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p-Index From 2021 - 2026
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All Journal JPPS (Jurnal Penelitian Pendidikan Sains) Unram Journal of Community Service (UJCS) Jurnal Materi dan Pembelajaran Fisika AMPLITUDO: Journal of Science & Technology Innovation
Syamsudin, Frendi Ihwan
Unknown Affiliation
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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Development and Usability Perceptions of Spectral Crime Analysis Network Game with Augmented Reality for Ultraviolet-Visible Light Spectroscopy Hussain, Abbas Ali Iftikhar; Kamari, Azlan; Syamsudin, Frendi Ihwan; Harahap, Lenni Khotimah; Saputro, Sulistyo; Wiyarsi, Antuni; Sukkaew, Adulsman
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 1 (2026): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i1.517

Abstract

The Spectral Crime Analysis Network (SCAN) game was developed using the ADDIE model, used a hybrid augmented reality embedded game-based learning approach and aligned with the learning standards of ultraviolet–visible (UV–Vis) spectroscopy. This game is developed as a learning and reinforcement tool in analytical chemistry instrumentation for undergraduate chemistry students. Based on a survey study conducted on 265 respondents, it was found that the SCAN game demonstrated high usability with mean scores of 3.49 (SD = 0.489) for usefulness, 3.49 (SD = 0.474) for ease of use, 3.48 (SD = 0.504) for ease of learning and 3.53 (SD = 0.476) for satisfaction. Overall, SCAN supports cooperative, technology-enhanced game-based learning, fostering greater interactivity and engagement in chemistry education. This innovation is aligned with the United Nations' Sustainable Development Goal number 4 (SDG4), which is quality education that utilises technology and interactive 21st-century learning.
Enhancing Teacher Competence in Deep Learning–Oriented Instructional Design: A ChatGPT–Supported Training at SMPN 5 Indralaya Utara in the Era of Artificial Intelligence Ismet, Ismet; Ritonga, Ahmad Fitra; Pribadi, Imam Arif; Syamsudin, Frendi Ihwan
Unram Journal of Community Service Vol. 7 No. 1 (2026): March
Publisher : Pascasarjana Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/ujcs.v7i1.1324

Abstract

The integration of Artificial Intelligence (AI) in education presents opportunities to enhance teacher competence and promote Deep Learning–oriented pedagogy. This study reports on a community service program conducted at SMP Negeri 5 Indralaya Utara, aimed at improving teachers’ skills in designing lesson plans that foster higher-order thinking and meaningful learning experiences with the support of ChatGPT. Ten teachers participated in a structured training program, which included pre-assessment, theoretical orientation, hands-on workshops, collaborative lesson plan development, mentoring, and post-assessment. Teachers’ understanding and application of Deep Learning principles were evaluated using pretest and posttest instruments, and the magnitude of improvement was measured using Normalized Gain (N-Gain). Results indicated an average N-Gain of 0.53, categorized as medium, demonstrating significant enhancement in formulating higher-order learning objectives, designing reflective and analytical activities, and utilizing AI to generate contextualized instructional materials. The findings highlight the effectiveness of practice-based, collaborative, and mentored training in improving both technological literacy and pedagogical skills. Moreover, teachers began transitioning from traditional knowledge-transfer approaches to constructivist, student-centered practices, positioning AI as a reflective pedagogical partner. This study provides evidence that structured professional development integrating AI can foster innovation, adaptability, and reflective instructional design, supporting Education 5.0 objectives and enhancing the quality of classroom learning experiences.
STEM-EDP Research Trends in Science Education: A Systematic Review from 2016 - 2025 Syamsudin, Frendi Ihwan; Wiyono, Ketang; Patriot, Evelina Astra; Ismet, Ismet; Kamari, Azlan
JPPS (Jurnal Penelitian Pendidikan Sains) Vol. 15 No. 1 (2025)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jpps.v15n1.p65-82

Abstract

Objective:  This study aims to analyze the research trends, characteristics, and development patterns of Science, Technology, Engineering, and Mathematics integrated with the Engineering Design Process (STEM-EDP) in Science Education from 2016 to 2025. Method: A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted using VOSviewer. A total of 101 articles indexed in the Springer database were selected based on predefined inclusion and exclusion criteria. The analysis focused on annual publication trends, keyword frequency, research methods, authorship patterns, geographical distribution, citation rankings, and journal productivity. Results: The findings indicate a consistent upward trend in STEM-EDP publications, with a projected peak in 2025. Qualitative research methods dominate the field (80.19%), reflecting the exploratory nature of STEM-EDP studies. Single-authored publications are most common, while the Americas—particularly the United States—contribute the highest number of publications. The most cited authors are Kelly C. Margot and Todd Kettler (179 citations). The International Journal of Technology and Design Education is identified as the most productive journal. Keyword mapping reveals that STEM-EDP remains in an emerging research cluster, frequently associated with project-based learning and creative thinking. Novelty: This study provides a comprehensive bibliometric mapping specifically focused on STEM-EDP within Science Education using the Springer database for the 2016–2025 period. Unlike previous reviews that examined general STEM research, this study highlights the distinct integration of the Engineering Design Process and identifies emerging thematic directions and methodological gaps for future research.
Trends in Technology Literacy Research (2021 to 2025): A Bibliometric Analysis with VOSviewer Syamsudin, Frendi Ihwan; Wiyono, Ketang; Patriot, Evelina Astra; Ismet, Ismet; Saparini, Saparini; Kamari, Azlan
Jurnal Materi dan Pembelajaran Fisika Vol 15, No 2 (2025): Jurnal Materi dan Pembelajaran Fisika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmpf.v15i2.109121

Abstract

Technology literacy is a crucial competency in addressing digital transformation and the challenges of 21st-century learning. This study aims to analyze research trends in technology literacy within the field of education, particularly in STEM learning, through a bibliometric approach using VOSviewer. Data were collected from international publication databases for the period 2021–2025 using the keywords technology literacy, digital literacy, and STEM education. The analysis identified five main research clusters: (1) effects and impacts (effect, impact, relationship), (2) learning contexts and student engagement (student engagement, experience, perception), (3) digital adoption and mechanisms (adoption, tool, competency, mechanism), (4) sustainability and management (sustainability, management, industry), and (5) emerging technological innovations (virtual reality, healthcare, engineering, artificial intelligence). The findings indicate that technology literacy is not only associated with pedagogical practices and student learning in STEM but also extends to sustainability, industry, and advanced technologies. This broader scope highlights the novelty of this study, showing how technology literacy connects education with global technological advancements. The study provides valuable insights for academics and practitioners in developing adaptive and future-oriented learning strategies aligned with educational needs and technological change.
Co-Authors Antuni Wiyarsi Harahap, Lenni Khotimah Hussain, Abbas Ali Iftikhar Ismet Ismet, Ismet Kamari, Azlan Ketang Wiyono Patriot, Evelina Astra Pribadi, Imam Arif Ritonga, Ahmad Fitra Saparini Saparini Sukkaew, Adulsman Sulistyo Saputro