Article Per Year (5 Year)
p-Index From 2021 - 2026
0.92
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This Author published in this journals
All Journal Indonesian Journal of STEM Education Indonesian Journal of Education and Community Services Indonesian Journal of Elementary and Childhood Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Robiatul Adawiah
University of Mataram
Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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The Utilization of GeoGebra in Mathematics Education on Students' Conceptual Understanding: A Systematic Literature Review Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i2.2520

Abstract

Students' understanding of mathematical concepts remains relatively low, necessitating technological innovations in education to address this issue. A promising solution is the integration of GeoGebra as an interactive learning tool. This study aims to evaluate the effectiveness of GeoGebra in mathematics education regarding students' conceptual understanding through a systematic literature review. Utilizing a Systematic Literature Review (SLR) method with a qualitative descriptive approach, data were sourced from scientific articles in national and international journals via Google Scholar, ProQuest, and Springer Nature databases published between 2016 and 2025. The literature selection followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, resulting in 16 articles that met the inclusion criteria. The findings demonstrate a consistent pattern wherein the utilization of GeoGebra significantly enhances students' conceptual understanding compared to conventional methods. This improvement is evidenced by increased average learning outcome scores, higher post-test than pre-test results, and statistically significant differences between the GeoGebra and conventional groups. Furthermore, GeoGebra proves effective across various educational levels and mathematical topics due to its capacity to visualize abstract concepts dynamically and interactively.
The Effect of Problem-Based Learning On Elementary Students’ Scientific Literacy: A Literature Review Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah
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 | DOI: 10.67434/ijece.v7i1.2021

Abstract

This research aims to comprehensively examine the effect of implementing the Problem-Based Learning (PBL) model on elementary school students' scientific literacy skills through a literature review approach. The method employed was a literature review of national and international journal articles published between 2016 and 2025. Data collection was conducted by searching databases such as Google Scholar, Garuda, DOAJ, and ERIC using keywords related to Problem-Based Learning and scientific literacy. A total of 18 articles meeting the inclusion criteria were analyzed using content analysis and thematic analysis techniques. The results of the review consistently indicate that the implementation of the PBL model has a positive and significant effect on enhancing elementary school students' scientific literacy. This improvement is demonstrated through differences in pre-test and post-test scores, N-Gain scores in the medium to high categories, and significant test results (p < 0.05). The scientific literacy indicators that showed improvement include the ability to explain scientific phenomena, evaluate and design scientific inquiries, interpret data and scientific evidence, and apply scientific concepts in everyday life. These findings affirm that the PBL model is an effective and relevant learning approach for improving elementary school students' scientific literacy and supporting the development of 21st-century skills.
Optimalisasi Pembelajaran Fisika Melalui Implementasi Simulasi PhET di SMA Negeri 7 Mataram Aulia Aulia; Robiatul Adawiah; Lutfiatussolihah Lutfiatussolihah
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.v6i1.2558

Abstract

Physics instruction still faces challenges in visualizing abstract concepts, particularly in schools with limited laboratory facilities. This situation results in students being less actively engaged in the learning process and struggling to grasp concepts regarding forms and transformations of energy. This community service initiative aimed to optimize physics instruction at SMA Negeri 7 Mataram by implementing PhET simulations for the topic of energy forms and transformations. The activity involved providing instructional support to 27 students from class XI A2, structured into preparation, implementation, and evaluation phases. Data were collected using observation sheets, student worksheets (LKPD), evaluation questions, and documentation, and were subsequently analyzed descriptively. The results indicate that the implementation of PhET simulations enhanced student engagement, evidenced by active participation in discussions, exploration of the simulations, and the ability to explain the relationships between energy forms and transformations based on their observations. Furthermore, the use of worksheets as exploration guides enabled students to better identify various forms of energy and explain energy transformation processes. Thus, the implementation of PhET simulations effectively supports more interactive physics instruction, aids in visualizing abstract concepts, and serves as a viable virtual laboratory alternative for physics learning in schools.
Investigating University Students’ Learning Habits in the Digital Era: A Preliminary Survey Study Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah; Miratunnisah Miratunnisah; Gunawan Gunawan
Indonesian Journal of Teacher Education Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v6i2.1896

Abstract

The rapid advancement of digital technology has significantly transformed university students' study patterns, particularly regarding information access and learning strategies. This preliminary survey study aims to explore students' learning habits in the digital era and identify the benefits, challenges, and strategies employed in managing technology-based learning. This study employed a quantitative approach with a descriptive survey design, involving 65 students from various universities, who were selected using convenience sampling. Data were collected using an instrument comprising Likert scales, multiple-choice options, checklists, and short-answer questions. The results indicate that students perceive digital learning positively, with most mean scores exceeding 3.00. Key findings include high scores for using the internet for supplementary explanations (3.98), learning flexibility (3.91), and rapid comprehension via gadgets (3.68). Many respondents reported studying for 1–2 hours daily (47.7%) and identified Google Scholar (44.6%) and YouTube (40%) as their primary learning resources. Smartphones were the most commonly used devices (61.5%), while home or boarding houses were the preferred locations for study (81.5%). The most significant advantages cited were ease of access to materials (73.8%) and time flexibility (70.8%). However, students faced challenges, primarily concentration distractions from notifications and social media (56.9%) and unstable internet connections (56.9%). To maintain focus, the most common strategies were limiting smartphone usage (55.4%) and establishing a regular study schedule (47.7%). Overall, digital learning is considered effective if students can effectively manage their devices, time, and learning environments. These findings provide a comprehensive overview of student study patterns and offer a foundation for developing more adaptive digital learning strategies in higher education.
The Effect of A Virtual Laboratory-Assisted Inquiry-Based Learning Model on Students' Science Process Skills: A Systematic Literature Review Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of STEM Education Vol. 8 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijse.v8i2.2458

Abstract

Science Process Skills (SPS) are essential for developing students' conceptual understanding and scientific thinking. However, teacher-centered instruction and limited laboratory facilities hinder optimal SPS development. This study aims to analyze and synthesize the impact of Inquiry-Based Learning assisted by virtual laboratories on students' SPS using a Systematic Literature Review (SLR) approach. Literature was gathered from national and international journals (Google Scholar, ProQuest, ERIC) published between 2016 and 2025. Guided by PRISMA 2020 protocols across four selection stages, 15 relevant articles were systematically analyzed using qualitative descriptive methods. The findings reveal a consistent positive effect on SPS specifically observing, hypothesizing, experimenting, data analyzing, and communicating alongside increased student engagement. Effectiveness depends on inquiry type, teacher guidance, and instructional design. Although virtual labs cannot fully replace hands-on manipulative skills, this integrated approach offers an effective, flexible alternative for science education.
Co-Authors Aulia Aulia Gunawan Gunawan Lutfiatussolihah Lutfiatussolihah Miratunnisah Miratunnisah Nina Nisrina