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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

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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

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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.
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): May - August
Publisher : Yayasan Siti Widhatul Faeha Salahudin Syawal

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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.
The Effectiveness of Inquiry-Based Virtual Laboratories on Students' Physics Creativity: A Systematic Literature Review Gunawan Gunawan; Lovy Herayanti; Fahmi Yahya; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Creativity is a core competency in twenty-first-century science education, and inquiry-based virtual laboratories are increasingly used in physics instruction to foster creativity, particularly where laboratory resources are limited. However, evidence of their effectiveness remains fragmented across study contexts, creativity dimensions, and instructional designs. This systematic literature review synthesizes empirical studies published between 2013 and 2022 on the effectiveness of inquiry-based virtual laboratories in enhancing students' creativity in physics education. Following the PRISMA 2020 guidelines, four databases (Scopus, DOAJ, Crossref, and Google Scholar) were searched, yielding 572 records, of which 42 studies met the inclusion criteria. The findings indicate that inquiry-based virtual laboratories consistently improve students' creativity, with the greatest gains observed in verbal creativity and ideational fluency compared with figural creativity and originality. Much of the available evidence originates from Indonesia, particularly from studies conducted by the University of Mataram research group on electricity, heat, and fluid mechanics. Effectiveness was influenced by the degree of inquiry guidance, the quality of the virtual simulation environment, and the extent to which learning activities scaffolded divergent thinking, whereas evidence regarding gender differences remained inconsistent. Overall, inquiry-based virtual laboratories represent an effective and accessible approach to fostering creativity in physics learning, although broader educational contexts, more standardized creativity measures, and longer-term studies are needed.
Co-Authors Ahmad Harjono Atika Suryani Baiq Nabila Saufika Zainuri Fahmi Yahya Fitri Rochana G. Gunawan Hardiyanti Pratiwi Kosim . Lovy Herayanti