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    E-LEARNING-BASED COLLABORATIVE AS AN EFFORT TO REDUCE HIGH SCHOOL STUDENTS’ MISCONCEPTIONS OF HEAT
    (Universitas Negeri Semarang, 2024) Haryono, Heny Ekawati; Jatmiko, Budi; Prahani, Binar Kurnia; Zayyadi, Moh; Kaniawati, Ida; Kurtuluş, Muhammed Akif
    The purpose of this study was to determine the effect of E-learning-based collaborative learning in reducing students’ misconceptions about class heat material. This study used a pre-experimental design with a one-group pretest-posttest design. The sampling technique used purposive sampling. The sample used was 300 grade XI high school students. Student misconceptions were analyzed using the CRI (Certainty of Response Index) method. The results showed that student misconceptions decreased by 26.50% from an average of 54.00% before learning to 27.50% after implementing E-learning-based collaborative learning. Based on the results of the hypothesis test, it can be concluded that e-learning-based collaborative learning has proven effective in reducing high school students’ misconceptions regarding the concept of heat. The novelty of this study lies in the integration of cooperative learning with an e-learning platform that is specifically designed to reduce misconceptions about the idea of heat at the Senior High School. © 2024 Science Education Study Program FMIPA UNNES Semarang.
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    Interactive Mobile Technology in Education: A Systematic Mapping and Bibliometric Analysis
    (International Federation of Engineering Education Societies (IFEES), 2025) Ghofur, Muhammad Abdul; Prahani, Binar Kurnia; Dawana, Irgy Redityo; Deta, Utama Alan; Anistyasari, Yeni; Kurtuluş, Muhammed Akif
    Interactive mobile technology (IMT) has become an important element in the transformation of modern education, bringing a more open, dynamic, and responsive approach to learning for learners in the digital age. This study aims to explore the impact of using IMT in various educational settings, ranging from primary to tertiary levels. Through bibliometric analysis combined with a systematic review of a number of articles taken from the Scopus database and published over the last five years (2019–2023). This study identified key findings related to the purpose and focus of using IMT in education. The results indicate that these technologies aim to enhance student motivation, engagement, learning quality, critical thinking skills, and creativity, while also improving the accessibility and flexibility of learning. The findings imply that IMT has great potential to bring about positive changes in education, creating a learning environment that is more open, dynamic, and responsive to students’ individual needs. By utilizing this technology effectively, education can deliver learning experiences that are more engaging, relevant, and adaptive to learners’ development. Therefore, it needs to be continuously supported and developed to provide maximum benefits for the learning process and the advancement of education. © 2025 by the authors of this article. Published under CC-BY.
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    Mapping research on scientific creativity: A bibliometric review of the literature in the last 20 years
    (Elsevier Sci Ltd, 2024) Prahani, Binar Kurnia; Rizki, Iqbal Ainur; Suprapto, Nadi; Irwanto, Irwanto; Kurtulus, Muhammed Akif
    The main goal of this study is to use bibliometric methods to explore the scientific creativity literature over the past two decades. The aim is to gain a deep understanding of how this field has developed conceptually, intellectually, and socially, with the objective of advancing both empirical evidence and conceptual understanding. The study draws upon the Scopus database as the source of literature metadata, subsequently subjecting the data to analysis via the Bibliometrix software. Commencing with an initial identification of 254 articles, a stringent application of search and exclusion criteria led to the inclusion of 110 articles for in-depth analysis. The outcomes of this research unveil pivotal themes within scientific creativity, offering a quantitative analysis that presents an encompassing view through tables, graphs, and maps. Moreover, the study delves into identifying core performance indicators associated with article production and citation rates. As discerned from the results, the emerging research directions within scientific creativity encompass the enhancement and assessment of scientific creativity, pedagogical strategies for teaching creativity within science education, and the exploration of thinking skills pertinent to scientific creativity. These findings provide valuable insights for future researchers and also have practical implications for educators and policymakers. By doing so, this study helps inform the development of strategies to effectively foster scientific creativity in the context of the 21st-century skills era.
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    Research analysis of critical thinking skills in physics learning in higher education
    (Malque Publishing, 2026) Jatmiko, Budi; Rahman, Nizar Rizki; Prahani, Binar Kurnia; Hasyim, Faiz; Saphira, Hanandita Veda; Kurtuluş, Muhammed Akif
    Critical thinking skills are essential competencies in 21st-century education, particularly in physics learning at the higher education level, where students must analyze, evaluate, and solve complex problems systematically. This study aims to map research trends, challenges, and innovative instructional solutions for developing critical thinking skills in physics education through a systematic literature review (SLR) method via the PRISMA protocol. A total of 18 studies published between 2014 and 2024 were systematically collected from the Scopus database and SINTA 1-2 journals. The majority of the research was conducted in Indonesia, with two additional studies from Ethiopia. Most studies have applied quantitative experimental methods, especially pretest?posttest designs, to assess the impact of learning interventions. Several studies have also utilized research and development (R&D) and mixed-method approaches. The analysis revealed diverse instructional models, including project-based learning (e.g., e-STEM, PjBLRBL), blended learning, inquiry-based learning, augmented reality integration, virtual laboratories, and pocket mobile learning. These approaches consistently improved students’ critical thinking skills, with N-Gain values ranging from moderate to high. Additional improvements in collaboration, communication, and creativity were also reported. The students’ responses to the innovative models were overwhelmingly positive. This review confirms that active, collaborative, project-based, inquiry-oriented, and technology-enhanced learning environments are highly effective in enhancing critical thinking in physics learning. © 2026, Malque Publishing. All rights reserved.
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    Technology integration for SDGs-oriented social science education: A bibliometric perspective
    (EDP Sciences, 2025) Lintangesukmanjaya, Rahmatta Thoriq; Prahani, Binar Kurnia; Dwikoranto, n.; Alhusni, Hanan Zaki; Kurtuluş, Muhammed Akif
    Research to analyze the potential for technology integration in international database education (Scopus). The research used is quantitative descriptive research with bibliometric analysis conducted using the Scopus database with an evaluation of the development of science using statistical data. The trend of technology integration research for SDGs-oriented social science education over the past 5 years has continued to increase every year. A total of 371 documents were obtained with the most types of sources in this study being journals with 218 article publications and 71 books. The novelty of the study found that AI has a strong influence on achieving the SDGs which can be applied in dynamic digital applications, such as virtual simulations, virtual labs, live presenters, Augmented Reality (AR) Virtual Reality (VR) and interactive animation. In the application of digital technology-assisted learning, a learning model that is also integrated with technology such as Practice-Based Education (PBE) is needed. Research is recommended in analyzing the use of digital learning media, especially AI and virtual applications that support PBE. This research supports innovative learning planning research, especially in the topic of digital technologybased learning innovation. © 2025 The Authors, published by EDP Sciences.
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    Trend analysis of augmented reality in science education for supporting SDGs
    (LLC Ecological Help, 2025) Prahani, Binar Kurnia; Dawana, Irgy Redityo; Kurtuluş, Muhammed Akif
    Introduction. One innovation that can enrich learning experiences and student motivation is technology, specifically Augmented Reality (AR). AR technology offers opportunities to provide a more interactive and immersive learning experience, which can support the achievement of the Sustainable Development Goals (SDGs). This research aims to explore the trend of using AR technology in science education as an effort to support the SDGs. Methods. This study uses bibliometric methods and literature review to examine trends in the use of Augmented Reality (AR) technology in science education, with an emphasis on its contribution to the achievement of the Sustainable Development Goals (SDGs). This study aims to answer several main questions, namely: 1) What are the main trends developing in the application of AR in science education in the last five years based on literature indexed in Scopus? 2) To what extent are the authors' contributions and international collaborations related to this topic? 3) What are the innovations in AR technology that have been applied in science education and how do they support the SDGs? 4) What are the research gaps that still need to be addressed in the application of AR in science education? The approach used includes bibliometric analysis to produce quantitative results systematically with the help of VOSviewer software, as well as a literature review that refers to the PRISMA approach. Data were obtained from the Scopus database in December 2024, by screening international articles relevant to the focus of this research. Results. Bibliometric analysis shows that the use of AR in science education is growing, with a significant increase in the utilization of this technology over the past 5 years. AR is proven to provide a more interactive learning experience and help students understand abstract science concepts, as well as increase their engagement in learning. This research also found that there is strong international collaboration in the development of AR applications in science education, as well as implementation challenges that need to be overcome. In addition, this study highlights some research gaps that need to be further explored to maximize the potential of AR in supporting the SDGs. Practical significance. The implications of this study are significant for educators who utilize AR technology to enhance 21st century skills in students. The findings provide insight into current trends in science education and demonstrate the importance of technology integration in learning to support the achievement of the SDGs. This study is also a valuable reference for further research and development in the utilization of AR and other digital technologies in creating a more engaging and effective learning environment. © Binar Kurnia Prahani, Irgy Redityo Dawana, Muhammed Akif Kurtuluş, 2025.