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All Journal Jurnal ABDINUS : Jurnal Pengabdian Nusantara Nusantara: Jurnal Pendidikan Indonesia
AM, Ichsan Anshory
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Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering

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Pendampingan Pembuatan LKS Berorientasi Metakognisi Pada Guru Sekolah Dasar Muhammadiyah 5 Batu AM, Ichsan Anshory; Amelia, Delora Jantung; Saputra, Setiya Yunus
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 2 No 2 (2019): Volume 2 Nomor 2 Tahun 2019
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.772 KB) | DOI: 10.29407/ja.v2i2.12595

Abstract

Implementation, Community Service Program With the Title "Ibm Assistance Group for Making LKS Based on Metacognition in Elementary School Teachers" begins with a workshop providing material for making worksheets and material on metacognition. This activity involved collaboration with partner schools namely SD Muhammadiyah 5 Kota Batu. In this service the teacher appointed was all teachers ranging from class I teachers to class VI teachers, the principal of Muhammadiyah 5 Elementary School also participated in this activity. For the sake of the creation of this service program, all teachers need to gain reinforcement of concepts and material about making worksheets, learning activities and practice questions that are oriented to metacognition, with the provision of material reinforcement the optimal LKS will be made. Furthermore, the activities carried out were assisted in making LKS. This activity was carried out by the way the dedication team came to partner schools. The dedication team checks the drafts made by the teachers, sees the progress that has been made, and discusses the obstacles faced by the teacher in preparing the LKS. The worksheets produced here are metacognitive-oriented LKS so that all activities in the LKS must reflect LKS-oriented activities starting from their activities and the questions in them. As the end of the series of programs, this service is the gathering of LKS oriented to metacognition. LKS collected is LKS that has been checked by the service team and has been revised by the teachers. Improvement notes are discussed together, with the aim of preparing a follow-up plan.
Developing Critical Thinking in Digital Learning Environments: Challenges and Opportunities Rokhmah, Trias Istina; Darsono, Darsono; Sucipto, Sucipto; Restian, Arina; AM, Ichsan Anshory
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-5

Abstract

Purpose – This study aims to map existing research on critical thinking in digital learning environments by identifying reported challenges, opportunities, and pedagogical strategies.Methods – A scoping review was conducted following the framework of Arksey and O’Malley (2005). A systematic search of the Scopus database was performed using the keywords critical thinking, digital learning, online learning, and blended learning. After automated filtering, title screening, abstract screening, and full-text review, 20 peer-reviewed open-access journal articles published between 2020 and 2025 were included. Data were extracted and synthesized in relation to three research questions addressing challenges, opportunities, and pedagogical strategies. Findings – The review identified recurring challenges, including superficial integration of higher-order thinking, limited learner self-regulation, technological and institutional constraints, and assessment limitations. At the same time, digital learning environments offer opportunities through flexible access, authentic learning tasks, collaborative interaction, and metacognitive support. Pedagogical strategies such as inquiry-based, project-based, case-based, and flipped learning were consistently associated with positive critical thinking outcomes when supported by instructional alignment and scaffolding. Research Implications – The findings emphasize the central role of pedagogical design in fostering critical thinking through digital learning. As a scoping review, this study maps trends rather than evaluating intervention effectiveness and is limited to open-access Scopus-indexed articles.
Co-Authors Arina Restian Darsono Darsono Delora Jantung Amelia Rokhmah, Trias Istina Setiya Yunus Saputra Sucipto Sucipto