Radinal Fadli

In the digital era, the development of Higher-Order Thinking Skills (HOTS) has become a crucial goal in science education. To address this need, the Integrated Digital Learning Environment (IDLE) was designed as an innovative web-based platform that integrates interactive student worksheets and a virtual laboratory for learning blood type concepts. This research was based on the 4-D model: define, design, develop, and disseminate. Expert validation studies demonstrated that IDLE fulfilled the “valid” requirements, with Aiken’s V ratings of 0.85 from content experts and 0.91 from media experts. Practicality assessment revealed that the platform received a “very practical” rating from teachers (87.78%) and students (81.10%). IDLE was evaluated for its effectiveness using a quasi-experimental study that included both an experimental group and a control group. The results of the independent samples t-test indicated no significant difference in pretest scores between the two groups, indicating equivalent initial HOTS levels. However, posttest analysis demonstrated a highly significant difference in favor of the experimental group (p < 0.001), supported by higher N-gain scores across HOTS domains (analysis, evaluation, and creation). These findings demonstrate that IDLE is both valid and practical, as well as beneficial in improving students’ HOTS. Future research is recommended to explore the scalability of IDLE across diverse learning contexts and to examine its longterm impact on students’ conceptual retention and transfer of HOTS.

Abstrak Penelitian ini bertujuan untuk menganalisis pengetahuan pedagogik dan teknologis calon guru Teknologi Informasi yang tercermin dalam artefak perancangan kursus berbasis MooDIY. Penelitian ini menggunakan desain deskriptif kualitatif. Subjek penelitian terdiri atas dua kelompok mahasiswa Program Studi Pendidikan Teknologi Informasi yang mengikuti mata kuliah Learning Management System pada tahun akademik 2025/2026. Kedua kelompok menerapkan model Project-based Learning (PjBL) dan mengembangkan proyek perancangan kursus MooDIY dengan topik pembelajaran yang berbeda. Data dikumpulkan melalui analisis dokumen terhadap artefak perancangan kursus yang mencakup tujuan pembelajaran, organisasi pembelajaran, aktivitas, asesmen, serta pemanfaatan fitur LMS. Analisis dilakukan menggunakan rubrik berbasis kerangka TPACK. Hasil penelitian menunjukkan bahwa calon guru mampu merancang kursus yang terstruktur dengan tujuan pembelajaran yang jelas, organisasi pembelajaran yang sistematis, serta pemanfaatan fitur Moodle secara fungsional. Namun, pemanfaatan fitur lanjutan LMS untuk mendukung alur pembelajaran dan umpan balik masih terbatas. Temuan ini menunjukkan bahwa MooDIY berpotensi mendukung pengembangan kompetensi pedagogik dan teknologis dasar calon guru. Kata Kunci: calon guru; learning management system; pengetahuan pedagogis; pengetahuan teknologis; MooDIY Abstract This study analyzes the pedagogical and technological knowledge of pre-service Information Technology teachers as reflected in MooDIY-based course design artifacts. A descriptive qualitative research design was employed. The research subjects consisted of two groups of students enrolled in a Learning Management System course in the Information Technology Education program during the 2025/2026 academic year. Both groups implemented Project-based Learning (PjBL) and developed MooDIY-based course projects with different instructional topics. Data were collected through document analysis of the course design artifacts, including learning outcomes, instructional organization, learning activities, assessments, and LMS feature utilization. The artifacts were analyzed using a rubric adapted from TPACK-based LMS evaluation frameworks. The results indicate that the pre-service teachers were able to design structured online courses with clear learning objectives, coherent instructional organization, and functional use of core Moodle features. However, the use of advanced LMS features to support learning progression and feedback was limited. Overall, the findings suggest that MooDIY is an accessible and pedagogically meaningful platform for developing foundational pedagogical and technological competencies in pre-service teacher education. Keyword: pre-service teachers; learning management system; pedagogical knowledge; technological knowledge; MooDIY

This study rigorously examines the factors contributing to the successful integration of Artificial Intelligence (AI) within K-12 education. Drawing upon an extensive narrative review, the research identifies three fundamental dimensions: technical and infrastructure considerations, pedagogical integration, and human and organizational readiness, pivotal to effective AI adoption. The chapter explores adaptive learning systems, automated assessment tools, and personalized educational platforms as key AI applications for teaching efficiency and student engagement. It proposed a conceptual framework to guide the implementation of AI, aligning technological capabilities with educational objectives and ethical standards. Implications for policymakers, educators, and technologists are discussed, alongside recommendations for teacher training, curriculum alignment, and strategic investments in infrastructure. The study concludes by outlining avenues for future research, particularly in exploring long-term outcomes and the equitable deployment of AI across various educational settings.

This research aims to develop a microcontroller training kit to increase students' learning motivation in microcontroller education practices. The research follows a modified ADDIE model (Analysis, Design, Coding, Testing and Validation, Implementation, and Evaluation) involving two experts in the field of educational media, microcontrollers, and 33 vocational education students. The validity test results show that this training device is well suited for curriculum integration, with high scores in technical features, durability, reliability, safety, and design. The average validity score was 0.83. In addition, the motivation assessment showed a significant increase in students' interest, active participation, persistence, learning satisfaction, engagement, and self-confidence. Thus, the development of the microcontroller training kit was proven to be effective in increasing students' motivation to learn. These findings suggest that such innovative and accessible tools can significantly increase engagement and participation in research and contribute to the advancement of educational technology by providing practical solutions that improve students' learning experience and motivation in technical disciplines.

This study investigates energy efficiency challenges during laboratory activities. Inefficient energy use in the practicum phase remains a critical issue, prompting the exploration of innovative forecasting models. This research employs artificial neural network (ANN) models integrated with principal component analysis (PCA) to predict energy consumption and optimize usage. The findings reveal that PCA components, including eigenvalues, eigenvectors, and matrix covariance values, significantly influence the ANN model's performance in forecasting energy production. The ANN training achieved a high correlation coefficient (R=1) with a mean squared error (MSE) of 0.045931 after 200,000 epochs, demonstrating the model's robustness. While testing results showed a moderate correlation (R=0.46169), the models demonstrated potential for refinement and scalability. This integration of ANN and PCA models provides a reliable framework for accurately forecasting energy usage, offering an effective strategy to enhance energy efficiency in laboratory settings. By optimizing energy consumption, this approach has the potential to reduce operational costs and environmental impact. The strong performance metrics highlight the practical utility of these models in educational contexts, contributing to sustainable energy management and better resource allocation. Furthermore, the reduction in energy-related environmental impacts underscores the broader applicability of these models for fostering sustainable development in similar contexts.

This research project focuses on developing an interactive e-module specifically designed to improve critical thinking skills in elementary school students. To achieve this goal, we used a research and development approach based on the 4D model, involving 36 fourth-grade students at Pasirhuni State Elementary School, Indonesia as the research sample, data collection using validation sheets and tests, data analysis using expert validation questionnaires, classical completeness tests, and N-gain tests. The validation results showed high scores on the media and material aspects, with an average score of 89.40%, which indicated that this e-module was very valid, in the effectiveness test conducted on a wide scale, the pre- and post-test scores showed a percentage of classical completeness of 89% with complete criteria. The implementation of the interactive e-module resulted in a significant increase in students’ critical thinking skills. This recommendation can contribute to further research on the role of visual and interactive features in digital modules to support the development of student’s cognitive skills.

Introduction: This study aimed to analyze the bibliometric characteristics and trends of Vocational Education articles in ASEAN Member States on the Scopus Databases, including co-ocurrence by keywords, citation, co-citation, and bibliographic coupling.Methods: Data were obtained from the Scopus databases in January 2021. The articles were searched using the keyword “Vocational Education” with limited affiliations from ASEAN member states on the Scopus database. The search was limited in the last decade (2011 - 2020) with the article type. Descriptive statistics used in this study were visualization and bibliometric analysis using VOSviewer version 1.6.14.Results: 642 articles on Vocational Education published in 160 journals, with the Journal of Technical and Education and Training as the most popular. Several keywords often appeared and used in the articles were vocational education, human, male, female, education, learning, student, and teaching. Bibliometric analysis showed that 21 documents had the largest citation, 24 journals had the largest co-citation network, and 185 documents had the largest bibliographic coupling. Conclusions: Research in the Vocational Education field by Southeast Asia authors has increased significantly over the last decade. Researchers are increasingly active and productive in producing scientific work and a stronger collaborative network. The Vocational Education topic is increasingly interesting and relevant to current issues so that it is still very open and has an opportunity for future research according to research trends in the Vocational Education field.

Introduction: This study aimed to analyze the bibliometric characteristics and trends of research with the theme of teacher mindfulness on the Scopus database, including co-authorship, co-occurrence by keywords, citation, co-citation, and bibliographic coupling in the last decade (from 2014 to 2024).Methods: This study utilizes a qualitative research methodology through a bibliometric literature analysis strategy. The Scopus database is used to identify research trends related to teacher mindfulness and teacher professionalism from 2014 to 2024. The data was structured according to the PRISMA approach, yielding a total of 783 papers that were further processed for the purpose of mapping and visualizing research trends.Results: There has been significant growth in the quantity of articles on teacher mindfulness subjects during the last decade. A total of 783 papers were analyzed, published across 159 journals, with Mindfulness being the most popular journal. Collaboration among authors occurred across 74 different countries, resulting in 16 clusters, with the United States and the United Kingdom as the leading contributors to the publication of scholarly works on the subject of mindfulness. Jennings, P.A. is the author who most contributed to the publication. Furthermore, topics about teacher mindfulness, trait mindfulness, mindfulness in teaching, psychological stress, teacher well-being, job satisfaction, and teacher professionalism, which have great opportunities for further research, relate to the theme of teacher mindfulness.Conclusions: The topic of teacher mindfulness is becoming increasingly significant with current challenges, providing opportunities for future research aligned with current trends in mindfulness studies.

Structured in:Introduction: This study aims to investigate the level of cyber hygiene among accounting, finance and business students, to identify strengths and weaknesses to inform the development of cybersecurity in education.Methods: A quantitative research design was employed, utilizing an objective online test to assess cyber hygiene knowledge. The instrument was validated through tests of validity, difficulty level, discriminatory power, and reliability. The study sample consisted of students in finance, administration and business. Data analysis involved statistical methods to compare awareness levels across the three student groups.Results: The results indicated that administration students had the highest overall cyber hygiene awareness, particularly in areas such as Rules & Laws, Access & Password, and Security Settings. Business students showed moderate awareness, while accounting students demonstrated significant gaps, especially in Web Access and Social Media Safety. The findings highlighted the need for targeted educational interventions to address specific weaknesses in each group.Conclusions: This study underscores the importance of cyber hygiene education, especially for accounting, finance, and business students, to prevent cyber incidents. The findings provide actionable insights for the development of curricula and training programs, which contribute to a safer digital environment in professional settings. Further research should expand sample sizes, incorporate qualitative methods, and explore the long-term effectiveness of cyber hygiene education