Ence Surahman

Growing attention to inclusive education and personalised learning for children with special needs reflects a global movement towards educational equity. For the purposes of this review, ‘children ...

The use of appropriate approaches or methods in learning can increase the effectiveness of learning outcomes in accordance with the goals of quality education in SDGs 4. The development of flipped classroom or flipped learning and gamification is increasing year by year. So it is necessary to know the application of flipped classroom with the help of gamification in learning for effective learning outcomes toward SDGs 4. The research on gamified flipped classroom uses systematic methods of literature review and bibliometrics to determine the development of trends GFC over a period of 10 years from 2015- October 26, 2025. Data was taken from the Scopus database with the inclusion criteria of English-language journal articles and was all open access. The results of bibliometric analysis show that research on gamification and flipped classroom or flipped learning began in 2016, while research on flipped classroom with the help of gamification began in 2018. Several countries conduct GFC research quantitatively, such as Spain, Thailand, Hong Kong, Indonesia. GFC is mostly carried out at the university level and is widely applied to the subject areas of social science (30.20%) and computer science (22.60%).

The development and utilization of VCDLN-TVUPI products have been successful in Indonesia, Japan, and Korea through experts from Bordeaux, France. Furthermore, research from 2025 to 2026 will build a Digital Innovation Center for the Development of VCDLN Robots (DCIRV) based on artificial intelligence to strengthen and expand future innovation. The focus of this research will include DCIRV Network Updates to the VCDLN Database Center and API; Content Recommendation Chatbot and Localization. Thus, the method that will be used is the ADDIE model. The location where DCIRV will be developed is at the Indonesian Smart Robot International Center on the UPI as host of this research, the Laboratory Study Program of Educational Technology Universitas Negeri Malang and Universitas Negeri Jakarta. To ensure the quality of research products, which include prototypes, automation systems, content development, and other delivery systems, they will be supported by experts from Bordeaux and user samples of students and teachers from France, Uzbekistan, NDHU, McGill, and Indonesia. Research products, both the DCIRV Robotics system and the resulting content products, will become learning resources that have the power of modern Pentahelix learning re-sources in supporting mobile open and distance learning services more broadly.

PENGARUH JENIS FEEDBACK DAN LOCUS OF CONTROL TERHADAP CAPAIAN HASIL BELAJAR PROSEDURAL PADA PEMBELAJARAN BERBASIS PROYEK

Virtual Reality (VR) is a significant innovation in culinary education, especially in table-service learning. This technology allows students to practice in a realistic virtual environment, creating an immersive and interactive learning experience. Through a Systematic Literature Review (SLR) of 50 articles, 13 from 2018 to 2025 were analysed to evaluate the effectiveness of VR. The results showed that VR can increase students' engagement, conceptual understanding, and technical skills in table service. VR also provides learning flexibility without time and place constraints. However, obstacles are challenging, including high costs, limited specific content, and psychomotor skill simulations. Therefore, integrating VR with conventional methods and educational institutions and the technology industry collaboration are crucial to optimise table-service learning and prepare students for the workforce.

This article discusses trends in the use of artificial intelligence (AI) in social sciences and natural sciences research. The introduction highlights how AI has evolved into an essential tool in both fields, addressing the limitations of traditional methods in social sciences and accelerating data analysis in natural sciences. The research method used is bibliometric analysis, with data collected from Google Scholar using keywords related to AI in social and natural sciences. Relevant articles were selected through a content evaluation and exclusion process, resulting in 1,000 social science publications and 999 natural science publications, which were further analyzed using VOSviewer with such as being outside the five-year range (published from 2020 to 2025). The study's findings indicate that in social sciences, AI is widely used to enhance research effectiveness through faster data processing, particularly in higher education and social policy analysis. Additionally, AI studies in social sciences are expanding, focusing on ethics, regulation, and human-AI interaction. In natural sciences, AI plays a crucial role in resource management, environmental research, and the healthcare industry, including disease diagnosis and drug development. Recent trends also show an increasing use of large language models (LLMs) and natural language processing (NLP) in scientific research. The study concludes that AI has become a key element in both social and natural science research. Recommendations for social science researchers include further exploration of AI’s impact on psychology, law, and education, as well as the use of bibliometric methods. Meanwhile, natural science researchers are advised to focus on improving AI transparency, developing more accurate technologies, and applying AI in environmental and industrial research. Interdisciplinary collaboration is necessary to ensure AI development remains ethical and inclusive.

Online assessment has developed massively since the practice of online learning, but its practice in elementary schools has not been widely explored. The study aimed to investigate the perception of satisfaction and its influence in improving the elementary school teachers knowledge from online assessment training. This study involved 37 elementary school teachers from 5 public and private schools in Malang City and was carried out in a pre-test and post-test design. The training was carried out face-to-face and online mentoring for 32 hours. The measuring instrument used triangulation of pre-test post-test data, observation and online questionnaires. Data analysis used descriptive statistics and gain score analysis using Cohen-D. The results showed a positive perception from the training participants who explained that the training could encourage and improve understanding of the urgency of teacher professional development programs. There was a significant increase in understanding based on Cohen-D test data of 1.19. The findings of this study are expected to contribute to strengthening the theory of elementary school teacher professional development programs and encouraging more massive use of technology in the learning assessment process in elementary schools.

Online learning is currently developing rapidly as the role of digitalization evolves. This study aims to determine the implementation of online differentiated learning (ODL) in students who have a variety of learning styles. Time spent and choice of learning content were measured in this study. Research finds that the implementation of ODL makes it easier for students to choose the content they are interested in. The study found that students who had a visual learning style had a greater time spend than other learning styles (Auditory=66.81338 Minutes; Kinesthetic= 53.25906 Minutes; and Visual= 85.70985 Minutes). The differentiation instruction provided by ODL helps students to choose to stay longer because of the content that matches their learning style. This study provides recommendations related to the implementation of ODL that can be further developed based on the characteristics of other students.

Few studies have investigated the latest findings about curriculum design for STEM learning. This study collected the latest evidence related to the curriculum design used in STEM learning. The Systematic Literature Review method with PRISMA Guidelines on empirical SSCI research articles based on the WOS database was employed to guide the review process and avoid bias in data analysis. After quality assessment, 27 articles were selected for analysis using the thematic analysis technique. The results showed three categories of curriculum designs, including mono, inter, and transdisciplinary subjects. Most studies focus on SDGs agenda No. 4, quality of education; apart from that, some explore weather and climate change, energy availability, clean water, sanitation, and peaceful societies. The most reported learning methods are research-based, program-based, problem and project-based, inquiry-based, and using tools and platforms to support the STEM learning process. Moreover, the types of assessments employed in the SDGs STEM learning are questionnaires, surveys, standardized tests, written tests, comprehension tests, and mixed tests. Future research could emphasize the development of empirically based research designs on other related SDGs topic issues, not only in the natural science domain but also in the socio-economic dimension. AbstrakHanya sedikit penelitian yang menyelidiki temuan terbaru tentang desain kurikulum untuk pembelajaran STEM. Penelitian ini fokus pada pengumpulan bukti-bukti terkini terkait desain kurikulum yang digunakan dalam pembelajaran STEM. Metode Tinjauan Pustaka Sistematis dengan Pedoman PRISMA pada artikel penelitian empiris SSCI berbasis database WOS digunakan untuk memandu proses peninjauan dan menghindari bias dalam analisis data. Setelah dilakukan penilaian kualitas, dipilih 27 artikel untuk dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa terdapat tiga kategori desain kurikulum yang meliputi mata pelajaran mono, interdisipliner, dan transdisipliner. Sebagian besar penelitian berfokus pada agenda SDGs No. 4, kualitas pendidikan, selain itu ada juga yang mengeksplorasi cuaca dan perubahan iklim, ketersediaan energi, air bersih dan sanitasi, termasuk masyarakat yang damai. Metode pembelajaran yang paling banyak dilaporkan adalah pembelajaran berbasis penelitian, pembelajaran berbasis program, pembelajaran berbasis masalah dan proyek, pembelajaran berbasis inkuiri, serta penggunaan alat dan platform untuk mendukung proses pembelajaran STEM. Selain itu, jenis penilaian yang paling banyak digunakan dalam pembelajaran STEM SDGs adalah angket, survei, tes terstandar, tes tertulis, tes pemahaman, dan tes campuran. Penelitian di masa depan dapat menekankan pengembangan desain penelitian berbasis empiris pada isu-isu topik SDGs terkait lainnya, tidak hanya pada domain ilmu pengetahuan alam, tetapi juga pada dimensi sosial-ekonomi.Kata Kunci: desain kurikulum; desain pembelajaran; pendidikan berbasis SDGs; pembelajaran STEM