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Journal of Innovative Technology and Sustainability Education
Published by Sekolah Tinggi Agama Islam Sabilul Muttaqin mojokerto
ISSN : -     EISSN : 31092454     DOI : https://doi.org/10.63230/jitse.1.1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Innovative Technology and Sustainability Education is a peer-reviewed open-access journal that aims to advance the understanding and implementation of innovative technologies and sustainable practices in educational contexts. Published three times a year (April, August, and December), JITSE serves as a platform for researchers, educators, practitioners, and policy makers to share insights, research findings, and theoretical perspectives that contribute to the development of technology-driven and sustainability-oriented education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
 1   2 
Integrating Earthquake Technologies into Physics Learning for Education for Sustainable Development: A Systematic Literature Review Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim; Muhammad Rey Dafa Ahmadi
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 2 (2025): AUGUST
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.2.86

Abstract

Objective: This study aims to synthesize current research on integrating earthquake-related technologies into physics education within the framework of Education for Sustainable Development (ESD). The objective is to examine how these technologies contribute to students' scientific literacy, critical thinking, and disaster preparedness, while also aligning with sustainability goals such as SDG 4 (Quality Education) and SDG 11 (Sustainable Cities and Communities). Method: A Systematic Literature Review (SLR) was conducted using the PRISMA 2020 framework. A total of 546 records were identified from databases, including Scopus, Web of Science, ERIC, and ScienceDirect, with 38 studies meeting the inclusion criteria after screening. Data were analyzed thematically and categorized into technological approaches, pedagogical strategies, and reported learning outcomes. Results: The findings demonstrate that earthquake technologies, including VR/AR simulations, shake tables, and real-time sensors, have a positive impact on student engagement, conceptual understanding, and disaster risk awareness. Pedagogical integration through inquiry-based, project-based, gamification, and problem-solving approaches enhances collaboration, critical thinking, and contextual application of physics concepts. However, challenges remain in terms of limited access to technology, insufficient teacher training, and the lack of longitudinal evidence. Novelty: Unlike previous studies that treated disaster education and physics pedagogy separately, this review bridges both domains under the ESD agenda. It highlights the transformative role of physics classrooms as laboratories for resilience and sustainability, providing a comprehensive framework for integrating disaster-related technologies into science education.
Bridging AI and Statistics: Comparative Evaluation of SPSS and ChatGPT in Educational Data Processing Rahmatta Thoriq Lintangesukmanjaya; Binar Kurnia Prahani; Dwikoranto Dwikoranto
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.94

Abstract

Objective: This study aims to compare the results of statistical data analysis using SPSS and Artificial Intelligence (AI), specifically ChatGPT, in processing students’ learning outcomes. A quantitative experimental method was employed with a sample of 100 numerical data points representing students’ academic performance. Method: This research is a comparative study, with processing outcomes in SPSS and ChatGPT.  Results:  Both SPSS and ChatGPT were utilized to perform statistical tests and analyze the same dataset. The findings indicate that both tools produced consistent results, demonstrating ChatGPT’s potential as a complementary analytical tool. However, SPSS remains superior in terms of accuracy, academic legitimacy, and the availability of comprehensive features officially recognized in the research community. ChatGPT offers advantages in its simplicity, accessibility, and efficiency, particularly for quick analysis without software installation, making it a practical tool for educators and novice researchers. Novelty: In formal academic research contexts, SPSS remains the primary choice for ensuring methodological rigor and credibility, while AI-driven tools such as ChatGPT can serve as effective companions to support the analytical process and facilitate statistical learning. This study highlights the potential synergy between traditional statistical software and emerging AI technologies, emphasizing the importance of selecting tools that align with research needs, context, and academic standards. The findings provide insights into the evolving role of AI in research practices, suggesting that while AI enhances accessibility and user experience, conventional statistical software remains indispensable for high-stakes research validation.
Inquiry-Based Digital Physics Learning Integrated with Glocal Wisdom for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Binar Kurnia Prahani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.105

Abstract

Objective: This study aims to analyse the integration of inquiry-based learning, digital technology, Education for Sustainable Development (ESD), and glocal wisdom in physics education through a systematic literature review. The goal is to map trends, patterns, and research gaps connecting these dimensions to improve conceptual understanding, critical thinking, and sustainability-oriented learning. Method: A Systematic Literature Review (SLR) was conducted based on PRISMA 2020 guidelines. Data were collected from Scopus, Web of Science, SpringerLink, and ScienceDirect, covering studies published from 2015 to 2025. Of the 1,428 identified articles, 54 met the inclusion criteria. Data were analysed using thematic analysis with NVivo 14 to identify key research themes and directions. Results: Four major themes emerged: (1) effectiveness of inquiry-based digital learning in enhancing reasoning and conceptual mastery; (2) integration of digitalisation and ESD to foster ecological literacy; (3) application of glocal wisdom as a cultural context to enhance relevance and inclusivity; and (4) ethical and equity challenges in technology implementation. These findings indicate a paradigm shift from content-based physics learning to contextual and sustainability-driven education. Novelty: This study offers an integrative synthesis that combines inquiry, digitalisation, ESD, and cultural wisdom within a single framework. Its novelty lies in presenting a holistic model of physics education that promotes scientific literacy, environmental awareness, and cultural identity toward sustainable learning.
Simulation Technologies in Physics Learning for Education for Sustainable Development Hanan Zaki Alhusni; Riski Ramadani; Titin Sunarti; Madlazim Madlazim
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.107

Abstract

Objective: This study aims to systematically analyse how simulation technologies are integrated into physics education to support Education for Sustainable Development (ESD). The objective is to identify publication trends, thematic focuses, and pedagogical implications of simulation-based learning in fostering sustainability competencies and scientific literacy. Method: A Systematic Literature Review (SLR) approach was employed using data from Scopus and ScienceDirect databases covering the years 2007-2025. Thirty-five selected articles were analysed using bibliometric mapping in VOSviewer and thematic content analysis to identify research patterns related to the use of simulation in ESD-oriented physics learning. Results: The findings reveal that simulation technologies enhance students' conceptual understanding, digital competence, and sustainability awareness. Four main themes emerged: (1) simulation for conceptual understanding, (2) sustainability competency development, (3) teacher digital competence, and (4) equity in virtual learning. Publication trends show a steady increase since 2019, with the highest research output in 2023. Most contributions originated from countries with strong digital infrastructures, such as the USA, Indonesia, and Switzerland. Novelty: This study provides an integrated view of simulation-based physics education as a driver of sustainability competencies, highlighting its dual cognitive and affective impact. Unlike previous reviews, this work explicitly connects simulation technology with ESD frameworks, offering insights for future pedagogical models and sustainable digital learning practices.
Development of Live-Worksheets Technology based on the Problem Based Learning model in the Horeg Sound Wave Phenomenon Rahmatta Thoriq Lintangesukmanjaya; Oktamia Ramadhani; Dwikoranto Dwikoranto; Noval Maleakhi Hulu
Journal of Innovative Technology and Sustainability Education Vol. 1 No. 3 (2025): November
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jitse.1.3.108

Abstract

Objective: Developing interactive Live-Worksheets based on Problem-Based Learning (PBL) on physics material with a contextual phenomena approach. Method: This research is a Research and Development (RnD) study. This type of research uses the 4D method, which includes four stages: define, design, develop, and disseminate.  Results: The results of developing live-worksheet technology based on the Problem-Based Learning model with the sound horeg phenomenon have proven to be valid and practical. The implementation of digital technology-based live worksheets using a problem-based learning model has been proven to increase student learning independence and enthusiasm through real-world phenomena such as sound waves. Looking ahead, the integration of intelligent technologies such as AI, VR, and virtual simulations has the potential to strengthen interactive, contextual, and practice-oriented physics learning. Novelty: The integration of technology and problem-based learning models can encourage students to generate new ideas from the problems presented. The use of AI technology in integrated learning media is crucial, and innovation in ethnoscience approaches is needed.

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