Article Per Year (5 Year)
p-Index From 2021 - 2026
0.751
P-Index
This Author published in this journals
All Journal Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Educational Innovation
Qothrunnada Qothrunnada
Universitas Mataram
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Multimodal Approaches in Problem-Based, Project-Based, and Inquiry-Based Learning Models in Science Education: A Systematic Literature Review Gunawan Gunawan; Ahmad Harjono; Kosim Kosim; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of STEM Education Vol. 7 No. 1 (2025): Edisi Januari-Juni 2025
Publisher : Indonesian Publication Center

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

Abstract

The shift in science education towards a constructivist approach requires integrating learning strategies that foster deep student engagement and understanding. This research systematically investigates the integration of multimodal approaches into Problem-Based Learning (PBL), Project-Based Learning (PjBL), and Inquiry-Based Learning (IBL) models in science education, and evaluates their effectiveness on student learning outcomes. Employing a Systematic Literature Review (SLR) based on the PRISMA protocol, this study covers peer-reviewed sources from various international databases over the last 15 years. Findings consistently indicate that multimodal integration through simulations, virtual laboratories, multiple representations, videos, and other digital tools significantly improves conceptual understanding, critical thinking skills, creativity, and positive motivation and attitudes towards science. While each model offers specific advantages (PBL excels in problem analysis, PjBL in artifact creation, and IBL in scientific exploration), successful implementation depends heavily on the teacher's role, student readiness, and contextual support. This review recommends well-planned multimodal learning designs that align with learning objectives and the specific model's characteristics.
Digital Literacy Ecosystems in Higher Education: Strategies for Preparing Future Science Teachers for Global Disruption Qothrunnada, Qothrunnada; Zainuri, Baiq Nabila Saufika
Indonesian Journal of STEM Education Vol. 8 No. 1 (2026): Edisi Januari-Juni 2026 (Continuous Publication)
Publisher : Indonesian Publication Center

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

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

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.
The Effectiveness of the Problem-Based Learning Model Assisted by the PhET Simulation in Improving Students’ Learning Outcomes Qothrunnada Qothrunnada; Hardiyanti Pratiwi; Atika Suryani; Fitri Rochana
Indonesian Journal of Educational Innovation Vol. 1 No. 2 (2025): August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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

Abstract

Improving students’ physics learning outcomes remains a challenge, especially with static fluid materials, which are abstract and difficult to visualize. The purpose of this research is to investigate the impact of integrating the Problem-Based Learning (PBL) approach with PhET simulations on students’ achievement in learning static fluid concepts. The research employed a quasi-experimental method using a one-group pretest-posttest design, involving 30 students from class XI science. A multiple-choice test was utilized as the research instrument and analyzed through the N-gain formula to assess learning improvement. The findings revealed an increase in the average score from 52 in the pretest to 81.5 in the posttest, yielding an N-gain value of 0.51, which falls into the moderate category. Implementing the Problem-Based Learning (PBL) model supported by PhET Simulations proved effective in helping students visualize abstract concepts, enhancing their engagement during the learning process, and deepening their understanding of static fluid topics. These results suggest that combining problem-based learning approaches with interactive simulation tools can serve as an innovative method to enhance physics learning outcomes, particularly in conceptually challenging topics.
Co-Authors Ahmad Harjono Atika Suryani Baiq Nabila Saufika Zainuri Baiq Nabila Saufika Zainuri Fitri Rochana G. Gunawan, G. Gunawan Gunawan Hardiyanti Pratiwi Kosim . Zainuri, Baiq Nabila Saufika