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All Journal Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology International Journal of Contextual Science Education Jurnal Pengabdian Pendidikan IPA Kontekstual Contextual Natural Science Education Journal Indonesian Journal of Teacher Education
Prelia Dwi Amanah
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Engineering Environmental Science Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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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.
Augmented Reality in STEM Education: A Systematic Review of Cognitive, Affective, Psychomotor Outcomes Prelia Dwi Amanah; Gian Aphrodita Emawa; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

This study aims to map publication trends, thematic structures, and the representation of cognitive, affective, and psychomotor learning outcomes in AR research within STEM education through bibliometric analysis. Data were retrieved from the Dimensions.ai database using the keywords augmented reality, STEM education, cognitive, affective, and psychomotor outcome for publications published between 2013 and 2022, yielding 14,362 documents that were analyzed using VOSviewer. The results indicate a substantial increase in publications during 2020–2021, with book chapters representing the dominant document type (73.06%), whereas journal articles accounted for only 3.84%. Information and Computing Sciences and Biomedical and Clinical Sciences were the leading research fields; SDG 4 (Quality Education) and SDG 3 (Good Health and Well-Being) were the most frequently addressed SDGs. Network visualization identified 86 keywords organized into 4 major thematic clusters: cognitive, affective-pedagogical, psychomotor-system, and learner outcomes, with student, outcome, and skill emerging as the most central nodes. AR research in STEM education remains dominated by non-journal publications and has rarely integrated the simultaneous assessment of the three learning domains. These findings highlight the need for more empirical journal-based studies that explicitly evaluate cognitive, affective, and psychomotor learning outcomes, advancing the development of more valid and standardized psychomotor assessment instruments.
The Construction of Community Knowledge into Scientific Knowledge in the Banyumulek Pottery Ecotourism Area Prelia Dwi Amanah; Nurhidayat Martin; Yayuk Andayani
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Abstract

Banyumulek Village in West Lombok, West Nusa Tenggara, is an ecotourism area based on pottery crafts that integrates cultural preservation, utilization of local natural resources, and community economic empowerment. This study aims to construct the community’s knowledge of the pottery-making process into scientific concepts and to identify its potential as an ethnoscience-based science learning resource. A qualitative descriptive approach was employed through field observations, in-depth interviews with artisans and collectors, and questionnaires administered to teachers and students. The research instruments were validated by experts, and data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that each stage of pottery production (from raw material collection, clay processing, shaping, drying, firing, to coloring) embodies scientific principles, including physical and chemical properties of materials, force and motion, heat transfer, and physical and chemical changes. These findings demonstrate that the traditional practices of the Banyumulek community are strongly aligned with scientific concepts. This study contributes to the development of ethnoscience studies and provides an empirical basis for designing contextual and local-wisdom-based science learning resources.
Exploring Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Lia Saptini Handriani; Thufail Mujaddid Al-Qoyyim; Fitratunisyah; Eka Muliati; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.985

Abstract

This research aims to explore junior high school science teachers' perceptions of scientists, science subjects, the nature of science (NOS), and the nature of scientific inquiry (NOSI). Using a quantitative descriptive approach, this research involved 61 junior high school science teachers from various regions in Indonesia. A research instrument was developed, which included needs analysis, instrument design, instrument development, and instrument evaluation. The research results show that junior high school science teachers have mixed perceptions of scientists, with the majority recognizing the important role of scientists in the advancement of science and technology. However, there is a diversity of views regarding the physical and demographic characteristics of scientists. Regarding science subjects, teachers tend to have a positive perception of science's ability to develop students' critical and creative thinking skills. Teachers' perceptions of NOS show that most teachers understand the tentative nature of scientific knowledge and the importance of empirical evidence in science. Meanwhile, perceptions of NOSI show that teachers understand that scientific inquiry starts from curiosity about the natural environment, although there are variations in their beliefs regarding the effectiveness of inquiry models in learning. These findings emphasize the importance of ongoing professional development for teachers to increase their understanding of NOS and NOSI, as well as improve the quality of science learning in secondary schools.
Junior High School Science Teachers' Perceptions of Science Scientists, Science Subjects, NOS, and NOSI PRELIA DWI AMANAH; Thufail Mujaddid Al-Qoyyim; Eka Muliati; Fitratunisyah; Muhammad Tantawi Jauhari; A Wahab Jufri
International Journal of Contextual Science Education Vol. 3 No. 3 (2025): July - September 2025
Publisher : Postgraduate Program, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ijcse.v3i3.986

Abstract

Scientists play a crucial role in the advancement of science and technology; however, public perceptions of them are still influenced by various stereotypes and limited understanding. Science teachers, as educators who shape students' perceptions of scientists, hold views that can influence how science is taught and understood in schools. This study aims to analyze science teachers' perceptions of scientists, covering aspects such as the image of scientists, trust in the scientific method, scientists' relationship with society and education, their relevance to religious and cultural values, and the attractiveness of the scientist profession. The study employed a survey method involving 61 science teachers from various schools in Indonesia. The findings indicate that while most respondents have high confidence in scientists and the scientific method, there remains a gap in the representation of contemporary scientists in education and media. Additionally, scientists are still perceived as having limited involvement in formal education and public communication. Although the scientist profession is regarded as appealing, challenges such as gender stereotypes and the exclusivity of science continue to be barriers. Therefore, more inclusive strategies in science education and communication are needed to strengthen the role of scientists in society.
Mapping Augmented Reality Research for STEM Teaching: Knowledge Evolution and Pedagogical Frontiers Prelia Dwi Amanah; Rahmatullah Rahmatullah; Gian Aphrodita Emawa; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 3 No. 4 (2022): Edisi Desember 2022
Publisher : Indonesian Publication Center

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

Abstract

This study aims to map the knowledge evolution and pedagogical landscape of augmented reality (AR) research in STEM (Science, Technology, Engineering, and Mathematics) teaching through a descriptive bibliometric analysis approach. Data were obtained from the Dimensions.ai database using the search phrase “Augmented Reality Research for STEM Teaching, Knowledge Evolution and Pedagogical Frontiers” for the 2017–2021 period, yielding 17,152 publications analyzed using VOSviewer software for keyword network visualization, density mapping, and temporal overlay. Results show a fluctuating publication trend that peaked in 2020 (6,110 publications or 35.62%), dominated by book chapters (53.86%), while journal articles contributed only 3.05%. The Information and Computing Sciences category (1,841 publications) and the Human Society field (1,307 publications) were the most productive research areas, while from the SDG perspective, SDG 4: Quality Education (1,648 publications) dominated significantly. Keyword cluster mapping identified interconnections between cognitive themes (mind, brain, thinking), music and culture (music, musicality, culture), and game-based technology (game, virtual, ict), with music and mind as the most central nodes. These findings confirm that AR research in STEM teaching remains fragmented in non-journal formats and requires thematic consolidation toward a more integrated pedagogical framework.
Co-Authors A Wahab Jufri A Wahab Jufri Eka Muliati Eka Muliati Fitratunisyah Fitratunisyah Gian Aphrodita Emawa Gian Aphrodita Emawa Gunawan Gunawan Joni Rokhmat Lia Saptini Handriani Maharani, Gesti Muhammad Tantawi Jauhari Muhammad Tantawi Jauhari Nurhidayat Martin Nurhidayat Martin Rahmatullah Rahmatullah Satutik Rahayu Sura Juddin Thufail Mujaddid Al-Qoyyim Thufail Mujjadid Al Qayyim Yayuk Andayani