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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Paedagogy Didaktika: Jurnal Kependidikan
Imam Fitri Rahmadi
Universitas Negeri Jakarta
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Other

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Transforming Teachers Through Project-Based Learning: A Systematic Literature and Network Analysis Indah Murtini; Eveline Siregar; Robinson Situmorang; Imam Fitri Rahmadi
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3273

Abstract

This study employed an integrated Systematic Literature and Network Analysis (SLNA) approach to examine project-based learning teacher training models and their role in facilitating teacher transformation. Following PRISMA 2020 guidelines, we systematically reviewed 18 empirical studies (2020-2024) from Scopus database across diverse educational contexts in Asia and Europe, complemented by VOSviewer bibliometric analysis of 330 keyword co-occurrence networks. Results identified five essential training components: theoretical understanding, hands-on practice, structured reflection, collaborative learning, and sustained mentoring support. Teacher transformation progressed across three dimensions---pedagogical competence, teaching self-efficacy, and classroom implementation skills---with persistent challenges in classroom management, time allocation, and curriculum alignment. Bibliometric analysis positioned teacher transformation research at the convergence of pedagogical innovation, professional development theory, and technological integration, with COVID-19 as a catalytic network node and artificial intelligence representing the most recent high-impact frontier. Findings indicate effective PBL teacher training requires phase-based, scaffolded programs embedding authentic practice within collaborative professional learning communities and sustained institutional support.
Research Trends in The Utilization of E-Modules in Science Learning: A Systematic Literature Review Fahmi Anhar Muladi; Maria Paristiowati; Cecep Kustandi; Imam Fitri Rahmadi; Arcita Rizara
Jurnal Penelitian Pendidikan IPA Vol 12 No 3 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i3.14153

Abstract

This study aims to systematically map research trends in the utilization of e-modules in science learning from 2020 to 2024. This study employed a Systematic Literature Review (SLR) approach following PRISMA guidelines to ensure a transparent and systematic selection process. Data were collected from the Scopus database, resulting in 261 identified articles, of which 20 empirical studies were selected through identification, screening, eligibility, and inclusion stages. The results show that the dominant research focus is development based on learning models (75.00%), with Problem-Based Learning as the most frequently used model (35.00%). In terms of learning outcomes, higher-order thinking skills (60.00%) and critical thinking skills (40.00%) are the most widely examined variables, while affective aspects remain underexplored. Technology integration is dominated by interactive multimedia (40.00%) and Android-based platforms (20.00%). However, the findings also reveal several gaps, including limited attention to affective outcomes, lack of methodological rigor, and insufficient consideration of contextual factors such as teacher readiness and digital equity. These findings highlight the need for more comprehensive, rigorous, and context-sensitive research to support sustainable digital learning in science education.
Blended Learning in Health Professions Education: A Systematic Review of Pedagogical Approaches, Digital Innovations, Learning Outcomes, and Implementation Challenges Mira Istiana; Eveline Siregar; Tuti Iriani; Imam Fitri Rahmadi
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.20181

Abstract

This study aims to examine the implementation patterns, technology integration, learning outcomes, student engagement, and sustainability factors of blended learning (BL) in health professions education (HPE) between 2020 and 2024 across diverse pedagogical and educational contexts. Despite the increasing adoption of BL in HPE, the existing literature lacks a comprehensive, theory-informed synthesis of implementation patterns, technology integration, the relationship between student engagement and learning outcomes, and sustainability factors across disciplines and educational settings. This study employed a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. The review was conducted using the Scopus database and included studies published between January 2020 and December 2024. A total of 41 peer-reviewed empirical studies were selected from an initial pool of 65 records through rigorous title and abstract screening, followed by full-text eligibility assessment. Data were synthesised narratively, and the findings were organised thematically according to five research questions using an integrated theoretical framework encompassing constructivism, cognitive load theory, multimedia learning theory, and self-regulated learning theory. The findings revealed that 58.5% of the included studies implemented general BL approaches, whereas 41.5% adopted established pedagogical frameworks. Technology integration primarily involved multimedia resources (53.7%), digital assessment platforms (43.9%), and video conferencing tools (43.9%). Overall, BL demonstrated high effectiveness, with 86% of the reported learning outcome measures indicating positive results. Structured active engagement exhibited the strongest positive association with learning outcomes (r ≈ 0.55–0.75). The main challenges included substantial resource requirements and difficulties in student self-regulation, whereas instructional design support emerged as the most important facilitating factor. These findings suggest that although BL is highly effective in HPE, its long-term sustainability depends on transitioning from ad hoc implementation to institutionally supported, theory-driven instructional design. Accordingly, educators and higher education institutions should prioritise intentional pedagogical design and sustained institutional support to ensure the effective and sustainable implementation of blended learning in health professions education.
Revisiting Digital Storytelling as a Pedagogical Strategy in Educational Technology: A Systematic Literature Review of Recent Evidence Oktovianti Pratiwi; Cecep Kustandi; Dwi Kusumawardani; Imam Fitri Rahmadi
Jurnal Paedagogy Vol. 13 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i1.18995

Abstract

This study aims to systematically examine the utilization of digital storytelling (DST) in the context of educational technology, focusing on the digital media used, supporting platforms and their impact on student learning processes and outcomes. The study was conducted using the Systematic Literature Review (SLR) method based on the PRISMA 2020 guidelines and involved 36 scientific articles f published in the 2020–2024 period. The results of the thematic analysis showed that the most dominant digital media used was narrative video, followed by digital comics, story-based games and interactive applications. Various platforms and technological tools are utilized, reflecting the flexibility of DST implementation across various educational levels and subject areas. DST implementation has been reported to improve students' learning motivation, emotional engagement, digital literacy, communication and collaboration skills. This study confirms that DST is a technology-based learning strategy that is relevant and adaptive to 21st-century needs. These findings are expected to serve as a reference for developing more effective and contextually grounded digital narrative-based instructional innovations. Future research is recommended to examine how specific types of DST media influence measurable learning outcomes and to develop practical, pedagogically grounded implementation models that can be effectively adopted by teachers across diverse educational contexts.
The Evolution of E-Module Development in Secondary Education: A Systematic Review of Trends and Emerging Practices Annisa Nurbaiti; Robinson Situmorang; Iva Sarifah; Imam Fitri Rahmadi
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19397

Abstract

This study aims to systematically examine the evolution of e-module development in secondary education between 2020 and 2024. Employing a Systematic Literature Review (SLR) method guided by the PRISMA 2020 protocol, the study explores emerging trends in instructional design, pedagogical frameworks, and technological integration. A total of 27 Scopus-indexed empirical studies were analyzed through four thematic lenses: disciplinary distribution, pedagogical approaches, levels of interactivity, and reported learning outcomes. Data were analysed using thematic analysis following Braun and Clarke (2006). The results reveal a pronounced STEM concentration (n = 23; 85.2%), with Physics and Chemistry dominating, while non-STEM disciplines account for only 14.8% (n = 4). Constructivist pedagogies, particularly Problem-Based Learning (n = 8; 29.6%), are dominant, effectively supporting higher-order cognitive outcomes such as Critical Thinking Skills (n = 12; 44.4%). However, Collaboration Skills receive critically minimal attention (n = 1; 3.7%), revealing a systematic gap in addressing social learning competencies essential to 21st-century education. These findings establish e-modules as effective digital frameworks when researchers align pedagogical design with technological affordances. Two urgent recommendations emerge: first, researchers must investigate e-modules in non-STEM disciplines; second, future studies must prioritise collaborative features to address the critical gap in 21st-century skill development.
Co-Authors Annisa Nurbaiti Arcita Rizara Dwi Kusumawardani Eveline Siregar Fahmi Anhar Muladi Indah Murtini Iva Sarifah Maria Paristiowati Mira Istiana Oktovianti Pratiwi Situmorang, Robinson Tuti Iriani