Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
P-Index
This Author published in this journals
All Journal Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education International Journal of Contextual Science Education Jurnal Pengabdian Pendidikan IPA Kontekstual Contextual Natural Science Education Journal
Prelia Dwi Amanah
University of Mataram
Humanities Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
Validity and Reliability of the INSPIRE: Instrument Perceptions Science Inquiry and Nature of Science Prelia Dwi Amanah; Thufail Mujjadid Al Qayyim; Muhammad Tantawi Jauhari; Eka Muliati; Fitratunisyah; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 1 (2025): January - March 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i1.936

Abstract

This research discusses about validity and reliability of teachers' perceptions of scientists, natural science (science) subjects, as well as the nature of science and scientific inquiry. The research was conducted by distributing questionnaires to science teachers in various regions for two weeks, which included 81 closed questions and 23 open questions. The results of the analysis show that the instruments used are valid and reliable, with the majority of teachers having a good understanding of the nature of science and the importance of science teaching. However, there is variation in perceptions regarding the characteristics of scientists and the effectiveness of inquiry methods. These findings highlight the need for ongoing professional development for teachers to improve the quality of science education. This research succeeded in developing and testing a valid and reliable INSPIRE instrument to measure science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). The research results show that this instrument can be used as an effective evaluation tool to understand teacher perceptions, which in turn can be a basis for designing more appropriate educational interventions.
Analisis Konsep Tentang Syarat Terjadinya Gaya Gesek PRELIA DWI AMANAH
Jurnal Pengabdian Pendidikan IPA Kontekstual Vol. 3 No. 1 (2025): Februari 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppik.v3i1.1477

Abstract

Pengabdian ini bertujuan menganalisis pemahaman dan memberikan pemahaman konsep yang benar tentang syarat terjadinya gaya gesek bagi mahasiswa pendidikan fisika semester I. Akhir pengabdian ini ditargetkan telah diberikan pemahaman konsep yang benar mengenai syarat terjadinya gaya gesek kepada mahasiswa pendidikan fisika semester I, Universitas Mataram sebagai salah satu upaya pencapaian pemahaman konsep fisika yang memadai dan menyeluruh. Metode: Pada awal pengabdian, dilakukan identifikasi pemahaman mahasiswa tentang syarat terjadinya gaya gesek. Selanjutnya, dilakukan analisis kesesuaian konsep berdasarkan ilmu fisika. Tahap akhir dari pengabdian ini, mahasiswa memiliki pemahaman konsep yang benar tentang syarat terjadinya gaya gesek.
The Research Trends on the Multiple Representation Learning Model, A Systematic Review (2016-2025): Research Trends on the Multiple Representation Learning Model PRELIA DWI AMANAH; Nurhidayat Martin; Joni Rokhmat
Contextual Natural Science Education Journal Vol. 3 No. 1 (2025): January - March 2025
Publisher : Science Education Doctoral Study Program, Postgraduate, Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/cnsej.v3i1.1070

Abstract

This study aims to identify and analyze research trends on multi-representational learning models in science education during the period 2016-2025 through a systematic review approach. Data were collected from the Dimensions.ai and Google Scholar databases, then analyzed using PoP and VOSviewer software to reveal publication patterns, types of publications, and collaboration networks between researchers. The results show a significant increase in the number of publications, dominated by journal articles, followed by conference proceedings and research reports. Bibliometric analysis reveals increasingly close collaboration networks, especially in Asia and Europe, which strengthen the development of multi-representational learning theories and practices. The main research topics include the effectiveness of models in improving understanding of science concepts, technology integration, and the development of multi-representational-based learning media. These findings emphasize the important role of multi-representational learning models in improving the quality of science learning through various forms of visual, verbal, and symbolic representations. This study provides a strong foundation for the development of innovative and adaptive learning practices and recommends further research in various contexts and levels of education.
Melatih Literasi Digital Peserta Didik Melalui PBL Berbasis Etno-STEM Berbantuan Augmented Reality Prelia Dwi Amanah; Satutik Rahayu; Gunawan Gunawan
Indonesian Journal of Education and Community Services Vol. 6 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijecs.v6i1.1965

Abstract

This community service program aimed to train junior high school students’ digital literacy through the implementation of Problem-Based Learning (PBL) integrated with Ethno-STEM and supported by Augmented Reality (AR). The program was motivated by students’ limited ability to access, evaluate, and use digital information critically, as well as the lack of contextual technology integration based on local wisdom. The activities were conducted through planning, implementation, observation, and evaluation-reflection stages, including teacher training, classroom mentoring, and the use of PBL-based Ethno-STEM modules assisted by AR on the topic of motion and force. The participants consisted of two science teachers and 82 students. Data were collected using learning implementation observations, digital literacy questionnaires, and reflective discussions. The results show that the learning activities were implemented properly and students demonstrated a tendency toward improved digital literacy, particularly in accessing relevant digital sources, evaluating information credibility, and using digital technology to support their understanding of science concepts. In addition, problem-based learning contextualized with local culture and enhanced by AR visualization increased student engagement. Therefore, PBL integrated with Ethno-STEM and supported by AR has the potential to serve as an alternative strategy for strengthening digital literacy in science learning.
Decade Trends of Augmented Reality: Challenges And Opportunities In Elementary Science Learning 2017–2026 Prelia Dwi Amanah; Sura Juddin; Gesti Maharani; Gunawan Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Maret 2026
Publisher : Indonesian Publication Center

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

Abstract

This study aims to map the research trends of Augmented Reality in elementary science learning from 2017 to 2026 by examining research focus, implementation challenges, and future development opportunities. A systematic review employing bibliometric analysis was conducted on scientific publications indexed in Google Scholar and Dimensions.ai. Data were extracted using Publish or Perish and analyzed with VOSviewer to visualize publication patterns, keyword networks, and thematic evolution. The findings indicate a significant increase in AR-related publications in elementary science education, particularly after the COVID-19 pandemic, accompanied by a shift from technological exploration to pedagogical integration and learning outcomes. Based on the ANZSRC 2020 classification, the research is predominantly situated within Information and Computing Sciences and Education. Furthermore, SDGs analysis reveals a strong contribution to SDG 4 (Quality Education). Key challenges include limited technological infrastructure, insufficient teacher digital literacy, and a lack of context-responsive instructional design. Nevertheless, AR demonstrates substantial potential to support interactive, learner-centered, and sustainable elementary science learning. These findings highlight AR as a strategic educational technology capable of enhancing meaningful science learning when integrated with sound pedagogical frameworks.
Co-Authors A Wahab Jufri Eka Muliati Fitratunisyah Gesti Maharani Gunawan Gunawan Joni Rokhmat Muhammad Tantawi Jauhari Nurhidayat Martin Satutik Rahayu Sura Juddin Thufail Mujjadid Al Qayyim