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All Journal Current Educational Review
Nisa Hidayatullah
University of Mataram
Education Languange, Linguistic, Communication & Media Mathematics

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Mapping Research Trends on the Culturally Responsive Transformative Teaching (CRTT) Learning Model to Improve Critical Thinking Skills Ryya Aulia Assirri; Nisa Hidayatullah; Riska Dia Sapitri; Rizka Sofia Irawan; Sri Suci Lestari
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.509

Abstract

This study aims to map research trends on the Culturally Responsive Transformative Teaching (CRTT) learning model in an effort to improve students' critical thinking skills from 2016–2025. The study was conducted through bibliometric analysis using data obtained from Google Scholar, processed with Publish or Perish, Dimensions.ai, and visualized using VOSviewer. A total of 200 documents were analyzed using the PRISMA flow to identify publication developments, source types, citations, and keyword relationships. The results show that the CRTT research trend has increased significantly in the last decade, with a dominance of scientific articles and an increase in citations on topics related to science learning, ethnoscience, cultural literacy, and the development of critical thinking skills. Keyword analysis revealed that terms such as curriculum, century skill, STEM, action, and lesson study have become important focuses in the development of CRTT. Network and overlay visualizations show a shift in research from conceptual studies to contextual implementation based on local culture and technology integration. These findings confirm that CRTT is a relevant pedagogical approach for building transformative, culturally responsive learning, and is effective in developing students' critical thinking skills in various educational contexts. This study provides a foundation for further research as well as practical recommendations for implementing the CRTT model in schools and developing a culture-based curriculum
Research Trends on Problem-Based Learning for Enhancing Critical Thinking Skills Based on Students' Cognitive Styles Nisa Hidayatullah
Current Educational Review Vol. 2 No. 2 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i2.511

Abstract

Learning models based on problems also offer a learning framework in which participants are confronted with authentic problems that require deep analysis, problem solving, and critical thinking to achieve a deeper understanding. This research aims to determine research trends on the problem-based learning model for increasing critical thinking ability reviewed from cognitive styles. This research uses a descriptive-analytical method, which aims to understand and describe research trends using a problem-based learning model for increasing critical thinking ability reviewed from the cognitive styles of participants. The data used in this study were obtained from information sources indexed by Google Scholar using analytical tools such as Publish or Perish and Dimension.ai. The data identified and analyzed were publication types, publication sources, and highly cited research titles. The data analysis method used bibliometric analysis assisted by VOS viewer software. The analysis results show that research trends indexed by Google Scholar from 2016 to 2025 experienced fluctuating growth. However, in 2024, there were many documents in the form of articles, proceedings, chapters, preprints, edited books, and monographs discussing studies on the problem-based learning model for increasing critical thinking ability reviewed from cognitive styles. The keywords frequently used in this study are critical thinking, cognitive load, and others.
Research Trends on the Use of Chemistry Comics Based on Project-Based Learning to Improve Science Process Skills Rizka Sofia Irawan; Aris Doyan; Samsul Sahidi; Ridha Zulfatun Nafisah; Muhammad Isro’; Hidayatullah Hidayatullah; Nisa Hidayatullah; Riska Dia Sapitri; Ryya Aulia Assirri
Current Educational Review Vol. 2 No. 2 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i2.514

Abstract

Chemistry learning requires students not only to understand abstract concepts but also to engage in scientific activities that form the foundation of science process skills; therefore, instructional innovations that support concept visualization and foster inquiry are essential. In this context, the present study aims to analyze research trends on the use of Project-Based Learning (PjBL) chemistry comic media to enhance students’ science process skills during the period 2016–2025. This study employed a descriptive–analytical method using a bibliometric approach by examining 1,000 Google Scholar–indexed documents with the assistance of Publish or Perish and Dimensions AI to identify publication patterns, dominant keywords, and the most influential journal sources. The findings indicate a significant increase in publications since 2022, with both print and digital comics emerging as effective media for visualizing chemical concepts and supporting scientific work within PjBL. These findings align with Bruner’s constructivism and Paivio’s Dual Coding Theory, which emphasize the importance of visual representation and authentic learning experiences. The study concludes that integrating chemistry comics with PjBL has strong theoretical and empirical legitimacy as an approach capable of strengthening students’ science process skills. Practically, the results suggest the need for more systematic implementation of comics and PjBL in science curricula to support creative, contextual, and scientifically literate learning
Co-Authors Aris Doyan Hidayatullah Hidayatullah Muhammad Isro’ Ridha Zulfatun Nafisah Riska Dia Sapitri Rizka Sofia Irawan Ryya Aulia Assirri Ryya Aulia Assirri Samsul Sahidi Sri Suci Lestari