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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 18 Documents
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E-Module Based on Problem-Based Learning to Improve Junior High School Scientific Literacy: A Literature Review Diyah Nurmayanti; Fitri Muslihatun; Elya Suci Nabila; Fitria Herawadini
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2461

Abstract

The low level of scientific literacy among junior high school students has emerged as a major challenge in 21st-century science education. One potential solution is the development of problem-based learning (PBL) e-modules that integrate contextual and student-centered approaches. This study aims to examine the effectiveness of PBL-based e-modules in enhancing the scientific literacy of junior high school students using a systematic literature review (SLR) approach. Data were sourced from scientific articles published between 2016 and 2025 using the Publish or Perish software. An initial pool of 30 articles was narrowed down to 10 primary studies based on predefined inclusion criteria. The analysis was conducted using content analysis techniques, supported by data extraction matrices and synthesis tables, to identify patterns in findings, intervention characteristics, and the strength of evidence across the studies. The results indicate that PBL-based e-modules effectively improve students' scientific literacy, particularly their ability to explain scientific phenomena, interpret data, and draw evidence-based conclusions. Furthermore, these modules foster a more active and contextual learning environment. Therefore, PBL-based e-modules hold significant potential as an innovative alternative for improving the quality of science education in junior high schools.
Integration of Science Integrated Learning in Science E-Modules to Enhance Junior High School Students’ Computational Thinking Skills: A Literature Review Fitria Herawadini; Fitri Muslihatun; Elya Suci Nabila; Diyah Nurmayanti
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2463

Abstract

Science learning in the 21st century requires the development of computational thinking as a key component of higher-order thinking skills in problem solving. However, classroom practices remain predominantly teacher-centered and memorization-oriented, limiting students’ active involvement in analytical and systematic problem-solving activities. This study aims to analyze the integration of Science Integrated Learning in science e-modules and its contribution to enhancing junior high school students’ computational thinking skills. This study employed a literature review approach with a descriptive-narrative method by examining 36 relevant scientific articles published between 2021 and 2025. Data were collected through Google Scholar as the main database and supported by metadata checking through journal websites, DOI, SINTA, ERIC, ScienceDirect, and Scopus, using keywords related to Science Integrated Learning, science e-modules, and computational thinking. The results indicate that Science Integrated Learning functions as an integrative and contextual learning approach, while science e-modules serve as digital media that facilitate interactive, systematic, and independent learning. The integration is implemented through various strategies, including Problem-Based Learning, Project-Based Learning, STEM, inquiry, and engineering design processes, which support the development of decomposition, pattern recognition, abstraction, and algorithmic thinking. Furthermore, Android-based e-modules and digital flipbooks are practical and effective in increasing student engagement, conceptual understanding, scientific literacy, and problem-solving skills, indicating their strong potential to enhance the quality of science learning.
A Decade Trends in The Development of Ethnoscience-Integrated Learning Media: A Systematic Review of Challenges and Opportunities in Science Education (2017–2026) Sura Juddin; Gesti Maharani; ⁠Nada Clairina Sophian
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2475

Abstract

This study aims to analyze the decade-long trend in the development of ethnoscience-integrated learning media in science education from 2017 to 2026, as well as to identify the challenges and opportunities for their development. The study is grounded in the need for more contextual science learning by integrating scientific knowledge with local wisdom. This research employs a descriptive bibliometric method, using data sourced from Google Scholar, which were analyzed with Publish or Perish and Dimension.ai software and visualized with VOSviewer. A total of 1,000 scientific documents were analyzed to map publication trends, keywords, and the relationships among research topics. The results indicate a significant increase in the number of publications, with a dominance of development-based research (R&D) focusing on learning media such as student worksheets (LKPD) and instructional modules. However, the research remains largely localized and has not been optimally integrated with advanced technologies. In addition, contributions to theoretical development and long-term impact evaluation are still limited. These findings suggest that although ethnoscience has great potential in science education, there is a need to strengthen technological integration, global collaboration, and shift the focus from product development toward evaluating learning outcomes.
A Literature Review: The Effectiveness of Problem-Based Learning (PBL) Based E-Module to Improve Students' Critical Thinking Skills Elya Suci Nabila; Fitria Herawadini; Diyah Nurmayanti; Fitri Muslihatun
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2474

Abstract

Critical thinking skills are an essential 21st-century competency that students must master. However, PISA 2022 results show that Indonesian students' achievement remains below the OECD average, indicating low higher-order thinking skills. This study aims to identify trends in the development of Problem-Based Learning (PBL)-based e-modules across various educational levels between 2014 and 2026, assess their practicality and effectiveness, and analyze their impact on critical thinking skills. The method used was a Systematic Literature Review (SLR) analyzing 11 relevant research articles. The study results indicate that PBL-based e-modules are consistently effective in improving students' critical thinking skills. This is demonstrated by N-gain values ??ranging from 0.50 to 0.76 (medium to high category). This effectiveness is supported by the presentation of contextual problems, the use of scaffolding, and the flexibility of independent learning that can activate higher-order cognitive processes. Thus, PBL-based e-modules have the potential to become effective, innovative teaching materials to improve the quality of learning and critical thinking skills of students at various levels and subjects.
The Effectiveness of Problem-Based Learning E-Modules on Students' Problem-Solving Skills and Cognitive Learning Outcomes: A Systematic Review Salwa Salwa; Neli Juliani; Irman Muliadi; Sumarti Sumarti
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2491

Abstract

This systematic literature review (SLR) evaluates the effectiveness of Problem-Based Learning (PBL)-integrated e-modules in enhancing students' problem-solving skills and cognitive learning outcomes. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, a comprehensive search was conducted across Google Scholar, Garuda (SINTA), ERIC, and Scopus databases for articles published between 2016 and 2025. From an initial pool of 76 identified studies, 25 met the predefined inclusion and exclusion criteria for analysis. The findings demonstrate that PBL-based e-modules significantly improve problem-solving skills, evidenced by an average N-gain ranging from 0.60 to 0.78 (medium to high category). Similarly, cognitive learning outcomes showed a marked increase, with average score improvements of 15% to 35% from pre-test to post-test. Key factors contributing to this effectiveness include the structured problem-based approach, interactive e-module features, and the integration of contextual real-world issues. This review concludes that PBL-based e-modules are a potent instructional tool for fostering critical skills and academic achievement across various educational levels.
Enhancing Students’ Motivation and Interest in Physics Learning Through PhET Interactive Simulations: A Systematic Literature Review Nurul Istikoma
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i2.2391

Abstract

This study aims to examine the effectiveness of PhET Interactive Simulations in enhancing students’ motivation and interest in physics learning through a systematic literature review of scientific articles published between 2016 and 2025. The study is motivated by the low level of students’ motivation and interest in learning abstract physics concepts, which require interactive and engaging learning media. The method employed is a systematic literature review involving the systematic identification, selection, and analysis of 20 peer-reviewed scientific articles from national and international journals. The review focuses on the impact of PhET on students’ motivation, student interest, engagement, and independent learning. The findings reveal that PhET Interactive Simulations significantly improve students’ motivation and interest through interactive visualizations, high interactivity, and game-like simulation features, creating enjoyable and meaningful learning experiences. Furthermore, the accessibility of PhET contributes to increased independent learning frequency outside the classroom. In conclusion, PhET Interactive Simulations is an effective and innovative learning medium for enhancing students’ motivation and interest in physics learning and is recommended for integration into technology-based education in the digital era.
The Effectiveness of Interactive E-Modules on Physics Concept Understanding in the Implementation of the Merdeka Curriculum: A Literature Review Maria Anastasia Da Lopez; Ziadatun Nikmatillah; Alia Cahyani; Gunawan Gunawan; Nina Nisrina
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i2.2449

Abstract

Technological advancements in education have driven the use of more interactive digital teaching materials, one of which is the e-module. In physics learning, which is inherently abstract, students' conceptual understanding remains a significant challenge. Along with the implementation of the Merdeka Curriculum, which emphasizes independent and technology-based learning, innovative learning media are required to enhance student engagement and comprehension. This study aims to analyze the effectiveness and characteristics of interactive e-modules on students' conceptual understanding of physics, one of which is on wave mechanics. The method employed is a literature review, analyzing a number of relevant scientific articles obtained from the Google Scholar database using the Publish or Perish application based on specific criteria. The results of the study indicate that interactive e-modules are generally equipped with features such as animations, simulations, and quizzes, which can increase student engagement in the learning process. Furthermore, the use of interactive e-modules also shows a positive trend toward improving students' conceptual understanding and learning outcomes. Therefore, interactive e-modules hold great potential to support more effective and innovative physics learning within the implementation of the Merdeka Curriculum.
The Effect of The Project-Based Learning Model With a Multimodal Approach on Students’ Understanding of Physics Concepts Windy Zaerani; Gunawan Gunawan; Kosim Kosim
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 2 (2026): Edisi Juli-Desember 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i2.2573

Abstract

This study aims to analyze the effect of the project-based learning model with a multimodal approach on students' understanding of physics concepts. Using a quasi-experimental method with a Non-equivalent Control Group Design, the research was conducted at SMAN 7 Mataram for class XI in the even semester of 2025/2026. Samples were selected using purposive sampling, consisting of class XI A3 (experimental, n=30) and class XI A2 (control, n=29). The instrument consisted of 20 valid and reliable multiple-choice questions (r11 of 0,934). The results showed that the average posttest score of the experimental class (81) was significantly higher than the control class (70). The Independent Sample T-test showed a significant difference with  = 2,328 >  = 2,002 at a 5% significance level. It is concluded that the implementation of the project-based learning model with a multimodal approach has a significant effect on improving students' understanding of physics concepts.

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