Validity of e-modules integrated with game-based problem-based learning to improve 21st century skills in Biology learning

Nur Ita Rahmawati; Imas Cintamulya

doi:10.21009/biosferjpb.49262

Authors

Nur Ita Rahmawati Biology Education, Faculty of Teacher Training and Education, Universitas PGRI Ronggolawe, Indonesia
Imas Cintamulya Biology Education, Faculty of Teacher Training and Education, Universitas PGRI Ronggolawe, Indonesia

DOI:

https://doi.org/10.21009/biosferjpb.49262

Keywords:

E-Module, 21st Century Competency, Game, 21st-Century skills, Validity

Abstract

Given how quickly technology is developing, 21st-century learning must connect with it and focus on giving students the skills they need to succeed in the twenty-first century. This research aims to design e-modules integrated with game-based problem-based learning to improve 21st-century skills. The research method uses the ADDIE development model, which is limited to the development stage. The validation test was conducted on four expert validators consisting of 2 researchers and two practitioners. The findings indicated that the e-module received an 83% score for its content/material component, an 84% score for its systematic component, an 83% score for its language component, and an 84% score for its visual component. With an average percentage of 84%, the e-module design met extremely valid requirements when taken as a whole. These results indicate that the e-modules that have been designed have a relatively high level of validity so that the e-module is ready to be tested without revision.

References

Abdul Jabbar, A. I., & Felicia, P. (2015). Gameplay engagement and learning in game-based learning: A systematic review. Review of Educational Research, 85(4), 740–779. https://doi.org/10.3102/0034654315577210

Ahmad, C. N. C., Shaharim, S. A., & Abdullah, M. F. N. L. (2017). Teacher-student ınteractions, learning commitment, learning environment and their relationship with student learning comfort. Journal of Turkish Science Education, 14(1), 57–72. https://doi.org/10.12973/tused.10190a

Alhamuddin, A., Inten, D. N., Mulyani, D., & Erlangga, R. D. (2022). 21 st Century Learning. 4th Social and Humanities Research Symposium (SoRes 2021), 332–337. https://doi.org/10.2991/assehr.k.220407.067

All, A., Castellar, E. P. N., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92, 90–103. https://doi.org/10.1016/j.compedu.2015.10.007

Almanasreh, E., Moles, R., & Chen, T. F. (2019). Evaluation of methods used for estimating content validity. Research in Social and Administrative Pharmacy, 15(2), 214–221. https://doi.org/10.1016/j.sapharm.2018.03.066

Anagün, S. S. (2018). Teachers’ Perceptions about the Relationship between 21st Century Skills and Managing Constructivist Learning Environments. International Journal of Instruction, 11(4), 825–840. https://doi.org/10.12973/iji.2018.11452a

Anggraeni, D. M., Prahani, B. K., Suprapto, N., Shofiyah, N., & Jatmiko, B. (2023). Systematic review of problem based learning research in fostering critical thinking skills. Thinking Skills and Creativity, 49, 101334. https://doi.org/10.1016/j.tsc.2023.101334

Ardoin, N. M., Bowers, A. W., & Gaillard, E. (2020). Environmental education outcomes for conservation: A systematic review. Biological Conservation, 241, 108224. https://doi.org/10.1016/j.biocon.2019.108224

Asmara, Y., & Nindianti, D. S. (2019). Urgensi Manajemen Kelas untuk mencapai tujuan pembelajaran. Sindang: Jurnal Pendidikan Sejarah dan Kajian Sejarah, 1(1), 12-24. https://doi.org/10.31540/sdg.v1i1.192

Aufa, M. N., Rusmansyah, R., Hasbie, M., Jaidie, A., & Yunita, A. (2021). The effect of using e-module model problem based learning (PBL) based on wetland environment on critical thinking skills and environmental care attitudes. Jurnal Penelitian Pendidikan IPA, 7(3), 401–407. https://doi.org/10.29303/jppipa.v7i3.732

Azizah, Z. F., Kusumaningtyas, A. A., Anugraheni, A. D., & Sari, D. P. (2018). Validasi preliminary product Fung-Cube pada pembelajaran fungi untuk siswa SMA. Jurnal Bioedukatika, 6(1), 15. https://doi.org/10.26555/bioedukatika.v6i1.7364

Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322

Barron, B. J. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., & Bransford, J. D. (2014). Doing with understanding: Lessons from research on problem-and project-based learning. In Learning through problem solving (pp. 271–311). Psychology Press. https://doi.org/10.1080/10508406.1998.9672056

Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65–79. https://doi.org/10.1016/j.compedu.2013.08.003

Batane, T., & Ngwako, A. (2016). Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience? Australasian Journal of Educational Technology, 33(1). https://doi.org/10.14742/ajet.2299

Bernhardt, P. (2015). 21st century learning: Professional development in practice. The Qualitative Report, 20(1), 1–19. https://doi.org/10.46743/2160-3715/2015.1419

Bhat, G. M., Bhat, I. H., Shahdad, S., Rashid, S., Khan, M. A., & Patloo, A. A. (2022). Analysis of feasibility and acceptability of an e‐learning module in anatomy. Anatomical Sciences Education, 15(2), 376–391. https://doi.org/10.1002/ase.2096

Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. Assessment and Teaching of 21st Century Skills, 17–66. https://doi.org/10.1007/978-94-007-2324-5_2

Borsboom, D., Mellenbergh, G. J., & Van Heerden, J. (2004). The concept of validity. Psychological Review, 111(4), 1061. https://doi.org/10.1037/0033-295X.111.4.1061

Bourke, T., Lidstone, J., & Ryan, M. (2015). Schooling Teachers: Professionalism or disciplinary power? Educational Philosophy and Theory, 47(1), 84–100. https://doi.org/10.1080/00131857.2013.839374

Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education system alignment for 21st century skills: focus on assessment. Center for Universal Education at The Brookings Institution. https://onlinelibrary.wiley.com/doi/10.1111/cdev.13673

Chan, C.-S., Chan, Y., & Fong, T. H. A. (2020). Game-based e-learning for urban tourism education through an online scenario game. International Research in Geographical and Environmental Education, 29(4), 283–300. https://doi.org/10.1080/10382046.2019.1698834

Choi, E., Lindquist, R., & Song, Y. (2014). Effects of problem-based learning vs. traditional lecture on Korean nursing students’ critical thinking, problem-solving, and self-directed learning. Nurse Education Today, 34(1), 52–56. https://doi.org/10.1016/j.nedt.2013.02.012

Cholilah, M., Tatuwo, A. G. P., Komariah, & Rosdiana, S. P. (2023). Pengembangan kurikulum merdeka dalam satuan pendidikan serta implementasi kurikulum merdeka pada pembelajaran abad 21. Sanskara Pendidikan Dan Pengajaran, 1(02), 56–67. https://doi.org/10.58812/spp.v1i02.110

Clark, L. A., & Watson, D. (2019). Constructing validity: New developments in creating objective measuring instruments. Psychological Assessment, 31(12), 1412. https://doi.org/10.1037/pas0000626

Dakhi, O., JAMA, J., & IRFAN, D. (2020). Blended learning: a 21st century learning model at college. International Journal Of Multi Science, 1(08), 50–65. https://bit.ly/Dakhietal2020

Dankbaar, M. E. W., Richters, O., Kalkman, C. J., Prins, G., Ten Cate, O. T. J., van Merrienboer, J. J. G., & Schuit, S. C. E. (2017). Comparative effectiveness of a serious game and an e-module to support patient safety knowledge and awareness. BMC Medical Education, 17, 1–10. https://doi.org/10.1186/s12909-016-0836-5

Delgado, A., Wardlow, L., O’Malley, K., & McKnight, K. (2015). Educational Technology: A Review of the Integration, Resources, and Effectiveness of Technology in K-12 Classrooms. Journal of Information Technology Education: Research, 14, 397–416. https://doi.org/10.28945/2298

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116

Dewanti, B. A., & Santoso, A. (2020). Development of 21st century learning skills assessment instruments in STEM-based science learning (science, technology, engineering, and mathematics). Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 8(2), 99. https://doi.org/10.33394/j-ps.v8i2.3041

Dörnyei, Z., & Muir, C. (2019). Creating a Motivating Classroom Environment. In Second handbook of English language teaching (pp. 719–736). Springer. https://doi.org/10.1007/978-3-030-02899-2_36

Dwi Tisa Haspen, C. (2019). Meta-analisis pengembangan e-modul berbasis inkuiri terbimbing pada pembelajaran fisika. Jurnal Penelitian Pembelajaran Fisika, 5(2), 180–187. https://doi.org/10.24036/jppf.v5i2.107442

Fidan, M., & Tuncel, M. (2019). Integrating augmented reality into problem based learning: The effects on learning achievement and attitude in physics education. Computers & Education, 142, 103635. https://doi.org/10.1016/j.compedu.2019.103635

Fitriansyah, M., Arifin, Y. F., & Biyatmoko, D. (2018). Validitas buku ilmiah populer tentang Echinodermata di Pulau Sembilan Kotabaru untuk siswa SMA di kawasan pesisir. Jurnal Bioedukatika, 6(1), 31. https://doi.org/10.26555/bioedukatika.v6i1.9423

Fordham, M. (2016). Teachers and the academic disciplines. Journal of Philosophy of Education, 50(3), 419–431. https://doi.org/10.1111/1467-9752.12145

Franke, J., Wang, L., Bock, K., & Wilde, J. (2021). Electronic module assembly. CIRP Annals, 70(2), 471–493. https://doi.org/10.1016/j.cirp.2021.05.005

Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1. https://doi.org/10.11114/jets.v7i12.4491

Garba, S. A., Byabazaire, Y., & Busthami, A. H. (2015). Toward the use of 21st century teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72–79. http://dx.doi.org/10.3991/ijet.v10i4.4717%0D

Ghazali, A., Ashari, Z. M., Hardman, J., & Yazid, A. A. (2024). Development and Effectiveness of the E-Sky Module Based on PBL in the Teaching and Facilitation Process of Early Science. Journal of Baltic Science Education, 23(2), 221–239. http://dx.doi.org/10.33225/jbse/24.23.221

Gu, X. (2021). Response to “A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it”: a design perspective. Educational Technology Research and Development, 69(1), 101–104. https://doi.org/10.1007/s11423-020-09896-w

Han, S., Capraro, R., & Capraro, M. M. (2015). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, 13, 1089–1113. https://doi.org/10.1007/s10763-014-9526-0

Hanjowo, M. D. F. F., Athahirah, N., Saputra, R. F., Al-Farisi, S., & Rozaq, R. W. A. (2023). Peran Pendidikan Indonesia di Era Society 5.0. Etnik: Jurnal Ekonomi Dan Teknik, 2(5), 423–428. https://doi.org/10.54543/etnik.v2i5.190

Hsu, P.-S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends, 60, 30–40. https://doi.org/10.1007/s11528-015-0014-3

Hsu, T.-C., Lee-Hsieh, J., Turton, M. A., & Cheng, S.-F. (2014). Using the ADDIE model to develop online continuing education courses on caring for nurses in Taiwan. The Journal of Continuing Education in Nursing, 45(3), 124–131. https://doi.org/10.3928/00220124-20140219-04

Indarta, Y., Jalinus, N., Abdullah, R., & Samala, A. D. (2021). 21stcentury skills : TVET dan tantangan abad 21. Edukatif : Jurnal Ilmu Pendidikan, 3(6), 4340–4348. https://doi.org/10.31004/edukatif.v3i6.1458

Irwandi, Winarti, Zaini, P. B. (2019). Jurnal bioedukatika. Jurnal Bioedukatika, 7(1), 47–58. https://bit.ly/Irwandi2019

Irwansyah, F. S., Lubab, I., Farida, I., & Ramdhani, M. A. (2017). Designing interactive electronic module in chemistry lessons. Journal of Physics: Conference Series, 895(1), 12009. https://doi.org/10.1088/1742-6596/895/1/012009

Ismail, M. E., Hashim, S., & Masek, A. (2019). The assessment of 2D animation e-module suitability usage in Malaysia Community College. Assessment, 9(6). http://eprints.uthm.edu.my/id/eprint/5089

Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13. http://dx.doi.org/10.28945/1968

Jusniani, N., & Nurmasidah, L. (2021). Penerapan Model Pembelajaran Generatif Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa. Jurnal Ilmiah Matematika Realistik. https://doi.org/10.33365/ji-mr.v2i2.1404

Khlaif, Z. N. (2018). Factors influencing teachers’ attitudes toward mobile technology integration in K-12. Technology, Knowledge and Learning, 23(1), 161–175. https://doi.org/10.1007/s10758-017-9311-6

Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99–117. https://doi.org/10.1177/1745499919829214

Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733

Kong, L.-N., Qin, B., Zhou, Y., Mou, S., & Gao, H.-M. (2014). The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis. International Journal of Nursing Studies, 51(3), 458–469. https://doi.org/10.1016/j.ijnurstu.2013.06.009

Kong, S. C. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160–173. https://doi.org/10.1016/j.compedu.2014.05.009

Kowitlawakul, Y., Chan, M. F., Tan, S. S. L., Soong, A. S. K., & Chan, S. W. C. (2017). Development of an e-learning research module using multimedia instruction approach. CIN: Computers, Informatics, Nursing, 35(3), 158–168. https://doi.org/10.1097/CIN.0000000000000306

Lahti, M., Hätönen, H., & Välimäki, M. (2014). Impact of e-learning on nurses’ and student nurses knowledge, skills, and satisfaction: a systematic review and meta-analysis. International Journal of Nursing Studies, 51(1), 136–149. https://doi.org/10.1016/j.ijnurstu.2012.12.017

Lewinsohn, T. M., Attayde, J. L., Fonseca, C. R., Ganade, G., Jorge, L. R., Kollmann, J., Overbeck, G. E., Prado, P. I., Pillar, V. D., Popp, D., da Rocha, P. L. B., Silva, W. R., Spiekermann, A., & Weisser, W. W. (2015). Ecological literacy and beyond: Problem-based learning for future professionals. AMBIO, 44(2), 154–162. https://doi.org/10.1007/s13280-014-0539-2

Liesa-Orús, M., Latorre-Cosculluela, C., Vázquez-Toledo, S., & Sierra-Sánchez, V. (2020). The technological challenge facing higher education professors: Perceptions of ICT tools for developing 21st century skills. Sustainability, 12(13), 5339. https://doi.org/10.1016/j.ijnurstu.2012.12.017

Logan, R. M., Johnson, C. E., & Worsham, J. W. (2021). Development of an e-learning module to facilitate student learning and outcomes. Teaching and Learning in Nursing, 16(2), 139–142. https://doi.org/10.1016/j.teln.2020.10.007

Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. https://doi.org/10.1016/j.learninstruc.2015.03.002

Mahmudah, S., Kirana, T., & Rahayu, Y. S. (2022). Profile of students’ critical thinking ability: Implementation of e-modul based on problem-based learning. IJORER : International Journal of Recent Educational Research, 3(4), 478–488. https://doi.org/10.46245/ijorer.v3i4.231

Mardhiyah, R. H., Aldriani, S. N. F., Chitta, F., & Zulfikar, M. R. (2021). Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia. Lectura: Jurnal Pendidikan. https://doi.org/10.31849/lectura.v12i1.5813

McKnight, K., O’Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of Research on Technology in Education, 48(3), 194–211. https://doi.org/10.1080/15391523.2016.1175856

Mishra, P., & Mehta, R. (2017). What we educators get wrong about 21st-century learning: results of a survey. Journal of Digital Learning in Teacher Education, 33(1), 6–19. https://doi.org/10.1080/21532974.2016.1242392

Mortensen, C. J., & Nicholson, A. M. (2015). The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today’s undergraduates. Journal of Animal Science, 93(7), 3722–3731. https://doi.org/10.2527/jas.2015-9087

Nadiyah, R. S., & Faaizah, S. (2015). The development of online project based collaborative learning using ADDIE model. Procedia-Social and Behavioral Sciences, 195, 1803–1812. https://doi.org/10.1016/j.sbspro.2015.06.392

Nazifah, N., & Asrizal, A. (2022). Development of STEM integrated physics e-modules to improve 21st century skills of students. Jurnal Penelitian Pendidikan IPA, 8(4), 1783–1789. https://doi.org/10.29303/jppipa.v8i4.1820

Nichols Hess, A., & Greer, K. (2016). Designing for Engagement: Using the ADDIE Model to Integrate High-Impact Practices into an Online Information Literacy Course. Comminfolit, 10(2), 264. https://doi.org/10.15760/comminfolit.2016.10.2.27

Nilyani, K., & Ratnawulan. (2023). Validity of the physics e-module on alternative energy and global warming for class X based on an integrated problem based learning model integrated 21st century learning. Jurnal Penelitian Pendidikan IPA, 9(11), 10022–10027. https://doi.org/10.29303/jppipa.v9i11.5512

O’Neal, L. J., Gibson, P., & Cotten, S. R. (2017). Elementary school teachers’ beliefs about the role of technology in 21st-century teaching and learning. Computers in the Schools, 34(3), 192–206. https://doi.org/10.1080/07380569.2017.1347443

Ozdamli, F., & Ozdal, H. (2018). Developing an instructional design for the design of infographics and the evaluation of infographic usage in teaching based on teacher and student opinions. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1197–1219. https://doi.org/10.29333/ejmste/81868

Pellas, N., Fotaris, P., Kazanidis, I., & Wells, D. (2019). Augmenting the learning experience in primary and secondary school education: A systematic review of recent trends in augmented reality game-based learning. Virtual Reality, 23(4), 329–346. https://doi.org/10.1007/s10055-018-0347-2

Petrović, L., Stojanović, D., Mitrović, S., Barać, D., & Bogdanović, Z. (2022). Designing an extended smart classroom: An approach to game‐based learning for IoT. Computer Applications in Engineering Education, 30(1), 117–132. https://doi.org/10.1002/cae.22446

Phillips, A. C., Lewis, L. K., McEvoy, M. P., Galipeau, J., Glasziou, P., Moher, D., Tilson, J. K., & Williams, M. T. (2016). Development and validation of the guideline for reporting evidence-based practice educational interventions and teaching (GREET). BMC Medical Education, 16, 1–10. https://doi.org/10.1186/s12909-016-0759-1

Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533

Prasetya, R., Rusdarti, R., & Prihandono, D. (2022). Development of e-modules with problem-based learning (PBL) to increase economic learning outcomes. Journal of Economic Education, 11(1), 93–102. https://doi.org/10.15294/JEEC.V11I1.68582

Qian, M., & Clark, K. R. (2016). Game-based Learning and 21st century skills: A review of recent research. Computers in Human Behavior, 63, 50–58. https://doi.org/10.1016/j.chb.2016.05.023

Rahmat, M. R., Arip, A. G., & Nur, S. H. (2020). Implementation of problem-based learning model assisted by e-modules on students’ critical thinking ability. JPI (Jurnal Pendidikan Indonesia), 9(3), 339–346. https://doi.org/10.23887/jpi-undiksha.v9i3.22410

Rahmatullah, A. S., Mulyasa, E., Syahrani, S., Pongpalilu, F., & Putri, R. E. (2022). Digital era 4.0: The contribution to education and student psychology. Linguistics and Culture Review, 6(S3), 89–107. https://doi.org/10.21744/lingcure.v6nS3.2064

Read, R. J., Baker, E. N., Bond, C. S., Garman, E. F., & van Raaij, M. J. (2023). AlphaFold and the future of structural biology. IUCrJ, 10(4), 377–379. https://doi.org/10.1107/S2052252523004943

Rojas, M., Nussbaum, M., Chiuminatto, P., Guerrero, O., Greiff, S., Krieger, F., & Van Der Westhuizen, L. (2021). Assessing collaborative problem-solving skills among elementary school students. Computers & Education, 175, 104313. https://doi.org/10.1016/j.compedu.2021.104313

Rosdianto, H., Sulistri, E., & Munandar, N. (2019). Penerapan Model Pembelajaran ADDIE Untuk Meningkatkan Keterampilan Proses Sains Siswa Pada Materi Kinematika Gerak Lurus. Jurnal Pendidikan Fisika Dan Keilmuan (JPFK), 5(1), 53. https://doi.org/10.25273/jpfk.v5i1.2947

Septikasari, R., & Frasandy, R. N. (2018). Keterampilan 4C abad 21 dalam pembelajaran pendidikan dasar. Tarbiyah Al-Awlad: Jurnal Kependidikan Islam Tingkat Dasar. https://doi.org/10.15548/alawlad.v8i2.1597

Serevina, V., Astra, I., & Sari, I. J. (2018). Development of e-module based on problem based learning (PBL) on heat and temperature to improve student’s science process skill. Turkish Online Journal of Educational Technology-TOJET, 17(3), 26–36. https://eric.ed.gov/?id=EJ1184205

Seruni, R., Munawaroh, S., Kurniadewi, F., & Nurjayadi, M. (2020). Implementation of e-module flip PDF professional to improve students’ critical thinking skills through problem based learning. Journal of Physics: Conference Series, 1521(4), 042085. https://doi.org/10.1088/1742-6596/1521/4/042085

Shadiev, R., & Wang, X. (2022). A review of research on technology-supported language learning and 21st century skills. Frontiers in Psychology, 13, 897689. https://doi.org/10.3389/fpsyg.2022.897689

Siafis, V., Rangoussi, M., & Psaromiligkos, Y. (2024). Recommender systems for teachers: A systematic literature review of recent (2011–2023) research. Education Sciences, 14(7), 723. https://doi.org/10.3390/educsci14070723

Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers’ emphasis on developing students’ digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1–14. https://doi.org/10.1016/j.compedu.2015.10.006

Singh, R. (2019). Barriers of technology integration in teaching English. International Journal of Academic Research, 1(2), 24–37. https://doi.org/10.5281/zenodo.3364752

Sireci, S. G., & Faulkner-Bond, M. (2014). Validity evidence based on test content. Psicothema. https://doi.org/10.7334/psicothema2013.256

Stoilescu, D. (2015). A critical examination of the technological pedagogical content knowledge framework: Secondary school mathematics teachers integrating technology. Journal of Educational Computing Research, 52(4), 514–547. https://doi.org/10.1177/0735633115572285

Susilana, R., Rullyana, G., & Wulandari, Y. (2022). Pedagogia Dictionary: Web Application Development. International Journal of Instruction, 15(1), 197–218. https://eric.ed.gov/?id=EJ1331534

Tarihoran, E. (2019). Gudu dalam Pengajaran Abad 21. SAPA - Jurnal Kateketik Dan Pastoral, 4(1), 46–58. https://doi.org/10.53544/sapa.v4i1.68

Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers & Education, 144, 103698. https://doi.org/10.1016/j.compedu.2019.103698

Tsai, M.-J., Huang, L.-J., Hou, H.-T., Hsu, C.-Y., & Chiou, G.-L. (2016). Visual behavior, flow and achievement in game-based learning. Computers & Education, 98, 115–129. https://doi.org/10.1016/j.compedu.2016.03.011

Uerz, D., Volman, M., & Kral, M. (2018). Teacher educators’ competences in fostering student teachers’ proficiency in teaching and learning with technology: An overview of relevant research literature. Teaching and Teacher Education, 70, 12–23. https://doi.org/10.1016/j.tate.2017.11.005

Ulger, K. (2018). The effect of problem-based learning on the creative thinking and critical thinking disposition of students in visual arts education. Interdisciplinary Journal of Problem-Based Learning, 12(1). https://doi.org/10.7771/1541-5015.1649

Voorhees, C. M., Brady, M. K., Calantone, R., & Ramirez, E. (2016). Discriminant validity testing in marketing: an analysis, causes for concern, and proposed remedies. Journal of the Academy of Marketing Science, 44, 119–134. https://doi.org/10.1007/s11747-015-0455-4

Wagner, M. M., & Heinzel, T. (2020). Human perceptions of recycled textiles and circular fashion: A systematic literature review. Sustainability, 12(24), 10599. https://doi.org/10.3390/su122410599

Wang, T.-H. (2014). Developing an assessment-centered e-Learning system for improving student learning effectiveness. Computers & Education, 73, 189–203. https://doi.org/10.1016/j.compedu.2013.12.002

Woods, D. R. (2014). Problem-oriented learning, problem-based learning, problem-based synthesis, process oriented guided inquiry learning, peer-led team learning, model-eliciting activities, and project-based learning: what is best for you? Industrial & Engineering Chemistry Research, 53(13), 5337–5354. https://doi.org/10.1021/ie401202k

Yeh, H.-C., & Tseng, S.-S. (2019). Using the ADDIE model to nurture the development of teachers’ CALL professional knowledge. Journal of Educational Technology & Society, 22(3), 88–100. https://www.jstor.org/stable/26896712

Yli-Panula, E., Jeronen, E., Lemmetty, P., & Pauna, A. (2018). Teaching methods in biology promoting biodiversity education. Sustainability, 10(10), 3812. https://doi.org/10.3390/su10103812

Zou, D., Jong, M. S.-Y., Huang, X., Cheng, G., Hwang, G.-J., & Jiang, M. Y.-C. (2023). A systematic review of SVVR in language education in terms of the ADDIE model. Interactive Learning Environments, 1–26. https://doi.org/10.1080/10494820.2023.2277747