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All Journal International Journal of Educational Review Jurnal Pemberdayaan Masyarakat
Badeni Badeni
Universitas Bengkulu, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Problem-Based Learning E-Modules to Improve Students' 21st-Century Skills: A Systematic Literature Review Meirani Meirani; Nofriansyah Nofriansyah; Badeni Badeni; Osa Juarsa; Muhammad Kristiawan; Eko Risdianto; Yusupov Komaliddin Bakhtiyor Ugli
Jurnal Pemberdayaan Masyarakat Vol 5, No 1 (2026)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v5i1.640

Abstract

This systematic literature review examines the effectiveness of Problem-Based Learning (PBL) e-modules in developing students' 21st-century skills by synthesizing ten Scopus-indexed empirical studies published between 2015 and 2025. Motivated by the growing demand for student-centered and technology-integrated learning, this review aims to consolidate evidence on how PBL-oriented digital modules support key competencies. Following the PRISMA guidelines, the study employed a transparent selection process and combined thematic synthesis with bibliometric analysis (VOSviewer) to identify research trends, dominant themes, and learning outcomes. The findings indicate that PBL e-modules consistently enhance critical thinking, collaboration, communication, and creativity, with the strongest effects reported in critical thinking and collaborative performance. Student motivation and autonomy emerged as important mediating factors, while variations in instructional design and digital platform quality influenced effectiveness across contexts. These results imply that well-structured PBL design and purposeful digital integration are critical for maximizing the impact of e-modules on 21st-century skills, while also highlighting methodological gaps for future research.
REVISITING CURRICULUM THEORY: POST-FOUNDATIONAL SHIFTS IN 21ST-CENTURY KNOWLEDGE CONSTRUCTION: A SYSTEMATIC LITERATURE REVIEW Deni Haryadi; Wahyu Widada; Sungkem Tri Wahyuni; Badeni Badeni; Eko Risdianto
International Journal of Educational Review Vol. 8 No. 1 (2026): International Journal of Educational Review, Volume 8, Number 1 (2026)
Publisher : Unib Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijer.v8i1.50020

Abstract

This systematic literature review examines post-foundational shifts in curriculum theory through 13 studies appraised using PRISMA and MMAT 2018. The findings identify four themes: the crisis of foundational curriculum theory; the rise of plural epistemologies; the mediation of knowledge construction through language, power, culture, and digitality; and a synthesised model of curriculum transformation. The study’s novelty lies in integrating decolonial, relational, linguistic, and adaptive debates into one post-foundational framework and proposing a four-movement model that offers a concise conceptual vocabulary for interpreting contemporary curriculum transformation across diverse educational contexts.
Co-Authors Deni Haryadi Eko Risdianto Meirani Meirani Muhammad Kristiawan Nofriansyah Nofriansyah Osa Juarsa Sungkem Tri Wahyuni Wahyu Widada Yusupov Komaliddin Bakhtiyor Ugli