Authors: Zulfiani Zulfiani 1, *, Iwan Permana Suwarna 2, R. Ahmad Zaky El Islami 3, Indah Juwita Sari 4
Affiliations:
1Department of Biology Education, Faculty of Tarbiya and Teaching Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Tangerang Selatan, Indonesia
2Department of Physics Education, Faculty of Tarbiya and Teaching Sciences, Universitas Islam Negeri Syarif Hidayatullah Jakarta, Tangerang Selatan, Indonesia
3Department of Science Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
4Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa, Serang, Indonesia
This study reviews research on the use of the SAMR model (Substitution, Augmentation, Modification, and Redefinition) in teaching and learning from 2019 to 2024. A systematic review was carried out by searching the Scopus database. Based on specific selection criteria, 11 journal articles were chosen for analysis. The review identified five main areas discussed in these studies: levels of technology use in teaching, problems and challenges in using technology, effects on student learning, differences in how SAMR is applied in different places, and how SAMR can support meaningful learning. The results show that many teachers are still using technology at the basic levels (substitution and augmentation) because of limited resources, lack of training, and weak support from their institutions. This review suggests that more teacher training and better support are needed to help teachers move to higher levels of technology use (modification and redefinition). The study also gives ideas for future research and practice in the field of educational technology.
Technology integration, SAMR model, Teaching and learning, Systematic review, Student outcomes
https://doi.org/10.21833/ijaas.2025.04.012
Zulfiani, Z., Suwarna, I. P., El Islami, R. A. Z., & Sari, I. J. (2025). Trends in SAMR research in teaching and learning from 2019 to 2024: A systematic review. International Journal of Advanced and Applied Sciences, 12(4), 99–106. https://doi.org/10.21833/ijaas.2025.04.012