International Journal of Essential Competencies in Education
International Journal of Essential Competencies in Education (IJECE) is an international peer-reviewed journal that focuses on developement, implementation, assessment, and sustainability of essential competencies in the 21st-century education requirements such as (not limited to) model and learning strategy, colaboration, communication, thinking skills, etc.
Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)
Students’ Reactions Toward the Use of An AI-Powered Website for Learning Cardiovascular Biology
Artificial Intelligence-powered websites (AI-PW) leverage artificial intelligence to deliver personalised and adaptive learning experiences, enhancing engagement and accessibility. Despite their potentials, there is a shortage of empirically validated-AI resources for learning Cardiovascular Biology (CVB) in Nigeria. This study investigated students’ reactions toward the use of an AI-powered website for learning CVB in Nigeria. The study adopted a research design involving undergraduates from two purposively selected universities in Ilorin metropolis. A total of 68 students participated in the study. Data were collected using the Students’ Reaction Questionnaire (SRQ), which demonstrated a high reliability coefficient of 0.94. Descriptive statistics and t-tests were employed to analyze the data at a 0.05 level of significance. Findings revealed that students’ reactions toward the use of the AI-powered website for learning CVB were positive (x = 2.86 > 2.50). Furthermore, there was no significant difference in students’ reactions toward the use of the developed AI-powered website for learning CVB based on gender. The study concluded that the use of the BeeNCardiac AI-powered website positively influenced students’ learning experiences in cardiovascular biology. It is therefore recommended that students be encouraged to use the BeeNCardiac AI-powered website as a complementary tool for learning CVB in Nigerian universities.
Copyright (c) 2025 Ebenezer Omolafe Babalola, Charles Olubode Olumorin, Eyiyemi Veronica Omolafe https://creativecommons.org/licenses/by-sa/4.0
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking
Inquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice.
Copyright (c) 2025 Ni Nyoman Sri Putu Verawati, Wahyudi Wahyudi, Nina Nisrina https://creativecommons.org/licenses/by-sa/4.0
A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions
This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.
Copyright (c) 2025 Laras Firdaus, Ika Nurani Dewi, Sri Nopita Primawati, Hulyadi Hulyadi, Sabrun Sabrun, Irham Azmi https://creativecommons.org/licenses/by-sa/4.0
Rethinking Matrix Instruction: A Mixed-Methods Analysis of Students’ Problem-Solving Skills and Pedagogical Challenges
This study aims to analyze students’ problem-solving skills in the matrix topic and to identify instructional constraints that influence the learning process. A mixed-methods approach was employed: the quantitative phase involved an eight-session expository intervention (90 minutes per session) and an assessment consisting of 30 multiple-choice and 5 essay questions (scored 0–100), while the qualitative phase included open-ended interviews with the teacher responsible for matrix instruction. Quantitative findings revealed that most students remained at the basic mastery level, with an average score of 26.82 and a distribution dominated by the “Low” category. Only 3.88% of students reached the “Good” level, and a binomial test confirmed that this proportion was significantly lower than the reference threshold (p < 0.001), reinforcing the conclusion that student performance fell short of expected standards. These findings highlight the urgent need for early diagnosis of foundational algebra skills—such as row-column operations and linear equation manipulation—before introducing more complex matrix concepts. The qualitative analysis revealed that although the teacher still employed expository methods—lectures, question and answer, and open discussions—these strategies were insufficient for fostering deep problem-solving skills. Students often relied on mechanical procedures without conceptual understanding, struggled to connect algebraic notation to real-world contexts, and lost motivation when facing multi-step problems. The combined results suggest that instructional design should shift toward more contextual and concept-exploratory approaches. Strategic steps are recommended, including the adoption of structured problem-solving methods to improve learning outcomes in mathematics. Furthermore, curriculum development should allocate sufficient time and resources to matrix topics, provide professional development for teachers in designing innovative instruction, and ensure access to digital infrastructure that supports mathematical visualization.
Copyright (c) 2025 Rasyidin Rasyidin https://creativecommons.org/licenses/by-sa/4.0
360-Degree Feedback: An Innovative Strategy to Measure Students' Soft Skills in the “Asistensi Mengajar” Program
Assessing soft skills in Indonesia’s “Teaching Assistance/Asistensi Mengajar” (AM) program remains a challenge, as evaluations have typically focused on teaching performance and relied on self or supervising teacher assessments, overlooking the multidimensional and context-dependent nature of soft skills. This study addresses this gap by implementing a 360-degree feedback model to provide a more comprehensive evaluation of AM participants’ soft skills. Four assessor groups were involved: college students (self-assessment), peers, supervising teachers, and vocational students. Using a descriptive-analytical quantitative design, data were collected from 330 respondents and analyzed with descriptive statistics, the Kruskal–Wallis test, and Dunn’s post hoc test. The results showed that communication received the highest mean self-rating (M = 4.28, SD = 0.60), while adaptation received the lowest (M = 3.85, SD = 0.58). Significant perceptual gaps were found across assessor groups, particularly in adaptation, where students rated themselves lower than peers (Z = 5.00, p < .001, r = .43) and supervising teachers (Z = 2.83, p = .019, r = .24). Conversely, in communication, self-assessments were higher than those of vocational students (Z = 5.12, p < .001, r = .45). These findings demonstrate that assessor perspectives differ systematically, reflecting self-efficacy biases and relational expectations. Practically, the study provides empirical evidence that integrating 360-degree assessments into AM can identify hidden competency gaps and guide targeted training interventions, particularly in adaptation skills, while ensuring that student voices are formally included in program evaluation.
Copyright (c) 2025 Sriyani Mentari, Umi Nuraini, Slamet Fauzan https://creativecommons.org/licenses/by-sa/4.0
Examining the Strategic Role of Soft Skills and Their Implications for Supporting Resource Development: A Narrative Literature Review
This narrative literature review examines how soft skills function strategically within human-resource and educational contexts and explores their implications for designing support resources. The review draws on twenty peer-reviewed studies published between 2015 and 2025, selected through systematic screening of keywords such as soft skills, human resources, and educational resources. Through interpretative thematic analysis, the study identifies core competencies of soft skills: communication, collaboration, problem-solving, adaptability, leadership, empathy, time management, creativity, and metacognition. Findings highlight the strategic role of soft skills in recruitment, professional development, team dynamics, and organizational culture within education, as well as systemic implications for curriculum design, assessment practices, teacher preparation, and institutional policy. Major barriers include curricular inertia, limited facilitator capacity, measurement challenges, and equity gaps in learner engagement. The review recommends embedding explicit soft skills into educational program frameworks and investing in sustained educator training. Future research should undertake detailed, longitudinal analyses of student soft-skills development using robust quantitative measures alongside qualitative approaches to identify effective instructional strategies and contextual factors that drive sustainable skill acquisition.
Copyright (c) 2025 Pathan Pathan, Saiful Prayogi, Mansur Mansur, Kadir Alfan Alaydrus, Moh Faisatullah https://creativecommons.org/licenses/by-sa/4.0
Charting the Future of Prompt Engineering: Critical Reflections on Methodology, Ethics, and Research Directions
Prompt engineering has emerged as a transformative strategy for optimizing Large Language Models (LLMs), offering a cost-effective alternative to full model fine-tuning. In a recent bibliometric review, Fatawi et al. (2024) analyzed 437 Scopus-indexed publications from January 2022 to February 2024, using VOSviewer to identify key thematic clusters—including transformer architectures, deep learning innovations, and few-shot learning—and documenting a fivefold increase in related publications over the review period. Building on their macro-level mapping, this commentary extends the discussion by articulating the strategic and democratizing potential of prompt engineering while addressing critical gaps in methodology and ethical oversight. We critique the review’s reliance on a single English-language database, its exclusion of preprints and non-English sources, and its omission of qualitative insights into user practices and system impacts. In response, we offer concrete recommendations to guide future research: diversify data sources for bibliometric analysis, implement rigorous prompt audit frameworks, conduct longitudinal A/B testing in real-world environments, and adopt mixed-methods approaches to capture human-centered dynamics. We also explore emerging synergies—such as quantum-enhanced NLP and neuro-linguistic prompt design—as promising frontiers for advancing prompt optimization. By addressing these gaps, this commentary aims to ensure that prompt engineering evolves not only as a technical solution but as a responsible and inclusive foundation for next-generation AI development.
Copyright (c) 2025 Ni Nyoman Sri Putu Verawati, Lalu Nurul Yaqin https://creativecommons.org/licenses/by-sa/4.0
Transforming Education with ChatGPT: Advancing Personalized Learning, Accessibility, and Ethical AI Integration
The integration of artificial intelligence (AI) in education, exemplified by tools like ChatGPT, represents a transformative shift in teaching and learning methodologies. This study explores ChatGPT’s role in advancing personalized learning, empowering educators, and enhancing accessibility within educational ecosystems. Using a systematic literature review supported by bibliometric analysis, the paper identifies key trends and insights into AI-driven educational technologies. Findings demonstrate ChatGPT's capacity to personalize instruction by generating adaptive content, delivering real-time feedback, and facilitating curriculum development. It also alleviates educators' workloads through automated grading, lesson planning, and administrative support. However, challenges such as ethical concerns regarding data privacy, inherent AI biases, and potential over-reliance on automation hinder its widespread adoption. The study emphasizes the necessity of ethical guidelines, transparency, and balanced AI integration to mitigate these risks. In conclusion, ChatGPT holds substantial potential for improving educational outcomes by fostering inclusive, adaptive, and efficient learning environments. Future efforts should focus on refining AI technologies to reduce biases, uphold data privacy, and equip educators with the skills needed to effectively integrate AI into pedagogical practices. Responsible and ethical implementation will be key to unlocking ChatGPT's full potential in education.
Copyright (c) 2024 Muhammad Asy'ari, Sergii Sharov https://creativecommons.org/licenses/by-sa/4.0
Exploring the Potential of Virtual Reality (VR) in Developing Students' Thinking Skills: A Narrative Review of the Last Five Years
Addressing the persistent issue of inadequate critical thinking skills among students, this study examines the potential of Virtual Reality (VR) to transform educational practices. Traditional teaching methods often prioritize rote memorization, limiting opportunities for higher-order cognitive processes such as analysis, synthesis, and evaluation. This narrative review synthesizes findings from the past five years, focusing on VR’s ability to enhance thinking skills. Employing a systematic literature search via Scopus, 24 reviewed studies were analyzed, highlighting VR’s immersive and interactive capabilities in fostering critical thinking, problem-solving, and engagement. Results indicate that VR surpasses traditional methods by offering experiential learning scenarios, promoting collaboration, and addressing diverse educational needs. Applications in STEM and professional education demonstrate improved cognitive outcomes, including spatial reasoning, decision-making, and retention of abstract concepts. However, challenges such as high costs, infrastructural constraints, and teacher training gaps hinder widespread adoption. Ethical considerations around data privacy and inclusivity further underscore the need for strategic implementation. This study concludes that VR holds transformative potential in education, provided challenges are addressed through targeted investments, interdisciplinary innovations, and inclusive practices. Future research should emphasize long-term studies and integrate emerging technologies like AI and AR to maximize VR’s impact on cognitive skill development.
Copyright (c) 2024 Rangga Alif Faresta, Teo Zhao Ser Bryan Nicholas, Yixuan Chi, Indah Astri Natalia Sinambela, Abdul Ziqron Mopoliu https://creativecommons.org/licenses/by-sa/4.0
Teaching Factory Based on Scientific Creativity to Enhance Students' Soft Skills and Sustainable Entrepreneurship
This study aimed to assess the validity and effectiveness of a Teaching Factory (TEFA) model based on scientific creativity in enhancing students’ soft skills and fostering sustainable entrepreneurship. The TEFA approach was validated through expert evaluations and tested through two production processes involving 15 university students. The research focused on improving soft skills such as communication, teamwork, creativity, leadership, and time management, alongside sustainable entrepreneurship skills like opportunity identification, resource utilization, and entrepreneurial action. Data were collected using observation sheets and analyzed through descriptive statistics and ANOVA to compare students' performance across the two production processes. The results showed significant improvements in students' soft skills and sustainable entrepreneurship, with the TEFA approach based on scientific creativity proving highly effective. Average soft skill scores increased from "Poor" to "Good" after the intervention, and similar improvements were observed in sustainable entrepreneurship scores. The structured pedagogical cycle employed—encompassing need identification, curriculum development, implementation, evaluation, and reflection—successfully bridged the gap between theoretical knowledge and practical application in entrepreneurship education. However, a limitation of the study was its small sample size, indicating the need for further research with larger and more diverse populations. These findings suggest that the TEFA approach based on scientific creativity can be a valuable addition to university entrepreneurship programs, better preparing students for the challenges of the global business landscape.
Copyright (c) 2024 Taufik Samsuri, Habibi Habibi, Muhamad Ikhsan https://creativecommons.org/licenses/by-sa/4.0
Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives
This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.
Copyright (c) 2024 Indriaturrahmi Indriaturrahmi, Saiful Prayogi, Syifa'ul Gummah https://creativecommons.org/licenses/by-sa/4.0
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research
This review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education.
Copyright (c) 2024 Ni Nyoman Sri Putu Verawati, Joni Rokhmat, Ahmad Harjono, Muh Makhrus, AA Sukarso https://creativecommons.org/licenses/by-sa/4.0
Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System
The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.
Copyright (c) 2024 Muhammad Roil Bilad, Siti Zubaidah, Saiful Prayogi https://creativecommons.org/licenses/by-sa/4.0
Curiosity in Science Learning: A Systematic Literature Review
This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.
Copyright (c) 2024 H. Hunaepi, I Ketut Suma, I Wayan Subagia https://creativecommons.org/licenses/by-sa/4.0
Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills
This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.
Copyright (c) 2024 Nevi Ernita, Bahtiar Bahtiar, Zulkarnaen Zulkarnaen, Hisbulloh Als Mustofa, Rangga Alif Faresta https://creativecommons.org/licenses/by-sa/4.0
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review
Science education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students.
Copyright (c) 2024 Ni Nyoman Sri Putu Verawati, Joni Rokhmat, AA Sukarso, Ahmad Harjono, Muh Makhrus https://creativecommons.org/licenses/by-sa/4.0
Examining the Impact of Online Learning Platforms on Undergraduate Academic Performance: Insights from the University of Ilorin
This study explores the impact of Online Learning Platforms (OLPs) on undergraduate academic performance at the University of Ilorin, Nigeria. Employing a descriptive survey design, the study targeted all undergraduates, with a simple random sampling technique selecting 200 respondents from various faculties. Data were analyzed using descriptive statistics for frequency counts and mean scores, while hypotheses were tested using ANOVA and t-tests at a 0.05 significance level. Key findings revealed that a majority of students (51.9%) did not utilize several available OLPs, reflecting significant gaps in platform integration. Nevertheless, OLPs positively influenced academic performance, with a grand mean score of 3.21, demonstrating enhanced engagement and resource accessibility. Challenges such as inadequate internet connectivity and limited instructor guidance (mean score 3.08) hindered effective utilization. No significant differences were observed in OLP usage across gender (p=0.822) or specialization (p = 0.613), highlighting their inclusivity. The study concludes that OLPs hold considerable potential to improve learning outcomes but require improved integration, infrastructure, and user training to address identified challenges. Recommendations include regular evaluations of platform effectiveness, tailored interventions to meet discipline-specific needs, and investments in digital infrastructure to bridge accessibility gaps. These measures will ensure that OLPs maximize their impact as equitable and effective educational tools.
Copyright (c) 2024 Ebenezer Babalola, Deborah Oluwakemi Aina https://creativecommons.org/licenses/by-sa/4.0
Helping Students Become Proficient Physics Problem Solvers Through Problem-Based Learning
This study investigated the efficacy of Problem-Based Learning (PBL) in enhancing students' problem-solving abilities in physics education, addressing the lack of effective methodologies in nurturing this crucial skill. Utilizing a quasi-experimental design, 58 secondary school students from Nigeria were divided into an experimental group, which received PBL instruction, and a control group, which received traditional teaching methods. Over three months, both groups were assessed using an essay test format before and after the intervention, focusing on problem-solving abilities related to force and motion concepts. Descriptive and inferential statistical analyses were employed to evaluate the pretest, posttest, and n-gain scores, revealing significant improvements in problem-solving abilities within the experimental group compared to the control group. Specifically, students exposed to the PBL model exhibited higher average scores and greater improvement in problem-solving skills across various indicators, including understanding the problem, developing a plan, implementing the plan, and reflecting on solutions. The findings underscored the effectiveness of the PBL model in fostering active engagement, collaborative learning, and structured problem-solving processes, aligning with contemporary educational approaches that prioritize practical skill development and critical thinking. This study contributed to the growing body of literature supporting the efficacy of PBL in enhancing problem-solving abilities, highlighting its potential to cultivate a dynamic learning environment conducive to the development of essential skills in physics education.
Copyright (c) 2024 Yusuf Sarkingobir, Abdulaziz Bello https://creativecommons.org/licenses/by-sa/4.0
Enhancing Biology Learning through 3D Models: A Study of Academic Performance in Nigerian Secondary Schools
Despite the recognized importance of Biology in secondary education, students' performance in the subject remains persistently low, particularly in Nigeria, due to the continued reliance on abstract, text-based instructional methods. This study addresses this pedagogical gap by evaluating the impact of a 3-Dimensional Model of the Human Circulatory System (3-DMHCS) on students' academic performance. Grounded in constructivist and multimodal learning frameworks, the study utilized a quasi-experimental post-test non-randomized control group design involving 60 students (49 from public and 11 from private schools). Participants were assigned to either a control group receiving conventional instruction or an experimental group taught using the 3-DMHCS. The Biology Performance Test (BPT), validated and yielding a reliability coefficient of 0.86 (KR-20), was used for assessment. Quantitative results revealed that the experimental group achieved a higher mean post-test score (M = 13.36, SD = 3.44) compared to the control group (M = 11.42, SD = 2.87), with a statistically significant mean difference of 1.94 (t(58) = 2.83, p < 0.01). Additionally, over 53% of students in the experimental group scored within the high range (16–20), whereas none in the control group reached this threshold. Notably, no significant difference was observed between public and private school students’ performance in the experimental group (t(58) = -0.180, p = 0.86), indicating the model’s equitable effectiveness across institutional contexts. The study contributes novel evidence on how low-cost, tactile instructional models can bridge educational disparities and enhance students' grasp of complex biological systems. It advocates for integrating 3D instructional tools into mainstream science curricula and underscores the need for professional development to support such pedagogical innovations.
Copyright (c) 2025 Ebenezer Omolafe Babalola, Eyiyemi Veronica Omolafe https://creativecommons.org/licenses/by-sa/4.0
Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework
Developing critical thinking skills is paramount in the realm of mathematics education in today's era. It's crucial to monitor learners' advancements in critical thinking, as such insights are valuable for enhancing educational methodologies. Recognizing this, the availability of tools for evaluating critical thinking abilities is vital for fostering students' proficiency in these skills. This research sets out to review existing literature on the assessment of critical thinking capabilities within the sphere of mathematics. A thorough analysis was conducted on relevant scholarly articles focusing on the evaluation of critical thinking in mathematics education. The study adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework, which includes the steps of identification, screening, eligibility, and inclusion. Literature from the SCOPUS database was meticulously reviewed, given its esteemed status in providing precise data for international research indexing. Data from the selected documents were visualized using VOSviewer software. Adhering to the PRISMA methodology, findings reveal the significance of critical thinking in the field of mathematics education and highlight various methods and tools that can assess these skills within mathematical contexts. Nonetheless, there remains a gap in consensus on the definition of critical thinking due to the diverse array of theories and perspectives, leading to variability in assessment standards, particularly in mathematics education. Thus, there is a pressing need to precisely define critical thinking within the mathematical domain and to develop accurate tools for its assessment.
Copyright (c) 2025 Irham Azmi, Mohd Faizal Nizam Lee Abdullah, Zuraida Alwadood, Franklin P. Calaminos https://creativecommons.org/licenses/by-sa/4.0
Development of Case-Based Learning Device with Cognitive Conflict Strategies to Improve the Critical Thinking Ability of Prospective Teacher Students
This study aimed to develop and evaluate a Case-Based Learning (CBL) device incorporating cognitive conflict strategies to enhance the critical thinking abilities of prospective teacher students, a response to the global competitiveness challenge faced by Indonesian education. Through a methodological lens of research and development, the study meticulously validated a suite of educational devices, including lesson plans, student worksheets, teaching materials, and instruments designed to test critical thinking abilities. Additionally, the research scrutinized the practicality of these devices in actual classroom settings, ensuring their applicability in real-world educational environments. The findings from this comprehensive analysis revealed that the CBL device not only met the criteria for validity and reliability but also demonstrated significant practicality, as evidenced by its seamless integration and consistent application in classroom scenarios. A pivotal aspect of the study was the quantifiable enhancement in the critical thinking capabilities of the students involved, which was rigorously assessed through pretest and posttest measures. These assessments, underpinned by substantial effect sizes obtained via paired t-test analyses, highlighted a marked improvement in the critical thinking skills of the prospective teachers. The empirical evidence garnered through this research underscores the transformative potential of the CBL device, advocating for its widespread adoption in teacher education programs. The study posits that such an innovative educational device is quintessential for equipping future educators with the necessary skills to navigate and contribute effectively to the 21st-century educational landscape, thereby responding adeptly to the evolving demands of global educational competitiveness.
Copyright (c) 2024 Muhammad Yusril Yusup, Ahmad Harjono, Muh Makhrus https://creativecommons.org/licenses/by-sa/4.0
Empowering EFL Writers: The Impact of Unlimited Time and Dictionary Use on Writing Accuracy
Intermediate EFL learners often struggle with producing accurate and coherent writing, particularly in settings constrained by limited time and restricted access to language resources. While prior research has separately examined the effects of dictionary use or time flexibility, this study explores the combined impact of both. Through a quasi-experimental design, 50 male intermediate EFL learners were divided into control and experimental groups. The experimental group received unlimited time and access to both digital and print dictionaries during writing tasks, while the control group followed traditional time-bound instruction without resource access. Results showed a significant improvement in the experimental group’s writing scores, which rose from a pre-test mean of 14.76 to a post-test mean of 16.72 (t(24) = -5.70, p < 0.001, Cohen’s d = 1.06). The control group’s post-test mean was 15.12, and between-group comparisons also revealed a statistically significant difference (t(48) = 3.121, p = 0.003, Cohen’s d = 0.88). Error analysis further supported the intervention’s effectiveness, with reductions exceeding 50% in key error categories such as verb tense (from 43 to 21), sentence structure (27 to 13), and spelling (28 to 12). These results affirm that integrating flexible time policies and dictionary access enhances learners’ ability to self-monitor, revise, and control their writing. The study advocates for instructional models that promote learner autonomy, highlighting the need for EFL curricula to support more adaptive, resource-enriched learning environments. This dual-intervention model offers a practical pathway to elevate writing proficiency and reduce persistent error patterns in EFL contexts.
Copyright (c) 2025 Mohammad Sharafi, Mohammad Ali Ayatollahi https://creativecommons.org/licenses/by-sa/4.0
Utilizing Social Reality Videos in Mobile Apps to Enhance Electronic Learning: Examining the Influence on Cognitive Learning Outcomes Among Students
This research endeavors to evaluate the effectiveness of incorporating electronic learning (e-learning) with social reality videos into a mobile application to enhance students' cognitive learning outcomes. The study adopts an experimental design, specifically a pretest-posttest control group design, involving two distinct groups: the experimental group exposed to e-learning featuring social reality videos, and the control group engaged in traditional face-to-face learning utilizing the expository method. Each group comprised twenty-eight students, and both groups underwent pre-tests and post-tests with identical tasks. The primary focus of this investigation is the assessment of cognitive learning outcomes among students, representing the educational impact of induced learning within each treatment group. Analysis of students' learning outcomes includes descriptive methods (such as the average learning outcomes and n-gain) and statistical procedures, including hypothesis testing to determine differences in achievement between the treatment groups, conducted at a significance level of 0.05. In summary, the findings of this study reveal that the integration of e-learning with social reality videos significantly enhances students' learning outcomes, surpassing the effectiveness of the expository method. Consequently, the researchers recommend the simultaneous incorporation of this innovative approach into conventional classroom lectures.
Copyright (c) 2023 Rachid El Yazidi https://creativecommons.org/licenses/by-sa/4.0
Surmounting Obstacles in STEM Education: An In-depth Analysis of Literature Paving the Way for Proficient Pedagogy in STEM Learning
The modern educational system has recognized the significance of STEM as a vital component of students' preparation for a promising future. Consequently, there is a need for comprehensive research in STEM education, encompassing an understanding of its context, challenges, and strategies to overcome these obstacles. Ongoing research continues to focus on developing coherent studies in this area, particularly emphasizing effective STEM pedagogy, which has proven to positively impact students' learning outcomes. However, despite its potential, STEM education faces several challenges that could impede its progress. In the scope of this study, a thorough examination revealed at least six key challenges confronting, these challenges encompass: pedagogical challenges, curriculum-related issues, structural complexities, student apprehensions, assessment concerns, and the critical need for teacher support. These challenges, along with proposed solutions, are discussed in-depth in this article. It is worth noting that pedagogical challenges hold paramount importance, as teachers play a pivotal role in implementing successful STEM education in schools. As such, this article delves into various effective pedagogical aspects that can facilitate the advancement of STEM education and foster enhanced learning experiences for students. Several key aspects contribute to effective pedagogy in STEM education and learning, including: (a) cultivating an innovative learning environment that nurtures inquiry, experimentation, and critical thinking; (b) utilizing a diverse range of authentic learning methods and relevant educational resources; (c) facilitating a collaborative learning environment that encourages teamwork and knowledge sharing; (d) creating an inclusive learning environment that accommodates the diverse needs of students; and (e) encouraging continuous reflection on and improvement of teaching practices to optimize learning outcomes.
Copyright (c) 2023 Fernando Salvetti, Khaerul Rijal, Isaac Owusu-Darko, Saiful Prayogi https://creativecommons.org/licenses/by-sa/4.0
Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking
The imperative to address climate change in educational curricula stems from its profound implications for the sustainability of human life. A crucial aspect of this education is fostering critical thinking (CT) in students, as they form their perspectives on climate change. Traditional teaching approaches alone have proven inadequate in developing students' CT concerning this complex issue, particularly when learning remotely. To address this challenge, students must be actively engaged with the realities of climate change. In response to this need, the current study aimed to apply the problem-based learning (PBL) in remote learning scenario utilizing climate change virtual reality (VR) video in mobile application to train students’ CT skills. Utilizing a mixed method approach, the study involved 86 high school students, divided evenly between experimental and control groups, using a 'true experimental design' to quantify CT skill improvements. Complementing the quantitative data, the study also conducted semi-structured interviews with teachers participating in the interventions, providing valuable insights into their responses to the learning methods. The instruments used to measure students' CT skills were carefully validated for psychometric properties (validity and reliability). The study's overall findings indicate that the PBL approach integrated with climate change VR videos in mobile applications effectively enhances students' critical thinking skills, surpassing the outcomes of traditional teaching methods. Moreover, the feedback received from teachers who took part in the teaching interventions was overwhelmingly positive, reinforcing the efficacy of the learning approach. This research highlights the significance of implementing PBL and VR experiences to cultivate CT among students, particularly in the context of climate change education.
Copyright (c) 2023 Hassan Aliyu, Musah Ebikabowei, Aina Jacob Kola https://creativecommons.org/licenses/by-sa/4.0
Involving STEM Students in Critical Analysis Tasks on the Processes of Modifying Optical Properties of Materials
Copyright (c) 2023 Muhammad Roil Bilad, Aris Doyan https://creativecommons.org/licenses/by-sa/4.0
The Effects of Flipped Classroom in English Language Communicative Skills
This study investigates the effectiveness of Flipped Classroom in teaching speaking skills for an English communicative class as well as the students’ perceptions of this approach towards their learning experience. In the flipped classroom, students watched the videos and read the provided documents outside the classroom. In class, which was done virtually, group discussions, debates, and role-plays were conducted based on the content that they had watched before the class. Both the pre-test and post-test were the instruments used to measure effectiveness, and all eight students were interviewed to identify their perceptions of Flipped Classroom. This research found that this instructional method was effective in teaching speaking skills, as there were improvements in the post-test in comparison with the pre-test, where only three students managed to score above 50% while the rest failed. This study also revealed that the flipped classroom was beneficial to students as it helped them improve their speaking skills. Despite the problems they faced in class, their speaking skills improved tremendously.
Copyright (c) 2023 Shafiee Yakob, Rosmawijah Jawawi, Masitah Shahrill, Jainatul Halida Jaidin https://creativecommons.org/licenses/by-sa/4.0
Bibliometric Analysis of the Thinking Styles in Math and Its' Implication on Science Learning
The exploration of mathematical thinking styles is a vital area of investigation, particularly concerning its influence on science education within the classroom, given the significant role mathematics plays in advancing scientific understanding. The examination of this subject holds great interest, and its pertinence strongly bolsters prospective teaching and research endeavors. This research aims to perform a bibliometric scrutiny of mathematical thinking styles and their implication on science learning. The focus of this bibliometric inquiry is to elucidate and scrutinize literature congruent with the concept of mathematical thinking styles and their alignment with science learning. The SCOPUS repository is employed as the primary source of document references. Document selection and analysis were conducted using specific keywords in the 'document search' section. Employing diverse document screening methodologies pertinent to mathematical thinking styles and their implication on science learning, a corpus of relevant documents addressing the subject matter was identified. The sequential screening procedures and document findings are discussed comprehensively in this article. Fundamentally, articles pertinent to the bibliometric analysis theme, 'mathematical thinking styles and their implications for science learning,' underscore the significance of delving into students' mathematical thinking styles. Variances in these cognitive styles pose significant challenges for educators' pedagogical approaches in both mathematics and science instruction. This constitutes a pivotal implication of the present study, necessitating educators to adeptly navigate diverse mathematical thinking styles when structuring pedagogy in science and mathematics. Ultimately, this study stands as a pivotal reference for future investigations delving into themes associated with mathematical thinking styles.
Copyright (c) 2023 Yusuf Sarkingobir, Lukman Femi Egbebi, Adeneye O. A Awofala https://creativecommons.org/licenses/by-sa/4.0
Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments
This study evaluates implementation of asynchronous learning in teaching engineering electromagnetics module. A group of first-year engineering students participated in the study. The instruction was divided into two periods, with the first period using asynchronous online mode and the second period using synchronous face-to-face mode. The performance evaluation was based on essay questions on class tests, and the data variances were statistically analysed. In addition, student feedback was gathered through interviews conducted at the end of the semester. In terms of overall performance, the results indicate that synchronous and asynchronous learning methods were equally effective, as no significant difference was found. However, individual student grades revealed a variety of outcomes for the asynchronous learning method, suggesting that students have different learning preferences and levels of adaptability. Positive feedback for asynchronous learning included the ability to adjust the pace of learning and conveniently access course materials. Students valued the availability of recorded lectures for reviewing difficult subject matter. Students with lower study motivation or limited experience with independent learning were negatively affected by the absence of scaffolding and immediate feedback in the asynchronous learning approach. Some students emphasized the importance of face-to-face interaction with the instructor, especially in a subject like electromagnetics that requires intuitive thought and elaboration.
Copyright (c) 2023 Muhammad Roil Bilad https://creativecommons.org/licenses/by-sa/4.0
Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology
This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.
Copyright (c) 2023 Ni Nyoman Sri Putu Verawati, Khaerul Rijal, Nuraqilla Waidha B Grendis https://creativecommons.org/licenses/by-sa/4.0