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All Journal SYAIKHONA: Jurnal Magister Pendidikan Agama Islam GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Firda Noerzanah
Institut Darul Falah Bandung Barat
Religion Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical Critical Thinking Ability and Adversity Quotient in Mathematics Learning: A Systematic Literature Review Ari Limay Trisno Putra; Namiyah Fitriani; Firda Noerzanah; Rabiatul Nadawiyah
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 1 No. 2 (2025): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v1i2.539

Abstract

This study aims to systematically review the literature discussing mathematical critical thinking skills and Adversity Quotient in the context of mathematics learning, with a focus on the ability conditions, indicators used, and a synthesis of research findings. The method used is Systematic Literature Review with reference to the PRISMA stages. Articles were obtained through searches on Google Scholar and SCOPUS databases using related keywords, then selected based on inclusion and exclusion criteria. The selected articles were analyzed descriptively-qualitatively. The results of the study indicate that students' mathematical critical thinking skills at various levels of education are generally in the low to moderate category, especially in the analysis, evaluation, and conclusion drawing indicators. The indicators of mathematical critical thinking skills used in the study are dominated by the Ennis and Facione framework, while the Adversity indicator Quotient generally refers to Stoltz 's CORE model which includes Control, Origin Ownership, Reach, and Endurance. Synthesis of findings shows that students with the highest level of Adversity Students with a higher AQQ tend to have better mathematical critical thinking skills, particularly in terms of persistence and reflection in solving mathematical problems. This study emphasizes the importance of developing mathematical critical thinking skills integrated with strengthening Adversity. Quotient in mathematics learning
Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Firda Noerzanah; Alamul Huda Almuzakky
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Abstract

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.
Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Ari Limay Trisno Putra; Ibnu Imam Al Ayyubi; Namiyah Fitriani; Firda Noerzanah; Alamul Huda Almuzakky
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Abstract

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.
PARENT–SCHOOL COLLABORATION IN ELEMENTARY ISLAMIC EDUCATION: QUR’AN MEMORIZATION AND CHARACTER Nada Inayah Rahmah; Syarif Amrullah; Wakib Kurniawan; Firda Noerzanah
SYAIKHONA: Jurnal Magister Pendidikan Agama Islam Vol 4 No 2 (2026): October 2026
Publisher : Prodi Magister Pendidikan Agama Islam (MPAI) - STAI Nida El-Adabi Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59166/syaikhona.v4i2.473

Abstract

Al-Qur'an memorization education has become one of the main priorities in the development of religious education in Indonesia, particularly in shaping students’ Qur’anic character. However, improving the quality of Qur’an memorization remains challenging without strong collaboration between parents and schools. This study aims to examine the role of parent school collaboration in supporting the enhancement of Qur’an memorization among students at Sekolah Tahfidz Plus Khoiru Ummah Majenang. This research employs a qualitative descriptive approach with data collected through in depth interviews, observations, and documentation involving school principals, tahfidz teachers, parents, and students. The data were analyzed using Miles and Huberman’s interactive analysis model with source and method triangulation to ensure data validity. The findings indicate that collaboration between parents and the school plays a vital role in improving students’ memorization progress and strengthening their Qur’anic character. Synergy built through intensive communication, emotional support, and active parental involvement at home creates a sustainable Qur’anic educational ecosystem. This collaboration has proven effective in enhancing students’ motivation, consistency, and discipline in memorizing the Qur’an. Future studies are recommended to expand the application of triangulation and integrate a longitudinal approach to achieve more comprehensive and in depth results.
Co-Authors Alamul Huda Almuzakky Ari Limay Trisno Putra Ibnu Imam Al Ayyubi Nada Inayah Rahmah Namiyah Fitriani Rabiatul Nadawiyah Syarif Amrullah Wakib Kurniawan