Online Learning In Educational Research (OLER)
The Online Learning in Educational Research (OLER) Journal is a biannual publication dedicated to advancing field and library research within the broad domains of Media Technology, Human-Computer Interaction (HCI), and Education. The journal covers a wide range of topics, including but not limited to media technology in education, such as digital media, digital technology, digital culture in education, and instructional media design. It also includes research on human-computer interaction (HCI) in digital learning, focusing on user experience, educational user interfaces, and multimodal interactions in education. The journal addresses the development and implementation of educational technology for online learning, the assessment of interactive learning instruments that support technology-based instruction, and the impact of HCI on student motivation, collaboration, and learning outcomes.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Authors who publish with Online Learning in Educational Research agree to the following terms: Copyright Retention: Authors retain the copyright of their work without any restrictions. Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions. License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
Validity Analysis of VR-Based Particle Dynamics Module Development Using the Rasch Model
Physics education often encounters challenges in fostering students’ conceptual understanding of particle dynamics, largely due to the abstract nature of the content and its reliance on symbolic mathematical representations, which can impede meaningful interpretation of physical phenomena. To address this issue, this study developed PADYVIR (Particle Dynamics Virtual Reality), a virtual reality–assisted learning module, and examined its validity, reliability, and practicality for use in higher education settings. The development process followed the ADDIE instructional design model, after which the module underwent expert appraisal and psychometric evaluation using the Rasch measurement model. Expert assessments involved physics education specialists and instructional design experts, who evaluated the content, construct clarity, and pedagogical appropriateness of PADYVIR and its supporting learning instruments. The research instruments used in this study were adapted from previously validated tools reported in the literature, thereby ensuring the validity of baseline measurements. Rasch analysis indicated strong psychometric properties, including high person and item reliability indices, acceptable fit statistics, and evidence of unidimensionality. A limited trial with undergraduate students further demonstrated the high practicality of the system in terms of usability, attractiveness, and comprehensibility. These findings confirm that PADYVIR is a psychometrically robust and user-friendly instructional resource capable of supporting the visualisation and conceptual learning of particle dynamics. Methodologically, the study contributes to the field by integrating rigorous measurement theory with immersive educational technology, offering a replicable framework for the development and evaluation of virtual reality–based learning media. Implications for instructional design and educational technology research are discussed, and directions for future effectiveness studies are proposed
Copyright (c) 2025 Supurwoko Supurwoko, Kadek Dwi Hendratma Gunawan, Muhammad Nur Hudha https://creativecommons.org/licenses/by-sa/4.0
Design Thinking-based Adaptive Web Learning System for Science Education with Visual and Verbal Learning Modes
Accommodating diverse learning styles remains a challenge in science education. This pilot study used a one-group pretest–posttest design to develop and evaluate a web-based adaptive learning system for 5th-grade science students (n = 27) at SDN Bumiayu 3 Malang (State Elementary School of Bumiayu 3 Malang). The system assigned students to either visual or verbal instructional modes based on an initial questionnaire. Development followed the design thinking phases: empathize, define, ideate, prototype, and test. Effectiveness was measured using a 20-item multiple-choice test administered before and after a one-month intervention. The average score increased from 37.00 (SD = 9.42) to 77.33 (SD = 8.55), with an N-Gain of 0.61, indicating moderate improvement. These findings suggest that web-based adaptive systems tailored to specific learning modes can enhance students’ science understanding and learning outcomes. This research provides practical insights for the broader implementation of customized digital learning tools to meet diverse student needs in similar educational settings
Copyright (c) 2025 Arief Rahman Hakim, I Nyoman S Degeng, Waras Kamdi, Yerry Soepriyanto https://creativecommons.org/licenses/by-sa/4.0
Deep Learning in Automated Essay Scoring for Islamic Education: A Systematic Review
Automated Essay Scoring (AES) is a computer-based scoring system that uses appropriate features to automatically assess or give feedback to students, by combining the power of Artificial Intelligence and natural language processing (NLP) to provide convenience and benefits for evaluators. This study aims to analyze the most effective algorithmic models in evaluating the accuracy and reliability of the Automated Essay Scoring (AES) system, especially in the context of Islamic religious education assessment, as well as examine its advantages and disadvantages in supporting objective and efficient learning evaluation. This study uses the Systematic Literature Review (SLR) approach by following the PRISMA protocol. A total of 31 relevant articles published in the period 2020 to 2025 from the Scopus and Springer databases were analyzed to evaluate the use and effectiveness of algorithms in the development of AES systems. The results show that transformer-based models, specifically BERT, are the most effective algorithms in current AES implementations. BERT excels because of its ability to understand bidirectional context and semantic depth in text. These models generate accurate scores and can provide automated feedback that is close to the quality of human judgment. However, the use of BERT requires large training data and high computing resources. While BERT demands substantial data and computing power, its application in Islamic education highlights the potential of AES to support more objective, consistent, and scalable assessment of students’ essays
Copyright (c) 2025 Rokhmatul Khoiro Amin Putri, Kusaeri Kusaeri, Suparto Suparto https://creativecommons.org/licenses/by-sa/4.0
Phyphox-Integrated Problem-Based E-Worksheets to Train Students’ Collaborative Skills in Physics Learning
National educational progress relies heavily on innovative teaching methods, particularly in physics learning. This study focuses on the development and feasibility assessment of an interactive electronic student e-worksheet based on a Problem-Based Learning (PBL) approach and integrated with the Phyphox application as a virtual laboratory tool to support students' collaborative skills in physics le arning. Employing the 4D development model (Define, Design, Develop, Disseminate), the research was conducted up to the Develop stage, emphasizing product feasibility testing. Validation was carried out by subject matter and media experts, while practicality testing involved two teachers and 42 students from a public senior high school in Bandar Lampung. Data collection methods included interviews, observations, and Likert-scale questionnaires. The e-worksheet achieved high feasibility scores, 88.7% for media quality and 93.3% for content. Practicality assessments from teachers and students ranged from 93.0% to 95.2%, indicating excellent usability. The findings demonstrate that integrating Phyphox into the e-worksheet is both highly feasible and perceived as practical; however, future studies should examine its effectiveness in enhancing collaboration and learning outcomes. This research contributes to advancing technology-based interactive learning media with the potential to improve educational quality. Further investigations are recommended to evaluate the effectiveness of this tool across different academic levels and physics topics.
physics education at the materials sound waves
A Bibliometric Analysis of STEAM Integration in Chemistry Learning at the Secondary Education Level
This study explores the integration of STEAM (Science, Technology, Engineering, Arts, and Mathematics) in secondary-level chemistry education, focusing on its impact on student engagement and learning outcomes. Specifically, the study aims to identify research trends, contributors, institutions, and prominent themes in this field. A bibliometric analysis was conducted on 53 research articles indexed in the Dimensions database from 2020 to 2024, and data visualization was performed using the VOSviewer tool. The results revealed a significant increase in publications, peaking at 23 in 2024, indicating a growing interest in STEAM methodologies. Notably, Greek authors demonstrated substantial influence, achieving a high citation count of 132 from only two publications, while Indonesia contributed the highest number of documents with 20 publications and 62 citations. Influential journals such as Applied Sciences and Sustainability were identified, alongside trending themes including augmented reality, gamification, and project-based learning. The findings highlight challenges such as students' negative perceptions of chemistry, limited teacher preparation, and the necessity for effective teaching strategies. This study concludes that interdisciplinary approaches foster critical thinking and creativity among students, ultimately preparing them for modern educational demands. Suggestions include strengthening teacher training, encouraging international collaboration, and adopting innovative pedagogical models. The study is limited to the Dimensions database and the 2020–2024 publication period, which may not capture all global research on STEAM integration
Competence-Adaptive Assessment Using IRT for Junior Photographer Qualification
The rapid evolution of workforce demands necessitates competency-adaptive assessments that align education with industry standards. Traditional methods, often static and norm-referenced, fail to address the dynamic skills required in creative disciplines like photography. This study developed a Competence-Adaptive Assessment (CAA) integrating Item Response Theory (IRT) to enhance validity, and reliability in a photography course. A mixed-methods design was employed, involving 120 undergraduate photography students and six instructors in a 12-week quasi-experimental study. Quantitative results demonstrated significant learning gains (effect size d = 1.12), improved certification pass rates (24% increase), and enhanced technical competencies, particularly in lighting mastery. Qualitative findings revealed that adaptive feedback and personalized pathways increased engagement but also highlighted tensions between automated assessment and creative evaluation. The study contributes a scalable framework for competency-based education in creative fields, though it underscores the need to balance technical precision with artistic freedom. Implications include the potential for CAA to modernize vocational assessments while calling for further refinement to address creative subjectivity
Copyright (c) 2025 Novrianti Novrianti, Lisa Candra Sari
Enhancing Digital Learning Outcomes: The Combined Impact of Competence and Psychological Traits
The rapid shift towards digitalization, accelerated by the COVID-19 pandemic, requires a reassessment of problem-solving strategies in the education system. This study aims to investigate the interactions between Digital Competencies, Psychological Traits, Digital Readiness, and Awareness, and their combined influence on Learning Outcomes. The study utilized a quantitative, cross-sectional design, focusing on university students engaged in digital learning environments in higher education. Data were collected from 467 students through a validated online questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results revealed that Digital Competence and Psychological Traits significantly and positively influence Learning Outcomes, both directly and indirectly through the mediating role of Digital Readiness and Awareness. The findings emphasize the need for a holistic approach in education, which integrates technical skills and psychological readiness to enhance academic success in an increasingly digital learning environment. This study also highlights the need for further research with a longitudinal design to explore the long-term effects of digital competency and awareness interventions. Recommendations for future research include examining additional factors such as social support and technology access to further strengthen digital readiness and learning outcomes
Copyright (c) 2025 Elma Nurjannah, Riana T Mangesa, M. Miftach Fakhri, Muhammad Fajar B, Sanatang Sanatang, Soeharto Soeharto
Diagnostic Instrument Test of Renewable Energy Topics: Analysis of Conceptual Change Students Using the Rasch Approach
The learning of students about abstract physics concepts faces multiple hurdles, which can result in misconceptions. Considering this problem, the present research intends to analyze students' misconception changes through a diagnostic tool based on the issue of renewable energy using the Rasch analysis methods. The Renewable Energy Topic Diagnostic Instrument (DITRET) was created with the ADDIE development model, which consists of five stages: analysis, design, development, implementation, and evaluation. The subjects of the study were 30 high school students aged 17 years (9 boys and 21 girls). DITRET has 20 components with four hierarchical stages for each item. During the analysis stage, students’ responses are classified into categories, and conceptual scores are then computed in the Rasch framework. The results showed that DITRET has strong reliability and validity in estimating students’ understanding of renewable energy. With some minor adjustments, this instrument can identify students’ conceptual changes and diagnose misconceptions on other physics topics. The research findings enhance the available literature, providing valid and reliable tools to measure, detect, and resolve misconceptions in the concept of renewable energy
Copyright (c) 2025 Ahmad Zulkarnain Zain et al.
Decoding E-Experience in Educational Technology: The Mediating Role of E-Trust and E-Satisfaction in Continuance Intention
The startup sector's emphasis on the educational technology industry in Indonesia expanded, particularly during the pandemic. However, many educational technology players went bankrupt because they could not make their users reuse their products and services (continuance intention). This study aimed to analyze the influence of e-experience on continuance intention in the use of educational technology platforms, with e-trust and e-satisfaction as mediating variables. A quantitative method with a PLS-SEM approach was used to test the relationships between variables. Data were gathered from 300 respondents using a questionnaire as the research instrument. The respondents in this study were individuals utilizing educational technology, including students, teachers, and employees seeking skill enhancement. The data were analyzed using SmartPLS. The research results showed that e-experience had a direct influence on continuance intention, but its impact was relatively small. E-trust and e-satisfaction proved to be significant mediators in strengthening this relationship. E-Satisfaction had a stronger mediating influence compared to e-trust, affirming that user satisfaction was a key factor in driving the sustainability of educational technology usage. Moreover, the indirect effects through mediators were greater than the direct effects, indicating that user experience should be developed into trust and satisfaction to enhance user retention.
Copyright (c) 2025 Ni Putu Nurwita Pratami Wijaya et al.
Questing through Acid–Base Chemistry: An RPG-Based Educational Game for High School Learning
The background of this study was triggered by the long time period in which students spend playing games and the ineffective use of learning media in teaching chemistry subjects. The purpose of the study is to design a model for learning through an Educational Role Playing Game (RPG) to be feasible and practical in teaching acid-base principles for grade XI students. In addition, the study Using the analysis, design, development, implementation, and evaluation (ADDIE) approach in conjunction with a research and development approach. The participants in this study were media experts, subject matter experts in the area of chemistry, chemistry teachers, and learners in Grade XI from MAN 1 Mataram. The study used interviews and questionnaires as techniques to collect data from the study participants. With validation scores of 92.85% from media professionals, 90.62% from subject experts, and 97.36% from chemistry professors, the study's findings demonstrate the viability of the suggested learning game. Students with an 85.90% practicality level also provided a very positive feedback. This outcome also leads to the conclusion that this RPG-based instructional game is workable and useful for improving students' comprehension of acids and bases
Copyright (c) 2025 Syarifatul Mubarak https://creativecommons.org/licenses/by-sa/4.0
Practicality of STEAM–SDGs-Based IPAS Learning for Vocational Students in the Green Economy Era
The transformation of vocational education in the green economy era requires learning models that extend beyond technical skill mastery to foster creativity and environmental awareness. This study aimed to develop and evaluate the practicality of a STEAM–SDGs-based IPAS learning model through a renewable energy–based Smart House project for vocational students. Thirty tenth-grade software engineering students and one teacher participated. Using the ADDIE framework, data were collected through dichotomous practicality questionnaires, classroom observations, and semi-structured interviews and analyzed descriptively. Findings indicate that the instructional materials—including modules, student worksheets, and assessment instruments—are highly practical, supporting structured lesson planning, collaborative project management, and coherent facilitation of hands-on activities. The model enhanced students’ creative thinking, particularly imagination and originality, and strengthened environmental literacy, including ecological knowledge and energy awareness, though emotional reflection and pro-environmental behaviours were less pronounced. Overall, the model is practical, contextually relevant, and adaptable, offering a viable framework for fostering twenty-first-century competencies and preparing students for the green economy, while reinforcing the integration of STEAM pedagogy with SDG 7 in vocational education.
Teaching Learning of Natural Science Education
Copyright (c) 2025 Siti Patonah, Idha Budiati, Muhammad Syaipul Hayat https://creativecommons.org/licenses/by-sa/4.0
Integrating AR–AI–STEAM for 6C Skill Development in Wetland Learning: Trends and Knowledge Mapping from 2019–2025
Augmented Reality (AR), Artificial Intelligence (AI), and STEAM-oriented learning have received increasing attention as educational technologies and pedagogical approaches that may relate to 21st-century competencies, including the 6C framework (critical thinking, creativity, collaboration, communication, citizenship, and character). However, the intersection of AR–AI–STEAM research with wetland and environmental education remains conceptually fragmented, and evidence is still limited regarding how this literature is structured and evolving. This study conducts a bibliometric mapping to profile publication trends, collaboration patterns, and conceptual structures of AR–AI–STEAM literature with 6C-related discourse in wetland/environmental learning. A total of 755 records were retrieved from Scopus on February 12, 2025 (covering 2019–2025), and an AI-assisted exploration using ResearchRabbit was employed as a complementary tool to expand citation trails and semantically proximate literature candidates. Performance analysis and science-mapping techniques were conducted using Bibliometrix (R) and VOSviewer. The results show a marked increase in publications after 2022, with China, India, and the United States among the most productive contributors. Keyword co-occurrence indicates “artificial intelligence” as a dominant conceptual hub, while wetland-related terms appear peripheral and weakly connected, suggesting a thematic gap between emerging AI-driven education discourse and ecologically grounded wetland learning contexts. This study contributes a structured overview of the research landscape and identifies underexplored linkages that can inform future empirical and design-based studies in wetland education. Because the 2025 records were retrieved early in the year (February 12, 2025), year-to-year comparisons involving 2025 should be interpreted as provisional
Copyright (c) 2025 Rusmansyah Rusmansyah, Syahmani Syahmani, Farah Erika, Arief Ertha Kusuma, Lie Tien https://creativecommons.org/licenses/by-sa/4.0
Video vs Image: Roles in Fashion Students' Practicum Learning
In fashion practicums, lecturers generally use learning media for students to help them quickly grasp the material being explained. However, the role of the chosen learning media is often overlooked. Furthermore, this study examined the roles of video tutorials and technical illustrations with images used by fashion students in sewing practicum courses, focusing particularly on the operation of four-thread overlock machines. With a case study and qualitative approach, the researchers explored in-depth data by conducting interviews with fifteen fashion students and observing them operating four-thread overlock machines during the sewing practicum course at the university. Using a thematic analysis, this study found that video tutorials effectively contribute specifically to the learning of fashion students with visual learning styles. On the other hand, technical illustrations with images are effective in facilitating the learning of fashion students with auditory learning styles. In conclusion, lecturers should consider the characteristics of their students when providing learning media, so that those media can be tailored to help achieve learning objectives optimally and facilitate the understanding of media users more efficiently
Copyright (c) 2025 Siti Zahro, Hany Mustikasari, Didik Nurhadi, Nyan Myau Lyau https://creativecommons.org/licenses/by-sa/4.0
Digital Achievement Motivation Scale for Mathematics Learning: Validity, Reliability, and Micro Testing Evidence
Achievement motivation plays a crucial role in students' success in mathematics learning, yet valid and practical measurement instruments are still limited, especially those that utilize digital questionnaire platforms. This study aims to develop an Achievement Motivation Scale for High School Students in Mathematics Learning using a digital questionnaire platform. The research method used is the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. A total of 30 items were constructed from five motivational dimensions and validated by 3 experts, resulting in 24 valid items (86.7%) and six revised items. Usability testing involving three Information Technology experts, three teachers, and three students yielded average scores of 73%, 93.3%, and 86.7%, respectively, indicating the instrument is user-friendly and well-received. Field testing with 57 students revealed 14 items met the discrimination index (r ≥ 0.30). Exploratory factor analysis showed factor loadings between 0.40–0.85, supporting construct validity. Reliability testing using Cronbach's Alpha yielded 0.89, indicating high internal consistency. Thus, 14 items were declared valid, reliable, and practical for measuring achievement motivation in mathematics learning using a digital platform
Copyright (c) 2025 Suciati Rahayu Widyastuti https://creativecommons.org/licenses/by-sa/4.0
Gamification in Online Learning: A Systematic Review of Engagement and Learning Outcomes in Digital Education
The education sector has seen substantial changes in the last 10 years due to digital transformation, particularly with the adoption of online learning models. Despite the flexibility it offers, maintaining student engagement and achieving the best possible learning outcomes remain the biggest challenges. The purpose of this research is to investigate how gamification, as a novel approach to improving student motivation and engagement, affects learning outcomes in an online learning environment. A Systematic Literature Review (SLR) was employed, which involved gathering and examining 49 peer-reviewed scientific publications from many top databases. To detect trends and important conclusions, data were evaluated utilizing mixed methodologies, qualitative, and quantitative approaches. The findings of the study demonstrate that gamification components like leaderboards, badges, and points greatly improve learning outcomes and student engagement, however their efficacy varies depending on how and where they are used. In addition to providing useful advice for teachers looking to create more dynamic and captivating learning environments, this study significantly advances the notion of gamification in online education
Copyright (c) 2025 Guntur Arie Wibowo et al. https://creativecommons.org/licenses/by-sa/4.0
Barriers to ICT Integration in Elementary Physical Education: Evidence from Tual City, Maluku Province
The difference in the use of Information and Communication Technology (ICT) between the 3T (frontier, outermost, and disadvantaged) regions poses an enormous challenge towards achieving equitable quality education, particularly in practice-based Physical Education (PJ) subjects. Remote island districts such as Tual City, Maluku Province, face severe issues regarding infrastructure, internet access, and teacher professional development. The aim of this study is to study the integration of ICT and identify the challenges faced by elementary school distance learning teachers in Tual City. Descriptive qualitative research was conducted, data collected through class observations, semi-structured interviews, and documentation of 13 distance learning teachers. The results revealed that 69.2% of the participants had a good idea of ICT, while 30.8% of them had limited knowledge. Although all the participants agreed that ICT can be utilized in learning, a significant disparity was found between classroom practice and self-reported use. Instructional videos, laptops, and PowerPoint were quoted most often, but actual implementation is still in its infancy. Significant obstacles are internal in nature such as low digital literacy and teacher motivation and external such as poor policy support, limited school infrastructure, and poor internet connectivity. The study recommends context-specific ICT education, constructing digital infrastructure, and adaptive policy to support teachers in remote areas. The study contributes theoretically by identifying the application of ICT in less researched practice-based fields, and contributes to policy for the promotion of technology implementation in 3T (third-to-third) territories
Unveiling the Dual Nature of AI in Grading: A Systematic Review of Benefits and Mitigation Strategies for Algorithmic Bias
The use of Artificial Intelligence (AI) in educational evaluation optimizes learning outcomes. This research seeks to address the advantages and difficulties of implementing AI within academic evaluation frameworks with particular emphasis on the algorithmic bias problem and its implications for fairness in education. The absence of a thorough grasp of algorithmic bias, particularly how it can be utilized as a weapon against equitable education, reveals an important gap. We conduct a Systematic Literature Review (SLR) and bibliometric analysis on 121 articles sourced from Scopus published between 2021 to 2025 to trace the trends and examine the impacts and biases of AI on grading systems. The data demonstrates a significant increase in publications beginning 2018, concentrating on topics such as educational applications of AI, automated grading systems, and machine learning. The findings further indicate that though AI improves efficiency and consistency of the evaluations, it heightens the chances of biased outcomes because of non-diverse training data, prejudiced developers, and socio-cultural frameworks that could worsen the situation for already marginalized learners. In summary, this study highlights the critical gaps in bias mitigation strategies arising from the lack of ethical design frameworks, antecedent-free algorithms, and educator prep courses aimed at combating bias. These outcomes serve as benchmarks for the creation of more reliable and comprehensive AI systems for assessments and shift subsequent investigations to focus validation on different cultures and the incorporation of just AI design paradigms
Copyright (c) 2025 Eko Risdianto, Rince Aida Rostika, Ahmad Zabidi Abdul Razak, Hera Anis Kartika, Jeni Fitria
Transformation of Physics Learning: Integrating Virtual Laboratories to Improve Students' Scientific Literacy Skills
The literacy outcomes of the PISA 2022 test results show that Indonesian students are weak in literacy, suggesting a large gap between the current student performance and the needs of an autonomous curriculated framework. By focus on science literacy viewpoint attitude, this research uses R and D research model, 4D pattern is using to create and validate the module. The purpose of this study is to develop a physics module for teaching that combined with virtual laboratory, to enhance students’ scientific literacy. This study aims to develop a virtual laboratory-based basic physics teaching module, to improve students’ concepts in physics, science literacy of basic physics concepts, and skills. The implementation result support the effectiveness of the module to improve science literacy, and the validation indicates the feasibility of the module. Students' attitude towards science literacy pretest versus posttest assessment significantly different. Summary of this study comprises a more complete teaching tool that it includes modules, videos, and worksheets in a single platform to science literacy. Such findings emphasize that literal experiences need to be mapped on to abstract concepts if literacy is meaningful, and fit with accounts provided by cognitive theory. The pretest and posttest scores of the students produced significant influence on the student’s attitude toward science literacy. According to cognitive theorizing, children must be able to link objects, events, and empirical experiences to develop abstract thinking.
Copyright (c) 2025 Aziza Anggi Maiyanti, Syamsul Huda, Atika Anggraini, Ummiy Fauziyah Laili, Luthfiyatul Muniroh, Rofiqul Umam
Content Validity of Three-Tier Multiple Choice Virtual Reality-Based Assessment with Embedded Ethno-SSI Concepts on Acid-Base Topics
Research on acid-base misconceptions at the high school level is extensive, but studies at the university level remain limited. Due to the prevalence of these misconceptions, developing accurate instruments for early detection is crucial. This study developed a three-tier multiple-choice virtual reality-based assessment integrating the ETHNO-SSI concept for acid-base topics. The study employed the Borg and Gall R and D model to evaluate content validity.The study used a developmental design, with face validation by six expert reviewers using a rubric to evaluate content validity, construct relevance, clarity and contextual integration. Processing of the data involved the use of Aiken’s V index. The results also evidenced a high content validity for all the dimensions studied, indicating that the instrument is pedagogically sound and culturally relevant. By embedding Ethno-SSI in immersive VR platforms, this assessment approaches represents a new path in the pursuit of students’ conceptual challenges when dealing with sociocultural decision making in real-world conditions. This study provides valuable information to the development of multidimensional chemical assessment instruments to link sociocultural innovation, recover notions of acid-base misconceptions, and incorporate cultural relevance in chemistry education.
Copyright (c) 2025 Zamira Zia'ul Huda, Sri Yamtinah, Ari Syahidul Shidiq
AI Literacy Meets Ethics: Critical Appraisal's Mediating Role in Shaping Ethical Awareness in Higher Education
As artificial intelligence increasingly permeates higher education systems worldwide, developing students' ethical awareness has become essential for responsible AI implementation. This study seeks to examine the connections between technical understanding, applied knowledge, and critical appraisal in shaping ethical awareness within the context of AI literacy. The study utilizes a quantitative method, applying Partial Least Squares Structural Equation Modeling (PLS-SEM) to data gathered from 322 university students. The findings indicate that technical understanding has a direct favorable influence of 0.180 on ethical awareness, while applied knowledge demonstrates a stronger impact of 0.467. Critical appraisal serves as a significant complementary partial mediator, with indirect path coefficients of 0.083 for technical understanding and 0.155 for applied knowledge, strengthening their relationships with ethical awareness. This study concludes that AI literacy educational programs should not only emphasize technical and applied knowledge but also foster critical appraisal skills to promote ethical AI usage.
Copyright (c) 2025 Pramudya Asoka Syukur
Transformation of Critical Thinking in Environmental Education: Integration of Project-Based Learning and Technology
Critical thinking is essential in environmental education, helping students address ecological and sustainability challenges. However, current learning models often lack a structured framework for developing critical thinking in environmental science courses. The advancement of digital technology offers both opportunities and challenges. This research aims to develop critical thinking dimensions for environmental science courses using a project-based learning (PjBL) approach, integrated with digital technology (AI-assisted data analysis, GIS for mapping, and cloud-based tools for collaboration). The Delphi method was used to create critical thinking indicators, involving 15 experts from various fields. Data was collected via interviews, Focus Group Discussions (FGD), and a Likert scale-based validation questionnaire. Results show that the developed dimensions Inference, Clarifying and Interpretation, Analyze and Evaluate Arguments, and Explanation met validity and reliability criteria through Rasch analysis and Confirmatory Factor Analysis (CFA). Technology integration in PjBL enhances data-driven analysis and predictive modeling but may reduce critical reflection due to AI reliance. A hybrid learning approach is recommended to balance hands-on interaction with technology use. This study contributes to designing more effective strategies for improving students' critical thinking skills in environmental education
Acrachemmics (Acid Rain in Chemical Comics) Oriented to Chemical Literacy
Understanding chemical concepts such as acid rain can be challenging for students due to their abstract and complex nature. To address this, a chemical literacy-based learning approach using comic media. Acrachemmics (Acid Rain in Chemical Comics) was developed to enhance student comprehension. This research aims to develop and evaluate electronic comic media especially Acrachemmics (Acid Rain in Chemical Comics). A Design-Based Research (DBR) methodology was employed, comprising three phases: analysis, design, and development. The validation test yielded a Pearson correlation coefficient (r) of 0.88, indicating a high level of content validity. Additionally, the feasibility assessment, which examined aspects of material content, visual communication, software engineering, and language, produced an average score of 84 percent, reflecting a high level of practical usability. These results suggest that Acrachemmics is both a valid and feasible educational media for teaching acid rain concepts. By presenting scientific content through engaging visuals and narrative storytelling, Acrachemmics facilitates student understanding in a more accessible and enjoyable format
Copyright (c) 2025 Rifa Khaerunnisa et al.
Bringing Science to Life: STEM-Based Instructional Strategies for Primary Students in Thailand
Many students in Grade 5 struggle to make sense of science lessons, especially when the material feels abstract and far from their everyday experience. Although science holds an important place in Thailand’s education system as one of the eight main subjects, young learners often find it difficult to stay engaged or fully grasp the concepts. STEM education, a contemporary and productive instruction to science.This study aimed to investigate the implementation of STEM-based science learning activities for Grade 5 students in terms of learning outcomes and student satisfaction. The one group pre-test and post-test design was employed. This study involved eight Grade 5 students who were chosen through purposive sampling. They took part in a series of STEM-based science lessons, with data gathered through lesson plans, achievement tests, and a student satisfaction questionnaire. The results showed a significant improvement in post-test scores compared to pre-test scores, and student satisfaction was rated at the highest level (M = 4.79, SD = 0.34). These findings highlight the potential of STEM-based instruction to improve learning outcomes and engagement in primary science education
Enhancing Critical Thinking in Mathematics through Android-Based Multimedia and PjBL-STEM
Mastery of mathematics is essential for developing critical thinking skills; however, many students still struggle in this area. This study evaluated the effectiveness of Android-based interactive multimedia, MatHub: Pattern8 Edition, in enhancing critical thinking within PjBL using a STEM approach. The research took place at SMP Negeri 4 Bandar Lampung in the 2024/2025 academic year, employing a quantitative approach with a Pretest-Posttest Control Group Design. Using cluster random sampling, class VIIIC with 32 students was assigned as the experimental group, while class VIIIF with 33 students served as the control group. Data collection techniques included questionnaires, interviews, critical thinking assessments, observation checklists, and supporting documentation. The results showed a significant improvement in critical thinking skills among students using MatHub compared to those applying discovery learning without multimedia. Overall, integrating MatHub in PjBL-STEM improved learning quality, motivation, and student participation, offering an effective alternative for enhancing mathematical thinking
Copyright (c) 2025 Kenny Candra Pradana, Sri Hastuti Noer, Sugeng Sutiarso
Deep Learning Pedagogies Enhance AI Literacy in Elementary Students: A Five-Cycle Implementation Study
The urgency to integrate Artificial Intelligence (AI) literacy into primary education in Indonesia is driven by the increasing presence of AI technologies in everyday life and the nation’s strategic vision to prepare a future-ready workforce. However, current teaching practices remain largely behavioristic and content-driven, lacking the pedagogical depth needed to foster conceptual understanding and ethical engagement with AI. This study addresses this gap by investigating how deep-learning pedagogies—approaches that pursue deep learning as a goal through active, reflective, and collaborative experiences— can be used to improve AI literacy among fifth-grade students. Grounded in design-based research (DBR), the study implemented and refined the Associative Model of AI Literacy (AMAIL), a framework integrating cognitive constructivism, social constructivism, constructionism, and transformative learning theories. The intervention spanned five cycles in three public schools in Salatiga, involving 118 students. Learning outcomes were assessed using pre- and post-tests and student reflections, with analysis conducted through bootstrap methods and Exact McNemar’s tests. Findings showed statistically significant improvements in students’ ability to recognize AI, explain its logic, and reflect on its ethical implications. The study demonstrates how deep-learning approaches, when applied iteratively and contextually, can foster not only technical understanding but also critical and ethical AI literacy in primary education. These findings can inform educators and government stakeholders in designing and implementing pedagogical strategies that support comprehensive AI literacy development at the primary level
AMAIL Model Artificial Intelligence (AI)
Copyright (c) 2025 Stefanus Christian Relmasira
Game-based Learning in Science Education: Bibliometric Analysis
Game-based Learning (GBL) in science education can increase students' interest, motivation, and involvement in the process of learning, so a more in-depth study of GBL through bibliometric analysis is needed. This study aims to analyze research trends on the application GBL in science education through bibliometric analysis from 2021-2024. This study employed bibliometric analysis to examine 349 English-language journal articles published from 2021 to 2024, which were retrieved from the Scopus database. Using VOSviewer, the analysis involved co-occurrence and keyword mapping to identify emerging research themes and publication trends. The results obtained 62 articles for further analysis through bibliometric review and visualization using VOSviewer. The trend of GBL research grows yearly, potentially increasing the number of publications the following year. The majority of GBL-related articles appear in respected international journals. This is also the reason for the article's high citation count. Indonesia ranks second in terms of GBL research. The visualization findings between GBL and science education demonstrate that various keywords under investigation emerged in the previous year. This further indicates a topic worth investigating further. The analysis results are based on the study topic, research location, type of research, and applications utilized in GBL, providing an overview for future researchers to undertake a more in-depth examination of the data. The main findings show that GBL may enhance the learning results of students in the context of science, providing insights into effective learning strategies that educators can adopt. These findings are expected to be used to formulate more innovative and effective educational practices and serve as a basis for further research in this area.
Copyright (c) 2025 Surya Haryandi, Misbah Misbah, Rossy Arlinda, Muhdi Harto, Nurlaela Muhammad, Qamariah Qamariah
Enhancing Computational Thinking Skills through Digital Literacy and Blended Learning: The Mediating Role of Learning Motivation
In the digital era, computational thinking becomes an essential skill to overcome technological challenges in 21st centuryeducation. This study investigates the impact of digital literacy and blended learning on computational thinking skills, focusing on the mediating role of learning motivation. A total of 413 university students from blended learning environments participated, using a structured questionnaire with validated scales for digital literacy, computational thinking, and learning motivation. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to test direct and mediation relationships. The results showed that digital literacy and blended learning significantly influenced computational thinking, with learning motivation acting as a mediator that strengthened this relationship. Digital literacy showed a greater influence than blended learning. These findings highlight the importance of integrating digital literacy and motivational strategies into blended learning to optimize the development of computational thinking skills, as well as providing insights for learning design that is relevant to the needs of the 21st century.
Information technology and computer education
Copyright (c) 2025 Putri Nirmala, et al.
GPT Search for Revolutionizing Research for Early-Career Education Scholars: A Mediation and Multi-Modality Perspective
In the domain of academic research, the ongoing discourse centers around the intersection between the integration of artificial intelligence (AI) and some critical phenomena including early-career researchers’ challenges, the co-evolution of AI and research methodologies, continuous innovation, reorientation, and multi-modal advancement of various AI tools. Against this backdrop, Open AI’s GPT Search has just emerged as a versatility step towards its Chat GPT 4.0. The present perspective paper explores how this novel search engine can make broader paradigm shifts in traditional research approaches in literature search, data analysis, and writing discussions. Grounded in the authors’ scholarship, subjective insights (authorial experimental observations), critical appraisal of the extant literature, and experiential engagement, this paper perspectivizes that with its mediation and multi-modality functioning GPT Search promises to support conducting literature searches that are uniquely helpful for semantic relevance, large search syntaxes, and aggregated and index-specific results from multi-databases in one single search command. Additionally, GPT Search can also transform early-career researchers’ labor-intensive manual data analysis into automatic but more efficient qualitative data analysis. Furthermore, this search engine offers a reverse approach to writing discussions for articles and theses. The paper is the preliminary perspective that is supposed to trigger further empirical studies to advance the ongoing discourse around AI-integrated research with special attention to the novel research tool i.e., GPT Search
Copyright (c) 2025 Md. Saiful Alam, A H M Ohidujjaman
Breaking Misconceptions: Technology-Integrated MORE Model for Meaningful Learning of Momentum and Impulse
Misconceptions in physics, particularly in topics like momentum and impulse, pose significant barriers to meaningful learning, as students often rely on everyday experiences that contradict scientific principles. Addressing these misconceptions is crucial for improving students’ understanding and application of physics concepts in real-world contexts. This study examines the effectiveness of the Technology-Integrated Modification, Observation, Reflection, and Evaluation (T-MORE) model in addressing misconceptions about momentum and impulse through a convergent parallel mixed-methods design. A total of 22 first-semester undergraduate students participated in this study, receiving instruction incorporating videos, PhET simulations, and AI-assisted reflection tools. Conceptual understanding was measured using the Four-Tier Momentum and Impulse Misconception Diagnostic Test (FT-MIMDT). The McNemar test confirmed a statistically significant improvement, while the Reduction of Misconception Quantity (RMQ) indicated a high reduction in misconceptions. Qualitative analysis revealed changes in students’ misconceptions regarding momentum conservation and impulse-momentum relationships after instruction. These findings confirm the effectiveness of T-MORE in improving conceptual understanding and reducing misconceptions in momentum and impulse. The implementation of T-MORE can be further optimized by incorporating collaborative discussion sessions and adaptive formative assessments to ensure that all students can reconstruct their understanding more comprehensively.
Copyright (c) 2025 Rizal Adimayuda, Andi Suhandi, Achmad Samsudin, Endi Suhendi, Agus Setiawan, Nuzulira Janeusse Fratiwi
Exploring Alternative Teaching and Learning Platforms in Post-COVID-19
Learning for undergraduate students at the National Open University of Nigeria (NOUN), Gwagwalada study center, has significantly shifted toward e-learning since the COVID-19 pandemic. This study investigates how NOUN students use e-learning platforms and the challenges they face. Using a survey design with qualitative methods, data from 364 participants were collected through questionnaires and interviews. Guided by the Technology Acceptance Theory, the study finds that students predominantly use emails, LMS, video conferencing, and social media for academic activities. Key benefits include flexibility, convenience, equitable access, and enhanced critical thinking. However, infrastructure and policy gaps persist. The study highlights the importance of ongoing improvements in e-learning systems and recommends that NOUN regularly conduct faculty training and digital literacy workshops to enhance participation and reduce barriers
Copyright (c) 2025 OZIOMA ROSELINE UMERA