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When Teaching Factories Meet Project-Based Learning: Rethinking Evidence of Impact on Students’ Soft Skills and Entrepreneurial Intention Verawati, Ni Nyoman Sri Putu; Prayogi, Saiful; Mustofa, Hisbulloh Als
Lensa: Jurnal Kependidikan Fisika Vol. 13 No. 2: December 2025
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-lkf.v13i2.19052

This commentary examines Hulyadi et al. (2025), which reports that a project-based teaching factory (PbTF) model in a chemical cleaning industry context improved students’ soft skills and entrepreneurial intention over a short intervention. The article’s key contribution is practical: it operationalizes “teaching factory” as a sequenced learning design with validated tools and measurable outcomes. However, the strength of causal claims is limited by the one-group pretest–posttest design, a small cohort, and outcomes closely aligned with course activities. The observed gains may reflect increased opportunities to collaborate, assessment familiarity, or short-term motivational uplift rather than durable competence and entrepreneurial behavior. This commentary offers a cautious reading of the evidence, proposes alternative interpretations consistent with the reported data, and suggests evaluation steps that would clarify mechanisms, durability, and generalizability. PbTF-PjBL appears promising as an applied learning package, but stronger comparative and longitudinal evidence is needed before treating it as a robust impact model.

The Analysis of Students’ Design Thinking in Inquiry-Based Learning in Routine University Science Courses Prayogi, Saiful; Ardi, Raden Fanny Printi; El Yazidi, Rachid; Tseng, Kuang-Chih; Mustofa, Hisbulloh Als
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1338

Design thinking has garnered widespread recognition for its distinctive problem-solving and innovative approach, attracting the attention of both professionals and academics. It has expanded beyond its origins in the design field and is now being applied in diverse domains. This article focuses on the integration of design thinking into science education, particularly within the framework of inquiry-based learning. To comprehensively explore the study objectives, a mixed methods approach involving both quantitative and qualitative methods was employed. The study included 102 first-year university students enrolled in science courses. The assessment of students' design thinking dimensions is conducted using instruments that have been rigorously validated and proven to be reliable in terms of their psychometric properties. The findings revealed that students exposed to inquiry-based learning demonstrated significant improvements in their design thinking skills compared to those taught through conventional methods. Furthermore, interviews with lecturers provided additional support for the positive impact of inquiry-based learning on students' design thinking abilities.

Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

Material Familiarity and Aesthetic Learning in Early Childhood: A Mixed-Methods Study of Clay Art in Jepara, Indonesia Ismintarti, Endar; Fajrie, Nur; Utaminingsih, Sri; Mustofa, Hisbulloh Als
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 11 No. 1 (2026)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2026.111-02

Screen-based engagement has increasingly displaced young children’s opportunities for tactile, embodied, and materially grounded learning. Within this context, clay-based art offers a potentially meaningful medium through which children can translate lived experience into three-dimensional expression, yet limited research has examined how children’s prior knowledge of a physical material relates to their artistic performance and emerging aesthetic learning. This study investigated children’s prior knowledge of clay, examined its relationship with artistic performance, and explored the forms of expression that emerged through clay-based artmaking. A mixed-methods sequential explanatory design was employed in Jepara Regency, Indonesia. In the quantitative phase, data were collected from 150 early childhood students using proportional stratified random sampling and analysed through descriptive statistics and analysis of variance (ANOVA). In the qualitative phase, 12 children were selected purposively for in-depth exploration through observation, interviews, field notes, and thematic analysis. The findings showed that children’s prior knowledge of clay was at a sufficient level and was strongly associated with artistic performance. The qualitative analysis further indicated that children’s artworks were shaped by three main experiential domains: the domestic environment, the local and natural environment, and media and personal imagination. Rather than treating clay as merely a motor activity, the study shows that clay-based artmaking can function as a situated form of aesthetic learning in which material familiarity, environmental exposure, and prior experience intersect. The study contributes to early childhood art education by offering a more grounded account of aesthetic learning as culturally mediated and materially situated, while also suggesting the pedagogical value of place-based and materially responsive art practices.

The Analysis of Students’ Design Thinking in Inquiry-Based Learning in Routine University Science Courses Prayogi, Saiful; Ardi, Raden Fanny Printi; El Yazidi, Rachid; Tseng, Kuang-Chih; Mustofa, Hisbulloh Als
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1338

Design thinking has garnered widespread recognition for its distinctive problem-solving and innovative approach, attracting the attention of both professionals and academics. It has expanded beyond its origins in the design field and is now being applied in diverse domains. This article focuses on the integration of design thinking into science education, particularly within the framework of inquiry-based learning. To comprehensively explore the study objectives, a mixed methods approach involving both quantitative and qualitative methods was employed. The study included 102 first-year university students enrolled in science courses. The assessment of students' design thinking dimensions is conducted using instruments that have been rigorously validated and proven to be reliable in terms of their psychometric properties. The findings revealed that students exposed to inquiry-based learning demonstrated significant improvements in their design thinking skills compared to those taught through conventional methods. Furthermore, interviews with lecturers provided additional support for the positive impact of inquiry-based learning on students' design thinking abilities.

Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1 (2024): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.

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