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AMPLITUDO: Journal of Science & Technology Innovation
Published by Balai Publikasi Indonesia
ISSN : 28306171     EISSN : 28306902     DOI : https://doi.org/10.56566/amplitudo
Core Subject : Science, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture
AMPLITUDO: Journal of Science & Technology Innovation is a scholarly, online international journal that aims to publish peer-reviewed original research result-oriented papers in the fields of science, technology, and Innovative Technology. Submitted papers will be reviewed by the technical committees of the Journal. All submitted articles should report original, previously unpublished research results, and will be peer-reviewed. Articles submitted to the journal should meet these criteria and must not be under consideration for publication elsewhere. Manuscripts should follow the style of the journal and are subject to both review and editing. AMPLITUDO is steered by a distinguished Board of Directors, Researchers, and Academicians and is supported by an international review board consisting of prominent individuals representing many well-known universities, colleges, and the corporate world.
Arjuna Subject : Umum - Umum
Articles 120 Documents
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The Initial Prototype of Innovative Science Learning Model to Improve Students’ Scientific Literacy and Support SDGs Quality Education Muhammad Novaldy Nur Dwinanda Wahab; Wasis Wasis; Binar Kurnia Prahani; Henny Ekawati Haryono; Budi Jatmiko; Madlazim Madlazim; Muhammed Akif Kurtuluş; Muhammad Abd. Hadi Bunyamin
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.711

Abstract

Scientific literacy is a crucial component of modern science education. It encompasses the skills necessary to explain scientific phenomena, evaluate investigations, interpret evidence, and apply scientific knowledge to make informed decisions in daily life. However, many students currently lack these skills because existing models often struggle to bridge the gap between authentic real-world phenomena and interactive learning. This research aims to develop an interactive learning model that is designed to improve student scientific literacy, named Scientific Literacy Interactive Model (SLIM). SLIM facilitates the practice of scientific literacy by engaging students with authentic real-world phenomena through an interactive learning experience that is supported by augmented-reality (AR). This study outlines the theoretical and empirical foundations of SLIM, its syntax, teacher and student activities, and the integration of AR to enhance the learning process. The proposed model consists of five syntaxes, namely authentic phenomena orientation, interactive exploration, group analysis,  seminar, and reflection. As this study is limited to the development of an initial prototype SLIM learning model, further research is required to assess the validity, practicality, and effectiveness of SLIM in a classroom setting
Analysis of Creativity of Prospective Chemistry Teacher Students in Volta Cell Learning Using Project-Based Learning Albaiti Albaiti; Alex A. Lepa; Musawer Hakimi; H. L. M. Mohideen
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.712

Abstract

Project-Based Learning (PjBL) serves as a robust pedagogical framework to engage students in solving real-world contextual problems through empirical evidence and collaborative innovation. This study seeks to analyze the creativity of prospective chemistry teacher students in voltaic cell learning through the implementation of PjBL using local organic resources. By adopting a mixed methods design method with a repeated measures design, the study involved 10 prospective chemistry teachers enrolled in the Basic Chemistry 2 course at Universitas Cenderawasih, Jayapura, Indonesia. Research instruments included observation rating scales for creativity, pre-test and post-test assessments for conceptual mastery, and a Likert-scale perception survey to evaluate professional motivation. The results demonstrated a significant positive impact across all measured dimensions. An analysis of student creativity showed that 60% of students were "creative," 30% were "very creative," and 10% were "quite creative," especially when it came to how fluently and originally they used local plant. Furthermore, a high-category Normalized Gain (N-gain) of 0.76 validated pedagogical effectiveness, indicating a substantial increase in conceptual mastery of electrochemical principles. Technical analysis confirmed that indigenous resources, such as local lime, provided stable voltage suitable for series circuit engineering to power electronic loads. Finally, the perception survey showed a very high score (4.95/5.00) for professional intent, reflecting a strong motivation to replicate this "living laboratory" model in future careers. This ethnochemistry-based PjBL approach effectively transforms local environments into authentic scientific laboratories, fostering resourceful, innovative, and culturally responsive science educators in resource-constrained regions
From Momentum to Digital Culture: A Three-Phase Framework for Digital Transformation in Schools M. Chairul Anam; Ali Imron; Maisyaroh Maisyaroh; Teguh Triwiyanto; Muhammad Zakir Husain
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.714

Abstract

Digital transformation has become a strategic priority in education, yet existing research predominantly emphasizes technology adoption, digital readiness, and maturity, providing limited explanation of how schools institutionalize digital practices and develop sustainable digital cultures. This study addresses this gap by developing an empirically grounded three-phase framework that conceptualizes digital transformation as an evolving institutional process rather than a linear technology adoption trajectory. Employing a qualitative case study design, the study investigated digital transformation at SMPN 7 Mataram, Indonesia, using in-depth interviews with 24 participants, including school leaders, teachers, and IT coordinators, complemented by document analysis of policy frameworks and implementation reports from 2019 to 2024. Data were analyzed using thematic analysis, constant comparison, and chronological mapping to identify patterns across organizational practices. Findings reveal three interconnected phases: momentum creation, structural integration, and cultural actualization. Momentum creation was triggered by external pressures, particularly the COVID-19 pandemic, accelerating ICT adoption. Structural integration involved institutionalizing digital practices through integrated school portals, curriculum integration, and digitally supported administrative processes. Cultural actualization emerged when digital technology became embedded in organizational routines and students shifted from passive consumers to active digital creators. Transformation was facilitated by leadership commitment, peer-mentoring networks, professional development, and community partnerships, but constrained by digital literacy disparities, infrastructure limitations, resource constraints, and resistance to change. The study contributes theoretically by extending digital transformation scholarship toward an organization and culture-centered perspective. Practically, the framework provides policymakers and school leaders with a strategic reference for strengthening institutional capacity, infrastructure, governance, and sustainable digital culture.
Scientific Creativity and Argumentation in Inquiry-Based and Blended Science Learning: Implications for Quality Education (SDG 4) through an Integrative IAC Framework Dyah Permata Sari; Madlazim Madlazim; Mustaji Mustaji; Binar Kurnia Prahani; Baba Musta; Khaista Rehman; Yan Putra Timur
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.715

Abstract

This study systematically reviews the relationship between scientific creativity and scientific argumentation within inquiry-based and blended science learning, with implications for achieving Sustainable Development Goal 4. Following PRISMA 2020 principles, the review synthesizes 48 peer-reviewed studies published from 2015 to early 2026 across Scopus, Web of Science, and ERIC. The findings show that inquiry-based learning provides the epistemic foundation for both creativity and argumentation, while blended and digitally supported environments extend discourse, collaboration, and multimodal representation. Argumentation functions as a convergent epistemic filter that validates, refines, and strengthens creative scientific ideas. Based on these findings, the study proposes an integrative Inquiry-Argumentation-Creativity framework in which creativity is generated through inquiry and refined through evidence-based argumentation in blended environments. The synthesis suggests that future research should combine longitudinal designs with learning analytics, natural language processing, and multimodal analysis to better capture how creativity and argumentation develop over time.
Enhancing Self-Regulation and Science Process Skills through Multirepresentation-Based E-Worksheets Tengku Afdhaluz Zikri; Anik Gufron; Eli Rohaeti; Rangga Alif Faresta; Rizal M. Suhardi
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.734

Abstract

Students often experience difficulties in integrating macroscopic, submicroscopic, and symbolic representations in buffer solution topics, which impacts their self-regulation and science process skills. This study aims to examine the effect of multiple-representation-based e-worksheets on students’ self-regulation and science process skills. A quasi-experimental method with a posttest-only control group design was employed involving eleventh-grade science students (N = 66). The experimental group used multi-representation-based e-worksheets, while the control group received conventional instruction. Data were collected using a validated self-regulation questionnaire and a science process skills observation sheet. Data was analyzed using multivariate analysis of variance (MANOVA) and between-subjects effects tests. The results revealed a significant multivariate effect of the treatment on both dependent variables (p < 0.05, Partial Eta Squared = 0.231). Partially, significant differences were found in self-regulation (p = 0.00, Partial Eta Squared = 0.19) and science process skills (p = 0.00, Partial Eta Squared = 0.18). These findings indicate that multirepresentation-based e-worksheets have a large effect in enhancing students’ self-regulation and science process skills. In conclusion, the integration of multirepresentation-based e-worksheets is effective in promoting more interactive, independent, and meaningful chemistry learning.
Hybrid GNSS-Rainfall Decision Support for Staged Early Warning of Rainfall-Induced Slope Instability in Agricultural Landscapes: A Yarra Valley Prototype Supporting SDG 2 and SDG 11 Madlazim Madlazim; Muhammad Nurul Fahmi; Arie Realita; Baba Musta; Dyah Permata Sari; Khaista Rehman
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.736

Abstract

Early detection of rainfall-induced slope instability in agricultural terrain remains difficult because hydrological loading commonly precedes measurable ground movement. This study develops an explainable decision-support framework that integrates GNSS-derived detrended displacement, antecedent rainfall indicators, and a machine-learning anomaly score for staged warning in the Yarra Valley, Australia. A regional target-control GNSS architecture was implemented with four slope stations and two control stations, and a retrospective rainfall-driven event window in April 2025 with complete processing products was analysed. The workflow combines 24 h and 72 h rainfall accumulation, target-control displacement metrics, deformation gradients, and a weighted fusion index to distinguish background variability from physically plausible slope response. Cumulative rainfall increased before localized deformation emerged, and the lower slope sector showed stronger response than the upper sector. The fusion layer therefore supports escalation from normal to watch and, when rainfall and deformation thresholds are jointly exceeded, to warning. This prototype strengthens operational decision-making for agricultural slope management and provides a basis for multi-event validation and wider deployment
Critical Thinking Skills in Biology Learning: A Gender-Based Comparative Study among High School Students in Indonesia Sepita Ferazona; Nurkhairo Hidayati; Suryanti Suryanti; Linda Linda; Amelia Swastika; Nilofar Mulla; Muh. Azhar Kholidi
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.759

Abstract

Critical thinking skills are essential competencies in 21st-century biology learning because they enable students to analyze, evaluate, and interpret scientific evidence. This study aimed to analyze students’ critical thinking skills in biology learning based on gender and school differences. Quantitative comparative design was employed using a critical thinking skills test covering the indicators of interpretation, analysis, inference, evaluation, and explanation. The data were analyzed using descriptive statistics and a two-way ANOVA to examine the effects of gender, school, and their interaction. The results showed that students’ critical thinking skills were generally in the moderate category, with lower achievement in the inference and evaluation indicators, indicating that students still experienced difficulties in drawing evidence-based conclusions and critically evaluating biological information. The two-way ANOVA results revealed that both gender (F = 28.54, p < 0.001, Partial η² = 0.06) and school (F = 4.21, p = 0.02, Partial η² = 0.02) had significant effects on students’ critical thinking skills, whereas the interaction between gender and school was not significant (p = 0.69). Gender showed a stronger influence than school, as indicated by its higher F-value and larger effect size. These findings indicate that both individual characteristics and learning environments contribute to students’ critical thinking skills, although gender accounted for a greater proportion of the explained variance. Therefore, biology instruction should incorporate active and contextual learning strategies that accommodate learner diversity while fostering higher-order thinking and scientific reasoning
Exploration and Optimization of Apium graveolens L. as a Natural Anticoagulant for Sustainable Hematology Diagnostics Ika Nurfajri Mentari; Aini Aini; Evi Fatmi Utami; Astrid Sulistiawati; Syahrul Syahrul; Haily Liduin Koyou
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.772

Abstract

The commonly used anticoagulant for hematologic examination is EDTA and sodium citrate, which is chemical and less environmentally friendly. This study used an experimental laboratory design consisting of several sequential testing phases. The tests carried out included the preparation of celery extract, phytochemical tests, examination of the number of erythrocytes, leukocytes, and platelets, as well as blood clotting time, and also in vitro tests by measuring PT and APTT values ​​in mice. The results obtained showed that celery extract contains flavonoids and alkaloids. The results of the Mann-Whitney test to determine the difference in the concentration of celery extract 50% with EDTA on the number of leukocytes, platelets, and clotting time showed no significant difference (p>0.05). The results of the PT and APTT tests after administration of celery extract stated that there was no difference between the negative control and the PT test treatment with a p value>0.09 and the APTT test p>0.06. This shows that celery extract has the ability as an anticoagulant for platelet count, leukocyte count, clotting time, PT, and APTT, but further testing is needed to determine the exact concentration and use manual counting and morphology methods as confirmation.
Development and Validation of a Learning Independence Instrument for Chemistry Education Using Exploratory and Confirmatory Factor Analysis Feri Andi Syuhada; Eli Rohaeti; Hari Sutrisno; Azlan Kamari; Rasamimanana Joronavalona
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.792

Abstract

This study aimed to develop and validate a short-form instrument for assessing students’ learning independence in chemistry education among senior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). A quantitative survey was conducted involving 131 twelfth-grade science students from two public senior high schools in Sleman Regency, Indonesia, selected through random sampling. Data were collected using a 40-item questionnaire measured on a five-point Likert scale, with the items designed to assess students’ independence in managing, engaging in, and taking responsibility for their chemistry learning, and analyzed using EFA and CFA. The EFA, conducted using JASP version 0.95.4, identified a four-factor structure consisting of self-management, motivation, responsibility, and self-confidence and reduced the initial instrument to 34 items with factor loadings above 0.40. Subsequent CFA further refined the instrument into a parsimonious 14-item version with standardized factor loadings exceeding 0.50, indicating acceptable construct validity. Reliability analysis demonstrated acceptable construct reliability (CR > 0.60, ranging from 0.64 to 0.78). The average variance extracted (AVE) values ranged from 0.41 to 0.49, with self-management, motivation, and responsibility each obtaining an AVE value of 0.41, while self-confidence reached 0.49. Although these AVE values indicated marginal convergent validity, the constructs remained acceptable when evaluated alongside their adequate CR values. The findings suggest that the final 14-item instrument provides acceptable psychometric evidence and offers an empirically supported measure for assessing senior high school students’ learning independence in chemistry education, although further validation in broader chemistry-learning populations and educational settings is recommended
Pedagogy in the Digital Age for SDG 4: How School Ecosystems Shape Pedagogical Competence and Kindergarten Learning Quality Baik Nilawati Astini; Bambang Budi Wiyono; Maisyaroh Maisyaroh; Ali Imron; Agustina Alejandra Pastrian; Aditya Stefano
AMPLITUDO : Journal of Science and Technology Innovation Vol. 5 No. 2 (2026): August
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/amplitudo.v5i2.870

Abstract

This study examines the effects of transformational leadership, teacher self-efficacy, organizational climate, and resource allocation on pedagogical competence and learning quality among kindergarten teachers, with digital literacy as a moderate variable. Grounded in Social Cognitive Theory, the study employed a quantitative causal-explanatory design involving 268 kindergarten teachers from six sub-districts in Mataram City, West Nusa Tenggara, Indonesia. Data was collected using structured questionnaires and analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings revealed that transformational leadership, teacher self-efficacy, organizational climate, and resource allocation significantly enhanced pedagogical competence. However, only organizational climate and pedagogical competence had significant direct effects on learning quality, whereas transformational leadership, teacher self-efficacy, and resource allocation showed no direct effects. Pedagogical competence significantly mediated the relationships between leadership, self-efficacy, resource allocation, and learning quality, while digital literacy did not significantly moderate the relationship between pedagogical competence and learning quality. These findings highlight the central role of pedagogical competence in translating individual and organizational factors into improved learning quality and underscore the importance of strengthening school ecosystems to enhance early childhood education.

Page 12 of 12 | Total Record : 120

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