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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 15 Documents
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E-Module Based on Problem-Based Learning to Improve Junior High School Scientific Literacy: A Literature Review Nurmayanti, Diyah; Muslihatun, Fitri; Nabila, Elya Suci; Herawadini, Fitria
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 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 Herawadini, Fitria; Muslihatun, Fitri; Nabila, Elya Suci; Nurmayanti, Diyah
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

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) Juddin, Sura; Maharani, Gesti; Sophian, ⁠Nada Clairina
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 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 Nabila, Elya Suci; Herawadini, Fitria; Nurmayanti, Diyah; Muslihatun, Fitri
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

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; Juliani, Neli; Muliadi, Irman; 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

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.

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