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INDONESIA
Indonesian Journal of Innovation and Educational Technology
Published by Indonesian Publication Center
ISSN : 31247709     EISSN : 31247695     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Other
Indonesian Journal of Innovation and Educational Technology (IJIET) adalah wadah publikasi ilmiah bagi mahasiswa, guru, dosen, praktisi, maupun peneliti di bidang inovasi pendidikan dan teknologi pembelajaran. IJIET menerima tulisan dalam bentuk artikel hasil penelitian maupun artikel tinjauan (review) mengenai isu terkini yang berkaitan dengan: inovasi kurikulum, media pembelajaran digital, teknologi pendidikan, e-learning, strategi pembelajaran kreatif, serta integrasi teknologi dalam lingkungan pendidikan. Setiap penulis wajib melakukan registrasi dan mengirimkan artikel melalui sistem OJS jurnal. Setiap naskah yang masuk akan melalui proses peninjauan oleh tim reviewer IJIET. Semua artikel yang dinyatakan diterima akan dipublikasikan dan tersedia secara bebas (open access) untuk dibaca dan diunduh oleh publik di bawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Pengelolaan dan penerbitan jurnal ini dilakukan oleh Indonesian Publication Center. IJIET terbit dua kali dalam setahun, yaitu pada edisi Januari–Juni dan Juli–Desember. p-ISSN: 3124-7709 dan e-ISSN: 3124-7695
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Variations of Science Learning Teaching Aids Using Kits and Sensors: A Systematic Literature Review Bayu Septiawan; Gunawan Gunawan; Erin Ryantin Gunawan
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The rapid development of science and technology requires science learning to focus not only on conceptual understanding but also on the development of science process skills, critical thinking, and technological literacy. One approach to addressing this challenge is the use of science learning teaching aids based on kits and sensors. This study aims to systematically review the variations of science teaching aids developed and implemented in previous studies, focusing on the types of kits and sensors, science domains, and their impact on students’ learning outcomes. This research employed a literature review method using a systematic literature review approach. Relevant articles were identified through Google Scholar and ResearchGate databases. A total of 25 selected articles were analyzed descriptively based on tool characteristics, applied technologies, and key research findings. The results indicate that kit- and sensor-based teaching aids, particularly those integrating microcontrollers and digital sensors, significantly enhance students’ conceptual understanding, science process skills, and higher-order thinking skills. Furthermore, these teaching aids effectively support experiment-based, inquiry-oriented, and STEM learning approaches. Therefore, science learning teaching aids based on kits and sensors demonstrate strong potential as innovative and contextual tools to improve the quality of science education.
The Effect of Jigsaw-Type Cooperative Learning Model with a Multimodal Approach on the Creativity of Grade XI Students Lalu Azikri Amrullah; Gunawan Gunawan; Kosim Kosim; Aris Doyan
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

Creativity is a crucial aspect of physics learning that is often overlooked due to the dominance of conventional learning methods. This study aims to analyze the influence of the Jigsaw cooperative learning model with a multimodal approach on the creativity of grade XI students at MA Nurul Iman. This research is a quasi-experiment using a non-equivalent control group design. The research instrument consisted of a creativity test in the form of four complex essay items that were declared valid (rxy>0,443) and reliable (r11>0.443). The results showed that the average posttest score of the experimental class (78) was higher than the control class (65.05). The Independent Sample T-test results obtained a significance value (2-tailed) of 0.002 < 0.05, so Ha was accepted. It can be concluded that the implementation of the Jigsaw model with a multimodal approach has a significant effect on students' creativity. The synergy between individual responsibility in groups and the diversity of representation modes effectively stimulates indicators of fluency, flexibility, originality, and elaboration.
Development of PBL-Based E-LKPD to Improve Students’ Learning Motivation and Critical Thinking Skills Mawar Melinah; Syarif Fitriyanto; Suji Ardianti; Sri Nurul Walidain; Romi Aprianto; Fahmi Yahya; Hermansyah Hermansyah
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

This study was motivated by the fact that students demonstrated suboptimal learning motivation and weak critical thinking skills in understanding the abstract topic of temperature and heat. The objective of this research was to develop a physics E-LKPD based on the Problem-Based Learning (PBL) model and to examine its validity, practicality, and effectiveness in learning activities. The study employed a Research and Development (R&D) approach guided by the ADDIE framework, consisting of five main stages: analysis, design, development, implementation, and evaluation. The participants included one physics teacher and 35 eleventh-grade students from MAN 1 Sumbawa. Data were collected through expert reviews, surveys from both the teacher and students, as well as pre- and post-tests to assess students’ motivation levels and critical thinking abilities. The findings revealed that the developed E-LKPD achieved a validity score of 90.4%, a practicality score of 88%, and an effectiveness level reflected by an average N-Gain value of 0.71, which falls into the high category. Furthermore, students’ learning motivation reached 82.44% (high category), and their critical thinking ability reached 79.3% (moderately high). Therefore, the E-LKPD, designed with a Problem-Based Learning (PBL) approach, is considered suitable as a physics learning medium, capable of enhancing both the quality of the learning process and students’ learning outcomes.
Developing a PBL-Based Physics Website to Enhance Students’ Critical Thinking and Learning Motivation Siti Nurhalisa; Romi Aprianto; Syarif Fitriyanto
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The low physics achievement at MAN 2 Sumbawa (85% of students below the mastery criterion in Heat–Temperature) highlights the need for pedagogical innovations aligned with 21st-century skills. This study aims to validate, assess the practicality, and test the effectiveness of a Problem-Based Learning (PBL) physics website developed via Canva. The ADDIE model was applied to 19 eleventh-grade students over three meetings. Validity, assessed by two subject and two media experts using a 4-point Likert rubric, yielded Aiken’s V of 0.81–0.93 with average feasibility of 82.5% (content) and 86.46% (media), classified as “very valid.” Practicality, measured through teacher and student questionnaires (scale 1–5), scored 81.88% (teachers) and 87.90% (students), indicating “very practical.” Effectiveness analysis using N-Gain and paired t-test (? = 0.05) showed learning motivation rising from 44% to 92% (N-Gain = 0.86; high) and critical thinking from 34% to 69% (N-Gain = 0.53; medium), both p < 0.001. These results confirm Canva–PBL integration as an affordable, replicable solution to enhance physics students’ motivation and critical thinking in resource-limited schools.
The Role of Artificial Intelligence in Supporting Effective and Adaptive Learning Planning Ni Made Yeni Suranti; Ni Ketut Yeni Pradmawati
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The development of digital technology is driving the use of Artificial Intelligence (AI) in education, particularly in lesson planning. This article aims to examine the role of Artificial Intelligence in supporting effective and adaptive lesson planning. The method used is a literature review, reviewing various books, journal articles, and relevant scientific proceedings. The results of the study indicate that AI, particularly generative Artificial Intelligence such as ChatGPT, can help teachers develop lesson plans that are more structured, aligned, and based on student needs. AI supports the formulation of learning objectives, the selection of learning strategies, the development of learning activities, and the design of assessments that align with learning outcomes. In addition to increasing effectiveness, AI also plays a role in creating adaptive lesson plans through the analysis of data on student abilities and learning progress. However, the use of AI still faces challenges related to teacher digital literacy, ethics, data privacy, and infrastructure readiness. Therefore, AI needs to be used wisely as a tool to support teacher professionalism.
Artificial Intelligence in Primary Science Education: A Systematic Literature Review Paramita Putri Apriyani; Ni Ketut Anggriani; Gunawan Gunawan
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The development of artificial intelligence (AI) has driven significant transformations in learning through adaptive, personalized, and data-driven systems, including in primary education. In elementary science education, AI has the potential to support conceptual understanding and differentiated learning from early stages of cognitive development. This study aims to map research trends, dominant types of AI technologies, pedagogical impacts, and implementation challenges of AI in elementary science learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Literature searches were carried out in the Scopus, Web of Science, and Google Scholar databases, covering articles published between 2016 and 2025. Of the 312 articles identified, 33 met the inclusion criteria and were analyzed qualitatively. The findings indicate a significant increase in research on AI in elementary science education in the post–COVID-19 period, with adaptive learning technologies and intelligent tutoring systems dominating the field and contributing to improvements in students’ cognitive learning outcomes and learning motivation. However, the use of AI to support higher-order science process skills remains limited. The main challenges include teachers’ pedagogical readiness, infrastructure disparities, and ethical issues related to student data protection. This review highlights the need for more contextual, pedagogically oriented, and sustainable approaches and policies in the integration of AI into elementary science education.
Effectiveness and Characteristics of Interactive E-Modules in Physics Learning in The Merdeka Curriculum: A Systematic Literature Review (2022–2025) Alia Cahyani; Ziadatun Nikmatillah; Maria Anastasia Da Lopez; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

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Abstract

The development of technology in education encourages the use of more interactive digital learning materials, one of which is the e-module. This study aims to analyze the effectiveness and characteristics of interactive e-modules in physics learning within the Merdeka Curriculum. This research uses a Systematic Literature Review (SLR) method with the PRISMA guidelines. The data sources were obtained from articles indexed in Google Scholar from 2022 to 2025 using the Publish or Perish application. The selection process was conducted based on inclusion and exclusion criteria, resulting in 16 relevant articles for analysis. The results of the review show that interactive e-modules are generally developed using various learning models such as Problem Based Learning, STEM-integrated Project Based Learning, SETS, and contextual learning. The e-modules are also equipped with interactive features such as animations, videos, simulations, quizzes, and virtual laboratories that can increase student engagement. Based on the analyzed studies, the use of e-modules has been proven effective in improving learning outcomes, motivation, and students’ critical and creative thinking skills. Therefore, interactive e-modules have great potential to support more effective and innovative physics learning in the implementation of the Merdeka Curriculum.

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