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.
External Determinants of Learning Motivation among Vietnamese Pedagogical Students: Evidence from PLS-SEM
In the context of significant transformations in Vietnamese higher education (VHE) under the impact of digital transformation and educational reform, identifying the factors influencing learning motivation (LM) of Vietnamese Pedagogical Students (VPSs) is becoming increasingly urgent. Based on the integration of theoretical approaches and recent studies on LM, and considering the cultural and educational context of Vietnam, this study aims to examine the extent and differences in the influence of external factors on VPSs’ LM. Four factors were proposed: (1) the role of lecturers, (2) institutional support, (3) infrastructure, technology, and learning resources, and (4) family and community encouragement. This study employed a quantitative survey design involving 587 students from two public teacher training universities in Vietnam. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that all four factors have a positive impact on LM, with lecturer role showing the strongest influence (β = 0.429), followed by institutional support (β = 0.270), infrastructure and resources (β = 0.148), and family support (β = 0.091). These findings provide contextual evidence on how external conditions shape LM and offer policy implications for improving teacher education quality through strengthening pedagogy, digital capacity, and equitable access to learning resources.
Copyright (c) 2026 Hoang Thi Thinh, Nguyen Thi Thanh Tung https://creativecommons.org/licenses/by-sa/4.0
Does Hybrid Mathematics Learning Evaluation Enhance Metacognitive Creative Problem-Solving? A Multi-Group Analysis by Gender
Mathematics learning evaluation in hybrid learning environments is not only viewed as an assessment approach but also as a pedagogical strategy that facilitates students’ cognitive regulation and problem-solving processes. However, empirical evidence on the impact of hybrid mathematics learning evaluation on students’ metacognitive engagement in creative problem-solving, particularly regarding gender differences, remains limited. This study aims to explore the structural relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving, including gender differences. A partial least squares structural equation modeling (PLS-SEM) approach was used to collect data from 147 undergraduate mathematics students. Overall, the findings indicate a positive relationship between hybrid mathematics learning evaluation and metacognitive creative problem-solving across the full sample. In terms of gender differences, although the relationship is significant for both groups, it is stronger for male students. However, multi-group analysis revealed no significant difference in structural relationships between males and females, indicating model invariance. This study highlights the value of developing hybrid mathematics evaluation strategies to support students’ metacognitive abilities in creative problem-solving
Copyright (c) 2026 Mujib Mujib, Mardiyah Mardiyah https://creativecommons.org/licenses/by-sa/4.0
Role of ICT Self-Efficacy and TPACK in Linking AI Literacy to Digital Transformation
Rapid technological advancements have positioned digital transformation (DT) as a critical requirement in higher education. However, the mechanisms through which teachers’ artificial intelligence literacy (AIL) contributes to DT remain underexplored, particularly in relation to psychological and pedagogical competencies. This study aims to examine the relationship between AIL and DT among college teachers, with a focus on the mediating roles of ICT self-efficacy (ICTSE) and Technological Pedagogical Content Knowledge (TPACK). A quantitative cross-sectional design was employed using data from 400 college and university teachers across four states in India. Data were analyzed using mediation analysis to test both parallel and serial mediation effects. The findings revealed that AIL is positively associated with DT, both directly and indirectly through ICTSE and TPACK. Both mediators were found to play significant roles, with TPACK demonstrating a stronger mediating effect. Additionally, a significant sequential pathway (AIL → ICTSE → TPACK → DT) was identified, indicating a developmental mechanism linking AI literacy to digital transformation. These findings highlight the importance of enhancing both technological confidence and pedagogical competence to effectively translate AI literacy into transformative educational practices. The study offers important implications for policy and capacity-building initiatives in higher education.
Copyright (c) 2026 Sourav Choudhury, Samiul Biswas, Joy Prakash Deb, Adrija Chattopadhyay, Anukampa Devi, Angita Sarmah Boruah https://creativecommons.org/licenses/by-sa/4.0
Role of LMS-Based Learning Communities on the Independent Teaching Platform in Enhancing Teachers’ Basic Competencies
This study aims to analyze the role of the Learning Community on the Independent Teaching Platform LMS in improving teacher basic competencies and its impact on teacher performance and student learning outcomes. The study used mixed methods with a sequential exploratory model. The qualitative phase was conducted through interviews, focus group discussions (FGDs), observation, and documentation, while the quantitative phase used questionnaires for 55 elementary, junior high, and high school teachers in Wonosobo Regency. Qualitative data analysis was assisted by NVivo 12 software, and quantitative data were analyzed descriptively. The results showed that the Learning Community improved teachers' pedagogical competency with an average score of 3.0 (good category), professional competency of 3.27 (good), personality competency of 3.23 (good), and social competency of 2.77 (fairly good). As many as 67% of teachers participate in Learning Communities due to mandatory requirements and performance assessments, which has shifted the function of learning communities. Learning Communities should serve as a forum for collaboration, reflection, sharing of best practices, and strengthening technological literacy, all of which positively impact teacher professionalism, teaching quality, and student learning outcomes. However, extrinsic motivations are more predominant, focusing more on administrative fulfillment than professional development. The results of this study provide encouragement for learning communities to provide more internal motivation in teacher professional development
Copyright (c) 2026 Sri Jumini, Parmin Parmin, Asri Widowati, Wahyudi Wahyudi, Öznur ATAŞ AKDEMİR, Ahmet Selçuk AKDEMİR, Fatih Can, Berk İlhan, Victor Oluwatosin Ajayi, Odessa D. Aberilla, Winarto Winarto, Purba Risma Sutikno https://creativecommons.org/licenses/by-sa/4.0
STAD in Online-Supported Blended Learning for Developing Students’ Social Competence: A Classroom Action Research Study
By utilizing digital media support, this research will be examining the utilization of STAD cooperative learning model within blended learning framework. The research is centred on solving the issue of insufficient social interaction and cooperation in technology-assisted learning situations. In this research, Classroom Action Research was used for two cycles, in which the participants were 28 students from class VII-A of SMP Negeri 1 Sendana. Data gathering was done through classroom observation, teacher's reflective journal, structured interview, and documentation of face-to-face and online learning experiences. Interactive data analysis was carried out through three approaches: data condensation, data display, and drawing conclusions. Student social skills were measured using five criteria: self-confidence, accountability, motivation to learn, creative thinking, and digital communication. From the results of the study, it can be seen that the introduction of STAD strategy in the blended learning model led to peer interaction, individual accountability in working in groups, participation in discussion activities, and effective use of digital communication tools. All five elements showed significant progress on part of the learners, particularly after implementing changes into the teaching process in the second cycle. Still, some challenges appeared while implementing this strategy, including different levels of digital literacy, poor quality of Internet access, and various distractors during group work. To conclude, the study proved that collaborative learning through STAD is extremely efficient in building social competence
Copyright (c) 2026 Sewang & Aswad https://creativecommons.org/licenses/by-sa/4.0
Gamified Islamic Dance Learning Media for Pesantren: An Android-Based Development Study
Islamic dance learning at Pesantren (Islamic boarding schools) experiences problems because of insufficient learning materials, a teacher-centered teaching style, and the difficulty in delivering information about physical activities through conventional instruction. This study’s objective is to create an Android app to be used as instructional media for Islamic dance learning with gamification and social learning features. This study employed a Research and Development (R&D) methodology, utilizing a simplified Borg and Gall model (stages 1–5), encompassing needs analysis, product design and development, expert validation, product revision, and finalization. Data were gathered via observation, interviews, focus group discussions, and structured Likert scale questionnaires were administered to media, material, and language validator. The results show a consistent increase in the media aspect from 3.60 to 4.85, the material aspect from 3.75 to 4.95, and the language aspect from 3.80 to 5.00, all reaching the Very good category. This study produces the one of the first validated Android-based media by integrating gamification, the operationalization of Social Learning Theory, and Islamic dance content in the pedagogical tradition of Pesantren. This study confirms that Android-based Islamic dance learning media with gamification through a social learning model with interactive features is offers a novel approach for the Islamic boarding school environment. This study contributes to establishing that gamification elements must be culturally embedded in Islamic values ​​in order to help student participation and motivation.
Copyright (c) 2026 Asti Tri Lestari, Anggia Suci Pratiwi, Taofik Muhammad, Meiliana Nurfitriani, Juju Masunah https://creativecommons.org/licenses/by-sa/4.0
Students’ Perceptions of Using iPad Applications to Support EFL Oral Communication Skills
This study aims to investigate students' perceptions of the use of iPad apps to support oral communication skills in EFL instruction. The researchers used a descriptive quantitative research design and data was collected through the use of a questionnaire to conduct this research study. A total of 30 EFL students at Secondary School in Baghdad, Iraq, were chosen at random to participate in this study during the second semester of the academic year. The questionnaire was developed to assess the perceptions of EFL students of how the use of iPad applications can assist them with speaking fluency, authentic language exposure, authentic language use, and understanding the culture of the people they are communicating with. The results of the study show that most of the students viewed the iPad applications as useful for practicing oral communication. In fact, the students indicated that the iPad applications facilitated providing them with authentic language input and making speaking activities more engaging because they had the ability to provide students with authentic language exposure. However, the students’ responses to the questionnaire also indicated that the success of using iPad applications for language practice is dependent on the effective use of pedagogical approaches and requiring the active participation of the students who are using the iPad applications for language practice. This study concludes that iPad apps have the potential to support the development of speaking skills, although more effective implementation strategies are needed in an educational setting.
Copyright (c) 2026 Ali Hussein Hazem , Aram George Simon, Marwa Muhammad Ahmed, Bushra Ni’ma Rashid, Bushra Saadoon Mohammed Alnoori https://creativecommons.org/licenses/by-sa/4.0
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
Digital Governance-Informed Instructional Design Framework for Madrasah Education: A Systematic Literature Review
The current era of modern Madrasah (Islamic schools) mandates their capacity to show not only effective learning outcomes but also their performance in public accountability aligned with digital governance. Nevertheless, the process of administrative digitization and instructional processes are conducted separately, leaving performance management scattered across these two areas. The present study intends to come up with an integrated conceptual framework that can effectively combine the concepts of Digital Governance (DG) and Instruction Design (ID). Using a Systematic Literature Review methodology (from 2015 to 2025) and Conceptual Design-Based Research approach, the study made use of a Boolean search string containing key terms like (”Digital Governance" or ”Public Accountability") and (”Instructional Design" or ”Data-Driven Learning") and "Madrasah". In total, out of 1,450 identified literature, a PRISMA-based screening technique yielded 55 studies after applying certain inclusion criteria such as peer-reviewed English language articles. In this way, DG-ID Integration Framework is designed by developing four major pillars consisting of data governance in relation to accountability; digital infrastructure and its alignment to policy; ID-informed pedagogical modalities; and stakeholders’ e-participation.
Copyright (c) 2026 Muslikun Muslikun, Theresia Trisanti, Rusmawan Wahyu Anggoro, Efraim Ferdinan Giri, A. Umar 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
Evolution of Simulation-Driven Science Education: Three Decades of Scholarly Patterns and Research Dynamics (1996–2025)
This study maps the global landscape of simulation-based science education (SBSE) research to identify publication trends, influential contributors, collaboration patterns, and future research opportunities. A bibliometric analysis was conducted on 4,489 Scopus-indexed publications published between 1996 and August 25, 2025, using VOSviewer and Biblioshiny; therefore, 2025 should be interpreted as a partial year. The results indicate sustained growth in the literature, with a marked increase during 2020–2024 that may be associated with the expansion of virtual and augmented reality (VR/AR), online learning, and post-pandemic pedagogical adaptation. Keyword evolution suggests a shift from conventional computer-based simulation toward more immersive and data-informed approaches, including machine learning, learning analytics, and adaptive learning systems. The United States and China produced the largest publication outputs, while Indonesia recorded the highest proportion of international collaboration among the top 10 most productive countries (29%). Overall, the findings highlight the growing importance of cross-border collaboration, sound instructional design, and the ethical integration of intelligent technologies in advancing SBSE research and supporting more inclusive and adaptive science learning environments
Copyright (c) 2026 Suyidno Suyidno, Misbah Misbah, Mastuang Mastuang, Laili Komariyah, Qamariah Qamariah, Mohd Zaidi Bin Amiruddin, Nor Farahwahidah Abdul Rahman https://creativecommons.org/licenses/by-sa/4.0
Online Game-Based Learning for Hand Hygiene Practices Among Young Children in Indonesia: A Quasi-Experimental Study
Hand hygiene remains a cornerstone of infection prevention due to its crucial role in reducing the transmission of infectious diseases across community and healthcare settings. However, establishing consistent handwashing habits among young children remains challenging despite school-based health education programs. Game-based learning has emerged as a promising approach to enhance engagement and support behavior change in early childhood education, yet empirical evidence from developing countries remains limited. This study aims to evaluate the effectiveness of an online game-based educational intervention in improving hand hygiene performance among early childhood children in Indonesia. A quasi-experimental pretest–posttest design was conducted with 50 parent–child pairs involving children aged 4–6 years in Bekasi City. Participants accessed an online educational game designed to teach proper handwashing practices over one week. Baseline and follow-up observations were conducted to assess behavioral change. As the data were not normally distributed (Shapiro–Wilk W = .97, p = .03), the Wilcoxon signed-rank test was applied. Results showed a significant improvement in hand hygiene scores from pretest (Mdn = 3.0) to posttest (Mdn = 15.0), Z = −6.034, p < .001, with a large effect size (r = .60). These findings support the use of digital games as an effective and innovative learning tool to promote health-related behaviors among young children.
Copyright (c) 2026 Yuri Nurdiantami, Hilda Agil, Tokie Anme https://creativecommons.org/licenses/by-sa/4.0
SSI-Based Newton’s Laws Flipbook to Enhance Critical Thinking and Science Literacy
To effectively enhance critical thinking and science literacy in physics, there is a need to use instructional materials that effectively relate concepts to real-life situations. The objective of this study was to design and validate a Newton's Laws flipbook teaching material using Socio-Science Issues (SSI) to enhance critical thinking and science literacy in physics. The ADDIE model was used in this study, which comprised Analyze, Design, Develop, Implement, and Evaluate stages in developing a new instructional material. Experts validated the product, while small- and large-scale tests were conducted using validation sheets, readability tests, pretest-posttest, and questionnaire tests. The results revealed a high level of content validity, with Aiken's V values ranging from 0.85 to 0.89. The readability level of the material was 73.06%, indicating that the material is easy to comprehend. The experimental group scored higher in the N-gain analysis, with a moderate level of critical thinking (0.54) and science literacy (0.48). The teaching material received high practicality ratings from both students (90.04%) and teachers (93.87%). This indicates that SSI-based flipbook materials effectively integrate physics concepts with socio-science issues, which enhance critical thinking and science literacy in students. This study contributes to developing innovative digital teaching materials, and future research should explore its application in other physics topics.
Copyright (c) 2026 Ismi Izzatun Naeli, Ellianawati Ellianawati, Hardimah Mohd. Said https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence in Islamic Religious Education: A PRISMA-Based Review and the SEI-CHAT Framework
Although Artificial Intelligence (AI) has been rapidly integrated into contemporary education, little scholarly attention has been paid to its implications on the epistemological, theological, and cultural foundations of Islamic Religious Education (IRE). This study aims to systematically analyze the implementation patterns, effects, and challenges of AI on IRE learning in the digital age. This study was conducted through a Systematic Literature Review (SLR) method by using Publish or Perish software to retrieve relevant articles from Scopus, Web of Science, Semantic Scholar, and Google Scholar databases on 01 August 2025, using the Boolean search query: ("Islamic Education" OR "Islamic Religious Education") AND ("Artificial Intelligence" OR "AI") AND ("Learning" OR "Digital Learning"). This study found that, overall, AI was used to facilitate personalized learning, feedback, and adaptive digital learning platforms, promoting students’ engagement in IRE learning. However, its potential effectiveness was dependent on pedagogical considerations, teachers’ digital literacy, and institutions’ readiness. This study identified challenges related to its implementation, including ethical considerations, tensions between algorithmic knowledge and religious authority, and technological disparities. This study introduces a new theoretical framework, namely, the Sixth-Element Islamic Cultural-Historical Activity Theory (SEI-CHAT) with a normative-epistemological element, focusing on the relationship between Naqli-Aqli knowledge
Copyright (c) 2026 Muhamad Arif, Mohd Kasturi Nor Abd Aziz, Hazman Hassan, Yahya Fikri, Mohamed Zekkari, Bela Vita Rismawati https://creativecommons.org/licenses/by-sa/4.0
YouTube Content Production for Arabic Language Learning: Cross-National Study
This study employs a mixed-methods approach to examine the pedagogical value of learner-generated YouTube videos in Arabic language instruction in Islamic senior secondary schools across Malaysia and Indonesia. The study involved 240 non-native Arabic learners, with 120 participants from each country, and investigated the impact of video production on Arabic language proficiency, learner autonomy, and digital literacy over a sixteen-week period. Quantitative data were collected through standardized pre–post proficiency tests, autonomy and digital literacy scales, while multimodal content analysis was conducted on 240 purposively selected videos from a validated corpus of 600 YouTube uploads that followed structured production cycles. The findings revealed statistically significant improvements in overall Arabic language proficiency in Malaysia (d = 0.86) and Indonesia (d = 0.76), with particularly strong gains in speaking skills in Malaysia (d = 1.04) and Indonesia (d = 0.94). Learner autonomy and digital literacy competencies also showed significant improvement. Regression analysis indicated that production frequency and participation in feedback processes significantly predicted improvements in speaking proficiency and learner autonomy. The content analysis identified cultural vlogs, language tutorials, and narrative storytelling as the dominant genres, reflecting sociocultural influences across contexts. The study proposes a data-informed model of digital content creation integrating sociocultural interaction, multiliteracies, and self-regulated learning in Arabic CALL contexts
Copyright (c) 2026 Segaf Baharun, Nur Hanifansyah, Moh. Tohiri Habib, Ahmad Arifin, Muhammad Syaifullah, Nur Aina Faqihah https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence-Based Arabic Language Learning: A Systematic Study of the Development and Challenges of Pedagogical Innovation
The significant growth rate of artificial intelligence (AI) in virtual learning has significantly changed learner-technology interactions, leading to pedagogical, cognitive, and ethical implications in terms of Arabic language learning. The study aims to explore the research trends and implementation difficulties associated with integrating AI in Arabic language learning through a Systematic Literature Review (SLR). The study used a systematic search on Scopus and Google Scholar databases using publications within 2023 to 2025, with 200 publications identified. Through a PRISMA-based literature review, 15 peer-reviewed articles were identified as eligible for synthesis. The review was conducted through a thematic coding framework using Constructivist Theory, Knowledge Creation Theory, and DIKW hierarchy as a theoretical foundation. The study found that AI plays a significant role in improving reading, writing, listening, and speaking skills through adaptive feedback, conversational agents, text generation tools, and speech recognition tools. The patterns identified through this review indicate that there are challenges associated with integrating AI in Arabic language learning, such as limited Arabic linguistic resources, inaccuracies in AI-generated text, morphological, and syntactical errors, readiness, and dependency on AI tools by learners. The review established that AI has significant transformative potential in Arabic language learning with appropriate pedagogy, educator readiness, and appropriate use of technology.
Copyright (c) 2026 Yazid Hady, Siti Nurul Azkiyah, Muhbib Muhbib, Maswani Maswani 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
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
Copyright (c) 2025 Meka Deesongkram https://creativecommons.org/licenses/by-sa/4.0
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 https://creativecommons.org/licenses/by-sa/4.0
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
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.
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.
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 12 February 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 (12 February 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
Mapping a Decade of Research on Artificial Intelligence and Augmented Reality in Physics Education: A Bibliometric Analysis (2016–2025)
This study presents a Scopus-based bibliometric mapping of a decade of research on Artificial Intelligence (AI) and Augmented Reality (AR) in physics education, spanning the period from 2016 to 2025. The dataset was retrieved from Scopus on August 2, 2025, and, following PRISMA-style screening and filtering, comprised 1,038 English-language journal articles at the final publication stage. Bibliometric analyses were conducted using Bibliometrix (Biblioshiny), VOSviewer, and Microsoft Excel to examine publication growth, leading sources and authors, geographic and institutional contributions, collaboration patterns, and conceptual structures through keyword co-occurrence, thematic mapping, and thematic evolution. The results indicate accelerated publication growth after 2019 and an interdisciplinary dissemination pattern across education- and technology-facing outlets. Conceptual mapping suggests that AI-related themes (e.g., adaptive and data-informed learning support) and AR-related themes (e.g., interactive visualization and representational learning) constitute the dominant pillars of the field, while physics-education-specific learning mechanisms (e.g., conceptual change, multi-representational reasoning, and inquiry/laboratory enactment) are unevenly foregrounded across clusters. Because this is a bibliometric study, the findings provide a structured overview of research patterns and thematic orientations rather than causal evidence of learning effectiveness, thereby informing future empirical and design-based studies that connect AI/AR developments to physics-education-specific learning mechanisms and implementation contexts.
Copyright (c) 2025 Zainuddin Zainuddin, Misbah Misbah, Mastuang Mastuang, Qamariah Qamariah, Mohd Zaidi Bin Amiruddin, Nor Farahwahidah Abdul Rahman 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