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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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Literature Review: The Effect of Virtual Laboratories on Students' Motivation and Learning Interest Baiq Oriza Januarlinda; Nurul Asmaya Fitria Hasanah; Baiq Anisya Nelahi Purnadya; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v5i2.2462

Abstract

This systematic literature review aims to examine the effectiveness of virtual laboratory implementation in enhancing students’ motivation and interest in learning based on scientific articles published between 2015 and 2024. A total of 17 empirical studies were analyzed using a qualitative descriptive content analysis method. The articles were collected through a systematic search using the Publish or Perish application in the Google Scholar and OpenAlex databases with the keywords: “virtual laboratory,” “virtual lab,” “PhET simulation,” “learning motivation,” and “learning interest.” Most of the analyzed studies were conducted at the junior and senior high school levels (SMP and SMA). The results indicate that all analyzed studies (100%) reported a positive effect of virtual laboratories on students’ affective domains, reflected in increased motivation scores and learning interest. PhET Simulation emerged as the most widely used platform (52.94%), particularly in Physics topics such as Archimedes’ Law, Heat and Temperature, and Harmonic Motion. Publication trends showed a significant peak in 2022 (29.41%), corresponding to the accelerated adoption of digital learning technologies during the post-COVID-19 era. The findings suggest that the effectiveness of virtual laboratories is driven by dynamic visualization of abstract concepts, interactive feedback, and flexibility in conducting repeated experiments. Overall, the findings indicate that virtual laboratories are effective learning media for improving students’ motivation and interest, particularly at the junior and senior high school levels. Their effectiveness is further supported by the integration of appropriate instructional models and the teacher’s role as a facilitator.
The Role of Virtual Laboratories in Developing Students' Science Process Skills: A Systematic Literature Review Yasfi Ismayani; Nilawati Nilawati; St. Hajar; 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.v4i1.2095

Abstract

Science Process Skills (SPS) are a crucial foundation in science education, yet the limitations of physical laboratory facilities often hinder their development. This study aims to comprehensively examine the role of virtual laboratories as an innovative solution to enhance students' SPS. The method employed is a Systematic Literature Review (SLR) guided by PICO (Population, Intervention, Comparison, Outcome) criteria, analyzing literature published between 2016 and 2023. Data collection was conducted through reputable databases such as Scopus, Web of Science, Science Direct, and Google Scholar using the Publish or Perish application. The analysis results indicate that virtual laboratories play a vital role in enhancing SPS through interactive simulation features that enable the visualization of abstract concepts and flexible, safe experimentation. Despite its effectiveness, implementation faces challenges regarding the validity of simulation realism, interface design, and teacher pedagogical readiness. The study concludes that virtual laboratories are an effective catalyst for bridging theory and practice; however, they are most optimal when used as a complement to, rather than a total replacement for, physical laboratories.
The Evolution of Authoring Tools Technology: An Analysis of Developments from Conventional Interactive Platforms to Artificial Intelligence-Based Systems (2015–2023) Handini Handini; Heni Yulianti; Alpina Pebrianti; Gunawan Gunawan; Nina Nisrina
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.v5i1.2149

Abstract

The development of technology in education has driven the transformation of learning media from conventional platforms to Artificial Intelligence (AI)-based systems. This study aims to analyze the evolution of authoring tools technology in physics education from 2015 to 2023. The method employed was a literature review, examining various studies related to the development of technology-based learning media, ranging from e-learning, interactive animation, and augmented reality, to AI. The results of the study indicated that authoring tools technology has experienced significant advancement, moving from the use of simple media such as PowerPoint and Macromedia Flash toward mobile learning platforms, e-learning LMS, as well as AI-based technology and digital literacy. Each development has contributed to enhancing students' conceptual understanding, engagement, and critical thinking skills. However, challenges such as limited access to technology and user readiness still persist. Therefore, proper technology integration and the improvement of educators' digital competencies are required to utilize authoring tools optimally.
Research Trends on Augmented Reality Integration in Biology Learning: A Bibliometric Analysis (2015–2024) Febby Apriani; Nabila Khaerunnisa; Erma Fitriyana
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i2.2176

Abstract

The development of educational technology has encouraged the use of Augmented Reality (AR) in biology learning to help visualize abstract and complex concepts. This study aims to analyze research trends related to the integration of Augmented Reality (AR) in biology learning during the period 2015–2024 using a bibliometric analysis approach. Publication data were obtained from Scopus, Web of Science, and Google Scholar databases. The data were analyzed to identify publication growth, author contributions, and dominant research topics. The results indicate a significant increase in publications, with dominant topics including anatomical visualization, cell structure, human organ systems, and AR-based interactive learning media. These findings suggest that AR has strong potential to support more interactive and effective innovations in biology education.
The Utilization of GeoGebra in Mathematics Education on Students' Conceptual Understanding: A Systematic Literature Review Robiatul Adawiah; Aulia Aulia; Lutfiatussolihah Lutfiatussolihah; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v6i2.2520

Abstract

Students' understanding of mathematical concepts remains relatively low, necessitating technological innovations in education to address this issue. A promising solution is the integration of GeoGebra as an interactive learning tool. This study aims to evaluate the effectiveness of GeoGebra in mathematics education regarding students' conceptual understanding through a systematic literature review. Utilizing a Systematic Literature Review (SLR) method with a qualitative descriptive approach, data were sourced from scientific articles in national and international journals via Google Scholar, ProQuest, and Springer Nature databases published between 2016 and 2025. The literature selection followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, resulting in 16 articles that met the inclusion criteria. The findings demonstrate a consistent pattern wherein the utilization of GeoGebra significantly enhances students' conceptual understanding compared to conventional methods. This improvement is evidenced by increased average learning outcome scores, higher post-test than pre-test results, and statistically significant differences between the GeoGebra and conventional groups. Furthermore, GeoGebra proves effective across various educational levels and mathematical topics due to its capacity to visualize abstract concepts dynamically and interactively.
The Role of Virtual Laboratories in Improving Students' Learning Motivation Baiq Anisya Nelahi Purnadya; Baiq Oriza Januarlinda; Nurul Asmaya Fitria Hasanah; Gunawan Gunawan
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.v4i2.2522

Abstract

Virtual laboratories have emerged as a pivotal innovation in modern science education, yet a synthesized understanding of their psychological impact remains limited. This study examines the role of virtual laboratories in enhancing student learning motivation using a systematic literature review approach. A total of 18 research articles published between 2014 and June 2023 were analyzed. The literature selection process followed rigorous identification, screening, eligibility, and inclusion stages based on predetermined criteria. Data were synthesized using a thematic analysis approach, categorizing the findings into three primary themes: learning motivation, student engagement, and conceptual understanding. The findings indicate that virtual laboratories significantly boost student learning motivation by providing interactive, flexible, and immersive learning experiences. Additionally, these digital platforms facilitate the visualization of abstract concepts, thereby fostering student participation and curiosity. Consequently, virtual laboratories serve as an effective and innovative tool capable of transforming contemporary science education.
Analyzing the Role of Educational Games in Project-Based Learning to Enhance Students' Problem-Solving Skills Gunawan Gunawan; Kosim Kosim; Ahmad Harjono; Muh. Makhrus
Indonesian Journal of Applied Science and Technology Vol. 5 No. 2 (2024): Edisi Juli-Desember 2024
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v5i2.2540

Abstract

This study investigates the role of game-based educational tools within a Project-Based Learning (PBL) framework in enhancing students' problem-solving skills. Faced with the demands of Industry 4.0 and the Sustainable Development Goals (SDGs), there is a critical need for innovative learning approaches that foster problem-solving and creativity among prospective teachers. This research adopted a 4D model (Define, Design, Develop, Disseminate) to develop a game-based PBL learning device, tested over six months with 27 university students across different semesters. The findings indicate that the integration of educational games significantly contributes to the development of problem-solving abilities. Students actively engaged in real-world project challenges through games, which facilitated the identification, formulation, strategy implementation, and solution verification stages of problem-solving. While the 'identifying problems' and 'verifying solutions' aspects showed areas for further improvement, the overall process demonstrated a positive impact on students' capacity to tackle complex issues effectively. This highlights the potential of game-based PBL as an engaging and effective pedagogical tool for cultivating essential problem-solving competencies in higher education.
Pengaruh Model Problem Based-Learning Berbantuan Media Virtual Terhadap Kemampuan Pemecahan Masalah Fisika Peserta Didik Andriyani Hastuti; Hairunnisyah Sahidu; Gunawan Gunawan; 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.v3i1.1300

Abstract

Conventional teacher-centered instruction has limited the development of students' physics problem-solving skills. This study aimed to analyze the effect of the Problem Based Learning (PBL) model assisted by a virtual laboratory on students' physics problem-solving skills. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The population consisted of all tenth-grade students of SMKN 1 Lingsar in the 2015/2016 academic year, comprising nine classes. The samples were selected using a purposive sampling technique, resulting in one experimental class and one control class. The research instrument was an essay test measuring physics problem-solving skills. The data were analyzed using homogeneity, normality, and pooled-variance t-tests at a 5% significance level. The results showed that the students in the experimental class achieved higher physics problem-solving skills than those in the control class. The hypothesis testing revealed that the calculated t value (2.58) was greater than the critical t value (2.00), indicating that the Problem Based Learning model assisted by a virtual laboratory had a significant effect on students' physics problem-solving skills. Therefore, the Problem Based Learning model assisted by a virtual laboratory can be considered an effective alternative for improving students' physics problem-solving skills.
Pengaruh Model Pembelajaran Generatif Berbantuan Media Laboratorium Virtual Terhadap Kreativitas Fisika Siswa I Nyoman Sugiana; Ahmad Harjono; Hairunnisyah Sahidu; Gunawan Gunawan
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.v2i4.1334

Abstract

Conventional teacher-centered instruction has limited the optimal development of students' creativity in physics learning. This study aimed to analyze the effect of the Generative Learning Model assisted by a Virtual Laboratory on students' creativity in physics. This research employed a quasi-experimental design using a Nonequivalent Control Group Design. The sample consisted of one experimental class, which was taught using the Generative Learning Model assisted by a Virtual Laboratory, and one control class, which received conventional instruction. Creativity data were collected through pretests and posttests and analyzed using normality tests, homogeneity tests, and the pooled-variance t-test. The results revealed a significant difference in students' creativity between the experimental and control groups. Students in the experimental class demonstrated a greater improvement in creativity than those in the control class. These findings indicate that implementing the Generative Learning Model assisted by a Virtual Laboratory promotes a more active and interactive learning environment while providing students with opportunities to explore and develop their ideas, thereby enhancing their creativity more effectively. Therefore, the Generative Learning Model assisted by a Virtual Laboratory can serve as an effective alternative instructional approach for improving students' creativity in physics learning.
Pengaruh Model Pembelajaran Kooperatif Tipe STAD dengan Media Virtual Terhadap Kreativitas Fisika Peserta Didik Nina Nisrina; Gunawan Gunawan; Ahmad Harjono; Hairunnisyah Sahidu
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.v2i4.1363

Abstract

Creativity is one of the essential competencies that should be developed in physics learning. However, conventional teacher-centered instruction has limited students' opportunities to develop their creativity. This study aimed to analyze the effect of the Student Teams Achievement Division (STAD) cooperative learning model assisted by a virtual laboratory on students' physics creativity in the topic of static fluids. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The sample consisted of one experimental class and one control class selected through purposive sampling. The research instrument was a verbal and figural creativity test that met the validity and reliability requirements. Data were analyzed using homogeneity testing, normality testing, hypothesis testing, and N-gain analysis. The results showed that the STAD cooperative learning model assisted by a virtual laboratory had a positive effect on students' physics creativity. Furthermore, the improvement in students' verbal and figural creativity in the experimental class was higher than that in the control class. Therefore, the STAD cooperative learning model assisted by a virtual laboratory can be used as an alternative approach to enhance students' creativity in physics learning.

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