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INDONESIA
Indonesian Journal of Applied Science and Technology
Published by Indonesian Publication Center
ISSN : 27213358     EISSN : 27213331     DOI : -
Core Subject : Health, Science, Education, Agriculture, Engineering,
Agriculture, Biological Sciences & Forestry Computer Science & IT Engineering Public Health Other
Indonesian Journal of Applied Science and Technology (IJAST) adalah wadah publikasi ilmiah yang berfokus pada penyebarluasan hasil penelitian dan pemikiran inovatif di bidang sains terapan, teknologi, dan informasi. Jurnal ini ditujukan bagi mahasiswa, guru, dosen, praktisi, maupun peneliti untuk mendiseminasikan temuan mereka kepada masyarakat ilmiah secara luas. Focus and Scope IJAST menerima naskah dalam bentuk artikel hasil penelitian (original research) maupun artikel tinjauan pustaka (review article) yang mencakup, namun tidak terbatas pada, bidang-bidang berikut: Pendidikan & Sains Dasar: Pendidikan IPA, Matematika, dan Ilmu Pengetahuan Alam (IPA). Teknologi & Rekayasa: Teknik (Sipil, Elektro, Mesin, dll.) dan Teknologi Pangan. Teknologi Informasi: Ilmu Komputer, Sistem Informasi, dan Teknologi Informasi Terapan. Ilmu Hayati & Lingkungan: Pertanian, Peternakan, Perikanan, dan Kelautan. Kesehatan: Keperawatan, Kebidanan, Kesehatan Masyarakat, dan bidang kesehatan terkait lainnya. Peer Review Process Setiap artikel yang dikirimkan ke IJAST akan melalui proses Peer Review. Tim reviewer akan mengevaluasi naskah berdasarkan kualitas metodologi, orisinalitas temuan, dan kontribusinya terhadap perkembangan ilmu pengetahuan. Penulis diwajibkan melakukan registrasi dan mengirimkan artikel secara mandiri melalui sistem OJS jurnal. Open Access Policy IJAST berkomitmen pada prinsip bahwa akses terbuka terhadap hasil penelitian akan mendukung pertukaran pengetahuan global yang lebih besar. Seluruh artikel yang diterima akan dipublikasikan secara Open Access dan tersedia secara bebas untuk dibaca atau diunduh oleh publik di bawah lisensi: Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). Publication Frequency IJAST mulai terbit sejak tahun 2020. Sejak tahun 2022, jurnal ini berkomitmen untuk terbit dua kali dalam setahun (dua edisi per volume) pada periode: Edisi Januari-Juni dan Edisi Juli-Desember.
Arjuna Subject : Umum - Umum
Articles 127 Documents
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Pengaruh Model Pengajaran Langsung (Direct Instruction) Berbantuan Media Laboratorium Virtual Terhadap Penguasaan Konsep Fisika Peserta Didik Ria Rizki Ekasari; Gunawan Gunawan; Hairunnisyah Sahidu; Ahmad Harjono
Indonesian Journal of Applied Science and Technology Vol. 3 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i1.1675

Abstract

Conceptual mastery is a primary objective in physics education, as it serves as the foundation for students to understand natural phenomena and solve various scientific problems. However, observations at SMAN 1 Selong indicate that students' mastery of physics concepts remains low. One instructional alternative to address this issue is the Direct Instruction model supported by virtual laboratory media. This study aims to determine the effect of the Direct Instruction model supported by virtual laboratory media on students' mastery of physics concepts. This research employs an experimental method using a pretest-posttest control group design. The study population consisted of all Grade X students at SMAN 1 Selong; the sample was selected using purposive sampling, resulting in Class X MS 1 serving as the experimental group and Class X MS 5 as the control group. Data were collected using a conceptual mastery test administered before and after the intervention. The data were analyzed using normality tests, homogeneity tests, a two-tailed t-test, and the N-gain test. The results show that students in the experimental group achieved a greater improvement in conceptual mastery compared to those in the control group. Thus, it can be concluded that the implementation of the Direct Instruction model supported by virtual laboratory media has a positive effect on students' mastery of physics concepts and serves as an effective alternative for physics instruction.
Pengaruh Pembelajaran Discovery Berbantuan Media Laboratorium Virtual Terhadap Kemampuan Pemecahan Masalah Fisika Peserta Didik Putri Iman Sari; Gunawan Gunawan; Ahmad Harjono; Hairunnisyah Sahidu
Indonesian Journal of Applied Science and Technology Vol. 3 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i1.2002

Abstract

Problem-solving ability is an essential competency that should be developed in physics learning. However, conventional teacher-centered instruction has limited students' opportunities to develop this ability effectively. This study aimed to analyze the effect of the Discovery Learning model assisted by a virtual laboratory on students' physics problem-solving ability. This research employed a quasi-experimental method using a Pre-test and Post-test Control Group Design. The samples were selected through cluster random sampling, resulting in one experimental class receiving Discovery Learning assisted by a virtual laboratory and one control class receiving conventional instruction. Data were collected using a validated essay-based physics problem-solving test. The data were analyzed descriptively and inferentially using the pooled variance t-test after satisfying the assumptions of normality and homogeneity. The results revealed that the students' physics problem-solving ability in the experimental class was higher than that of the control class. The hypothesis testing further indicated that the implementation of Discovery Learning assisted by a virtual laboratory had a significant positive effect on students' physics problem-solving ability. Therefore, this instructional model can be considered an effective alternative for enhancing students' physics problem-solving ability.
Faktor-Faktor Penyebab Kesulitan Belajar IPA dan Solusi Alternatifnya: Systematic Literature Review Fahmi Yahya; Indah Dwi Lestari; Hermansyah Hermansyah; Eryuni Ramdhayani
Indonesian Journal of Applied Science and Technology Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v2i4.2120

Abstract

Science (IPA) is a core subject at the primary and secondary education levels requiring comprehension of abstract concepts alongside scientific thinking skills. High rates of science learning difficulties are consistently reported internationally, including in Indonesia; however, no systematic synthesis has comprehensively summarised contributing factors and alternative solutions across all school levels (Elementary–High School) in a single manuscript. This review aims to identify factors causing science learning difficulties and effective alternative solutions based on the scientific literature from 2012 to 2021. Searches were conducted on Scopus, Web of Science, and ERIC databases following the PRISMA 2020 guidelines. Twenty-five articles meeting inclusion criteria were analysed through thematic narrative synthesis. Results show factors divide into internal (low interest and motivation, science anxiety, weak prerequisite knowledge) and external (teacher-centred pedagogy, inadequate laboratory facilities, insufficient parental support). Proven effective alternative solutions include inquiry-based learning, cooperative learning, technology/visual media use, and structured remedial programmes. Conclusion: science learning difficulties are multifactorial; consistent implementation of inquiry and cooperative approaches improves student engagement and achievement across educational levels.
The Effectiveness of Inquiry-Based Virtual Laboratories on Students' Physics Creativity: A Systematic Literature Review Gunawan Gunawan; Lovy Herayanti; Fahmi Yahya; Baiq Nabila Saufika Zainuri; Qothrunnada Qothrunnada
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v4i1.2129

Abstract

Creativity is a core competency in twenty-first-century science education, and inquiry-based virtual laboratories are increasingly used in physics instruction to foster creativity, particularly where laboratory resources are limited. However, evidence of their effectiveness remains fragmented across study contexts, creativity dimensions, and instructional designs. This systematic literature review synthesizes empirical studies published between 2013 and 2022 on the effectiveness of inquiry-based virtual laboratories in enhancing students' creativity in physics education. Following the PRISMA 2020 guidelines, four databases (Scopus, DOAJ, Crossref, and Google Scholar) were searched, yielding 572 records, of which 42 studies met the inclusion criteria. The findings indicate that inquiry-based virtual laboratories consistently improve students' creativity, with the greatest gains observed in verbal creativity and ideational fluency compared with figural creativity and originality. Much of the available evidence originates from Indonesia, particularly from studies conducted by the University of Mataram research group on electricity, heat, and fluid mechanics. Effectiveness was influenced by the degree of inquiry guidance, the quality of the virtual simulation environment, and the extent to which learning activities scaffolded divergent thinking, whereas evidence regarding gender differences remained inconsistent. Overall, inquiry-based virtual laboratories represent an effective and accessible approach to fostering creativity in physics learning, although broader educational contexts, more standardized creativity measures, and longer-term studies are needed.
Pengaruh Model Direct Instruction Berbantuan Simulasi Virtual Terhadap Pemecahan Masalah Fisika Peserta Didik Baiq Ida Arianti; Hairunnisyah Sahidu; Ahmad Harjono; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 3 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i1.2180

Abstract

Problem-solving ability is one of the essential competencies that students should develop in physics learning. However, classroom instruction is often focused on content delivery and routine exercises, resulting in limited opportunities for students to develop systematic problem-solving skills. This study aimed to investigate the effect of the Direct Instruction model assisted by virtual simulation on students' physics problem-solving ability. The study employed a quasi-experimental method using a non-equivalent control group design. The sample was selected through purposive sampling, consisting of 25 students in class X-MIA1 as the experimental group and 23 students in class X-MIA2 as the control group. Data were collected using a five-item essay test measuring physics problem-solving ability and analyzed using an independent-samples t-test with pooled variance and normalized gain (N-gain). The results showed that the mean score of the experimental group increased from 28.83 to 67.20, while the control group improved from 22.13 to 53.22. Hypothesis testing indicated that the calculated  (4.01) exceeded the critical t value (2.02) at the 5% significance level. Therefore, the Direct Instruction model assisted by virtual simulation had a significant positive effect on improving students' physics problem-solving ability.
Pengaruh Model Pembelajaran Inkuiri Berbantuan Laboratorium Virtual Terhadap Pemecahan Masalah Fisika Peserta Didik Mahesti Kusdiastuti; Ahmad Harjono; Hairunnisyah Sahidu; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 3 No. 1 (2022): Edisi Januari-Juni 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i1.2270

Abstract

Problem-solving ability is one of the essential competencies that students should develop in physics learning. However, teacher-centered instruction and the limited implementation of laboratory activities have hindered the optimal development of this ability. One alternative to overcome this problem is the implementation of an inquiry learning model assisted by a virtual laboratory. This study aimed to analyze the effect of the inquiry learning model assisted by a virtual laboratory on students' physics problem-solving ability. This study employed an experimental research design using a pretest-posttest control group design. The population consisted of all tenth-grade students of MA DI Putri Nurul Hakim Kediri in the 2015/2016 academic year, while the sample was selected using the cluster random sampling technique. Data were collected using an expert-validated essay test of problem-solving ability. The data were analyzed using normality and homogeneity tests, followed by a pooled variance t-test. The results showed that the experimental group obtained a higher mean posttest score (73.67) than the control group (58.47). Furthermore, the hypothesis testing revealed that tcalculated = 4.469 was greater than ttable = 2.032 at the 5% significance level, indicating that the inquiry learning model assisted by a virtual laboratory had a significant positive effect on students' physics problem-solving ability. Therefore, this learning model can be considered an effective instructional alternative for improving students' physics problem-solving ability.
The Role of Instructional Models in Improving Students’ Mastery of Science Concepts: A Literature Review Sintya Dewi Lestari; Paramita Putri Apriyani; Ni Ketut Anggriani; Dewa Dwi Pranahita
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2496

Abstract

Science concept mastery is an important aspect of learning because it plays a crucial role in enhancing students’ ability to understand and apply scientific knowledge. However, in practice, science concept mastery remains a common challenge due to the dominance of conventional, teacher-centered instructional approaches. This study aims to examine various learning models used to improve students’ science concept mastery, identify the most dominant learning model, and analyze the distribution of research based on educational level, science subject matter, and the dependent variables investigated. The research employed a literature review method involving 16 national and international journal articles published between 2016 and 2025, analyzed using the PRISMA approach. The findings indicate that guided inquiry is the most widely implemented learning model and demonstrates consistent effectiveness, particularly in physics and integrated science learning at the senior high school level. In addition, Problem-Based Learning (PBL) and Project-Based Learning (PjBL) serve as effective supporting models in connecting science concepts to real-life contexts and fostering higher-order thinking skills. These findings emphasize the importance of implementing inquiry-oriented and student-centered learning models to enhance students’ mastery of science concepts.
The Effectiveness Of The Project-Based Learning Model on Student Creativity: A Literature Review (2014–2023) Windy Zaerani; Sheliana Iqlima; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v5i1.2525

Abstract

This study aims to evaluate the effectiveness of the Project-Based Learning (PjBL) model in enhancing student creativity across various educational levels and disciplines based on empirical research published between 2014 and 2023. Using the Systematic Literature Review (SLR) method, ten highly relevant articles were selected and analyzed. The results of the synthesis indicate that the implementation of PjBL has a positive and significant impact on students' creativity, particularly in aspects of fluency, flexibility, originality, and elaboration. The integration of digital technology, virtual media, and innovative pedagogical approaches (such as STEM) further accelerates the acquisition of creative skills. Additionally, PjBL fosters active learning environments and cognitive achievement, showing a strong interaction with students' initial creativity levels. The findings suggest that PjBL is a robust and adaptive instructional framework suitable for meeting 21st-century educational demands. Future research should focus on longitudinal assessments and larger scale implementations to generalise these positive outcomes across diverse cultural and socio-economic learning contexts.
Pengaruh Model Project Based Learning Berbantuan Media Virtual Terhadap Kreativitas Fisika Peserta Didik Ni Made Yeni Suranti; Gunawan Gunawan; Hairunnisyah Sahidu; Ahmad Harjono
Indonesian Journal of Applied Science and Technology Vol. 2 No. 4 (2021): Edisi Desember 2021
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v2i4.2529

Abstract

This study aims to examine the effect of the Project-Based Learning (PjBL) model assisted by virtual media on students' physics creativity. This quasi-experimental research applied an untreated control group design with a pretest and posttest. The research sample was selected using a purposive sampling technique, consisting of 34 students in the experimental class and 33 students in the control class at SMAN 2 Mataram. The data collection instrument was a physics creativity test comprising 5 verbal and 3 figural items. Data were analyzed using a polled variance t-test after fulfilling the homogeneity and normality prerequisite tests. The results showed that >  (4.95 > 2.00), meaning was rejected and  was accepted. This study concludes that the Project-Based Learning model assisted by virtual media has a significantly positive effect on students' physics creativity. The increase in creativity in the experimental class was higher than in the control class, with verbal creativity improvement being more optimal than figural creativity in both classes. Teachers are advised to manage time efficiently and ensure students' operational readiness regarding virtual media.
Student Error Analysis In The Experimental Stage Of A Virtual Laboratory As Seen In The Skills Of Science Process: A Literature Review Alpina Pebrianti; Heni Yulianti; Handini Handini
Indonesian Journal of Applied Science and Technology Vol. 5 No. 1 (2024): Edisi Januari-Juni 2024
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v5i1.2572

Abstract

This research is motivated by the importance of science process skills (SPS) in physics learning, as well as the increasing use of virtual laboratories that have not fully revealed the types of student errors in the experimental stage. The purpose of this paper is to analyze the forms of student errors in the experimental stage in virtual laboratories in terms of science process skills through a literature review. The method used is a literature review of 15 relevant scientific articles. Data analysis was carried out using content analysis techniques. The results of the study indicate that virtual laboratories are effective in improving SPS, but student errors still predominantly occur in the data interpretation and concept application stages. These errors are influenced by low conceptual understanding, lack of practical experience, and limited guidance. This study concludes that a more targeted learning strategy is needed to minimize student errors in the use of virtual laboratories.

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