FROM DIGITAL GAMES TO COMPUTATIONAL THINKING: A META-ANALYTIC REVIEW IN MATHEMATICS EDUCATION

Suparman Suparman(1*), Dadang Juandi(2), Turmudi Turmudi(3),

(1) Universitas Pendidikan Indonesia, Indonesia
(2) Universitas Pendidikan Indonesia, Indonesia
(3) Universitas Pendidikan Indonesia, Indonesia
(*) Corresponding Author

Abstract


In the last ten years, there has been considerable growth in empirical studies examining the effects of digital games on mathematics learning and computational thinking (CT). However, a review of the existing literature indicates that the outcomes of digital game-enhanced math instruction on students' CT skills have yielded inconsistent results. This research intends to evaluate how effective digital game-supported mathematics education is in developing students' CT abilities, while taking into account various factors such as educational level, duration of the intervention, learning context, game developer, and type of game. A meta-analytic review was conducted, analyzing 15 pertinent studies published between 2011 and 2023, which produced 21 effect sizes and included a total of 8,911 students. Statistical analyses, including the Q Cochrane test, publication bias assessment, Z test, and sensitivity analyses, were performed using CMA software to scrutinize the data. The results indicated a statistically significant but modest positive effect (g = 0.344; p < 0.05) of digital game-supported math education on students' CT skills. Several factors, including the length of the intervention, the software developer, and the type of game, significantly impacted CT outcomes, whereas other factors, such as educational level and learning environment, did not show a significant influence. These findings suggest that digital game-supported mathematics instruction can be an effective technological approach to enhance students' computational thinking abilities.

Keywords


computational thinking, digital game, mathematics instruction, meta-analysis, systematic review

Full Text:

PDF

References


Abouelenein, Y. A. M., & Elmaadaway, M. A. N. (2023). Impact of teaching a neuro-computerized course through VLE to develop computational thinking among mathematics pre-service teachers. Journal of Educational Computing Research, 61(6), 1175–1206. https://doi.org/10.1177/07356331231165099

Agbo, F. J., Oyelere, S. S., Suhonen, J., & Laine, T. H. (2021). Co-design of mini games for learning computational thinking in an online environment. Education and Information Technologies, 26(5), 5815–5849. https://doi.org/10.1007/s10639-021-10515-1

Aho, A. V. (2012). Computation and computational thinking. Computer Journal, 55(7), 833–835. https://doi.org/10.1093/comjnl/bxs074

Akerfeldt, A., Kjallander, S., & Petersen, P. (2024). A research review of computational thinking and programming in education. Technology, Pedagogy and Education, 33(4), 375–390. https://doi.org/10.1080/1475939X.2024.2316087

Alcaraz-Muñoz, V., Izquierdo, M. I. C., García, G. M. G., Roque, J. I. A., & Lucas, J. L. Y. (2020). Joy in movement: Traditional sporting games and emotional experience in elementary physical education. Frontiers in Psychology, 11, 1–11. https://doi.org/10.3389/fpsyg.2020.588640

Aminah, N., Sukestiyarno, Y. L., Cahyono, A. N., & Maat, S. M. (2023). Student activities in solving mathematics problems with a computational thinking using Scratch. International Journal of Evaluation and Research in Education, 12(2), 613–621. https://doi.org/10.11591/ijere.v12i2.23308

Aminah, N., Sukestiyarno, Y. L., Wardano, W., & Cahyono, A. N. (2022). Computational thinking process of prospective mathematics teacher in solving diophantine linear equation problems. European Journal of Educational Research, 11(3), 1495–1507. https://doi.org/10.12973/eu-jer.11.3.1495

Angraini, L. M., Yolanda, F., & Muhammad, I. (2023). Augmented reality: The improvement of computational thinking based on students’ initial mathematical ability. International Journal of Instruction, 16(3), 1033–1054. https://doi.org/10.29333/iji.2023.16355a

Ariani, Y., Suparman, S., Helsa, Y., Zainil, M., & Rahmatina, R. (2024). ICT-based or-assisted mathematics learning and numerical literacy: A systematic review and meta-analysis. International Journal of Information and Education Technology, 14(3), 382–397. https://doi.org/10.18178/ijiet.2024.14.3.2060

Asbell-Clarke, J., Rowe, E., Almeda, V., Edwards, T., Bardar, E., Gasca, S., Baker, R. S., & Scruggs, R. (2021). The development of students’ computational thinking practices in elementary- and middle-school classes using the learning game, Zoombinis. Computers in Human Behavior, 115(2), 1–50. https://doi.org/10.1016/j.chb.2020.106587

Bakker, M., van den Heuvel-Panhuizen, M., & Robitzsch, A. (2015). Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability. Contemporary Educational Psychology, 40, 55–71. https://doi.org/10.1016/j.cedpsych.2014.09.001

Barrón-Estrada, M. L., Zatarain-Cabada, R., Romero-Polo, J. A., & Monroy, J. N. (2022). Patrony: A mobile application for pattern recognition learning. Education and Information Technologies, 27(1), 1237–1260. https://doi.org/10.1007/s10639-021-10636-7

Borenstein, M. (2019). Common mistakes in meta-analysis and how to avoid them. Englewood, NJ: Biostat, Inc.

Brackmann, C. P., Moreno-León, J., Román-González, M., Casali, A., Robles, G., & Barone, D. (2017). Development of computational thinking skills through unplugged activities in primary school. ACM International Conference Proceeding Series, 65–72. https://doi.org/10.1145/3137065.3137069

Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Studies in Computational Intelligence, 727, 1–25. https://doi.org/10.1007/978-3-319-64051-8_9

Byun, J., & Joung, E. (2018). Digital game‐based learning for K–12 mathematics education: A meta‐analysis. School Science and Mathematics, 118(3), 113–126. https://doi.org/10.1111/ssm.12271

Chan, S. W., Looi, C. K., Ho, W. K., Huang, W., Seow, P., Wu, L., & Kim, M. S. (2020). Computational thinking activities in number patterns: A study in a Singapore secondary school. ICCE 2020 - 28th International Conference on Computers in Education, 1(November), 171–176.

Chen, P., Yang, D., Metwally, A. H. S., Lavonen, J., & Wang, X. (2023). Fostering computational thinking through unplugged activities: A systematic literature review and meta-analysis. International Journal of STEM Education, 10(1), 1–25. https://doi.org/10.1186/s40594-023-00434-7

Cheng, Y. P., Lai, C. F., Chen, Y. T., Wang, W. S., Huang, Y. M., & Wu, T. T. (2023). Enhancing student’s computational thinking skills with student-generated questions strategy in a game-based learning platform. Computers and Education, 200(1), 1–20. https://doi.org/10.1016/j.compedu.2023.104794

Chou, Y. S., Hou, H. T., Chang, K. E., & Su, C. L. (2021). Designing cognitive-based game mechanisms for mobile educational games to promote cognitive thinking: an analysis of flow state and game-based learning behavioral patterns. Interactive Learning Environments, 31(5), 3285–3302. https://doi.org/10.1080/10494820.2021.1926287

Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). London: Routledge. https://doi.org/10.4324/9781315456539

da Silva, J. P., & Silveira, I. F. (2020). A systematic review on open educational games for programming learning and teaching. International Journal of Emerging Technologies in Learning, 15(9), 156–172. https://doi.org/10.3991/ijet.v15i09.12437

del Olmo-Muñoz, J., Cózar-Gutiérrez, R., & González-Calero, J. A. (2020). Computational thinking through unplugged activities in early years of primary education. Computers and Education, 150, 1–19. https://doi.org/10.1016/j.compedu.2020.103832

Ehsan, H., Dandridge, T. M., Yeter, I. H., & Cardella, M. E. (2018). K-2 students’ computational thinking engagement in formal and informal learning settings: A case study (fundamental). ASEE Annual Conference and Exposition, Conference Proceedings, June, 1–24. https://doi.org/10.18260/1-2--30743

Fadda, D., Pellegrini, M., Vivanet, G., & Callegher, C. Z. (2022). Effects of digital games on student motivation in mathematics: A meta-analysis in K-12. Journal of Computer Assisted Learning, 38(1), 304–325. https://doi.org/https://doi.org/10.1111/jcal.12618

Fanchamps, N. L. J. A., Slangen, L., Hennissen, P., & Specht, M. (2021). The influence of SRA programming on algorithmic thinking and self-efficacy using Lego robotics in two types of instruction. International Journal of Technology and Design Education, 31(2), 203–222. https://doi.org/10.1007/s10798-019-09559-9

Fokides, E. (2018). Digital educational games and mathematics: Results of a case study in primary school settings. Education and Information Technologies, 23(2), 851–867. https://doi.org/10.1007/s10639-017-9639-5

Fry, K., Makar, K., & Hillman, J. (2023). M in CoMputational thinking: How long does it take to read a book? Teaching Statistics, 45(1), 30–39. https://doi.org/10.1111/test.12348

Fuad, M., Suyanto, E., Muhammad, U. A., & Suparman, S. (2023). Indonesian students’ reading literacy ability in the cooperative integrated reading and composition learning: A meta-analysis. International Journal of Evaluation and Research in Education, 12(4), 2121–2129. https://doi.org/10.11591/ijere.v12i4.25171

Fuad, M., Suyanto, E., Sumarno, S., Muhammad, U. A., & Suparman, S. (2022). A bibliometric analysis of technology-based foreign language learning during the COVID-19 pandemic : Direction for Indonesia language learning. International Journal of Information and Education Technology, 12(10), 983–995. https://doi.org/10.18178/ijiet.2022.12.10.1710

Giannakoulas, A., & Xinogalos, S. (2023). Studying the effects of educational games on cultivating computational thinking skills to primary school students: A systematic literature review. Journal of Computers in Education, 12(2), 1–43. https://doi.org/10.1007/s40692-023-00300-z

Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. In S. Sentance, E. Barendsen & C. Schulte (Eds.), Computer science education (pp. 19–38). London: Bloomsbury Academic. https://doi.org/10.5040/9781350057142.ch-003

Hanid, M. F. A., Said, M. N. H. M., Yahaya, N., & Abdullah, Z. (2022). The elements of computational thinking in learning geometry by using augmented reality application. International Journal of Interactive Mobile Technologies, 16(2), 28–41. https://doi.org/10.3991/ijim.v16i02.27295

Helsa, Y., Suparman,S., Juandi, D., Turmudi, T., & Ghazali, M. B. (2023). A meta-analysis of the utilization of computer technology in enhancing computational thinking skills: Direction for mathematics learning. International Journal of Instruction, 16(2), 735–758. http://dx.doi.org/10.29333/iji.2023.16239a

Henderson, P. B., Cortina, T. J., Wing, J. M., & Hazzan, O. (2007). Computational thinking. SIGCSE 2007: 38th SIGCSE Technical Symposium on Computer Science Education, 195–196. https://doi.org/10.1145/1227310.1227378

Hooshyar, D., Malva, L., Yang, Y., Pedaste, M., Wang, M., & Lim, H. (2021). An adaptive educational computer game: Effects on students’ knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114, 1–13. https://doi.org/10.1016/j.chb.2020.106575

Hooshyar, D., Pedaste, M., Yang, Y., Malva, L., Hwang, G. J., Wang, M., Lim, H., & Delev, D. (2020). From gaming to computational thinking: An adaptive educational computer game-based learning approach. Journal of Educational Computing Research, 59(3), 383–409. https://doi.org/10.1177/0735633120965919

Huang, S. Y., Tarng, W., & Ou, K. L. (2023). Effectiveness of AR board game on computational thinking and programming skills for elementary school students. Systems, 11(1), 1–31. https://doi.org/10.3390/systems11010025

Hunsaker, E. (2020). Computational thinking. The K-12 Educational Technology Handbook, 1–16.

Hwang, S.-O., & Hwang, Z. (2020). A meta-analysis study on the effect of software education on computational thinking. Asia-Pacific Journal of Convergent Research Interchange, 6(10), 191–202. https://doi.org/10.47116/apjcri.2020.10.15

Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? A qualitative systematic review. Digital Experiences in Mathematics Education, 8(2), 183–212. https://doi.org/10.1007/s40751-022-00100-7

Juandi, D., Tamur, M., & Suparman, S. (2023). Formulating best practices for digital game-based. MSCEIS 2021, 090003, 1–8. https://doi.org/10.1063/5.0155520

Jun, S. J., Han, S. K., & Kim, S. H. (2017). Effect of design-based learning on improving computational thinking. Behaviour and Information Technology, 36(1), 43–53. https://doi.org/10.1080/0144929X.2016.1188415

Kaup, C. F., Pedersen, P. L., & Tvedebrink, T. (2023). Integrating computational thinking to enhance students’ mathematical understanding. Journal of Pedagogical Research, 7(2), 127–142. https://doi.org/10.33902/JPR.202318531

Leonard, J., Djonko-Moore, C., Francis, K. R., Carey, A. S., Mitchell, M. B., & Goffney, I. D. (2023). Promoting computational thinking, computational participation, and spatial reasoning with LEGO robotics. Canadian Journal of Science, Mathematics and Technology Education, 23(1), 120–144. https://doi.org/10.1007/s42330-023-00267-0

Lipsey, M. W., & Wilson, D. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage Publications, Inc.

Liu, C. C., Cheng, Y. B., & Huang, C. W. (2011). The effect of simulation games on the learning of computational problem solving. Computers and Education, 57(3), 1907–1918. https://doi.org/10.1016/j.compedu.2011.04.002

Liu, C., & Zhang, T. (2023). Constructivist learning method of ordinary differential equations in college mathematics teaching. Applied Mathematics and Nonlinear Sciences, 8(1), 585–592. https://doi.org/10.2478/amns.2022.2.0043

Lu, J. J., & Fletcher, G. H. L. (2009). Thinking about computational thinking. SIGCSE Bulletin Inroads, 41(1), 260–264. https://doi.org/10.1145/1539024.1508959

McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochemica Medica, 22(3), 276–282. http://dx.doi.org/10.11613/BM.2012.031

Molina-Ayuso, Á., Adamuz-Povedano, N., Bracho-López, R., & Torralbo-Rodríguez, M. (2022). Introduction to computational thinking with Scratch for teacher training for Spanish primary school teachers in mathematics. Education Sciences, 12(12), 1–13. https://doi.org/10.3390/educsci12120899

Molnar, A., Virseda, J., & Frias-Martinez, V. (2015). Insights from EducaMovil: Involving teachers in creating educational content for mobile learning games. Journal of Interactive Learning Research, 26(2), 209–221.

Moyer-Packenham, P. S., Lommatsch, C. W., Litster, K., Ashby, J., Bullock, E. K., Roxburgh, A. L., Shumway, J. F., Speed, E., Covington, B., Hartmann, C., Clarke-Midura, J., Skaria, J., Westenskow, A., MacDonald, B., Symanzik, J., & Jordan, K. (2019). How design features in digital math games support learning and mathematics connections. Computers in Human Behavior, 91, 316–332. https://doi.org/10.1016/j.chb.2018.09.036

Pigott, T. D. (2012). Advances in meta-analysis. New York: Springer. https://doi.org/10.1007/978-1-4614-2278-5

Ribeiro, F. R., Silva, A., Silva, A. P., & Metrôlho, J. (2021). Literature review of location-based mobile games in education: Challenges, impacts and opportunities. Informatics, 8(3), 1–16. https://doi.org/10.3390/informatics8030043

Rich, K. M., Yadav, A., & Larimore, R. A. (2020). Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction. Education and Information Technologies, 25(4), 3161–3188. https://doi.org/10.1007/s10639-020-10115-5

Ríos Félix, J. M., Zatarain Cabada, R., & Barrón Estrada, M. L. (2020). Teaching computational thinking in Mexico: A case study in a public elementary school. Education and Information Technologies, 25(6), 5087–5101. https://doi.org/10.1007/s10639-020-10213-4

Rodríguez-Martínez, J. A., González-Calero, J. A., & Sáez-López, J. M. (2020). Computational thinking and mathematics using Scratch: an experiment with sixth-grade students. Interactive Learning Environments, 28(3), 316–327. https://doi.org/10.1080/10494820.2019.1612448

Rose, S. P., Habgood, M. P. J., & Jay, T. (2017). An exploration of the role of visual programming tools in the development of young children’s computational thinking. Electronic Journal of E-Learning, 15(4), 297–309. https://doi.org/10.34190/ejel.15.4.2368

Rose, S. P., Habgood, M. P. J., & Jay, T. (2020). Designing a programming game to improve children’s procedural abstraction skills in Scratch. Journal of Educational Computing Research, 58(7), 1372–1411. https://doi.org/10.1177/0735633120932871

Shoukry, L., Sturm, C., & Galal-Edeen, G. H. (2015). Pre-MEGa: A proposed framework for the design and evaluation of preschoolers’ mobile educational games. In T. Sobh & K. Elleithy (Eds.), Innovations and advances in computing, informatics, systems sciences, networking and engineering: Lecture notes in electrical engineering (vol. 313, pp. 385–390). Cham: Springer. https://doi.org/10.1007/978-3-319-06773-5_52

Soboleva, E. V., Sabirova, E. G., Babieva, N. S., Sergeeva, M. G., & Torkunova, J. V. (2021). Formation of computational thinking skills using computer games in teaching mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 17(10), 1–16. https://doi.org/10.29333/ejmste/11177

Sukirman, S., Ibharim, L. F. M., Said, C. S., & Murtiyasa, B. (2021). A strategy of learning computational thinking through game based in virtual reality: Systematic review and conceptual framework. Informatics in Education, 21(1), 179–200. https://doi.org/10.15388/infedu.2022.07

Sulistiawati, S., Kusumah, Y. S., Dahlan, J. A., Juandi, D., Suparman, S., & Arifin, S. (2023). The trends of studies in technology-assisted inquiry-based learning: The pesrspective of bibliometric analysis. Journal of Engineering Science and Technology, 18(1), 69–80.

Sun, L., Guo, Z., & Hu, L. (2023). Educational games promote the development of students’ computational thinking: A meta-analytic review. Interactive Learning Environments, 31(6), 3476–3490. https://doi.org/10.1080/10494820.2021.1931891

Sun, L., Hu, L., & Zhou, D. (2021). Which way of design programming activities is more effective to promote K-12 students’ computational thinking skills? A meta-analysis. Journal of Computer Assisted Learning, 37(4), 1048–1062. https://doi.org/10.1111/jcal.12545

Sung, J., Lee, J. Y., & Chun, H. Y. (2023). Short-term effects of a classroom-based STEAM program using robotics kits on children in South Korea. International Journal of STEM Education, 10(1), 1–18. https://doi.org/10.1186/s40594-023-00417-8

Suparman, S., & Juandi, D. (2022a). Upgrading mathematical problem-solving abilities through problem-based learning: A meta-analysis study in some countries. AIP Conference Proceedings, 1–8.

Suparman, S., Marasabessy, R., & Helsa, Y. (2024). Enhancing spatial visualization in CABRI 3D-assisted geometry learning: A systematic review and meta-analysis. International Journal of Information and Education Technology, 14(2), 248–259. https://doi.org/10.18178/ijiet.2024.14.2.2046

Suparman, S., & Juandi, D. (2022b). Self-efficacy and mathematical ability: A meta-analysis of studies conducted in Indonesia. Pedagogika, 147(3), 26–57. https://doi.org/10.15823/p.2022.147.2

Susiyanti, Y., Juandi, D., & Suparman, S. (2022). Does project-based learning have a positive effect on student’ mathematical critical thinking skills? A meta-analysis. AIP Conference Proceedings, 2468, 1–7. https://doi.org/10.1063/5.0102486

Suyanto, E., Fuad, M., Antrakusuma, B., Suparman, S., & Shidiq, A. S. (2023). Exploring the research trends of technological literacy studies in education: A systematic review using bibliometric analysis. International Journal of Information and Education Technology, 13(6), 914–924. https://doi.org/10.18178/ijiet.2023.13.6.1887

Tan, L. S., Bek, A. C. A., & Kok, Y. H. (2022). Constructivist learning design for advanced-level mathematics in Singapore classrooms. Mathematics Education Research Journal, 34(4), 661–677. https://doi.org/10.1007/s13394-020-00363-6

Tawaldi, S., Nurlaelah, E., Juandi, D., & Suparman, S. (2023). Is mathematics anxiety related to mathematics learning? A meta-analysis. MSCEIS 2021, 1–10. https://doi.org/10.1063/5.0155846

Theodoropoulos, A., & Lepouras, G. (2021). Digital game-based learning and computational thinking in p-12 education: A systematic literature review on playing games for learning programming. Research Anthology on Developments in Gamification and Game-Based Learning, 4, 1894–1919. https://doi.org/10.4018/978-1-6684-3710-0.ch091

Triantafyllou, S. A., Sapounidis, T., & Farhaoui, Y. (2024). Gamification and computational thinking in education: A systematic literature review. Salud, Ciencia y Tecnologia - Serie de Conferencias, 3(659), 1–25. https://doi.org/10.56294/sctconf2024659s

Tsai, C. A., Song, M. Y. W., Lo, Y. F., & Lo, C. C. (2023). Design thinking with constructivist learning increases the learning motivation and wicked problem-solving capability—An empirical research in Taiwan. Thinking Skills and Creativity, 50, 1–10. https://doi.org/10.1016/j.tsc.2023.101385

Vanbecelaere, S., Van den Berghe, K., Cornillie, F., Sasanguie, D., Reynvoet, B., & Depaepe, F. (2020). The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes. Computers and Education, 143, 103680. https://doi.org/10.1016/j.compedu.2019.103680

Varghase, V. V. V., & Renumol, V. G. (2023). Video games for assessing computational thinking: A systematic literature review. Journal of Computers in Education, 30(4), 883–908. https://doi.org/10.1007/s40692-023-00284-w

Vee Senap, N. M., & Ibrahim, R. (2019). A review of heuristics evaluation component for mobile educational games. Procedia Computer Science, 161, 1028–1035. https://doi.org/10.1016/j.procs.2019.11.213

Videnovik, M., Vold, T., Kiønig, L., Bogdanova, A. M., & Trajkovik, V. (2023). Game-based learning in computer science education: A scoping literature review. International Journal of STEM Education, 10(1), 1–23. https://doi.org/10.1186/s40594-023-00447-2

Wahyudin, W., Rishanty, A. M., & Nursalman, M. (2021). Pengaruh pembelajaran melalui unplugged berbasis team assisted individualization untuk meningkatkan kemampuan berpikir komputasi. PINTER : Jurnal Pendidikan Teknik Informatika dan Komputer, 5(2), 1–7. https://doi.org/10.21009/pinter.5.2.1

Wing, J. M. (2006). Computational thinking. ACM SIGCSE Bulletin, 39(1), 195–196. https://doi.org/10.1145/1227504.1227378

Xu, E., Wang, W., & Wang, Q. (2023). A meta-analysis of the effectiveness of programming teaching in promoting K-12 students’ computational thinking. Education and Information Technologies, 28(6), 6619–6644. https://doi.org/10.1007/s10639-022-11445-2

Yadav, A., Stephenson, C., & Hong, H. (2017). Computational thinking for teacher education. Communications of the ACM, 60(4), 55–62. https://doi.org/10.1145/2994591

Ye, J., Lai, X., & Wong, G. K.-W. (2022). The transfer effects of computational thinking: A systematic review with meta-analysis and qualitative synthesis. Journal of Computer Assisted Learning, 38, 1620–1638.

Yong, S. T., Gates, P., & Harrison, I. (2016). Digital games and learning mathematics: Student, teacher and parent perspectives. International Journal of Serious Games, 3(4), 55–68. https://doi.org/10.17083/ijsg.v3i4.112

Yunita, Y., Juandi, D., Hasanah, A., & Suparman, S. (2022). Meta-analysis study: How effective is a project-based learning model on students’ mathematical problem-solving abilities? AIP Conference Proceedings, 2468, 1–7. https://doi.org/10.1063/5.0102458

Zaibon, S. B., & Yunus, E. (2021). The effectiveness of game-based learning application integrated with computational thinking concept for improving student’s problem-solving skills. E-Infrastructure and e-Services for Developing Countries (AFRICOMM 2021), 443, 1–13. https://doi.org/10.1007/978-3-031-06374-9_28

Zainil, M., Helsa, Y., Sutarsih, C., Nisa, S., Sartono, S., & Suparman, S. (2024). A needs analysis on the utilization of learning management systems as blended learning media in elementary school. Journal of Education and E-Learning Research, 11(1), 56–65. https://doi.org/10.20448/jeelr.v11i1.5310

Zhu, J., & Liu, W. (2020). A tale of two databases: The use of Web of Science and Scopus in academic papers. Scientometrics, 123(1), 321–335. https://doi.org/10.1007/s11192-020-03387-8




DOI: https://doi.org/10.24071/ijiet.v9i1.10006

DOI (PDF): https://doi.org/10.24071/ijiet.v9i1.10006.g4504

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Suparman Suparman, Dadang Juandi, Turmudi Turmudi

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

 

Indexed and abstracted in:

 


IJIET Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that IJIET (International Journal of Indonesian Education and Teaching):has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 5 No 2, 2021 until Vol 10 No 1, 2026.


 


Creative Commons License

This work is licensed under CC BY-SA.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

IJIET DOI: https://doi.org/10.24071/ijiet

p-ISSN: 2548-8422 (since 5 January 2017); e-ISSN: 2548-8430 (since 5 January 2017)

 

Flag Counter


IJIET (International Journal of Indonesian Education and Teaching) is published twice a year, namely in January and July, by the Institute for Research and Community Services of Sanata Dharma University, Yogyakarta, Indonesia.