Article Per Year (5 Year)
p-Index From 2020 - 2025
0.751
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education)
Abdullah, Norazilawati
Unknown Affiliation
Humanities Education Library & Information Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Generation Z and the Use of Digital Technology: A Review from 2014 to 2023 Febliza, Asyti; Kadarohman*, Asep; Aisyah, Siti; Abdullah, Norazilawati
Jurnal Pendidikan Sains Indonesia Vol 13, No 1 (2025): JANUARY 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jpsi.v13i1.40797

Abstract

Generation Z or igeneration or post-millenials are referred to as true digital natives due to the influence of technology in their lives. The number of gen Z enrolled in higher education institutions is increasing every year, making dealing with them a significant problem for institutions. Therefore, this study aims to identify the digital technologies used by gen Z across various educational levels, subjects, and the role of technology in learning. This systematic review focuses on the latest research from 2014 to 2023 on Generation Z and the use of technology. The study was conducted by systematically searching with related keywords (generation Z* and *educational technology) which found relevant studies on ERIC. The 16 articles obtained and were coded. The article search process and screening process based on the Prisma flow diagram. The results showed that: the largest percentage of the type of technology used by generation Z is social media, the majority of participants adopted in the articles were higher education students, the dominating disciplines in these articles are not-specified and technology is widely used to determine students' behavior, not learning achievements in academics. Recommendations are also included in this study
Developing STEM project-based learning module for primary school teachers: a need analysis Septiadevana, Riski; Abdullah, Norazilawati
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28894

Abstract

The integration of science, technology, engineering, and mathematics (STEM) with project-based learning is beneficial in facilitating students to compete effectively in the 21st century, but teachers still encounter obstacles, so in implementation, especially in primary schools, is still rarely done. Therefore, it is necessary to develop STEM project-based learning module to overcome teacher problems. This study aims to collect and analyze teacher perspectives regarding their requirements for the development of STEM project-based learning module. This study was conducted using a design and developmental research (DDR) approach. The first phase included need analysis, carried out through an online questionnaire. The participants consisted of 397 teachers in Cirebon and the results showed that primary school teachers required STEM project-based learning module to facilitate the development of relevant skills in the 21st century, such as scientific literacy and critical thinking. Based on the data collected, the most difficult topic and the topic with the highest forms of misconceptions appeared to be human body organ systems, with a percentage value of 21.16% and matter and change, with a percentage at 21.41%. STEM project-based learning module for primary school level can be developed for various topics such as human body organs or matter and changes.
VALIDATION OF STEM PROJECT-BASED LEARNING MODULE FOR ELEMENTARY SCHOOL SCIENCE LEARNING Septiadevana, Riski; Abdullah, Norazilawati
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 3 (2025): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i3.30344

Abstract

Abstrak: Melalui implementasi pembelajaran STEM berbasis proyek, siswa dapat bekerja dalam kelompok untuk menyelesaikan masalah, sekaligus mengembangkan keterampilan abad ke-21. Sementara itu, modul pengajaran berfungsi sebagai panduan bagi guru, memungkinkan untuk diterapkan secara mandiri dan menyesuaikan pembelajaran STEM dengan kondisi sekolah masing-masing dan tetap dalam koridor yang tepat. Tujuan penelitian ini adalah untuk melakukan validasi modul yang telah dihasilkan pada tahap sebelumnya dengan menggunakan pendekatan Design and Development Research (DDR) agar memenuhi kriteria modul ajar STEM yang bermutu. Data diperoleh dari tujuh orang ahli di bidang pendidikan STEM, pendidikan sains, dan pendidikan dasar. Instrumen yang digunakan adalah angket yang meliputi enam dimensi atau indikator penilaian mutu validitas yang terdiri dari; tujuan pembelajaran, isi modul, format dan bahasa modul, penyajian modul, kegunaan modul, dan penilaian modul dengan jumlah butir soal yang berbeda-beda untuk setiap dimensinya. Hasil penelitian menunjukkan bahwa seluruh butir soal validitas modul memperoleh nilai presentase persetujuan ahli sebesar 87,76% dan nilai CVI rata-rata sebesar 0,985. Hal ini berarti bahwa modul baik dari segi nilai presentase maupun CVI tergolong tinggi. Meskipun demikian, diperlukan penelitian lebih lanjut untuk menilai modul tersebut, seperti melalui penilaian kegunaan modul maupun secara eksperimen.Abstract:  Through the implementation of project-based STEM learning, students can work in groups to solve problems, while developing 21st-century skills. Meanwhile, the teaching module serves as a guide for teachers, allowing them to apply independently and adjust STEM learning to the conditions of each school and stay within the right corridor. The purpose of this study is to validate the modules that have been produced in the previous stage using Design and Development Research (DDR) approach to meet the criteria for quality STEM teaching modules. Data were obtained by seven exepert in STEM education, science education, and elementary education field. Instrumen used was questionnaire covering six dimensions or indicators of validity quality assessment consisting of; learning objectives, module content, module format and language, module presentation, module uses, and module assessment with a different number of items for each dimension. The study showed that all module validity items obtained a percentage value of expert agreement of 87.76% and an average CVI value of 0.985, This means that the validity of the module both in terms of percentage value and CVI is high. Nevertheless, further research is needed to assess the module, such as through assessing the usability of the module or experimentally.
Fuzzy Delphi method for project approach module in early science for children Amiruddin, Nadia Shahira; Omar, Romarzila; Tazli, Uzzairah Nabila Ahmad; Abdullah, Norazilawati
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22652

Abstract

This study focuses on designing a project-based learning module for early science education for home-based learning. The module comprises four dimensions: plants, planets, magnets and robotics, and weather. Using a quantitative approach and the design and development research (DDR) method, 15 early childhood education (ECE) experts were surveyed through a questionnaire with 20 items on a seven-point Likert scale. The Fuzzy Delphi method (FDM) with triangular Fuzzy numbers (TFN) was employed for data analysis, revealing a high level of expert consensus on the essential components of the module. The study achieved over 75% agreement, exceeding the threshold value (d) of 0.2 and α-cut of 0.5. Each dimension received favorable acceptance scores: plants (0.874), magnets and robotics (0.890), planets (0.918), and weather (0.903). The study emphasizes the acceptability of expert opinions on these dimensions, providing a valuable resource for early science education at home. The findings support addressing gaps in contributing to achieving sustainable development goal 4.2 by ensuring access to quality education for children.
Co-Authors Amiruddin, Nadia Shahira febliza, asyti Kadarohman*, Asep Omar, Romarzila Septiadevana, Riski Siti Aisyah Tazli, Uzzairah Nabila Ahmad