Isna Rezkia Lukman
@unimal.ac.id
Malikussaleh University
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Irwanto, Afrizal, Isna Rezkia Lukman, and Evi Tri Utami
AIP Publishing
Irwanto Irwanto, Afrizal Afrizal, and Isna Rezkia Lukman
AIP Publishing
Irwanto, Afrizal, Isna Rezkia Lukman, and Yashmin
AIP Publishing
Irwanto Irwanto, , Afrizal Afrizal, Isna Rezkia Lukman, Dhika Putricia, and Rudi Suhartono Wijayako
EJournal Publishing
The purpose of this study is to analyze the effect of using the Go-Chemist! app on student motivation on the topic of atomic structure. In this study, we performed a quasi-experimental design. The sample was 71 tenth-grade students from two intact classes at a public high school in Jakarta, Indonesia. The control group was taught using a printed book, while the experimental group was instructed using the Go-Chemist! application. Student motivation in both groups was then evaluated before and after intervention using the science motivation questionnaire (SMQ). In order to examine the difference and increase in the scores of the two groups, independent and paired sample t-tests were employed. The results reflected that after treatment, students in the experimental group scored higher than students in the control group in terms of motivation. In addition, there was a significant increase in motivation among experimental group students compared to their counterparts. This suggested that the use of the Go-Chemist! is effective in improving students’ motivation in atomic structure. As such, we recommend curriculum developers, policymakers, teachers, and students take advantage of Go-Chemist! app in the teaching and learning of chemistry.
Irwanto Irwanto, Afrizal Afrizal, Isna Rezkia Lukman, Darius Agung, and Rudi Suhartono Wijayako
Association for Information Communication Technology Education and Science (UIKTEN)
The current study aims to explore the impact of using the Go-Chemist! app on students’ attitudes toward chemistry on colligative properties. This pretest-posttest quasi-experimental design study involved 71 twelfth-grade students in Jakarta, Indonesia. One class was randomly assigned to a treatment group which was taught using a mobile application and another class was assigned to a comparison group which was taught using e-books. The Attitude Toward Chemistry Lessons Scale (ATCLS) was administered before and after instruction to both groups. To analyze the data, we employed independent and paired sample t-tests. The results indicated that after the intervention, the gap in attitude scores between the two groups was statistically significant in favor of the intervention group. Students in the treatment group also showed a statistically significant improvement in average scores from pre- to post-administration with a large effect size. This reflected the use of the Go-Chemist! app effectively increases students’ positive attitudes toward chemistry lessons on the topic of colligative properties.
Irwanto Irwanto, , Dwi Wahyudiati, Anip Dwi Saputro, and Isna Rezkia Lukman
EJournal Publishing
Nowadays, Massive Open Online Courses (MOOCs) have become an increasingly popular online learning environment. However, existing studies did not offer comprehensive findings and deeper exploration of MOOCs. This study presents a bibliometric review of 3201 studies up to 2022 from the Scopus database. Although the first study was conducted in 2012, most of the studies were published in 2021. The literature on MOOCs is growing significantly and this pattern is expected to increase in 2022 and beyond. The most cited documents were written by Liyanagunawardena et al., Jordan, and Hew and Cheung. ACM International Conference Proceeding Series is the most relevant publishing venue, followed by Lecture Notes in Computer Science and CEUR Workshop Proceedings. The Open University, Massachusetts Institute of Technology, and Universidad Nacional de Educacion a Distancia are playing important roles in MOOC studies. Besides China, which significantly outperforms other countries, the US and UK dominate in the field. Concerning the most active authors, D. Andone and D. Burgos stand out in MOOCs literature. The most frequent keywords are “MOOC”, “MOOCs”, “Higher Education”, “E-learning”, and “Massive Open Online Courses”. This study maps the scientific production regarding MOOCs, which will be useful for future collaborations and provide a framework for future studies.
Sri Setiawaty, Isna Rezkia Lukman, Riska Imanda, Ratih Permana Sari, and Lia Mursyida
AIP Publishing
Marhami Marhami, Isna Rezkia Lukman, and Muliani Muliani
AIP Publishing
Irwanto Irwanto, Roswina Dianawati, and Isna Rezkia Lukman
International Association of Online Engineering (IAOE)
The current study was intended to conduct a systematic literature review in the field of augmented reality (AR) in science education. In this review, we considered 319 refereed articles from the Scopus database over the last 15 years (2007-2022). For this review, trends of AR applications in science education were proposed from various aspects, such as annual scientific growth, the number of authors, most active countries, most prolific journals, most cited articles, and most preferred research methods. The results indicated that: (1) research on AR applications has steadily increased since 2007 and peaked in 2020 and 2021; (2) the majority of publications have two authors followed by three authors and four authors; (3) the countries of the first authors of the AR studies were mostly from the US followed by Taiwan and Turkey; (4) the majority of articles were published by the Journal of Chemical Education and Computers and Education with 19 and 11 papers, respectively; (5) the most cited papers were written by Dunleavy, Dede, and Mitchell (638 citations), Potkonjak and colleagues (339 citations), and Squire and Jan (300 citations); and (6) more than one-third of the documents employed quantitative methods followed by mixed and qualitative methods. Based on the findings, discussion and suggestions are presented for future studies.
Irwanto Irwanto, Anip Dwi Saputro, Widiyanti, M. Firman Ramadhan, and Isna Rezkia Lukman
International Association of Online Engineering (IAOE)
Nowadays, STEM education plays an essential role in the economic growth and competitiveness of nations. This systematic review was aimed to reveal research trends in STEM education over the last 10 years. A total of 336 studies published in the Journal of Science Education and Technology, Research in Science Education, Journal of Science Teacher Education, International Journal of Science Education, Journal of Research in Science Teaching, and Science Education were selected for analysis. The time span was limited to the period between 2011 to late 2020. All sample papers were then examined to capture the latest research trends and status regarding STEM education that included the number of papers by year, research types, countries’ rank, and the number of authors. To collect data, the formula proposed by Howard et al. [1] was employed to determine the most productive countries in terms of STEM education scholarships. Findings revealed that STEM education has garnered greater attention and it grew rapidly within this period. The most frequent research type used in STEM education were quantitative studies. In addition, the US, Australia, and the Netherlands were the most productive countries in STEM education research. During these ten years, most papers published in selected journals were written by three authors. This indicates that STEM education is an attractive topic to explore collaboratively by researchers and educators around the world.
A M Ulfa, I R Lukman, B L Widiyanti, H Hartini, A Hilmi, and M I Darmawan
IOP Publishing
K H Sugiyarto, J Ikhsan, and I R Lukman
IOP Publishing
The use of information and communication technology (ICT) in learning process resulted in positive impact to students' output. This research investigated the difference of improvement of students' creativity and cognitive achievement due to the use of android-based games on Chemistry Nomenclature in learning method of team-assisted individualization (TAI) into the improvement of students' creativity and cognitive achievement. This was an quasi experiment research with non-equivalent pretest-posttest control group design involving 2 groups of students of X grade of a senior high school in Yogyakarta, Indonesia, SMAN 1 Seyegan, Sleman. The groups were experiment and control which were chosen randomly, involving 32 students in each group. The difference of learning model in the two groups were the use of android-based games within learning model of TAI in the experiment group, but it was only the use of TAI model in control group. The android-based games were developed and validated previously in this investigation, and were excellent in quality for the use in Chemistry learning process, and were reported separately. The data of both students' creativity and cognitive achievement were measured before and after learning process. Data of students' creativity were collected with the instruments of questionnaire and observation sheets, and the data of cognitive achievement were collected with a set of test. Statistical analysis of MANOVA was used to analyze data to measure the difference of the improvement of students' creativity and cognitive achievement between experiment and control groups. The results showed that the improvement of creativity and cognitive achievement of students in the experiment group was higher significantly than that in control group.