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Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika
Published by Lembaga Penelitian dan Pemberdayaan Masyarakat
ISSN : -     EISSN : 26156881     DOI : -
Core Subject : Science, Education,
Education Mathematics Physics Other
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika was published by Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM) which contains articles that are based on the results of conceptual research and studies in the field of education such as (1) Assessment and Evaluation; (2) Higher Order Thinking; (3) Learning Resources; (4) Models of Teaching; (5) Teacher Professional Development; (6) Learning and Cognitive Style; (7) Sport Science and Education; (8) Character Building; (9) Art and Educational Linguistics; and (10) Education Research of Biology, Physics, Chemistry, and Mathematics.
Arjuna Subject : -
Articles 454 Documents
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Interactive GUIs and 3D Visualization in Computational Mathematics Education: A Systematic Literature Review Syaharuddin, Syaharuddin; Abdillah, Abdillah; Mehmood, Saba; Raza, Wasim; Sahraini, Alfiana; Fadugba, Sunday Emmanuel
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3942

Abstract

Graphical User Interfaces (GUIs) and 3D visualization can support computational mathematics learning by making abstract, spatial, and dynamic concepts more accessible. However, evidence concerning their pedagogical applications, reported outcomes, and implementation challenges remains fragmented across technologies and educational contexts. This systematic literature review identifies, classifies, and synthesizes research on GUI- and 3D-supported computational mathematics education. Open-access publications written in English or Indonesian and indexed in Scopus, the Directory of Open Access Journals, and Google Scholar between 2015 and 2025 were examined using a PRISMA-informed selection process. Of the 28,563 records initially identified, 1,123 were retained for bibliometric and keyword co-occurrence analysis, while 31 studies met the full eligibility criteria and were included in the qualitative synthesis. The included studies were analyzed through thematic coding, cross-study comparison, and narrative synthesis. Bibliometric mapping identified four major clusters: technology-supported learning environments; visualization, GUI, and user interaction; simulation and advanced computational methods; and datasets, images, and predictive models. Across the included studies, GUI and 3D visualization were generally associated with reported improvements in conceptual understanding, learning motivation, engagement, and interaction with mathematical representations. Nevertheless, their educational value depended on usability, instructional scaffolding, curriculum alignment, teacher readiness, and technological accessibility. The findings provide design-oriented guidance for educators and developers and highlight the need for rigorous research in non-geometry domains, standardized evaluation methods, and integrated pedagogical frameworks for computational mathematics education.
Profiling Digital Health Literacy in Virus-Focused Biology Learning among Indonesian Senior High School Students Kharomah, Sindi; Zubaidah, Siti; Susanto, Hendra; Fuad, Iwan Hadiqul
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3972

Abstract

This study profiled digital health literacy (DHL) among senior high school students in virus-focused biology learning and examined whether total DHL scores differed by gender. A quantitative descriptive survey was conducted with 64 Grade 12 students from two classes at a public senior high school in Malang, East Java, Indonesia. Participants were selected through convenience sampling. DHL was measured using an Indonesian adaptation of the Digital Health Literacy Instrument. The instrument comprised 12 items across four dimensions—Information Searching, Self-Generated Content, Evaluating Reliability, and Determining Relevance—rated on a five-point Likert scale. The overall internal consistency of the adapted instrument in the main sample was α = 0.659. Data were analyzed using descriptive statistics, an independent-samples t-test, effect-size estimation, and a Mann–Whitney U sensitivity analysis. Based on the study-specific descriptive thresholds, students’ overall DHL was predominantly classified as problematic (M = 41.20, SD = 6.69): 17.19% were classified as inadequate, 70.31% as problematic, and 12.50% as sufficient. Information Searching had the highest mean score, whereas Evaluating Reliability had the lowest. No statistically significant difference was found between male and female students, t(62) = 0.051, p = 0.959, with a negligible effect size (Cohen’s d = 0.013). These findings indicate that students perceived greater ease in locating digital health information than in evaluating its credibility and evidentiary quality. Virus-focused biology instruction should therefore provide explicit opportunities for source evaluation, cross-source verification, and evidence-based interpretation of digital health information.
Teaching Factory Engagement, Entrepreneurial Knowledge, Social Relationships, and Vocational Students' Entrepreneurial Mindset Widoretno, Yustin Setiya; Marji, Marji; Tuwoso, Tuwoso; Kuncoro, Tri
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.4245

Abstract

This study examined the relationships among student engagement in the Teaching Factory (TEFA), entrepreneurial knowledge, social relationships, self-efficacy, and entrepreneurial mindset among vocational high school students in East Java, Indonesia. A quantitative, cross-sectional ex post facto design was employed. The participants were 210 Grade 12 students enrolled in TEFA classes within Welding Engineering programs at public and private vocational high schools, selected through proportional random sampling. Path analysis based on multiple regression was used to test the proposed relationships. TEFA engagement (β = .360, p < .001), entrepreneurial knowledge (β = .115, p = .023), and social relationships (β = .410, p < .001) were positively associated with self-efficacy and jointly explained 54.4% of its variance. TEFA engagement (β = .162, p = .005), entrepreneurial knowledge (β = .187, p < .001), social relationships (β = .126, p = .037), and self-efficacy (β = .499, p < .001) were positively associated with entrepreneurial mindset and jointly explained 63.6% of its variance. Social relationships were the strongest predictor of self-efficacy, whereas self-efficacy was the strongest predictor of entrepreneurial mindset. These findings indicate that TEFA programs should integrate authentic production activities, practical entrepreneurship instruction, and sustained support from teachers, peers, and industry professionals to strengthen students’ confidence and entrepreneurial orientation. Because indirect effects were not formally tested, the results should not be interpreted as evidence of statistical mediation or definitive causality.
Implementation of Coding and Artificial Intelligence as an Additional Subject in an Indonesian Private Elementary School: A Qualitative Case Study Faradila, Novinda Ristanti; Aini, Dian Fitri Nur
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.5912

Abstract

Coding and artificial intelligence (Coding-AI) are increasingly introduced in elementary schools to provide age-appropriate experiences in computational thinking, purposeful technology use, and responsible engagement with artificial intelligence. However, evidence on how Coding-AI is implemented as an additional subject in Indonesian private elementary schools remains limited. This qualitative case study examined the implementation of Coding-AI in one Grade-5 class at SD Muhammadiyah 1 Kesamben, Blitar, Indonesia, during the 2025/2026 academic year. Participants were one teacher and 15 students. Data were generated through classroom observations, semi-structured interviews, and documentation and analyzed using the interactive processes of data condensation, data display, and conclusion drawing/verification. The analysis used six sensitizing competence elements: computational thinking, digital literacy, algorithms and programming, data analysis, AI literacy and ethics, and AI use for learning. Case-specific coded evidence was documented for digital literacy among 15/15 students (100.0%), computational thinking among 14/15 (93.3%), AI literacy and ethics among 14/15 (93.3%), algorithms and programming among 13/15 (86.7%), AI use for learning among 13/15 (86.7%), and data analysis among 12/15 (80.0%). These frequencies summarize observed or reported behaviors within the case and do not represent standardized competency scores or changes over time. The teacher facilitated stepwise problem solving, purposeful and safe technology use, introductory programming, and ethical AI exploration, while students described systematic task completion, information seeking, and guided engagement with digital learning resources. The convergence of classroom, interview, and documentary evidence informed a contextual representation of Coding-AI implementation that emphasizes scaffolded participation rather than independent mastery. Because the findings derive from one teacher and 15 Grade-5 students in one private school, they should be interpreted as analytically, rather than statistically, transferable.

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