, personal experiences, social interactions, and teaching strategies influenced students’ understanding of setting. Unlike previous text-based studies, this study highlights the natural process that students experience in constructing meaning about setting in a classroom setting. The results showed that students understood setting better when they related it to real-life experiences, while group discussions significantly improved their understanding. Teachers played a significant role in guiding students through reflective questions and experiential learning. This study provides new insights into literature education by emphasizing the importance of interactive and experiential learning approaches. The findings have implications for developing literature teaching methods that encourage deeper engagement and contextual understanding rather than memorizing intrinsic elements.
Virtual Reality for Physics Learning: A Thematic Review with Cross-Disciplinary Insights on Effectiveness, Immersion, Instructional Design, and Implementation Challenges Dosol-Demonteverde, Mailah Grace; Barrios, Rubilyn G
Lensa: Jurnal Kependidikan Fisika Vol. 14 No. 1: June 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v14i1.20166

Abstract

Virtual reality (VR) has gained increasing attention in education, particularly for learning contexts that involve abstract concepts, dynamic processes, and simulation-based experiences. This study presents a structured thematic review of 33 Scopus-indexed articles published between 2021 and 2026, focusing on physics learning while incorporating cross-disciplinary studies as conceptual support. The review examined five major themes: effectiveness in improving learning outcomes and conceptual understanding, immersion and embodiment, suitability for abstract and high-risk contexts, the role of instructional design and usability, and implementation challenges and future directions. The findings indicate that VR is especially beneficial for physics topics such as projectile motion, quantum physics, the photoelectric effect, electric fields, and virtual laboratory activities, where visualization and interaction are essential. Across the reviewed studies, VR was consistently associated with gains in conceptual understanding, engagement, retention, motivation, and learner confidence, although these effects were conditional rather than universal. The review also shows that immersion alone is insufficient; educational effectiveness depends heavily on instructional coherence, usability, intuitive interaction, and contextual fit. Despite its promise, broader implementation remains constrained by cost, infrastructure, teacher readiness, and uneven methodological quality. Overall, VR emerges as a powerful but context-sensitive pedagogical approach for physics learning in contemporary educational and training settings.
Preliminary Validation of a Student Digital Literacy Questionnaire Based on the UNESCO Digital Literacy Global Framework and DigComp 2.2 Barrios, Rubilyn G; Dosol-Demonteverde , Mailah Grace; Kurnia, Nova; Sharov, Sergii
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/t385e515

Abstract

This study aims to examine the preliminary validation of a Student Digital Literacy Questionnaire based on the UNESCO Digital Literacy Global Framework and DigComp 2.2. The instrument was developed to measure seven dimensions of digital literacy: device and digital application operation, information and data literacy, digital communication and collaboration, digital content creation, digital safety and ethics, digital problem solving, and digital use for learning. This study employed a quantitative approach involving 350 respondents. Data were analyzed using descriptive statistics, the Kaiser-Meyer-Olkin Measure of Sampling Adequacy, Bartlett’s Test of Sphericity, exploratory factor analysis, corrected item-total correlation, Cronbach’s Alpha, and a specified CFA measurement model. The results showed that the mean student digital literacy score was 116.18, indicating a moderate-to-high tendency. The KMO value of 0.951 and significant Bartlett’s Test at p < 0.001 indicated that the data were suitable for factor analysis. Factor extraction produced seven factors with a cumulative variance of 47.04%. All items were valid, with corrected item-total correlations ranging from 0.412 to 0.548. The overall reliability was very high, with a Cronbach’s Alpha of 0.924, while dimensional reliability ranged from 0.638 to 0.690. The CFA model was specified as a higher-order measurement model with seven first-order latent factors. The instrument is considered suitable as a preliminary measure of students’ overall digital literacy in the context of school-based digital learning.
Co-Authors Dosol-Demonteverde , Mailah Grace Dosol-Demonteverde, Mailah Grace Kurnia, Nova Nurulanningsih Nurulanningsih, Nurulanningsih Sayc, Sonia Castro Cuba Sharov, Sergii Wahyuni, Septi Sri