Agbehadji, I. E., Awuzie, B. O., Ngowi, A. B., & Millham, R. C. (2020). Review of big data analytics, artificial intelligence, and nature-inspired computing models towards accurately detecting COVID-19 pandemic cases and contact tracing. International Journal of Environmental Research and Public Health, 17(15), Article 5330. https://doi.org/10.3390/ijerph17155330

Ahonen, L., Loeber, R., & Brent, D. A. (2019). The association between serious mental health problems and violence: Some common assumptions and misconceptions. Trauma, Violence, and Abuse, 20(5), 613-625. https://doi.org/10.1177/1524838017726423

Ai, S., Li, Y., Tao, J., Zheng, H., Tian, L., Wang, Y., Wang, Z., & Liu, W. J. (2023). Bibliometric visualization analysis of gut-kidney axis from 2003 to 2022. Frontiers in Physiology, 14, Article 1176894. https://doi.org/10.3389/fphys.2023.1176894

Akcan, E. (2022). An analytical overview of the studies on the life studies lesson: Bibliometric analysis based on the Web of science database. Journal of Educational Studies and Multidisciplinary Approaches, 2(2), 213-227. https://doi.org/10.51383/jesma.2022.53

Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), Article 784. https://doi.org/10.3390/educsci12110784

Allen, K.-A., Gray, D. L., Baumeister, R. F., & Leary, M. R. (2022). The need to belong: A deep dive into the origins, implications, and future of a foundational construct. Educational Psychology Review, 34, 1133-1156. https://doi.org/10.1007/s10648-021-09633-6

Altmeyer, K., Kapp, S., Thees, M., Malone, S., Kuhn, J., & Brünken, R. (2020). The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory courses—Theoretical background and empirical results. British Journal of Educational Technology, 51(3), 611-628. https://doi.org/10.1111/bjet.12900

Anam, R. S., Widodo, A., Sopandi, W., & Wu, H.-K. (2019). Developing a five-tier diagnostic test to identify students’ misconceptions in science: An example of the heat transfer concepts. İlköğretim Online, 18(3), 1014-1029. https://doi.org/10.17051/ilkonline.2019.609690

Anggoro, S., Widodo, A., Suhandi, A., & Treagust, D. F. (2019). Using a discrepant event to facilitate preservice elementary teachers’ conceptual change about force and motion. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), Article em1737. https://doi.org/10.29333/ejmste/105275

Asterhan, C. S. C., & Resnick, M. S. (2020). Refutation texts and argumentation for conceptual change: A winning or a redundant combination? Learning and Instruction, 65, Article 101265. https://doi.org/10.1016/j.learninstruc.2019.101265

Azizi, M. R., Atlasi, R., Ziapour, A., Abbas, J., & Naemi, R. (2021). Innovative human resource management strategies during the COVID-19 pandemic: A systematic narrative review approach. Heliyon, 7(6), Article e07233 https://doi.org/10.1016/j.heliyon.2021.e07233

Baas, J., Schotten, M., Plume, A., Côté, G., & Karimi, R. (2020). Scopus is a curated, high-quality bibliometric data source for academic research in quantitative science studies. Quantitative Science Studies, 1(1), 377-386. https://doi.org/10.1162/qss_a_00019

Ball, C., Huang, K.-T., & Francis, J. (2021). Virtual reality adoption during the COVID-19 pandemic: A uses and gratifications perspective. Telematics and Informatics, 65, Article 101728. https://doi.org/10.1016/j.tele.2021.101728

Bao, L., & Fritchman, J. C. (2021). Knowledge integration in student learning of Newton’s third law: Addressing the action-reaction language and the implied causality. Physical Review Physics Education Research, 17, Article 020116. https://doi.org/10.1103/PhysRevPhysEducRes.17.020116

Bhatt, G. D. (2001). Knowledge management in organizations: Examining the interaction between technologies, techniques, and people. Journal of Knowledge Management, 5(1), 68-75. https://doi.org/10.1108/13673270110384419

Birkle, C., Pendlebury, D. A., Schnell, J., & Adams, J. (2020). Web of Science as a data source for research on scientific and scholarly activity. Quantitative Science Studies, 1(1), 363-376. https://doi.org/10.1162/qss_a_00018

Broström, S. (2017). A dynamic learning concept in early years’ education: A possible way to prevent schoolification. International Journal of Early Years Education, 25(1), 3-15. https://doi.org/10.1080/09669760.2016.1270196

Chen, C., & Song, M. (2019). Visualizing a field of research: A methodology of systematic scientometric reviews. PLOS ONE, 14(10), Article e0223994. https://doi.org/10.1371/journal.pone.0223994

Chen, C.-H. (2020). Impacts of augmented reality and a digital game on students’ science learning with reflection prompts in multimedia learning. Educational Technology Research and Development, 68, 3057-3076. https://doi.org/10.1007/s11423-020-09834-w

Chua, L., Harrison, M. E., Fair, H., Milne, S., Palmer, A., Rubis, J., Thung, P., Wich, S., Büscher, B., Cheyne, S. M., Puri, R. K., Schreer, V., Stępień, A., & Meijaard, E. (2020). Conservation and the social sciences: Beyond critique and co‐optation. A case study from orangutan conservation. People and Nature, 2(1), 42-60. https://doi.org/10.1002/pan3.10072

Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491-507. https://doi.org/10.18415/ijmmu.v7i6.1833

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070

Erdoğan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113-124. https://bit.ly/3JVCIYC

Evergreen, S. (2019). Effective data visualization: The right chart for the right data (2nd ed.). SAGE publications.

Fadillah, A., & Salirawati, D. (2018). Analysis of misconceptions of chemical bonding among tenth grade senior high school students using a two-tier test. AIP Conference Proceedings, 2021(1), Article 080002. https://doi.org/10.1063/1.5062821

Fauth, B., Decristan, J., Decker, A.-T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, Article 102882. https://doi.org/10.1016/j.tate.2019.102882

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), Article 86. https://doi.org/10.3390/soc10040086

Fleming, W., Hayes, A. L., Crosman, K. M., & Bostrom, A. (2021). Indiscriminate, irrelevant, and sometimes wrong: Causal misconceptions about climate change. Risk Analysis, 41(1), 157-178. https://doi.org/10.1111/risa.13587

Flynn, S., & Hardman, M. (2019). The use of interactive fiction to promote conceptual change in science: A forceful adventure. Science and Education, 28, 127-152. https://doi.org/10.1007/s11191-019-00032-6

Frustaci, M., Pace, P., Aloi, G., & Fortino, G. (2017). Evaluating critical security issues of the IoT world: Present and future challenges. IEEE Internet of Things Journal, 5(4), 2483-2495. https://doi.org/10.1109/JIOT.2017.2767291

Fuadi, F. N., Sopandi, W., Priscylio, G., Hamdu, G., & Mustikasari, L. (2020). Students’ conceptual changes on the air pressure learning using predict-observe-explain strategy. Mimbar Sekolah Dasar, 7(1), 70-85. https://doi.org/10.17509/mimbar-sd.v7i1.22457

Fuadiah, N. F., Suryadi, D., & Turmudi. (2019). Teaching and Learning Activities in classroom and their impact on student misunderstanding: A case study on negative integers. International Journal of Instruction, 12(1), 407-424. https://doi.org/10.29333/iji.2019.12127a

Gnidovec, T., Žemlja, M., Dolenec, A., & Torkar, G. (2020). Using augmented reality and the structure–behavior–function model to teach lower secondary school students about the human circulatory system. Journal of Science Education and Technology, 29, 774-784. https://doi.org/10.1007/s10956-020-09850-8

Gómez-Carrasco, C. J., Miralles-Martinez, P., Fontal, O., & Ibañez-Etxeberria, A. (2020). Cultural heritage and methodological approaches—an analysis through initial training of history teachers (Spain–England). Sustainability, 12(3), Article 933. https://doi.org/10.3390/su12030933

Grospietsch, F., & Mayer, J. (2018). Professionalizing pre-service biology teachers’ misconceptions about learning and the brain through conceptual change. Education Sciences, 8(3), Article 120. https://doi.org/10.3390/educsci8030120

Guleria, D., & Kaur, G. (2021). Bibliometric analysis of ecopreneurship using VOSviewer and RStudio Bibliometrix, 1989-2019. Library Hi Tech, 39(4), 1001-1024. https://doi.org/10.1108/LHT-09-2020-0218

Haug, B. S., & Mork, S. M. (2021). Taking 21st century skills from vision to classroom: What teachers highlight as supportive professional development in the light of new demands from educational reforms. Teaching and Teacher Education, 100, Article 103286. https://doi.org/10.1016/j.tate.2021.103286

Kahu, E. R., & Nelson, K. (2018). Student engagement in the educational interface: Understanding the mechanisms of student success. Higher Education Research and Development, 37(1), 58-71. https://doi.org/10.1080/07294360.2017.1344197

Kaniawati, I., Fratiwi, N. J., Danawan, A., Suyana, I., Samsudin, A., & Suhendi, E. (2019). Analyzing students’ misconceptions about Newton’s laws through four-tier Newtonian test (FTNT). Journal of Turkish Science Education, 16(1), 110-122. https://bit.ly/3UP3atc

Kaya, I., Colak, M., & Terzi, F. (2019). A comprehensive review of fuzzy multi criteria decision making methodologies for energy policy making. Energy Strategy Reviews, 24, 207-228. https://doi.org/10.1016/j.esr.2019.03.003

Kern, F., Rogge, K. S., & Howlett, M. (2019). Policy mixes for sustainability transitions: New approaches and insights through bridging innovation and policy studies. Research Policy, 48(10), Article 103832. https://doi.org/10.1016/j.respol.2019.103832

Khatter, A., Naughton, M., Dambha‐Miller, H., & Redmond, P. (2021). Is rapid scientific publication also high quality? Bibliometric analysis of highly disseminated COVID‐19 research papers. Learned Publishing, 34(4), 568-577. https://doi.org/10.1002/leap.1403

Kınık Topalsan, A., & Bayram, H. (2019). Identifying prospective primary school teachers’ ontologically categorized misconceptions on the topic of "Force and Motion". Journal of Turkish Science Education, 16(1), 85-109. https://bit.ly/3QDsnnI 

Kiray, S. A., & Simsek, S. (2021). Determination and evaluation of the science teacher candidates’ misconceptions about density by using four-tier diagnostic test. International Journal of Science and Mathematics Education, 19, 935-955. https://doi.org/10.1007/s10763-020-10087-5

La Braca, F., & Kalman, C. S. (2021). Comparison of labatorials and traditional labs: The impacts of instructional scaffolding on the student experience and conceptual understanding. Physical Review Physics Education Research, 17(1), Article 010131. https://doi.org/10.1103/PhysRevPhysEducRes.17.010131

Laliyo, L. A. R., Botutihe, D. N., & Panigoro, C. (2019). The development of two-tier instrument based on distractor to assess the conceptual understanding level and student misconceptions in explaining redox reactions. International Journal of Learning, Teaching and Educational Research, 18(9), 216-237. https://doi.org/10.26803/ijlter.18.9.12

Leacock, T. L., & Nesbit, J. C. (2007). A framework for evaluating the quality of multimedia learning resources. Journal of Educational Technology and Society, 10(2), 44-59. https://www.jstor.org/stable/jeductechsoci.10.2.44

Li, D., Opazo, C. R., Yu, X., & Li, H. (2020). Word-level deep sign language recognition from video: A new large-scale dataset and methods comparison. In Proceedings of the IEEE/CVF Winter Conference on Applications of Computer Vision. (pp. 1459-1469). IEEE. https://doi.org/10.1109/WACV45572.2020.9093512

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

Makri, A., Vlachopoulos, D., & Martina, R. A. (2021). Digital escape rooms as innovative pedagogical tools in education: A systematic literature review. Sustainability, 13(8), Article 4587. https://doi.org/10.3390/su13084587

Martins, J., Gonçalves, R., & Branco, F. (2022). A bibliometric analysis and visualization of e-learning adoption using VOSviewer. Universal Access in the Information Society. Advance online publication. https://doi.org/10.1007/s10209-022-00953-0

Mason, L., & Zaccoletti, S. (2021). Inhibition and conceptual learning in science: A review of studies. Educational Psychology Review, 33, 181-212. https://doi.org/10.1007/s10648-020-09529-x

Metcalf, J., & Crawford, K. (2016). Where are human subjects in big data research? The emerging ethics divide. Big Data and Society, 3(1), 1-14 https://doi.org/10.1177/2053951716650211

Mian, S. H., Salah, B., Ameen, W., Moiduddin, K., & Alkhalefah, H. (2020). Adapting universities for sustainability education in industry 4.0: Channel of challenges and opportunities. Sustainability, 12(15), Article 6100. https://doi.org/10.3390/su12156100

Miedema, D., Aivaloglou, E., & Fletcher, G. (2022). Identifying SQL misconceptions of novices: Findings from a think-aloud study. ACM Inroads, 13(1), 52-65. https://doi.org/10.1145/3514214

Miftakhuddin, Mustadi, A., & Zulfiati, H. M. (2019). Misconceptions between social studies and social sciences among pre-service elementary teachers. International Journal of Education, 12(1), 16-25. https://doi.org/10.17509/ije.v12i1.17514

Moodley, K., & Gaigher, E. (2019). Teaching electric circuits: Teachers’ perceptions and learners’ misconceptions. Research in Science Education, 49, 73-89. https://doi.org/10.1007/s11165-017-9615-5

Mufit, F., Festiyed, Fauzan, A., & Lufri. (2019). The application of real experiments and video analysis in the CCBL model to remediate the misconceptions about motion concept. Journal of Physics: Conference Series, 1317, Article 012156. https://doi.org/10.1088/1742-6596/1317/1/012156

O’Dwyer, M., Peklar, J., McCallion, P., McCarron, M., & Henman, M. C. (2016). Factors associated with polypharmacy and excessive polypharmacy in older people with intellectual disability differ from the general population: A cross-sectional observational nationwide study. BMJ Open, 6(4), Article e010505. https://doi.org/10.1136/bmjopen-2015-010505

Oldac, Y. I. (2022). Global science and the muslim world: Overview of muslim-majority country contributions to global science. Scientometrics, 127, 6231-6255. https://doi.org/10.1007/s11192-022-04517-0

Önder Çelikkanlı, N., & Kızılcık, H. Ş. (2022). A review of studies about four-tier diagnostic tests in physics education. Journal of Turkish Science Education, 19(4), 1291-1311. http://doi.org/10.36681/tused.2022.175

Park, M. (2019). Effects of simulation-based formative assessments on students’ conceptions in physics. EURASIA Journal of Mathematics, Science and Technology Education, 15(7), Article em1722. https://doi.org/10.29333/ejmste/103586

Paul, J., Lim, W. M., O’Cass, A., Hao, A. W., & Bresciani, S. (2021). Scientific procedures and rationales for systematic literature reviews (SPAR‐4‐SLR). International Journal of Consumer Studies, 45(4), O1–O16. https://doi.org/10.1111/ijcs.12695

Pea, R. D. (2004). The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity. In E. A. Davis & N. Miyake (Eds.), Scaffolding (1st ed., pp. 423-451). Psychology Press. https://doi.org/10.4324/9780203764411-6

Peel, A., Sadler, T. D., & Friedrichsen, P. (2019). Learning natural selection through computational thinking: Unplugged design of algorithmic explanations. Journal of Research in Science Teaching, 56(7), 983-1007. https://doi.org/10.1002/tea.21545

Pekrun, R. (2022). Emotions in reading and learning from texts: Progress and open problems. Discourse Processes, 59(1-2), 116-125. https://doi.org/10.1080/0163853X.2021.1938878

Petr, M., Engels, T. C. E., Kulczycki, E., Dušková, M., Guns, R., Sieberová, M., & Sivertsen, G. (2021). Journal article publishing in the social sciences and humanities: A comparison of Web of Science coverage for five European countries. PLOS ONE, 16(4), Article e0249879. https://doi.org/10.1371/journal.pone.0249879

Phommanee, W., Plangsorn, B., & Siripipattanakul, S. (2023). A systematic review of changing conceptual to practice in learning experience design: Text mining and bibliometric analysis. Contemporary Educational Technology, 15(4), Article ep453. https://doi.org/10.30935/cedtech/13480

Pinto, G., Castro-Acuña, C. M., López-Hernández, I., & Alcázar Montero, V. (2023). Learning difficulties in the interpretation of matter at the molecular level by university students—a case study: Dissolution of oxygen in water. Education Sciences, 13(8), Article 781. https://doi.org/10.3390/educsci13080781

Potvin, P., Nenciovici, L., Malenfant-Robichaud, G., Thibault, F., Sy, O., Mahhou, M. A., Bernard, A., Allaire-Duquette, G., Blanchette Sarrasin, J., Brault Foisy, L.-M., Brouillette, N., St-Aubin, A.-A., Charland, P., Masson, S., Riopel, M., Tsai, C.-C., Belanger, M., & Chastenay, P. (2020). Models of conceptual change in science learning: Establishing an exhaustive inventory based on support given by articles published in major journals. Studies in Science Education, 56(2), 157-211. https://doi.org/10.1080/03057267.2020.1744796

Prahani, B. K., Amiruddin, M. Z. B., Suprapto, N., Deta, U. A., & Cheng, T.-H. (2022). The trend of physics education research during COVID-19 pandemic. International Journal of Educational Methodology, 8(3), 517-533. https://doi.org/10.12973/ijem.8.3.517

Prodjosantoso, A. K., Hertina, A. M., & Irwanto. (2019). The Misconception diagnosis on ionic and covalent bonds concepts with three tier diagnostic test. International Journal of Instruction, 12(1), 1477-1488. https://doi.org/10.29333/iji.2019.12194a

Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388

Reiss, M. J. (2020). Science education in the light of COVID-19: The contribution of history, philosophy and sociology of science. Science and Education, 29, 1079-1092. https://doi.org/10.1007/s11191-020-00143-5

Rejeb, A., Keogh, J. G., Simske, S. J., Stafford, T., & Treiblmaier, H. (2021). Potentials of blockchain technologies for supply chain collaboration: A conceptual framework. The International Journal of Logistics Management, 32(3), 973-994. https://doi.org/10.1108/IJLM-02-2020-0098

Resbiantoro, G., Setiani, R., & Dwikoranto. (2022). A review of misconception in physics: The diagnosis, causes, and remediation. Journal of Turkish Science Education, 19(2), 403-427. https://bit.ly/3ycTM9X

Roux, C., & Weyermann, C. (2020). Can forensic science learn from the COVID-19 crisis? Forensic Science International, 316, Article 110503. https://doi.org/10.1016/j.forsciint.2020.110503

Sadeghi, M. (2019). A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), 80-88. https://doi.org/10.29252/ijree.4.1.80

Sahin, D., & Yilmaz, R. M. (2020). The effect of augmented reality technology on middle school students’ achievements and attitudes towards science education. Computers and Education, 144, Article 103710. https://doi.org/10.1016/j.compedu.2019.103710

Saputra, O., Setiawan, A., & Rusdiana, D. (2019). Identification of student misconception about static fluid. Journal of Physics: Conference Series, 1157(3), Article 032069. https://doi.org/10.1088/1742-6596/1157/3/032069

Savoia, M., Stefanovic, M., & Fragassa, C. (2016). Merging technical competences and human resources with the aim at contributing to transform the adriatic area in a stable hub for a sustainable technological development. International Journal for Quality Research, 10(1), 1-16. https://ijqr.net/journal/v10-n1/0.pdf

Schildkamp, K. (2019). Data-based decision-making for school improvement: Research insights and gaps. Educational Research, 61(3), 257-273. https://doi.org/10.1080/00131881.2019.1625716

Selvaraj, A., Vishnu, R., Nithin, K. A., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, Article 102444. https://doi.org/10.1016/j.ijedudev.2021.102444

Sghir, N., Adadi, A., & Lahmer, M. (2023). Recent advances in predictive learning analytics: A decade systematic review (2012-2022). Education and Information Technologies, 28, 8299-8333. https://doi.org/10.1007/s10639-022-11536-0

Shah, R. K. (2019). Effective constructivist teaching learning in the classroom. Shanlax International Journal of Education, 7(4), 1-13. https://doi.org/10.34293/education.v7i4.600

Siahaan, E. Y. S., Muhammad, I., Dasari, D., & Maharani, S. (2023). Research on critical thinking of pre-service mathematics education teachers in Indonesia (2015-2023): A bibliometric review. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 9(1), 34-50. https://doi.org/10.29407/jmen.v9i1.19734

Sigala, M. (2020). Tourism and COVID-19: Impacts and implications for advancing and resetting industry and research. Journal of Business Research, 117, 312-321. https://doi.org/10.1016/j.jbusres.2020.06.015

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082

Soeharto, S., Csapó, B., Sarimanah, E., Dewi, F. I., & Sabri, T. (2019). A review of students’ common misconceptions in science and their diagnostic assessment tools. Jurnal Pendidikan IPA Indonesia, 8(2), 247-266. https://doi.org/10.15294/jpii.v8i2.18649

Sood, S. K., Kumar, N., & Saini, M. (2021). Scientometric analysis of literature on distributed vehicular networks: VOSViewer visualization techniques. Artificial Intelligence Review, 54, 6309-6341.  https://doi.org/10.1007/s10462-021-09980-4  

Stern, F., Kampourakis, K., Delaval, M., & Müller, A. (2020). Development and validation of a questionnaire measuring secondary students’ genetic essentialism and teleology (GET) conceptions. International Journal of Science Education, 42(2), 218-252. https://doi.org/10.1080/09500693.2019.1707905

Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the Teaching and Learning Process in Primary Schools Correspond to the Characteristics of the 21st Century Learning? International Journal of Instruction, 13(3), 357-370. https://doi.org/10.29333/iji.2020.13325a

Suprapto, N. (2020). Do we experience misconceptions?: An ontological review of misconceptions in science. Studies in Philosophy of Science and Education, 1(2), 50-55. https://doi.org/10.46627/sipose.v1i2.24

Tang, X., Yin, Y., Lin, Q., Hadad, R., & Zhai, X. (2020). Assessing computational thinking: A systematic review of empirical studies. Computers and Education, 148, Article 103798. https://doi.org/10.1016/j.compedu.2019.103798

Thacker, I., Sinatra, G. M., Muis, K. R., Danielson, R. W., Pekrun, R., Winne, P. H., & Chevrier, M. (2020). Using persuasive refutation texts to prompt attitudinal and conceptual change. Journal of Educational Psychology, 112(6), 1085-1099. https://doi.org/10.1037/edu0000434

Thees, M., Kapp, S., Strzys, M. P., Beil, F., Lukowicz, P., & Kuhn, J. (2020). Effects of augmented reality on learning and cognitive load in university physics laboratory courses. Computers in Human Behavior, 108, Article 106316. https://doi.org/10.1016/j.chb.2020.106316

Toader, T., Safta, M., Titirișcă, C., & Firtescu, B. (2021). Effects of digitalisation on higher education in a sustainable development framework—Online learning challenges during the COVID-19 pandemic. Sustainability, 13(11), Article 6444. https://doi.org/10.3390/su13116444

Tumanggor, A. M. R., Supahar, Kuswanto, H., & Ringo, E. S. (2020). Using four-tier diagnostic test instruments to detect physics teacher candidates’ misconceptions: Case of mechanical wave concepts. Journal of Physics: Conference Series, 1440, Article 12059. https://doi.org/10.1088/1742-6596/1440/1/012059

Turan, Z., & Atila, G. (2021). Augmented reality technology in science education for students with specific learning difficulties: Its effect on students’ learning and views. Research in Science & Technological Education, 39(4), 506-524. https://doi.org/10.1080/02635143.2021.1901682

van Driel, J. H., Verloop, N., & De Vos, W. (1998). Developing science teachers' pedagogical content knowledge. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 35(6), 673-695. https://doi.org/10.1002/(SICI)1098-2736(199808)35:6%3C673::AID-TEA5%3E3.0.CO;2-J

Vaughn, A. R., Brown, R. D., & Johnson, M. L. (2020). Understanding conceptual change and science learning through educational neuroscience. Mind, Brain, and Education, 14(2), 82-93. https://doi.org/10.1111/mbe.12237

Vrontis, D., Makrides, A., Christofi, M., & Thrassou, A. (2021). Social media influencer marketing: A systematic review, integrative framework and future research agenda. International Journal of Consumer Studies, 45(4), 617-644. https://doi.org/10.1111/ijcs.12647

Washburn, A. N., & Skitka, L. J. (2018). Science denial across the political divide: Liberals and conservatives are similarly motivated to deny attitude-inconsistent science. Social Psychological and Personality Science, 9(8), 972-980. https://doi.org/10.1177/1948550617731500

Wen, H., Khan, F., Amin, M. T., & Halim, S. Z. (2022). Myths and misconceptions of data-driven methods: Applications to process safety analysis. Computers and Chemical Engineering, 158, Article 107639. https://doi.org/10.1016/j.compchemeng.2021.107639

Yang, D.-C., & Sianturi, I. A. J. (2021). Sixth grade students’ performance, misconception, and confidence on a three-tier number sense test. International Journal of Science and Mathematics Education, 19, 355-375. https://doi.org/10.1007/s10763-020-10051-3

Yang, K.-H., & Chen, H.-H. (2023). What increases learning retention: Employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 31(6), 3898-3913. https://doi.org/10.1080/10494820.2021.1944219

Yang, K.-H., & Lu, B.-C. (2021). Towards the successful game-based learning: Detection and feedback to misconceptions is the key. Computers and Education, 160, Article 104033. https://doi.org/10.1016/j.compedu.2020.104033

Yolanda, Y. (2020). Development of contextual-based teaching materials in the course of magnetic electricity. Thabiea: Journal of Natural Science Teaching, 3(1), 59-69. https://doi.org/10.21043/thabiea.v3i1.6616

Yu, Z., & Li, M. (2022). A bibliometric analysis of Community of Inquiry in online learning contexts over twenty-five years. Education and Information Technologies, 27, 11669-11688. https://doi.org/10.1007/s10639-022-11081-w

Zhou, K., Liu, T., & Zhou, L. (2015). Industry 4.0: Towards future industrial opportunities and challenges. In 2015 12th International Conference on Fuzzy Systems and Knowledge Discovery (FSKD) (pp. 2147-2152). IEEE. https://doi.org/10.1109/FSKD.2015.7382284

Zhou, X., Tang, L., Lin, D., & Han, W. (2020). Virtual & augmented reality for biological microscope in experiment education. Virtual Reality and Intelligent Hardware, 2(4), 316-329. https://doi.org/10.1016/j.vrih.2020.07.004

Zidny, R., Sjöström, J., & Eilks, I. (2020). A Multi-perspective reflection on how indigenous knowledge and related ideas can improve science education for sustainability. Science and Education, 29, 145-185. https://doi.org/10.1007/s11191-019-00100-x