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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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Problem Based Learning With Multimodal on Students’ Critical Thinking Skills in Work and Energy: A Systematic Literature Review Tiara Dwi Saiva; Yasfi Ismayani; Gunawan Gunawan
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.v4i1.2695

Abstract

Critical thinking is an essential 21st-century skill in physics learning, particularly for the abstract topic of work and energy. This study systematically reviews the effectiveness of multimodal-based Problem-Based Learning (PBL) in enhancing students' critical thinking skills. A qualitative Systematic Literature Review (SLR) following the PRISMA 2020 guidelines was conducted using studies from Google Scholar, Garuda, SINTA, and Scopus. After applying the inclusion and exclusion criteria, seven studies published between 2014 and 2023 were analyzed. The findings indicate that multimodal-based PBL improves critical thinking by supporting conceptual understanding through multiple representations, such as interactive multimedia, PhET simulations, videos, digital worksheets, and e-modules. Integrating multimodal resources with authentic problem-solving activities enhances students' analytical reasoning, evaluation, scientific argumentation, and problem-solving skills. Overall, multimodal-based PBL is an effective instructional approach for developing critical thinking skills in physics learning.  
The Effectiveness of The PjBL Model on Students' Critical Thinking Skills in Physics Learning: A Bibliometric Analysis and Systematic Literature Review Alia Cahyani; Lutfiatussolihah Lutfiatussolihah
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v4i2.2698

Abstract

Critical thinking skills are among the essential competencies that need to be developed in 21st-century learning. One of the instructional models widely used to foster these skills is Project-Based Learning (PjBL). This study aims to analyze research trends and the effectiveness of Project-Based Learning in improving students' critical thinking skills through a combination of bibliometric analysis and a Systematic Literature Review (SLR). The study employed a descriptive method, with bibliometric analysis conducted using VOSviewer and the SLR carried out following the PRISMA 2020 guidelines. Articles were retrieved from Google Scholar using the Publish or Perish software, covering publications from 2014 to 2023. The selection process identified 21 articles that met the inclusion criteria for analysis. The bibliometric analysis revealed that the existing literature is dominated by studies on the implementation of PjBL in physics education, with recent developments focusing on STEM integration, instructional material development, and the use of digital technologies. The SLR findings indicated that all selected studies reported a positive effect of Project-Based Learning on students' critical thinking skills, as evidenced by improvements in N-Gain scores, statistically significant results, and effect size measures. Therefore, Project-Based Learning has been demonstrated to be effective in enhancing students' critical thinking skills in 21st-century education.
A Multimodal Approach in Project Based Learning to Enhance Critical Thinking Skills in Physics Instruction : A Systematic Literature Review Yasfi Ismayani; Tiara Dwi Saiva
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v4i2.2701

Abstract

This study aims to analyze the effectiveness of a multimodal approach in Project Based Learning (PjBL) on students’ critical thinking skills in physics learning. The research employed a Systematic Literature Review (SLR) method following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Data were collected from Google Scholar with a publication range from 2014 to 2023, resulting in 10 articles that met the inclusion criteria. The data were analyzed using qualitative descriptive techniques through categorization, comparison, and synthesis of findings. The results indicate that PjBL consistently improves students’ critical thinking skills through project-based learning activities involving problem identification, planning, implementation, and evaluation. In addition, the multimodal approach enhances physics concept understanding through various representations such as visual, textual, and digital media. The integration of PjBL and multimodal learning provides a more optimal effect in improving student engagement and critical thinking skills. Therefore, this approach can be considered an effective learning strategy for 21st-century physics education.
The Effect of The Project-Based Learning Model on Students' Science Process Skills in Physics Learning: A Literature Review Lutfiatussolihah Lutfiatussolihah; Alia Cahyani
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.v4i1.2734

Abstract

Science process skills are essential competencies in physics learning, yet school development remains suboptimal due to a conceptual mastery focus. Project-Based Learning (PjBL) is believed to overcome this issue. This study aims to analyze and synthesize the influence of the PjBL model on students' science process skills in physics learning. The research method utilizes a qualitative descriptive literature review of 15 scientific articles from the 2014–2023 period obtained from SINTA, Google Scholar, and GARUDA databases. Analysis stages include identification, selection, data extraction, content analysis, and findings synthesis. The review results show that all articles reported a positive PjBL influence on improving students' science process skills across various indicators. PjBL effectiveness is influenced by project implementation quality, material characteristics, media technology support, and learning strategies. In conclusion, PjBL can be an effective alternative learning model to develop science process skills while supporting 21st-century learning implementation.
The Effect Of The Project-Based Learning Model On Students' Problem-Solving Skills: A Literature Review Baiq Anisya Nelahi Purnadya; Maria Anastasia Da Lopez
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v4i2.2737

Abstract

Problem-solving ability is one of the essential competencies that students should develop in physics learning. However, many students still demonstrate low problem-solving skills, indicating the need for learning models that actively engage them in critical and systematic thinking. Project-Based Learning is considered one of the instructional models capable of addressing this need. This study aimed to analyze the effect of Project-Based Learning on students' problem-solving ability in physics through a literature review. The study employed a literature review method by analyzing ten research articles published between 2014 and 2023, which were selected from Google Scholar based on predetermined inclusion criteria. The findings indicate that all reviewed studies reported a positive effect of PjBL on students' problem-solving ability. The improvement was reflected in significant statistical test results, higher normalized gain (N-Gain) scores, and better average learning outcomes in experimental groups than in control groups. These findings suggest that PjBL facilitates students in identifying problems, connecting physics concepts, developing solution strategies, and evaluating solutions through project-based learning activities. Therefore, Project-Based Learning can be considered an effective instructional model for improving students' problem-solving ability in physics learning.
Improving Science Education Students' Argumentation Skills Through a Moodle LMS-Based Research Methods Course Gunawan Gunawan; Agus Abhi Purwoko; Agus Ramdani
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.v3i1.2738

Abstract

Improving postgraduate students' argumentation skills requires innovative learning environment stimulation through the utilization of technology such as a Learning Management System (LMS). This study aims to develop and test the effectiveness of a Moodle-based LMS in improving the argumentation skills of Master of Science Education students at the University of Mataram in a Research Methods course. The method used is Research and Development (R&D) with the ADDIE model, where the implementation phase employed a one-group pretest-posttest experimental design involving 18 postgraduate students. Argumentation skills data were collected through written test instruments based on Toulmin's framework (claim, data, warrant, backing), which were further deepened through intensive interviews. The results showed that the developed Moodle-based LMS was categorized as highly valid, with an average validator score of 4.05. The use of this platform was proven to significantly and effectively improve students' argumentation skills. Based on the indicator analysis, the highest average score was achieved in the warrant aspect (82.68), followed by backing (82.02) and claim (81.94), while the data aspect (81.78) obtained the lowest score. In conclusion, the Moodle-based LMS for research methodology course materials is valid and effective in optimizing the argumentation skills of Master of Science Education students.
Trends and Implementation of Virtual Laboratories in Fostering Thinking Skills in Higher Education: An Integrative Review Gunawan Gunawan; Baiq Nabila Saufika Zainuri; Fahmi Yahya
Indonesian Journal of Applied Science and Technology Vol. 3 No. 2 (2022): Edisi Juli-Desember 2022
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v3i2.2739

Abstract

Digital transformation in higher education has triggered the repositioning of virtual laboratories as strategic instruments to support 21st-century competencies. This integrative review aims to map the developmental trends of virtual laboratory technology and its implementation patterns in stimulating university students' higher-order thinking skills (critical thinking, creative thinking, and problem-solving). Through a critical synthesis of the empirical literature, a distinct media migration trend was identified, evolving from linear interactive two-dimensional (2D) desktop simulations at the beginning of the decade toward immersive three-dimensional (3D) technologies, Virtual Reality (VR), Augmented Reality (AR), and cloud computing ecosystems by the end of the decade. Empirical evidence indicates that the implementation of virtual laboratories effectively stimulates thinking skills by providing a risk-free learning environment and real-time parameter manipulation features. However, this review highlights critical academic debates regarding extraneous cognitive overload and the potential distortion of scientific reality caused by overly idealized simulation data. Optimal effectiveness is achieved when virtual laboratories are integrated via a blended learning model to serve as a pre-practicum bridge. This review offers substantial implications for lecturers and instructional designers in aligning simulation technology with active learning syntaxes in higher education.
Analysis of The Effectiveness of Project-Based Learning Models on Students' Creativity in Physics Learning: A Systematic Literature Review Maria Anastasia Da Lopez; Baiq Anisya Nelahi Purnadya
Indonesian Journal of Applied Science and Technology Vol. 4 No. 2 (2023): Edisi Juli-Desember 2023
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v4i2.2740

Abstract

Creative thinking is an essential 21st-century competency. This Systematic Literature Review (SLR) using a descriptive method based on PRISMA 2020 guidelines aims to analyze the effectiveness of Project Based Learning (PjBL) on students' creativity in physics learning. Literature was retrieved via Google Scholar using Publish or Perish software covering 2014–2023 publications. Selection results identified 15 articles meeting inclusion criteria. Synthesis reveals that PjBL consistently exerts a high-category, significant positive effect, evidenced by an effect size reaching 1.308. Fluency showed the highest improvement, whereas originality remains the greatest challenge. PjBL achieves optimal effectiveness when synergized with STEM approaches and digital media (such as PhET Simulation and YouTube) as visual scaffolding for abstract concepts. In conclusion, PjBL effectively enhances motivation and creativity through real-product creation. This study recommends developing multimodal approaches within PjBL to address students' low originality scores identified across a decade of literature.
Artificial Intelligence (AI) as A Virtual Laboratory Assistant in Science Learning: A Literature Review Said Wahyudi; M. Salsabillah Hidayah; M. Gita Ahzami
Indonesian Journal of Applied Science and Technology Vol. 7 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i2.2183

Abstract

This study aims to examine the role of Artificial Intelligence (AI) as a virtual laboratory assistant in science learning through a literature review approach. The rapid development of digital technology has transformed science education, particularly in laboratory activities that traditionally rely on physical facilities. The method used in this study is a literature review by analyzing various scientific articles obtained from Google Scholar using keywords related to AI, virtual laboratories, and science learning. The results indicate that AI as a virtual laboratory assistant can provide experimental guidance, automatically analyze data, and deliver immediate feedback to students. Furthermore, the integration of AI in virtual laboratories and virtual reality enhances conceptual understanding, science process skills, and students' learning motivation. However, the implementation of this technology still faces challenges such as limited infrastructure, digital literacy, and teachers’ readiness. Therefore, further development and implementation of AI-based virtual laboratories are necessary to support more effective, interactive, and inclusive science learning.
The Effectiveness of Problem-Based Learning in Enhancing High School Students' Conceptual Understanding of Waves: Descriptive-Analytical Literature Review Yesika Ayunil Mudhinun; Dinda Miftahul Jannah; Reni Urbaningrum; Lulu Agustina
Indonesian Journal of Applied Science and Technology Vol. 7 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i2.2386

Abstract

Physics learning often faces challenges where wave concepts are considered abstract, leading to low student understanding and misconceptions. This research aims to examine the effectiveness of Problem-Based Learning (PBL) in enhancing high school students' conceptual understanding of waves. Using a descriptive-analytical literature review, this study analyzed 25 relevant journal articles published between 2017 and 2026. The findings indicate that PBL consistently improves conceptual understanding, critical thinking, and problem-solving skills compared to conventional methods. The model's effectiveness is optimized through digital technology integration, such as virtual laboratories (PhET) and interactive electronic modules (E-LKPD), which facilitate complex phenomenon visualization. Furthermore, teacher-provided scaffolding is essential to guide students through authentic investigations. The study concludes that the integration of PBL with digital media serves as an effective pedagogical strategy to improve science literacy and physics learning quality in secondary education. This review provides empirical evidence and serves as an innovative reference for educators in designing adaptive learning strategies for the 21st-century classroom.

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