Journal of Computers for Science and Mathematics Learning
The Duality of Flexibility in Emergency Remote Teaching: A Jordanian University Student Perspective
Flexibility, a cornerstone of online distance education, enables learners to access instructional content asynchronously from dispersed locations. However, this individualization of learning temporality and spatiality can obscure disparities in learners’ access to domestic resources, potentially exacerbating social inequities. This qualitative study examines how the flexibility inherent in Emergency Remote Teaching (ERT) shaped the academic experiences of students from diverse social groups at Jordanian universities during the COVID-19 pandemic. Grounded in a synthesis of capital theory and self-regulated learning (SRL) models, the investigation focuses on the intersection of socioeconomic status, gender, and regional background. Through thematic analysis of semi-structured interviews with 50 undergraduate and graduate students, four pivotal mediating factors were identified: spatial capital, temporal capital, temporal agency, and temporal intensity. Findings reveal that the capacity to benefit from ERT’s flexibility was unevenly distributed. Students with higher socioeconomic status and urban residency typically possessed superior spatial and temporal capital, allowing them to leverage asynchronous learning effectively. In contrast, students from rural areas, lower-income households, or those with significant familial or occupational obligations experienced flexibility as a source of stress and academic disadvantage, often due to deficient infrastructure, limited quiet study space, and constrained time. The study concludes that flexibility is not an inherent pedagogical good but a dimension that interacts with pre-existing inequalities. To foster inclusive flexibility, higher education institutions must move beyond a one-size-fits-all model by providing targeted SRL support, ensuring equitable access to essential digital and spatial resources, and adopting pedagogies sensitive to students’ divergent domestic contexts. This research underscores the urgent need to build more equitable and resilient digital learning ecosystems.
Copyright (c) 2026 Khaled Ahmed Aqeel Alzoubi https://creativecommons.org/licenses/by-nc/4.0
Exploring Learner Perceptions of AI-Driven Chatbots in a Zimbabwean Higher Education Context
Artificial intelligence (AI) has found its way into higher education institutions through rapid advancements in technology. Zimbabwe’s Ministry of Higher and Tertiary Education, Science, Innovation and Technology Development (MHTESITD) adopted Heritage-based Education 5.0 for the digitalisation of operations and curricula in Higher Education (HE). This has put pressure on institutions to adapt and seek ways of accelerating the AI-driven digitalisation of curricula and activities. Currently, there are ongoing dialogues and debates on the ethical and societal implications of adding AI into the curriculum. The purpose of the study was to investigate the perceptions of learners and intentions to adopt and use AI-chatbots in a higher education institution (HEI). The learner’s preferences were explored using a qualitative research approach within an interpretivist paradigm. Semi-structured interviews were conducted in the pilot study to test the validity of the questions, and an online open-ended questionnaire was used to collect primary data that was thematically analysed. Ethical considerations such as privacy, consent, credibility, and trustworthiness were ensured in the study. Analysis of results revealed that participants would comfortably increase their use of AI-chatbots on condition that the HE institutions align plagiarism regulations with ethics, ensure data privacy, accuracy, and security in learning and teaching. The relevance of this study shows how learners have adopted AI technologies while leaving the HE institutions behind in the digitalisation of operations and curricula. These findings can be used in active participation in policy debates and considerations for inclusive, effective, and ethical adoption of AI-chatbots in HE.
Copyright (c) 2026 Fungai Mushonga, Andrew Mangena https://creativecommons.org/licenses/by-nc/4.0
Equipping Mathematics Pre-Service Teachers for the Digital Classroom: Research on Tools, Pedagogies, and Instructional Design
This systematic literature review (SLR) synthesizes research published between 2014 and 2024 on preparing pre-service mathematics teachers (PSTs) for technology-enhanced classrooms. The study addresses the growing global expectation for teacher education programs to integrate digital tools and constructivist pedagogies while promoting equity and conceptual understanding in mathematics instruction. Despite these demands, PSTs often struggle to balance technological, pedagogical, and content knowledge, relying on traditional methods that limit authentic technology use. Guided by three research questions, the review examined: (a) how digital tools such as GeoGebra, 3D printing, and collaborative platforms influence PSTs’ mathematical understanding and real-world application; (b) how constructivist, technology-based strategies like flipped classrooms and peer learning affect engagement, confidence, and instructional planning; and (c) what factors shape PSTs’ ability to evaluate and integrate digital resources into student-centered, standards-aligned instruction. Using a rigorous SLR process across five major databases (Google Scholar, Scopus, Web of Science, ERIC, JSTOR), 24 peer-reviewed studies were analyzed through Garrard’s Matrix Method and thematic coding. Findings reveal that digital tools enhance representational fluency, problem-solving, and Technological Pedagogical Content Knowledge (TPACK), while constructivist approaches foster engagement, autonomy, and reflective practice. However, persistent challenges, such as inequitable access to technology, limited interdisciplinary training, and entrenched procedural teaching beliefs, constrain integration. Factors influencing adoption include pedagogical orientations, institutional support, and collaborative opportunities. The review concludes that the intentional, scaffolded integration of emerging technologies within constructivist frameworks strengthens PSTs’ readiness for 21st-century classrooms. However, the small sample of 24 articles and the exclusion of sources like gray literature limit the study’s generalizability. Nevertheless, the findings can guide teacher educators, curriculum designers, and education ministries in promoting equitable, technology-rich mathematics education through authentic digital inquiry and targeted professional development.
Copyright (c) 2026 Bernard Justus Wekullo, Romario Montano Ramos, Ana Huber Castillo https://creativecommons.org/licenses/by-nc/4.0
A Design-Based Professional Development Module for Enhancing Mathematics Teachers’ Calculus Instruction Using GeoGebra
This is a three-week professional growth module for secondary mathematics teachers. The treatment aims to strengthen teachers’ ability to teach definite and indefinite integrals by integrating GeoGebra into calculus instruction. Informed by design-based research (DBR) principles, the professional growth module is conceptualized as an evolving instructional system that is refined through repeated implementation, analysis, and redesign, aligning theory, instructional design, and real-world practice. The module draws on constructivist principles, emphasizing learning through interaction, interpretation, and reflection. The instructional design is based on the Technological Pedagogical Content Knowledge (TPACK) framework, highlighting the coordinated integration of disciplinary knowledge, instructional strategies, and digital tools. The module is structured into three scaffolded phases, with Week One dedicated to strengthening teachers’ conceptual understanding of integration, particularly the ideas of accumulation and the area under a curve. Week Two emphasizes the development of digital literacy and symbolic skills by engaging teachers in structured GeoGebra explorations, where they dynamically model calculus concepts and connect algebraic, graphical, and numerical representations. Week Three targets instructional competence, requiring participants to design lesson plans, deliver mock teaching sessions with GeoGebra, provide peer feedback, and reflect on their pedagogical approaches. To capture changes in teachers’ conceptual understanding, digital literacy, and teaching approaches, data will be generated through pre- and post-Evaluations, reflective surveys, observations, and teaching and learning artifacts. Rather than treating the professional growth module as a static treatment, this study adopts an iterative design-based perspective that allows continuous refinement of both instructional activities and Evaluation tools. By examining teachers’ learning across conceptual, technological, and pedagogical dimensions, the study contributes a replicable model for a blended professional growth module for teaching calculus in secondary schools.
Copyright (c) 2026 Bernard Justus Wekullo https://creativecommons.org/licenses/by-nc/4.0
Availability and Utilization of Mobile Technology Tools in Chemistry Education Instructional Delivery: A Survey Research
The study investigated the availability and utilization of mobile technology tools in chemistry education instructional delivery: A survey research. The population of the study was all the 400 level and 300 level students in chemistry education, Department of Science Education, Federal University Otuoke. A total population sampling technique was used to purposively select all the students in 400 level (53) and 300 level (38) in chemistry education as the sample (91) for the study. Three instruments, which included a checklist and two questionnaire were used for the collection of data for the study. These were 10 items check list on the availability of mobile technology tools in chemistry education instructional delivery, a 10 items questionnaire on the utilization of mobile technology tools in chemistry education instructional delivery, and a 10 items questionnaire on challenges militating against mobile technology tools in chemistry education instructional delivery. Three purposes and research questions guided the study. Cronbach’s alpha was used to get a reliability index of 0.9 for each of the instruments for the study. Mean and standard deviation were used as statistical tools for data analysis. Findings revealed that students have technology tools for learning, but these tools are not maximally utilized. Also, prevailing issues abound, militating against the utilization of technology tools for teaching and learning. Significantly, the study has provided evidence on the availability of technology tools at students’ disposal and challenges contributing to under-utilization of these tools in teaching and learning to improve the performance of chemistry students. Recommendations included that adequate support, training of lecturers and students would enhance integration of technology tools, which would further aid teaching and learning and improve academic achievement of students in Federal University Otuoke.
Copyright (c) 2026 Blessing Chinyere Cleopas, Kesiena Jesse Ohwofasa https://creativecommons.org/licenses/by-nc/4.0
AI Co-Creative Art Narrative and Emotional Mediation Research: A Computational Grounded Theory Analysis of “The Era of Prompts” Exhibition at Tainan Art Museum
Against the backdrop of rapid development in generative artificial intelligence technology, the definition, process, and evaluation standards of artistic creation are undergoing a profound transformation. This study takes “The Era of Prompts—A Challenge Letter from AI to Humanity” exhibition at Tainan Art Museum as the research field, employing mixed research methods to explore the multiple impacts and educational implications triggered by AI intervention in artistic creation. The research integrates exhibition ethnography, procedural scaffolding experimental design, and computational grounded theory analysis, conducting a three-stage learning journey experiment with 206 university students in southern Taiwan. The primary objective was to understand how university students perceive and engage with AI in the context of art creation, and to identify the core themes that emerge from their learning experiences. The main findings reveal five grounded themes of AI art learning: computational writing practice, emotional expression mediation, imperfection value reconstruction, collaborative relationship dynamics, and literacy requirement identification. These five themes interact spirally to form the theoretical model of “Adaptive Development of Art Learning in the AI Era.” The research concludes that art education in the AI era needs to construct new pedagogical paradigms that embrace technological innovation while maintaining human subjectivity, criticality, and emotional depth in creation. This study provides important references for theoretical construction and educational practice of AI art, offering a nuanced understanding of the human-AI creative partnership. The findings suggest that rather than viewing AI as a mere tool, it should be approached as a collaborator, a mediator of emotional expression, and a catalyst for re-evaluating the very nature of creativity. This research contributes to the fields of art education, human-computer interaction, and digital humanities by providing an empirically grounded framework for designing and evaluating AI-integrated learning environments.
Copyright (c) 2026 Hao-Chiang Koong Lin, Tao-Hua Wang, Ruei-Shan Lu https://creativecommons.org/licenses/by-nc/4.0
Exploring Cadets’ Perceptions of Challenges and Benefits in Gamified ESP Reading: A Case Study at a Maritime Academy
English for Specific Purposes (ESP) is essential in maritime education, helping cadets with the language skills required to meet specific learning needs. However, traditional ESP reading instruction often lacks engagement and fails to motivate learners. In response, gamification, which integrates game design elements into learning environments, has emerged as a promising solution to enhance learner engagement and motivation. This study aims to explore cadets’ perceptions of the challenges and benefits of using gamification in ESP reading. The research was conducted using a qualitative case study approach at a maritime academy in East Java, Indonesia, involving 24 cadets. Participants were first-year students with intermediate English language proficiency. Data were collected through six sessions of gamified ESP reading lessons, semi-structured interviews, and participant observations. Thematic analysis was used to examine the cadets’ experiences, focusing on recurring themes related to motivation, learning outcomes, and technological challenges. The results showed that cadets generally expressed positive feelings about gamified ESP reading. They reported increased motivation and engagement due to game elements such as points, leaderboards, and real-time feedback, which made learning more interactive and enjoyable. However, challenges such as limited technological readiness, internet connectivity, and initial confusion with the game interface were also highlighted. Therefore, it can be concluded that gamification shows strong potential in enhancing cadets’ motivation and interest in ESP reading following the challenges and their constraints. These findings underscore the importance of integrating thoughtfully designed gamified strategies in maritime education to foster learner-centered and engaging ESP instruction.
Copyright (c) 2025 Amiruddin Hadi Wibowo, Akhmad Kasan Gupron, Eko Nugroho Widjatmoko, Romanda Annas Amrullah, Agus Dina Mirianto, Eva Rahmawati, Adams Ogirima Onivehu, Saifurahman Rohi https://creativecommons.org/licenses/by-nc/4.0
RETRACTED: Developing Artificial Intelligence (AI)-Based Children’s Storybooks through Fry Readability for Elementary Students
Education in Indonesia shapes children’s character, personality, and abilities, but faces challenges like unequal access to resources, quality differences between regions, and low reading interest among children. This study aims to develop AI-based children’s storybooks through the Fry readability for elementary students. This study used the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. Results showed that AI-based storybooks can improve children’s reading interest and help teachers provide support based on students’ competence. The score of Expert validation was 37 out of 40 (92.5%), and media expert validation was 52 out of 55 (94.5%). Fry readability ensures the reading level is suitable for fourth to sixth-grade students to improve the quality of elementary education in Indonesia, reduce regional quality gaps, and improve students’ academic performance. The AI-based storybooks significantly boost children’s interest in reading, address low reading engagement, assist teachers in offering more effective educational support, and help bridge educational quality gaps between different regions. The alignment with children’s cognitive development ensures engaging and developmentally appropriate content, demonstrating an innovative approach to educational tools and paving the way for further technological integration in education. Therefore, the development of AI-based children’s storybooks with the Fry readability approach not only increases children’s reading interest but also assists teachers in providing more specific support according to students’ abilities. This innovation is expected to positively impact the quality of elementary education in Indonesia, help address educational quality disparities between regions, and enhance students’ academic achievements at the national level.
Copyright (c) 2025 Nurul Istiq'faroh, Maryam Isnaini Damayanti, Hendratno Hendratno, Asri Susetyo Rukmi, Arie Widya Murni, Amiruddin Hadi Wibowo, Azka Faridy https://creativecommons.org/licenses/by-nc/4.0
Trends and Development of Research on Flipped Classroom in Education: A Bibliometric Analysis from 2012 to 2024
Nowadays, advancements in ICT have positively impacted education. This bibliometric study examines trends and developments in research on flipped classrooms in education from 2012 to 2024, focusing on the impact of technological advancements in supporting student-centered learning. The flipped classroom approach allows students to learn course materials independently before class sessions, where active discussions, problem-solving, and collaboration become the primary activities. Using data from Scopus, 1,580 relevant research articles were analyzed to reveal publication trends, influential contributions, and key themes. The analysis highlights the role of flipped classrooms in enhancing students’ critical thinking, independent learning, and intrinsic motivation. Findings indicate a growing research interest in this model, particularly in higher education and science disciplines, with significant growth during and after the COVID-19 pandemic, with an impressive annual growth rate of 53.34%. These publications involved contributions from 4,226 authors, with Wang Y emerging as the most prolific author. The documents were distributed across 639 different sources, with BMC Medical Education recognized as the most productive source. In terms of geographical distribution, the United States led with the highest number of publications. The University of California was identified as the institution with the largest number of publications. The most frequently used keywords in these studies included students, teaching, education, curriculum, human, learning, humans, article, medical, and male. This study provides insights into collaborative networks, influential publications, and the latest research trends, offering guidance for educators, policymakers, and researchers in planning future studies and implementing flipped classrooms effectively.
Copyright (c) 2025 Ira Nur Amalia, Irwanto Irwanto, Kamran-ul-Haq Khan https://creativecommons.org/licenses/by-nc/4.0
Integrating AI Simulations and Computational Grounded Theory to Explore Biodynamic Education in Science Museums
This study investigates how science museums can serve as catalysts for public understanding of biodynamic agriculture by integrating AI-generated simulations and an AI-augmented grounded theory (CGT) approach. Forty-nine elementary school teachers in Taiwan participated in a workshop featuring six biodynamic-themed simulation videos created with Mootion AI, depicting insect, bird, and amphibian ecologies within biodynamic frameworks. Participants wrote reflective journals, and twelve were interviewed in focus groups. The study employed Lin et al.’s (2025) CGT model, incorporating traditional inductive coding with computational techniques such as term frequency-inverse document frequency (tf-idf) and N-gram analysis to analyze participants’ interpretive responses. Results identified eight interconnected dimensions—including cognitive clarity, affective engagement, instructional relevance, and ethical reflection—that constitute a conceptual model titled “Human-Centered Biodynamics.” Findings show that digitally mediated exhibits enhance comprehension of biodynamic principles and foster emotional and pedagogical resonance. Participants reported a shift from perceiving biodynamics as abstract to viewing it as relevant and actionable, suggesting science museums can be transformative platforms for ecological literacy when empowered by creative technologies. This study contributes to the literature on informal science education, sustainability communication, and AI-assisted qualitative research by offering a replicable framework for integrating digital storytelling and grounded theory in ecological pedagogy.
Copyright (c) 2025 Tao-Hua Wang, Ruei-Shan Lu, Hao-Chiang Koong Lin https://creativecommons.org/licenses/by-nc/4.0
Augmented Reality and Student Motivation: A Systematic Review (2013-2024)
This study investigates the impact of Augmented Reality (AR) technology on K-12 students’ learning motivation. AR, as an innovative instructional tool, integrates virtual objects into real-world settings, creating immersive and interactive learning environments. Learning motivation is a critical factor influencing students’ academic achievement, and AR technology provides autonomous and personalized learning experiences that enhance capabilities, reduce cognitive load, and improve learning outcomes. A systematic literature review methodology was adopted, analyzing 44 high-quality research articles published between 2013 and 2024 that examine the relationship between AR and learning motivation. The analysis revealed that AR technology is widely implemented in educational contexts, particularly in subjects such as mathematics, science, and art, offering authentic and engaging learning experiences. The findings highlight that AR significantly enhances students’ learning motivation by fostering autonomy, promoting interactive activities, and visualizing abstract concepts in intuitive ways. These features reduce cognitive load and improve comprehension, leading to better academic performance. Additionally, the novelty of AR stimulates students’ curiosity, driving sustained engagement and making learning more appealing and effective. The study underscores the potential of AR to transform traditional education by creating engaging and interactive learning experiences. Educators are encouraged to integrate AR into their instructional practices to foster students’ curiosity, motivation, and academic success. Future research should explore the long-term effects of AR technology and address challenges such as accessibility and teacher training to maximize its impact in educational settings.
Copyright (c) 2025 Ruijia Zuo, Li Wenling, Zhang Xuemei https://creativecommons.org/licenses/by-nc/4.0
The Impact of Blended Learning on the Academic Performance of Physics Students in the Bwari Area Council of Abuja
This study examined the impact of blended learning on the academic achievement of Physics students in the Bwari Area Council of the Federal Capital Territory (FCT), Nigeria. The research was guided by two objectives, two research questions, and two hypotheses. The target population consisted of 3,870 Physics students enrolled in secondary schools within the Bwari Area Council. A total of 120 students were randomly selected from four secondary schools that offer Physics as a subject. Data were collected using a 50-item researcher-developed multiple-choice test titled Researcher Made Light and Optics Achievement Test (RMLOAT). The reliability of the instrument was established using the test-retest method, yielding a temporal stability coefficient of 0.88 and an internal consistency coefficient of 0.79. A pretest was also conducted to ensure the appropriateness of the sample. Data analysis involved the use of mean and standard deviation. The findings revealed that blended learning significantly enhanced the academic performance of Physics students in the study area. Additionally, the results indicated no significant differences in performance based on gender, suggesting that blended learning is equally effective for both male and female students. Based on these findings, the study recommends that blended learning be adopted as a mandatory instructional approach in secondary schools, particularly for technology-oriented subjects such as Physics. It also advocates for regular and mandatory training and retraining programs for secondary school teachers on 21st-century instructional strategies, including blended learning.
Copyright (c) 2025 Fadipe Bayo Michael https://creativecommons.org/licenses/by-nc/4.0
Harnessing Artificial Intelligence: Transformative Technologies in Contemporary Higher Education
Artificial Intelligence has rapidly become a transformative force within the contemporary higher education landscape, altering how teaching methodologies, learning experiences, and administrative functions are structured and delivered. The advancement of AI technologies presents opportunities and challenges that institutions must carefully navigate. This study explores the multifaceted perspectives of participants in Science, Technology, Engineering, and Mathematics (STEM) fields, including educators, students, and technical staff, concerning the integration and implications of AI in higher education settings. To gather detailed insights into the lived experiences of these stakeholders, the research employs a qualitative methodology, utilizing in-depth interviews and focus group discussions. This approach allows for a rich collection of perspectives that reveal not only the enthusiasm surrounding AI’s potential to enhance learning outcomes and streamline administrative processes but also the apprehensions tied to its implementation. Participants express varied attitudes toward AI integration, with some embracing its ability to personalise learning experiences, enhance student engagement, and support educators in delivering more effective instruction. Conversely, concerns emerge regarding critical issues such as data privacy, the potential for exacerbating existing inequalities in access to technology, and the necessity of pedagogical adjustments to accommodate AI tools. The findings from this study underscore the complexity of AI’s role in higher education, illustrating the need for a thoughtful and strategic approach to its implementation. As institutions seek to harness the benefits of AI for improved educational outcomes, it becomes increasingly important to address the ethical considerations associated with its use. Recommendations from the study advocate for comprehensive faculty training to ensure educators are well-equipped to utilise AI effectively. Additionally, there is a call for revising curriculum development to incorporate AI technologies meaningfully, alongside fostering collaborative partnerships with industry to bridge the gap between theoretical knowledge and practical application.
Copyright (c) 2025 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Exploring Students’ Perceptions of the Impact of Computer Multimedia on Their Teachers’ Motivation
Educational media is launched, and it means all the tools used to make the teaching and learning process successful, from audible speeches and written texts, and all visuals from drawings, data, still and moving images. In general, it is called everything that can act as a mediator between a teacher and a learner, or represents a cognitive outlet to pass a message or educational content. The most important development issues that form the basis of the progress of societies and their ability to face the many and accelerating challenges they face are preparing teachers and increasing and enhancing their motivation towards education in a manner that is consistent with the requirements of the current era. The challenges facing the world’s societies are large and multiple, and it is difficult to predict their size and the extent of their impact. They are characterized by being deeper and more complex, so we must keep pace with current global developments by preparing an individual capable of creativity and development. Motivating teachers increases the performance of their duties and helps teachers discover the educational difficulties facing students and the ability to control, overcome and address them. Therefore, this study aimed to explore the relationship between the motivation of mathematics teachers through computer multimedia and students’ perceptions. To collect quantitative and qualitative data to know students’ perceptions of teachers’ motivation, the researcher conducted a questionnaire that included 12 mathematics teachers and 407 randomly selected students. The researcher used the Likert scale in his study, and to collect and analyze the data, the descriptive approach was used, and the SPSS program was adopted to analyze the results and hypotheses. The results showed that computer multimedia increases mathematics teachers’ motivation according to students’ perceptions.
Copyright (c) 2025 Khaled Ahmed Aqeel Alzoubi https://creativecommons.org/licenses/by-nc/4.0
The Use of Mobile Apps for Islamic Learning: A Study on Accessibility and Learning Outcomes
The integration of mobile applications into Islamic education offers a transformative opportunity to enhance accessibility and foster improved learning outcomes. This study explores the role of mobile apps in Islamic learning, emphasizing their accessibility and impact on students’ educational achievements. Employing a mixed-methods research approach, data were collected through surveys and interviews with students and educators from various Islamic institutions. The collected data were analysed using statistical methods to evaluate the usability and effectiveness of mobile apps in facilitating educational processes. The findings reveal that a substantial majority of students perceive these applications as user-friendly, which directly correlates with notable improvements in learning outcomes, such as enhanced memorization of Qur’anic verses, deeper comprehension of Hadith, and better engagement with Islamic teachings. Additionally, mobile apps proved to be instrumental in bridging gaps in traditional education by providing flexible and accessible learning platforms. Despite these advantages, challenges were identified, including limited availability of high-quality content, insufficient digital literacy among some users, and the need for culturally and pedagogically appropriate app designs. This study underscores the significant potential of mobile apps as complementary tools in Islamic education while highlighting areas for improvement. It calls for collaborative efforts among app developers, educators, and policymakers to address these challenges and enhance the effectiveness of mobile apps in Islamic learning contexts. Recommendations include the development of tailored educational content, increased digital literacy initiatives, and continuous innovation to ensure mobile technology aligns with the values and goals of Islamic education.
Copyright (c) 2025 Ibrahim Umar, Siddik Faruk Tilli https://creativecommons.org/licenses/by-nc/4.0
The Influence of Smartphone Use on the Cognitive Abilities and Emotional Intelligence of Students at Pogung 2 State Elementary School
Smartphones have revolutionized communication and interaction, becoming essential, particularly for children and teens. However, there is a contradiction in their use among students. While smartphones hold significant potential as educational tools, the government has banned their use in elementary schools to safeguard children from potential negative effects. This study aims to analyze the impact of smartphone use on the cognitive abilities and emotional intelligence of students at Pogung 2 State Elementary School (SDN 2 Pogung). The research method employed is descriptive qualitative, focusing on 4th, 5th, and 6th-grade students. The research subjects were selected using purposive sampling, ensuring that the participants were representative of the target population in terms of smartphone usage habits and academic performance. Data were collected through observations, interviews, and questionnaires to measure the intensity of smartphone use and its relationship with students’ cognitive abilities and emotional intelligence. The results of the study indicate that smartphone use among students ranges from 1 to 3 hours per day. However, this intensity of use does not show a significant impact on students’ cognitive abilities or emotional intelligence. The primary factors influencing cognitive abilities and emotional intelligence are more determined by parental guidance, educators, and the students’ surrounding environment. The conclusion of this study is that smartphone use does not have a direct impact on students’ cognitive abilities and emotional intelligence. Therefore, it is recommended that further research be conducted to develop appropriate regulations regarding smartphone use for elementary school students, in order to maximize benefits and minimize potential negative impacts.
Copyright (c) 2025 Qois Syauqi Rabbani, Panji Hidayat, Ega Asnatasia Maharani, Satrianawati Satrianawati https://creativecommons.org/licenses/by-nc/4.0
The Networking Sites in Student Teaching and Learning. A Case Study at Zimbabwean University
The present-day university students, colloquially referred to as ‘millennial learners’ or ‘digital natives’, are a generation of learners that have grown up with the internet. Such students utilize Web 2.0 tools which include SNSs, which are easily accessible on electronic devices that are connected to the internet, presenting a lot of opportunities to enhance student teaching and learning. However, these tools have their downside: hence the need to assess the impact of SNSs on teaching and learning in universities. The study used the interpretive paradigm, qualitative approach method, and a case study design. Purposive sampling was used to select the participants who were composed of departmental chairpersons, lecturers, and students. Data were thereafter collected using interviews and were thematically analyzed. The study also established that participants used SNSs such as Facebook, YouTube, and instant messaging applications like WhatsApp and wikis. The Web 2.0 tools were used for sharing educational materials, research purposes, online tutorials, and study group discussions. The study also revealed the drawbacks and barriers that are associated with the implementation of SNSs in teaching and learning as addiction; negative socialization; cyberbullying health concerns, unreliable information, and reduced academic performance. The study recommends that the use of SNSs by students must be controlled. Students must be educated on the effective use of Web 2.0 tools while lecturers should be trained on how to implement SNSs in pedagogical processes and the use of technological tools.
Copyright (c) 2024 Doris Chasokela https://creativecommons.org/licenses/by-nc/4.0
Application of the Problem-Based Learning to Improve Scientific Literacy Skills Through Practicum Worksheet for Grade 11 Students of Senior High School 1 Samalanga
Problem-based learning (PBL) model invites students to be able and trained so that students in solving problems can improve students’ scientific literacy abilities. This research aims to determine the application of the problem basic learning (PBL) model to improve scientific literacy skills through practicum worksheet for grade XI students at Senior High School (SMA) 1 Samalanga. The subjects of this research were students in grade XI of SMA Negeri 1 Samalanga for the 2023/2024 academic year, totaling 31 students. Meanwhile, the type of research used is classroom action research. This research was conducted in two cycles. In the first cycle, the material discussed was acids and bases from various experts, and in the second cycle, the material discussed was acids and bases in daily life, including conducting practical work using worksheets. The research data collection instruments are observation, test with 5 multiple-choice questions, and questionnaires, all three of which are analyzed using a percentage test. The results of the analysis based on pretest and posttest score data using the PBL model increased from 53% to 75%. Apart from that, improvements can also be seen in the aspects of students’ attitudes and skills with an average score of 72% with “good” criteria. Based on these results, it can be concluded that the application of the problem based learning model through practicum worksheet can improve students’ scientific literacy skills. It is recommended that research using the Practicum-based PBL worksheet can be continued on other chemical materials.
Copyright (c) 2024 Haikal Amri, Sri Setiawaty, Neli Saprina https://creativecommons.org/licenses/by-nc/4.0
Analysis of Difficulty in Cognitive Learning Outcomes of Grade X Students on Newton’s Law at Senior High School 3 Wera
The difficulties students face in solving the problem can be an indicator of the extent to which they have mastered the material. Therefore, it is necessary to identify the causes of these difficulties and find solutions to address them. This study aims to determine the level of difficulty in the cognitive learning outcomes of 10th-grade students on Newton’s laws at SMAN 3 Wera and to identify the factors causing these difficulties. This research is a descriptive study with a qualitative approach, involving a sample of 30 students from class X1 at Senior High School (SMAN) 3 Wera. The data collection methods used include tests, interviews, and documentation, with data analysis involving data reduction and verification or conclusion drawing. Based on the research results and discussion, it can be concluded that: (1) The highest level of difficulty in the cognitive learning outcomes of 10th-grade students is found in the C6 cognitive domain (Evaluation), with only 20% of students able to answer C6 questions. Conversely, the least difficulty is found in the C1 cognitive domain (Understanding), with a success rate of 64.07% and 35.93% of students unable to answer the questions. In the C2 cognitive domain (Understanding), the success rate is 60.83%, in the C3 domain (Application) it is 63.3%, with 36.7% of students unable to answer the questions. The moderate difficulty levels are found in the C4 domain (Analysis) with a success rate of 51.7%, in the C5 domain (Synthesis) with a success rate of 53.3%, and in the C6 domain (Evaluation) with a success rate of 46.6%. (2) The factors causing the difficulties in the cognitive learning outcomes of 10th-grade students in solving problems on Newton’s laws at SMAN 3 Wera are (a) difficulty in understanding the problems in the questions and (b) lack of carefulness and haste.
Copyright (c) 2024 Almumtahanah Almumtahanah, Johri Sabaryati https://creativecommons.org/licenses/by-nc/4.0
Analysis of Students’ Conceptual Understanding on Colloidal Materials Through the Flipped Classroom Learning Model Integrated Peer-Instruction
This study aims to obtain an overview of students’ conceptual understanding on colloidal materials by applying the flipped classroom integrated with peer-instruction. The research method used is qualitative method. This research was conducted at SMA Negeri 8 Depok in the even semester of the 2021/2022 academic year. The research subjects were students of class XI IPA 3 which amounted to 39 students. Research data were collected from observation sheets, reflective journals, researcher notes, conceptual understanding sheets, conceptual understanding test, and interviews. In this study, to analyze the categories of students’ conceptual understanding level used categories adapted from Abraham et al. (1992), namely understanding, lack of understanding, misconceptions, not understanding, and no response. Learning was conducted face-to-face used flipped classroom integrated peer-instruction. The flipped classroom integrated peer-instruction learning model consist of three stages, namely pre-class learning, in-class learning, and after-class learning. During in-class learning, students were given a ConcepTest. The percentage of ConcepTest results was 30% - 70% so that learning continued with group discussion. In all colloidal sub-materials, the majority of students were in the “understand” category with an average percentage of 60,17%. The conclusion of this study is that the flipped classroom learning model integrated with peer-instruction can help students develop students’ conceptual understanding of colloidal material. The integrated flipped classroom and peer instruction can be an alternative in learning activities to develop students’ conceptual understanding.
Copyright (c) 2024 Tasya Fatacharmita, Tritiyatma Hadinugrahaningsih, Irwanto Irwanto https://creativecommons.org/licenses/by-nc/4.0
Development of Learning Cycle 5E Practical Instructions on Acid-Base Titration Using Natural pH Indicators Based on Green Chemistry
This research aims to produce a learning media product in the form of a practical guide for the 5E learning cycle on acid-base titration material using natural pH indicators based on green chemistry that is valid and practical. The type of research used is Research and Development (R&D) with the Borg and Gall model using a descriptive quantitative method. The study was conducted from November 2021 to August 2022 at SMA N 53 Jakarta with 91 student respondents, eight teachers, three subject matter and language experts, and three media experts. The practical guide is equipped with a barcode to facilitate students’ access to videos, additional materials, and evaluation questions. The research results show that the pH range of the Red Shoot leaf extract is 2-5 with a color change from pink to yellow and 6-14 with a color change from yellow to brick red. The feasibility test results of the practical guide by the experts showed an average percentage of 85% for subject matter and language experts and 88% for media experts. The reliability test from the experts was categorized as “Very Reliable” with a value of 0.93 for both subject matter and language experts and media experts. The student trial results showed an average of 80% on a small scale and 90% on a large scale. The teacher trial results showed an average of 95% on a small scale. The trial results conclude that the practical guide for the 5E learning cycle on acid-base titration material using natural pH indicators based on green chemistry has met the criteria of “Very Good” and is suitable as a learning media. The attractive, innovative, and creative acid-base titration learning can use this practical guide as learning media.
Copyright (c) 2024 Apriliany Kartika Jani, Moersilah Moersilah https://creativecommons.org/licenses/by-nc/4.0
Analysis of Students’ Misconceptions on Acid-Base Topic Using the Two-Tier Diagnostic Test
This case study aims to explore the misconceptions surrounding acid-base concepts. It utilizes a qualitative descriptive research design to examine students’ comprehension of the acid-base concept. The sample includes 231 students from grades XI and XII in the science stream who have studied acid-base, selected randomly from SMAN 54 Jakarta and SMAN 14 Bekasi schools. The methodology involves the use of a two-tier diagnostic test tool, interviews, and reflective journals. The research tool consists of a two-tier diagnostic test with 10 hierarchical questions - multiple-choice at the first level and reasons for the first-level answers at the second level, totaling 20 questions adapted from a previous study (Ibrahim, 2016) to ensure validity and reliability. The diagnostic test tool was administered to students through Google Forms. The study findings from 231 participants showed that 44% of students grasped the acid-base concept, 19% had a partial understanding, 17% held misconceptions, 20% did not understand, and 19% did not provide a response. The research results were corroborated by interviews and reflective journals with students who took part in the two-tier diagnostic test. The identification of misconceptions in acid-base material highlights the necessity to enhance teaching approaches, stressing the significance of teachers recognizing the individual learning styles of their students.
Copyright (c) 2024 Fika Rakhmalinda, Risna Arifiani, Woro Puspawati, Aprianta Magdalena Simamora (Author) https://creativecommons.org/licenses/by-nc/4.0
A Decade of Science Technology, Engineering, and Mathematics (STEM) Project-Based Learning (PjBL): A Systematic Literature Review
The fields of Science, Technology, engineering, and mathematics (STEM) have advanced significantly in Education. In various research in the world of education, STEM growth is frequently associated with project-based learning (PjBL). Combining STEM learning with PjBL is worth researching. This study’s objective is to comprehensively investigate the link between STEM and PjBL, which covers the most advanced PjBL-STEM idea in academic units, implementation in various nations and educational levels, and the impact of STEM and PjBL relationships on the caliber of students. This analysis identified up to 168 Scopus-recognized papers between 2007 and 2022. This study used a systematic review with a four-step PRISMA-P. Finally, there were 35 articles included in this research. The analysis’s findings demonstrate that STEM PjBL has successfully fostered active learning and student-centered instruction while enhancing 21st-century abilities (creativity, collaboration, problem-solving, creative use of technology, and higher-order thinking). The notion of STEM Subject, or the incorporation of STEM PjBL into activities, is the one that is researched the most in schools. The country that used PjBL STEM learning the most was the United States. In 2018, mixed research methodologies were used to study STEM-PjBL research the most. Secondary education STEM-PjBL studies and teachers are critical for children to become more interested in a STEM profession.
science, technology, engineering, & mathematics,
Copyright (c) 2024 Aprianta Magdalena Simamora (Author) https://creativecommons.org/licenses/by-nc/4.0
Bibliometrics Analysis: Trend For Three Decades in Research Article of Web Module or Learning Module
This bibliometric analysis purpose is to find out how research has developed over the years. The aim of this research is to find out how the trend in publication of articles about web modules over the last 3 decades was developed. This article applied quantitative methods to develop and evaluate the bibliometric and vos viewer to mapping the relationship of variables. Bibliometric publications were retrieved from 1994 to 2023 from the scopus bibliographic database. Results: Articles published about web modules have increased over the past 3 decades. The determination value (R2) indicates that the exponential trend line is reliable. The most cited article is written by Happel, 1994 with 209. The most productive author is from Virginia Commonwealth University School of Medicine. The most productive country which published a paper around 1994 to 2023 is the United States with 1331 articles published. The most productive source for publishing articles is Archives of Physical Medicine and Rehabilitation with a total publishing of 161 articles. The top 1 institution is from China, with 63 articles published. From this article, it can be seen that the authors who conducted research on web modules are very diverse. There are no authors working together to write one article. The most frequently used keyword is “E-Learning” with a total of 211 appearances and total link strength 69.
Copyright (c) 2024 Emia Erliasna (Author) https://creativecommons.org/licenses/by-nc/4.0
Microlearning: A Bibliometric Analysis of Research Trends from 2002 to 2023
Microlearning is a highly efficient method of teaching that provides learners with focused, and brief learning. It offers learners more understandable and effective information by reducing complex topics into smaller, more easily understood parts. Microlearning is a new method of learning design that can improve learning ability. This study of the current status and trends of microlearning research was conducted with comprehensive bibliometric analysis over the period 2002-2023. Using quantitative methods to analyse the trend in microlearning and VOSviewer to identify relationship mapping between variables. Overall, 459 relevant publications from the Scopus database have been identified between 2002 to 2023. The results show that publications on microlearning are increasing. The most frequently occurring keywords in articles about microlearning are “microlearning”, “e-learning” and “micro-learning”. The two most cited papers as references were written by Schewn in 2003 and Edge in 2011. The top three authors who have published in microlearning are from the University of Wollongong; the most prolific institution is the University of Wollongong. Lecture Notes in Computer Science published by Springer; the United States is the most prolific country.
Copyright (c) 2024 Raissa Mochamad (Author) https://creativecommons.org/licenses/by-nc/4.0
Research Trends on Flipped Classroom: A Bibliometric Analysis (2012–2023)
Technology is developing very fast especially during the pandemic of COVID-19. The objectives of this paper are to analyze the current dynamics of the flipped classroom studies and offer a direction for further research on the topic. The Scopus database yielded a total of 3206 papers that were published in journals until September 2023. Search volume for “flipped classroom” rose over time and peaked in 2022, according to the data. The field was founded in 2012, as evidenced by the publication of the first paper. The most cited article was written by O’Flaherty J. and Phillips C. The most prolific writer is Hew, KF. In a flipped classroom, the most common topics are engineering, computer science, and social sciences. BMC Medical Education, Education Sciences, Education And Information Technologies are the most productive sources. Harvard Medical School, The University of Hong Kong, The Education University of Hong Kong are the most active institutions. United States, China and Spain are the most relevant countries. Trending keywords include “flipped classroom,” “human,” “humans,” “teaching,” and “education.” An extensive summary of the field’s research output and potential future prospects is given in this review.
Copyright (c) 2024 Maria Goreti Patmi Yulita (Author) https://creativecommons.org/licenses/by-nc/4.0