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Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework Azmi, Irham; Abdullah, Mohd Faizal Nizam Lee; Alwadood, Zuraida; Calaminos, Franklin P.
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.1858

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.

A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

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.

Profil Berpikir Kritis Siswa SMP pada Mata Pelajaran IPA Irham Azmi; Dwi Sabda Budi Prasetya; Sabrun Sabrun
Journal of Classroom Action Research Vol. 7 No. 1 (2025): Februari 2025
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i1.10570

Berpikir kritis adalah keterampilan fundamental dalam pendidikan abad ke-21, yang penting untuk menganalisis informasi, mengevaluasi bukti, dan membuat keputusan yang logis. Dalam pembelajaran sains, berpikir kritis memainkan peran penting dalam membantu siswa memahami konsep-konsep kompleks serta mengembangkan keterampilan pemecahan masalah secara sistematis. Namun, studi-studi sebelumnya menunjukkan bahwa siswa sekolah menengah pertama (SMP) di Indonesia menunjukkan tingkat kemampuan berpikir kritis yang relatif rendah. Penelitian ini bertujuan untuk menganalisis profil berpikir kritis siswa SMP dalam pembelajaran sains dan mengidentifikasi faktor-faktor yang mempengaruhi perkembangannya. Desain penelitian deskriptif kuantitatif digunakan dengan memanfaatkan kuesioner skala Likert untuk menilai tujuh indikator utama berpikir kritis, yaitu: rasa ingin tahu, kepercayaan diri, pencarian kebenaran, keterbukaan pikiran, kemampuan analitis, sistematis, dan kedewasaan. Data dianalisis menggunakan teknik statistik deskriptif untuk menentukan tingkat berpikir kritis siswa. Hasil penelitian mengungkapkan bahwa sebagian besar siswa berada dalam kategori “sedang” terkait persepsi terhadap kemampuan berpikir kritis. Di antara ketujuh indikator, keterbukaan pikiran (70%) dan kedewasaan (72%) diklasifikasikan dengan kriteria tinggi, yang menunjukkan bahwa kemampuan siswa untuk menerima perspektif baru dan berpikir secara objektif. Sementara itu, kepercayaan diri (58%) dan sistematis (63%) merupakan indikator dengan skor terendah, yang menunjukkan adanya kelemahan dalam berpikir terstruktur dan pengambilan keputusan. Meskipun siswa telah menunjukkan dasar berpikir kritis yang memadai, perbaikan masih diperlukan dalam aspek kepercayaan diri, keterampilan analitis, dan pemikiran sistematis. Penelitian ini merekomendasikan integrasi strategi Problem-Based Learning (PBL) dan pendekatan STEM untuk meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran IPA.

Pemberdayaan Masyarakat Desa Bengkaung melalui Pelatihan Pembuatan Black Soap Berbasis Minyak Jelantah dan Karbon Aktif Hulyadi, Hulyadi; Sukarma, I Ketut; Samsuri, Taufik; Asy'ari, Muhammad; Azmi, Irham; Hunaepi, Hunaepi; Mirawati, Baiq; Fitriani, Herdiyana
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 11 No. 2 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v11i2.5835

Kegiatan pengabdian kepada masyarakat ini bertujuan memberdayakan ibu-ibu PKK Desa Bengkaung, Kecamatan Batulayar, Kabupaten Lombok Barat, melalui pelatihan pembuatan black soap berbasis minyak jelantah dan karbon aktif dari limbah ayakan arang kelapa. Permasalahan utama mitra adalah belum optimalnya pemanfaatan limbah ayakan arang kelapa yang diperkirakan mencapai 200 kg per hari dan limbah minyak jelantah dari kawasan kuliner dan pariwisata sekitar desa yang diperkirakan mencapai 50 liter per hari. Kegiatan dilaksanakan pada 18–19 April 2025 di Balai Desa Bengkaung dengan melibatkan 32 anggota PKK sebagai peserta. Metode kegiatan dirancang secara partisipatif melalui FGD, sosialisasi, pelatihan, penerapan teknologi sederhana, pendampingan, dan evaluasi. Teknologi yang ditransfer meliputi aktivasi arang halus menggunakan larutan KOH 15%, pemurnian minyak jelantah melalui adsorpsi karbon aktif, serta pembuatan sabun padat melalui reaksi saponifikasi. Hasil evaluasi menunjukkan peningkatan rata-rata skor pengetahuan peserta dari 41,6 (pretest) menjadi 79,3 (posttest) atau meningkat 90,6%. Sebanyak 27 dari 32 peserta (84,4%) berhasil membuat sabun secara mandiri, menghasilkan 64 batang prototipe black soap. Uji mutu menunjukkan pH rata-rata 9,3 (rentang 8,9–9,7) dan kadar air 14,2%, keduanya memenuhi standar SNI 06-3532. Program ini berkontribusi pada peningkatan literasi lingkungan, keterampilan produktif perempuan, peluang usaha rumah tangga, dan pengurangan pencemaran limbah, serta relevan dengan SDGs tujuan 3, 5, 8, 12, dan 13. Community Empowerment in Bengkaung Village through Black Soap Production Training Based on Waste Cooking Oil and Activated Carbon Abstract This community service program aims to empower women of the Family Welfare Movement (PKK) in Bengkaung Village, Batulayar District, West Lombok Regency, through training in black soap production using waste cooking oil and activated carbon derived from coconut charcoal sieve residues. The main partner problems are the underutilization of coconut charcoal residues estimated at 200 kg per day and waste cooking oil from culinary and tourism activities around the village estimated at 50 liters per day. The program was implemented on April 18–19, 2025, at the Bengkaung Village Hall, involving 32 PKK members as participants. Activities were designed using a participatory approach through focus group discussions, socialization, training, simple technology application, mentoring, and evaluation. The transferred technology includes chemical activation of fine charcoal using 15% KOH solution, purification of waste cooking oil through activated carbon adsorption, and solid soap production through saponification. Evaluation results showed an increase in average knowledge scores from 41.6 (pretest) to 79.3 (posttest), representing a 90.6% improvement. A total of 27 of 32 participants (84.4%) successfully produced soap independently, yielding 64 black soap prototypes. Quality tests showed an average pH of 9.3 (range 8.9–9.7) and moisture content of 14.2%, both meeting SNI 06-3532 standards. The program contributes to improved environmental literacy, women’s productive skills, household business opportunities, and waste pollution reduction, in alignment with SDGs Goals 3, 5, 8, 12, and 13.

Modern Physics Course in Online Learning: To What Extent are Students Successful in Learning? Ni Nyoman Sri Putu Verawati; Irham Azmi
International Journal of Ethnoscience and Technology in Education Vol. 1 No. 2 (2024): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v1i2.12380

The shift towards online education platforms has accelerated, highlighting the need for comprehensive evaluations of their effectiveness in delivering complex subjects like modern physics. This study aims to determine the success of students in an online modern physics course at Mataram University, focusing specifically on cognitive skills, conceptual understanding, and overall academic performance. Utilizing an experimental design, the research engaged 26 physics education students, aged 17 to 19, over a six-month academic period. The methods encompassed structured assessments through validated essay tests designed to measure distinct educational outcomes throughout the course duration. Findings reveal a broad variance in performance across measured metrics, with notable distinctions in students' abilities to grasp and apply complex physics concepts effectively. The results indicate that while online platforms can significantly enhance student learning outcomes when combined with interactive tools and effective engagement strategies, challenges such as limited hands-on experiences and variable technology access persist. These findings highlight the necessity for adaptive educational methods that cater to a diverse student body and underscore the potential of online education to extend beyond traditional classroom boundaries, enhancing learning through innovative approaches. This research contributes to the broader educational discourse by demonstrating that proactive adjustments in course design and delivery are essential to maximize the efficacy of online learning environments.

Assessing Critical Thinking in Mathematics Education: A Systematic Review and Analysis Using the PRISMA Framework Azmi, Irham; Abdullah, Mohd Faizal Nizam Lee; Alwadood, Zuraida; Calaminos, Franklin P.
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.1858

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.

Penguatan Literasi Akademik Mahasiswa FSTT melalui Sosialisasi Teknik Penulisan Karya Ilmiah Prayogi, Saiful; Azmi, Irham; As’ari, Muhammad; Samsuri, Taufik; Muhali, Muhali; Yusup, Muhammad Yusril; Kurnia, Nova; Mirawati, Baiq; Fitriani, Herdiyana; Verawati, I Putu; Hunaepi, Hunaepi; Aminullah, Aminullah; Ikhsan, Muhamad
Sasambo: Jurnal Abdimas (Journal of Community Service) Vol. 8 No. 2 (2026): Mei
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/4k1t1279

Kegiatan pengabdian kepada masyarakat ini bertujuan memperkuat literasi akademik mahasiswa Fakultas Sains, Teknik, dan Terapan (FSTT) melalui sosialisasi teknik penulisan karya ilmiah. Latar belakang kegiatan didasarkan pada kebutuhan mahasiswa dalam memahami konsep dasar karya ilmiah, struktur tulisan, teknik penulisan, sitasi dan referensi, serta etika akademik. Metode pelaksanaan dirancang melalui tiga tahap, yaitu persiapan, pelaksanaan, dan evaluasi. Tahap persiapan mencakup identifikasi kebutuhan, penyusunan materi, koordinasi teknis, dan penyusunan instrumen angket. Tahap pelaksanaan dilakukan secara tatap muka dengan melibatkan 21 mahasiswa melalui pendekatan transfer of knowledge, ceramah interaktif, dan tanya jawab. Evaluasi dilakukan menggunakan angket skala Likert dan dianalisis secara deskriptif kuantitatif berdasarkan skor rata-rata dan persentase. Hasil kegiatan menunjukkan bahwa pemahaman peserta terhadap materi berada pada kategori baik dengan mean 3,84 dan persentase 76,80%. Indikator tertinggi terdapat pada pemahaman struktur karya ilmiah, sedangkan indikator terendah terdapat pada teknik penulisan ilmiah. Respon peserta juga berada pada kategori baik dengan mean 3,91 dan persentase 78,19%. Kompetensi narasumber memperoleh penilaian tertinggi, sedangkan metode dan pelaksanaan menjadi aspek yang masih perlu ditingkatkan. Kegiatan ini menunjukkan bahwa sosialisasi terstruktur dan interaktif dapat mendukung penguatan literasi akademik mahasiswa. Oleh karena itu, kegiatan lanjutan perlu menambahkan praktik menulis, umpan balik, dan evaluasi berbasis kinerja secara lebih sistematis berkelanjutan. Strengthening Academic Literacy of FSTT Students through the Socialization of Scientific Writing Techniques This community service program aimed to strengthen the academic literacy of students of the Faculty of Science, Engineering, and Applied Sciences (FSTT) through the dissemination of scientific writing techniques. The program was based on students’ needs to improve their understanding of the basic concepts of scientific papers, writing structure, academic writing techniques, citation and references, and academic ethics. The activity was implemented in three stages: preparation, implementation, and evaluation. The preparation stage included needs identification, material development, technical coordination, and questionnaire preparation. The implementation stage was conducted face-to-face with 21 students using a transfer of knowledge approach, interactive lectures, and question-and-answer sessions. Evaluation was carried out using a Likert-scale questionnaire and analyzed descriptively through mean scores and percentages. The results showed that participants’ understanding of the material was in the good category, with a mean score of 3.84 and a percentage of 76.80%. The highest indicator was understanding the structure of scientific papers, while the lowest was scientific writing techniques. Participants’ responses were also in the good category, with a mean score of 3.91 and a percentage of 78.19%. The speaker’s competence received the highest rating, whereas the method and implementation aspects still require improvement. These findings indicate that structured and interactive dissemination can support the strengthening of students’ academic literacy. Future programs should include writing practice, feedback, and performance-based evaluation.

Development and Quasi-Experimental Evaluation of a Visual Textbook for Learning Theories in Teacher Education Safitri, Baiq Rina Amalia; Verawati, Ni Nyoman Sri Putu; Azmi, Irham
Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Vol. 10 No. 2 (2026): July
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/e-saintika.v10i2.3889

This study developed and evaluated a visually structured textbook for the Learning Theories course in teacher education, addressing the limited empirical evidence on visually oriented core textbooks for concept-heavy theory courses. A Research and Development approach using the ADDIE framework guided the analysis, design, development, expert validation, implementation, and evaluation stages. Participants were 56 first-semester Information Technology Education students at Universitas Pendidikan Mandalika, assigned by intact class to an experimental group using the visual textbook (n = 28) and a control group using a conventional printed textbook (n = 28). Data were collected through expert-validation questionnaires, a student-response questionnaire, and a pretest–posttest Course Achievement Test. Content, media, and practitioner evaluations ranged from 85% to 90%, placing the textbook in the highly valid category. Students also reported favorable perceptions of readability, visual presentation, relevance, and support for independent study. After controlling for pretest achievement, ANCOVA showed a significant group effect on posttest scores, F(1,53) = 1380.908, p < .001, partial η² = .963. The experimental group also achieved a higher normalized gain (M = 0.640, SD = 0.031) than the control group (M = 0.303, SD = 0.050), with Welch’s t(45.077) = 30.283, p < .001. These findings indicate that, within the present quasi-experimental context, use of the visually structured textbook was associated with substantially greater learning achievement and positive perceived instructional support. Further multi-institutional and longitudinal studies are needed to assess generalizability, retention, and underlying learning mechanisms.

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