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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 123 Documents
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The Effectiveness of The Problem-Based Learning Model in Improving Conceptual Understanding in Physics Education: A Systematic Literature Review Shelliana Iqlima; Windy Zaerani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

Conceptual understanding is an essential competency in physics education that supports students' ability to solve contextual problems. Problem-Based Learning (PBL) is considered an effective approach for enhancing conceptual understanding through authentic problem-solving activities. This study aims to analyze the effectiveness of PBL in improving senior high school students' conceptual understanding of physics, identify factors influencing its effectiveness, and map research trends from 2014 to 2023. A Systematic Literature Review (SLR) using the PRISMA approach was conducted. A total of 52 articles retrieved from Google Scholar, ERIC, SINTA, and Scopus were screened based on predefined inclusion criteria, resulting in 15 eligible studies. The findings indicate that most studies reported positive effects of PBL on students' conceptual understanding of physics. The integration of technologies, such as PhET simulations, augmented reality, and virtual experiments, also supported the effectiveness of PBL. The most frequently reported influencing factors were problem quality, the teacher's role as a facilitator, and students' readiness. These findings suggest that PBL is a promising instructional approach for improving conceptual understanding in senior high school physics.
Effectiveness of Using Virtual Laboratories in Improving The Quality of Science Learning in Schools With Limited Facilities Nabila Khaerunnisa; Sri Aliyah; Silviatul Wardiana; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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Abstract

This study aims to examine the effectiveness of virtual laboratories in improving the quality of science learning in schools with limited facilities, particularly in disadvantaged areas in Indonesia known as 3T regions (frontier, outermost, and underdeveloped areas), which refer to remote Indonesian areas with limited access to educational facilities. These regions generally face significant challenges in accessing adequate educational infrastructure, including laboratory facilities. This study employs a qualitative approach using a literature review method on relevant scientific articles published between 2015 and 2024. The literature sources were obtained from various academic databases such as Google Scholar, Publish or Perish, and other scientific journals. From the initial search results, a number of articles were identified and then screened based on inclusion criteria such as relevance to the research topic and publication year, resulting in ten key articles selected for in-depth analysis. The results show that virtual laboratories can serve as an effective alternative to support science learning, particularly in visualizing abstract concepts and facilitating students’ understanding of scientific processes. Therefore, the integration of virtual laboratories is highly recommended to improve the quality of science learning in schools with limited facilities.
Development of Interactive Video-Based Mathematics Learning Media to Improve Senior High School Students' Conceptual Understanding Salman Alfarisi; Fatus Atho’ul Malik
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

Students’ poor understanding of mathematical concepts remains a persistent problem in education, particularly at the high school level. One contributing factor is the limited variety of instructional media capable of visualizing abstract concepts in a concrete way. This study aims to develop an interactive video-based mathematics learning medium that is valid, practical, and effective in improving high school students’ conceptual understanding. The study employed the Research and Development (R&D) method using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The test subjects were 11th-grade students at MA Ibadurrochman in Malang. Data collection instruments included validation sheets from subject matter experts and media experts, a student response questionnaire, and a concept comprehension test. The results showed that the interactive video learning media developed received a validation score of 87.5% from subject matter experts and 85.2% from media experts, both falling into the “highly suitable” category. Student responses to the media reached 84.6%, falling into the “very good” category. The results of the effectiveness test howed an increase in students’ conceptual understanding with an N-Gain value of 0.62 in the moderate category. The conclusion of this study is that interactive video-based instructional media is suitable and effective for use as a medium for teaching mathematics in high school.
Thinking Process Profiles of Senior High School Students in Solving Numeracy Problems across Different Levels of Self-Efficacy Salman Alfarisi; Fatus Atho’ul Malik
Indonesian Journal of Applied Science and Technology Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian

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Abstract

This study aims to describe the thinking process profiles of high school students in solving numeracy problems from the perspective of self-efficacy. The study employed a qualitative, descriptive approach. The research subjects were six 11th-grade students at MA Ibadurrochman in Malang, selected through purposive sampling based on three categories of self-efficacy (high, moderate, and low). The instruments used included a self-efficacy questionnaire, a numeracy test equivalent to the Minimum Competency Assessment (AKM), and a semi-structured interview guide. Data analysis utilized the interactive model proposed by Miles, Huberman, and Saldaña. The results showed that students with high self-efficacy were able to fully complete all four stages of Polya’s problem-solving model: understanding the problem, planning a strategy, executing the plan, and checking the solution. Students with moderate self-efficacy were only able to master the understanding and planning stages and did not conduct a thorough review of their work. Students with low self-efficacy experienced significant obstacles starting from the problem-understanding stage, made procedural errors, and did not verify their answers at all. The conclusion of this study confirms that self-efficacy plays a crucial role in determining the quality of students’ thinking processes when solving numeracy problems.
Augmented Reality in STEM Education: A Systematic Review of Cognitive, Affective, Psychomotor Outcomes Prelia Dwi Amanah; Gian Aphrodita Emawa; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

This study aims to map publication trends, thematic structures, and the representation of cognitive, affective, and psychomotor learning outcomes in AR research within STEM education through bibliometric analysis. Data were retrieved from the Dimensions.ai database using the keywords augmented reality, STEM education, cognitive, affective, and psychomotor outcome for publications published between 2013 and 2022, yielding 14,362 documents that were analyzed using VOSviewer. The results indicate a substantial increase in publications during 2020–2021, with book chapters representing the dominant document type (73.06%), whereas journal articles accounted for only 3.84%. Information and Computing Sciences and Biomedical and Clinical Sciences were the leading research fields; SDG 4 (Quality Education) and SDG 3 (Good Health and Well-Being) were the most frequently addressed SDGs. Network visualization identified 86 keywords organized into 4 major thematic clusters: cognitive, affective-pedagogical, psychomotor-system, and learner outcomes, with student, outcome, and skill emerging as the most central nodes. AR research in STEM education remains dominated by non-journal publications and has rarely integrated the simultaneous assessment of the three learning domains. These findings highlight the need for more empirical journal-based studies that explicitly evaluate cognitive, affective, and psychomotor learning outcomes, advancing the development of more valid and standardized psychomotor assessment instruments.
Trends in Augmented Reality Integration in Biology Learning 2020-2025: A Literature Review Erma fitriyana; Febby Apriani; Nabila Khaerunnisa
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.v7i1.2225

Abstract

Advancements in digital technology are driving innovation in biology education through the use of Augmented Reality (AR). This literature review analyzes trends regarding the integration of AR into biology instruction between 2020 and 2025. Data were gathered by searching for scholarly articles on Google Scholar based on specific inclusion criteria, resulting in 20 relevant articles that were analyzed descriptively. The findings indicate that publications on AR integration have steadily increased, peaking in 2024. The most widely used platforms are Android-based AR applications and Assemblr Edu, with content focusing on abstract concepts such as cell structures, organ systems, and physiological processes. The use of AR has been shown to positively impact students' conceptual understanding, motivation, learning outcomes, and digital literacy. However, the implementation of AR still faces technical challenges related to device specifications, internet connectivity, data usage, and teachers' digital proficiency. Overall, AR holds significant potential as an interactive and contextual medium for biology education.
The Effectiveness of Virtual Laboratories in Enhancing Students' Science Process Skills: A Literature Review Fadillah Deswita Sari; Hayatun Novi Aulia; Lindawati Lindawati; Gunawan Gunawan; Nina Nisrina
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.v7i1.2521

Abstract

Virtual laboratories have emerged as a prominent technological intervention in science education. However, a comprehensive synthesis that systematically analyzes their effectiveness across diverse science process skills (SPS) indicators and educational levels remains limited. This study addresses this gap by evaluating the effectiveness of virtual laboratories in enhancing students' SPS through a systematic literature review. Data were compiled from 16 national and international peer-reviewed articles published between 2015 and 2025. The articles were selected based on rigorous inclusion criteria regarding relevance to virtual laboratory interventions and SPS measurements. A qualitative descriptive approach utilizing thematic synthesis was employed to analyze patterns and key findings across the selected literature. The findings demonstrate that virtual laboratories consistently improve various SPS indicators, particularly observing, classifying, predicting, data interpreting, and concluding. Moreover, their efficacy is significantly maximized when integrated with inquiry-based instructional designs, such as guided inquiry and discovery learning. Beyond serving as a practical alternative, virtual laboratories offer critical flexibility, efficiency, and accessibility, functioning as an essential complement to conventional hands-on laboratories in modern science education.
Student Motivation and Learning Interest in Virtual Laboratory-Based Instruction: A Literature Study (2016–2025) Tiara Dwi Saiva; M Fadhil Khairullah; Siti Nurlali; Gunawan Gunawan; Nina Nisrina
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.v7i1.2532

Abstract

Virtual laboratory-based learning is rapidly expanding to overcome practical facility limitations and meet technological demands. Although its effectiveness is widely researched, most studies focus on cognitive aspects, leaving comprehensive syntheses regarding its impact on student motivation and interest limited. This literature review aims to analyze this influence thoroughly. Selecting 7 credible scientific articles from 2016–2025, the study utilizes content analysis and thematic synthesis to identify finding patterns. Results demonstrate that virtual laboratories consistently boost student motivation and interest through three key aspects: interactive visuals enhancing engagement, flexible access supporting independent learning, and simulation experiences fostering curiosity. This effectiveness depends heavily on instructional design and teachers' pedagogical integration of technology. In conclusion, virtual laboratories serve not only as a facility alternative but also as a strategic medium to enhance students' affective domain, offering conceptual contributions to technology-based learning development focused on student engagement and experience.
The Use of Phet Simulations to Improve High School Students’ Understanding of Physics Concepts: A Systematic Literature Review Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Alia Cahyani; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

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Abstract

The use of technology-based learning media, particularly PhET (Physics Education Technology) simulations, is widely adopted in high school physics education. PhET provides interactive simulations capable of visualizing abstract physics concepts, thereby facilitating a better understanding of the material for students. Various studies indicate that the integration of PhET can enhance conceptual understanding, learning outcomes, and student engagement in the learning process. This study aims to analyze research trends regarding the use of PhET in improving high school physics conceptual understanding during the 2014–2023 period, providing a comprehensive overview of literature development over the past decade through a Systematic Literature Review (SLR) approach. Data were gathered from relevant academic databases and analyzed to identify the growth in publication numbers, author collaboration patterns, and dominant research topics. The results show a steady increase in PhET-related publications over the years. Frequently researched topics include conceptual understanding, learning outcomes, critical thinking skills, and technology-based learning. Furthermore, PhET has proven effective in helping students grasp complex physics concepts through interactive visualization. In conclusion, research on PhET displays an upward trend and contributes positively to improving the quality of physics education at the senior high school level. This study is expected to serve as a valuable reference for developing innovative and effective learning media
The Effectiveness of Digital Learning Media on Students' Understanding of Science Concepts: A Literature Review (2013–2022) Lalu Azikri Amrullah; Irman Muliadi; Ahmad Hardyan Isnaini; Shelliana Iqlima; Neli Yuliani; Windy Zaerani; Nurmayanti Nurmayanti
Indonesian Journal of Applied Science and Technology Vol. 4 No. 1 (2023): Edisi Januari-Juni 2023
Publisher : Indonesian

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Abstract

The fundamental understanding of science concepts is often hindered by the abstract, microscopic, and complex characteristics of science topics. This study aims to map, classify, and evaluate the effectiveness trends of using digital-based learning media on improving students' science concept understanding. The method employed was a Systematic Literature Review (SLR) by analyzing 10 core articles published between 2013 and 2022, retrieved from Google Scholar, SINTA, and Portal Garuda databases. The results indicated that the integration of digital learning media consistently contributes significantly to reducing misconceptions and strengthening students' cognitive structures through three main media characteristics. First, interactive multimedia and digital simulations successfully reduce students' cognitive load through a multimodal approach. Second, self-directed digital teaching materials such as e-modules effectively facilitate self-regulated learning. Third, audiovisual media and recreational elements (educational games and digital comics) stimulate intrinsic motivation, resulting in strong concept retention in long-term memory. In conclusion, the success of strengthening science concepts in the digital era highly depends on the strategic alignment between the design of media characteristics and the instructional needs of the learners.

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