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All Journal UNM Journal of Biological Education Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Rezky Awalia
Universitas Negeri Makassar
Education Social Sciences

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SLR TENTANG INTEGRASI TEKNOLOGI DALAM PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN LITERASI SAINS PESERTA DIDIK Dian Pratiwi; Rezky Awalia; Dewi Permata Ayu; Arifah Novia Arifin; Adnan
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9531

Abstract

Numerous studies have demonstrated that students’ scientific literacy remains low, indicating the need for improvement in the learning process. Interactive learning that utilizes technology as a medium to enhance scientific literacy in the digital era is essential, considering the rapid advancement of technology and its inseparable role in everyday life. For science teachers and pre-service teachers, it is crucial to develop the competencies required to teach students in accordance with the demands of the times. This study employs a Systematic Literature Review (SLR) method aimed at comparing the findings of research articles published in Scopus-indexed journals. The keywords used to identify relevant articles in the Scopus database were “interactive learning” and “scientific literacy”, yielding 1,532 publications. After a process of screening and reduction based on inclusion and exclusion criteria (topic relevance, publication year, and article quality), 30 articles were selected for further analysis. The analysis revealed an increase in publications in 2025, with 18 articles published that year. The authorship analysis showed that research on interactive learning is predominantly conducted in Indonesia (60%), with additional contributions from Malaysia, South Korea, Australia, and the United States. The most prolific author identified was Putra. The findings indicate that technology integration is at the core of interactive learning development in the digital era, strongly supported by educational technology, artificial intelligence, and augmented reality. However, challenges remain in effectively integrating these technologies with pedagogical strategies to sustainably improve scientific literacy.
Strategi Pembelajaran KICI (Kolaboratif, Interaktif, Cerdas Digital, Integratif) untuk Meningkatkan Keterampilan Abad 21 Peserta Didik Rezky Awalia; Muhiddin Palennari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 Published
Publisher : STKIP Subang

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

Abstract

The demands of the industrial revolution 5.0 era require education to transform its focus from knowledge transfer to the formation of 21st Century Skills (4C: Critical Thinking, Creativity, Collaboration, and Communication)1. The existing facts in learning practices, especially Biology learning, are still dominated by teacher-centered methods which result in a lack of mastery of concepts by students. This article aims to develop a theoretical framework and syntax of the KICI learning strategy (Collaborative, Interactive, Digitally Intelligent, Integrative) as a holistic solution. The writing of this qualitative conceptual development article uses an in-depth literature study to synthesize the principles of Social Constructivism, Behavioristic Repetition, and Education for Sustainable Development (ESD). The result is the formulation of a KICI strategy consisting of four core pillars and six structured learning stages. Theoretically, the KICI strategy has significant potential in improving 21st Century Skills. The Collaborative pillar fosters teamwork and interpersonal communication. Digitally Intelligent facilitates creativity and multimodal communication through the use of interactive media and digital technology. Integrative encourages critical thinking and social responsibility by linking Biology to SDGs issues. Meanwhile, the Interactive pillar, which includes the Repetition & Feedback (RU) stage, serves to deepen mastery of Biology concepts through reflective practice. The KICI strategy offers novelty through a cohesive synthesis of these four pillars in a single, systematic syntax, bridging the Biology curriculum with global skill demands.
Kreativitas sebagai Kompetensi Abad Ke-21: Kajian Literatur dalam Perspektif Psikologi Pendidikan Rini Nurbayti; Marwadani T; Rezky Awalia; Firdaus Daud
UNM Journal of Biological Education Vol 7, No 2 (2025): Vol 7 No 2 September 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35580/ujbe.v7i2.85134

Abstract

Penelitian ini bertujuan untuk menganalisis kreativitas sebagai kompetensi abad ke-21 dalam perspektif psikologi pendidikan, dengan fokus pada konsep, strategi pembelajaran, serta faktor-faktor yang memengaruhi pengembangannya. Metode penelitian menggunakan kajian literatur review terhadap artikel yang terbit pada tahun 2020–2025, diperoleh melalui aplikasi Harzing Publish or Perish dan Google Scholar. Teknik analisis dilakukan secara bibliometrik untuk menyeleksi 312 artikel menjadi 100 artikel relevan, kemudian disaring hingga diperoleh 26 artikel yang memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa kreativitas dipandang sebagai kompetensi utama abad ke-21 yang dapat dikembangkan melalui pembelajaran berpusat pada peserta didik, dengan strategi dominan berupa Project-Based Learning, Problem-Based Learning, STEAM/STEM, integrasi teknologi digital, serta pendekatan konstruktivistik. Faktor internal seperti motivasi intrinsik, kepercayaan diri, kecerdasan emosional, berpikir divergen, dan metakognisi, serta faktor eksternal seperti lingkungan belajar, interaksi sosial, dukungan guru, budaya sekolah, dan teknologi pendidikan terbukti berperan penting. Simpulan penelitian ini menegaskan bahwa pengembangan kreativitas sebagai kompetensi abad ke-21 memerlukan sinergi antara strategi pembelajaran inovatif dan lingkungan belajar yang mendukung, sehingga dapat menjadi rujukan praktis maupun teoritis bagi pendidik dalam merancang pembelajaran yang mendorong eksplorasi, kolaborasi, dan pemecahan masalah kreatif.
Co-Authors Adnan Arifin, Arifah Novia Dewi Permata Ayu Dian Pratiwi Firdaus Daud Marwadani T Muhiddin Palennari Rini Nurbayti