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p-Index From 2021 - 2026
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All Journal Jurnal Pendidikan Vokasi Journal of Educational Studies
Agung Wahyu Hermansyah
Universitas Negeri Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Global Trends in Problem-Based Learning for Mathematics Learning in Primary Schools: A Bibliometric Study (2015-2025) Kanisius Supardi; Farida Hanum; Agung Wahyu Hermansyah
Journal of Educational Studies Vol. 3 No. 2 (2025): Agustus
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i2.3378

Abstract

Strengthening 21st-century competencies in elementary school mathematics learning is an urgent need in the era of the industrial revolution 4.0. Although Problem-Based Learning (PBL) is theoretically and empirically recognized as being able to improve students' learning outcomes and problem-solving abilities, existing research remains methodologically and thematically fragmented. This study aims to consolidate evidence and systematically map the development of PBL research trends in elementary school mathematics learning during the period 2015-2025. This study uses a mixed-methods sequential explanatory design that integrates bibliometric analysis and meta-analysis. Data of 285 documents were obtained from the Scopus database and analyzed using VOSviewer software, Bibliometrix R-package, and Comprehensive Meta-Analysis (CMA). The findings indicate that annual publication trends fluctuate significantly with research peaks occurring in 2018, 2020, 2022, and 2024. Geographically, Indonesia emerged as a major research center (global research hub) with the highest number of publications, while the United States played a role as a mediator for international collaboration. The thematic map identifies the primary research focus on the student pillar, mathematics content, and PBL methodology. This area of research is still in its infancy but not yet fully mature. There are significant research gaps in the specific cognitive mechanisms of PBL, as well as the need for teacher capacity building and the integration of advanced technologies such as intelligent tutoring systems in future research.
Competency-Based Curriculum for Critical and Creative Thinking Skills Maria Magdalena Yunika Nugraheni; Ariefa Efianingrum; Agung Wahyu Hermansyah
Journal of Educational Studies Vol. 3 No. 3 (2025): Desember
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i3.3376

Abstract

This study highlights the implementation of the Competency-Based Curriculum (CBC) in improving critical and creative thinking skills through a Systematic Literature Review (SLR). Data were obtained from 59 Scopus-indexed articles published between 2015 and 2025, with 20 articles meeting relevance criteria for early childhood education (ECE) and secondary education levels worldwide. The data analysis protocol followed PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) to ensure systematic and transparent literature selection. The findings indicate that CBC has a significant positive impact on critical and creative thinking skills, especially when active and contextual learning strategies are implemented. Strategies such as project-based learning, inquiry-based learning, problem-solving in science, reflective writing, and local culture-based media have proven effective in stimulating higher-order cognition and student creativity. However, the effectiveness of CBC faces systemic and philosophical challenges, including unprepared teacher competency, a lack of valid assessment instruments, and the risk of material shallowing due to an excessive focus on procedural skills. Based on these findings, it is recommended that policymakers prioritize teacher training and strengthening authentic assessment, while researchers are advised to conduct longitudinal studies to assess the long-term impact of the CBC and develop standardized assessment models that can be widely applied in schools.
Developing a content-differentiated mathematics teaching module for vocational high school students: Validity, practicality, and effectiveness Kanisius Mandur; Farida Hanum; Agung Wahyu Hermansyah; Jumadi Jumadi; Rahayu Fuji Astuti
Jurnal Pendidikan Vokasi Vol. 16 No. 1 (2026)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v16i1.100318

Abstract

The increasing diversity of students' learning readiness, interests, and learning profiles requires mathematics instructional materials that support differentiated learning in vocational education. However, teaching modules specifically designed to facilitate content differentiation remain limited. Unlike conventional mathematics modules that primarily provide uniform instructional content, the module developed in this study explicitly incorporates content differentiation to accommodate variations in students' learning readiness, interests, and learning profiles within vocational education settings. This study aimed to develop and validate a content-differentiated mathematics teaching module that is valid, practical, and effective for vocational high school students. A Research and Development (R&D) approach employing the ADDIE instructional design model (analysis, design, development, implementation, and evaluation) was adopted. The module was evaluated through expert validation involving material, media, and language specialists, while its practicality was assessed using teacher and student response questionnaires. Effectiveness was examined through pretest–posttest achievement data. The findings indicated that the developed module achieved a very high level of validity, with material, media, and language validity scores of 87.47%, 90.00%, and 83.33%, respectively. The module was also perceived as highly practical by teachers (93.65%) and students (87.54%). Furthermore, the implementation of the module significantly improved students' mathematics achievement, as reflected by the increase in the mean score from 64.52 (pretest) to 87.65 (posttest) (p < .001). These findings demonstrate that the proposed module provides an effective instructional resource for implementing content differentiation in heterogeneous mathematics classrooms and offers practical support for promoting adaptive and inclusive learning in vocational high schools.
Co-Authors Ariefa Efianingrum Farida Hanum Jumadi Jumadi Kanisius Mandur Kanisius Supardi Maria Magdalena Yunika Nugraheni Rahayu Fuji Astuti