Article Per Year (5 Year)
p-Index From 2021 - 2026
0.817
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This Author published in this journals
All Journal Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Qothrunnada Qothrunnada
University of Mataram
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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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.
Learning Analytics of Grade XI Physics Semester Examination Results: Mapping Students' Concept Mastery and Learning Outcomes Qothrunnada Qothrunnada; Subaidi Subaidi; Qothrunnida Qothrunnida
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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Abstract

This study aimed to apply the learning analytics approach to map students' conceptual understanding and learning outcomes based on Grade XI physics semester examination data. A descriptive quantitative method was employed using retrospective data from the first-semester examination records of 21 students at MA Dakwah Islamiyah Putri Kediri during the 2022/2023 academic year. The analysis included descriptive statistics, learning outcome distribution, mastery learning based on the Minimum Mastery Criterion (MMC), item difficulty analysis, conceptual understanding classification, and the development of a Learning Analytics dashboard. The findings revealed variations in students' learning outcomes and conceptual understanding, reflected in the distribution of achievement levels, mastery learning, and differences in the difficulty of individual test items. These findings provide a comprehensive overview of students' learning characteristics and identify concepts that may require further instructional reinforcement. The study demonstrates that Learning Analytics can transform assessment data into meaningful diagnostic information to support data-informed instructional decision-making, including the planning of remedial instruction, enrichment activities, and continuous improvement of physics teaching strategies.
Co-Authors Baiq Nabila Saufika Zainuri G. Gunawan Gunawan Gunawan Kosim Kosim Qothrunnida Qothrunnida Subaidi Subaidi