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p-Index From 2021 - 2026
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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Innovation in Education and Learning Review of Education, Science, and Technology
Haerul Syam
Muhammadiyah University of Makassar
Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Other

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STEM Digital Collaboration to Enhance Critical Thinking Skills of Secondary School Students: A Literature Review Fatqurhohman Fatqurhohman; Haerul Syam; Ratih Puspasari; Fathul Niam; Agus Miftakhus Surur
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 1: FEBRUARY 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.112025.8

Abstract

This literature review explores the role of STEM digital collaboration in enhancing critical thinking skills among secondary school students. As global demands for higher-order cognitive abilities intensify, integrating digital tools within STEM education has emerged as a promising approach to foster interactive, collaborative, and contextually meaningful learning experiences. The review synthesizes recent empirical studies and theoretical perspectives, highlighting innovative pedagogical models such as STEM-Blended Learning, Project-Based Learning, and STEM-based digital modules that effectively cultivate critical thinking. Notably, this study advances the understanding of how balanced technology integration, coupled with collaborative STEM activities, optimizes cognitive skill development while mitigating risks of overdependence on digital resources. The novelty of this review lies in its comprehensive focus on digital collaboration as a catalyst for critical thinking enhancement, bridging theoretical frameworks and practical applications in diverse secondary education contexts. Implications for educators and policymakers emphasize the strategic adoption of integrated STEM-digital pedagogies to prepare students for complex 21st-century challenges. Future research directions include evaluating cross-cultural effectiveness and addressing implementation barriers in technology-supported STEM collaboration.
Articulate Storyline as an Interactive Learning Medium: A Critical Literature Review Haerul Syam; Tatik Retno Murniasih; Farman Farman; Fatqurhohman Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2: December 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i2.46

Abstract

Articulate Storyline is an interactive learning medium increasingly utilized in the digital transformation of education due to its capacity to present dynamic content and enhance learner engagement. This article aims to critically examine the use of Articulate Storyline, analyze its contributions to strengthening 21st-century skills, and identify its challenges as well as future development directions. This study employs a critical literature review approach, which not only synthesizes previous findings but also evaluates research trends, contributions, and limitations to reveal remaining research gaps. The review indicates that Articulate Storyline can improve learning motivation, cognitive effectiveness, and support the development of critical thinking, creativity, collaboration, and communication skills. However, issues such as limited digital infrastructure, insufficient teacher technological literacy, and the integration of character development remain significant challenges. These findings highlight the need for more adaptive, collaborative, and inclusive media strategies to ensure equitable benefits across various educational contexts. The novelty of this study lies in formulating a conceptual framework that positions Articulate Storyline as a strategic medium for advancing 21st-century education.
Analisis Miskonsepsi Konseptual dan Prosedural Siswa Kelas XI pada Materi Eksponen di Kepulauan Selayar Saripuddin; Irwan Akib; Haerul Syam
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.9596

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan literasi matematika siswa yang berakar pada miskonsepsi persisten, khususnya pada materi eksponen yang merupakan konsep prasyarat bagi matematika lanjutan. Penelitian ini bertujuan untuk mendeskripsikan bentuk miskonsepsi konseptual dan prosedural yang dialami siswa kelas XI di SMAN 2 Selayar beserta faktor penyebabnya. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan 97 siswa dengan 4 subjek yang dipilih melalui teknik purposive sampling berdasarkan tingkat keparahan miskonsepsi. Data dikumpulkan melalui tes diagnostik berbentuk esai dan wawancara klinis berbasis tugas (task-based interview). Hasil penelitian menunjukkan bahwa pada aspek konseptual, siswa mengalami miskonsepsi notasi (mengartikan pangkat nol sebagai nilai basis dan gagal memaknai invers perkalian pada pangkat negatif), namun tidak mengalami miskonsepsi bahasa. Pada aspek prosedural, siswa mengalami spesialisasi berlebihan dengan mencampuradukkan sifat perkalian dan perpangkatan, serta generalisasi berlebihan dengan mendistribusikan pangkat ke dalam operasi penjumlahan polinomial secara ilegal. Miskonsepsi ini disebabkan oleh dominasi pemahaman instrumental, keterbatasan abstraksi aljabar yang memicu asosiasi keliru, serta kuatnya intervensi aturan aritmetika dasar. Kesimpulannya, miskonsepsi eksponen bersifat persisten jika tidak ditangani. Oleh karena itu, penggunaan strategi konflik kognitif berbasis substitusi numerik sangat direkomendasikan untuk membongkar pemahaman instrumental siswa menuju pemahaman relasional secara efektif.
Co-Authors Agus Miftakhus Surur Farman, Farman Fathul Niam Fatqurhohman Fatqurhohman Irwan Akib Ratih Puspasari Saripuddin Tatik Retno Murniasih