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All Journal Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Kontinu: Jurnal Penelitian Didaktik Matematika Jurnal Daya Matematis Jurnal Elemen E-Dimas: Jurnal Pengabdian kepada Masyarakat NUMERICAL (Jurnal Matematika dan Pendidikan Matematika) Union: Jurnal Ilmiah Pendidikan Matematika Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal SOLMA IndoMath: Indonesia Mathematics Education Dinamisia: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Matematika (Kudus) JPM : Jurnal Pendidikan Matematika ANARGYA: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Community Services Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Berdaya Mandiri Hipotenusa : Journal of Mathematical Society JES-MAT (Jurnal Edukasi dan Sains Matematika) Jurnal Didactical Mathematics Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Jurnal Ilmiah Sultan Agung Jurnal Pendidikan Sultan Agung Jurnal Pengabdian Masyarakat dan Riset Pendidikan Hipotenusa: Journal of Mathematical Society Jurnal Infinity IPSSJ Differential: Journal on Mathematics Education
Nila Ubaidah
Universitas Islam Sultan Agung
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Project-Based Learning and Numeracy Literacy in Vocational Education: A Systematic Review of Their Impact on Critical Thinking Husriawati, Waode; Ubaidah, Nila
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.17987

Abstract

Despite growing interest in fostering critical thinking in mathematics education, existing studies tend to examine pedagogical approaches, cognitive competencies, and digital tools in isolation, resulting in a fragmented understanding of how these elements interact in vocational education contexts. This study addresses this gap by systematically synthesizing evidence on the interplay between Project-Based Learning (PBL), numeracy literacy, and digital tool integration in enhancing students’ critical thinking skills. A systematic literature review was conducted following the PRISMA framework, analyzing peer-reviewed articles indexed in Scopus, Web of Science, and ERIC published between 2015 and 2024. Studies were selected based on predefined inclusion criteria, including relevance to vocational education, explicit focus on critical thinking outcomes, and empirical or review-based evidence. A thematic synthesis approach was employed to identify patterns of interaction among pedagogical, cognitive, and technological dimensions. The findings reveal that PBL functions as the primary pedagogical driver structuring inquiry-based learning, while numeracy literacy serves as a cognitive mediator, enabling students to process, interpret, and apply mathematical reasoning. Digital tools, in turn, act as facilitating instruments that enhance engagement and support iterative problem-solving processes. The interaction of these three elements forms a complementary system that significantly strengthens the development of critical thinking, rather than contributing independently. This study contributes by proposing an integrative conceptual perspective that explicates the synergistic relationship between instructional design, cognitive development, and technological support in vocational mathematics education. The findings offer a more coherent framework for understanding how critical thinking can be systematically fostered through aligned pedagogical and technological practices.
Artificial Intelligence in Education and Its Conditional Impact on Critical Thinking: A Systematic Literature Review Maslan, Maslan; Ubaidah, Nila
Didactical Mathematics Vol. 8 No. 1 (2026): April 2026
Publisher : Program Studi Pendidikan Matematika, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/dm.v8i1.18001

Abstract

The integration of artificial intelligence (AI), particularly generative AI, has transformed contemporary educational practices, raising critical questions about its role in fostering higher-order thinking skills. This study aims to examine how AI influences critical thinking in educational contexts through a systematic literature review of empirical and supporting studies published between 2020 and 2026. Following PRISMA guidelines, 18 studies were selected and analyzed thematically. The findings indicate that AI can enhance critical thinking, problem-solving, and creativity, particularly when embedded in structured learning environments. However, the results also reveal a parallel risk of cognitive dependency, where learners rely on AI-generated outputs without sufficient evaluation. This dual effect highlights a central tension between AI as a cognitive support tool and as a potential substitute for independent reasoning. Furthermore, instructional design emerges as a key mediating factor. Approaches such as scaffolding, problem-based learning, and guided interaction significantly enhance AI's effectiveness in promoting higher-order thinking. The study concludes that AI does not inherently improve or hinder critical thinking; rather, its impact depends on pedagogical integration, learner engagement, and AI literacy. These findings contribute to a more nuanced understanding of AI in education and provide implications for designing learning environments that support meaningful cognitive development.
Co-Authors Abdul - Basir Adelia Febby Indriana AHMAD LUTFI Aldira Eka Fauzanah Alwi, Muhaammad Thohir Mahfudzh Andriyani, Zuni Dwi Anggar Titis Prayitno Anggreini, Cahyani Ayu Anggun Ananta Ari Widiastuti Arosi, Jaesi Aulia Asyhari Asyhari, Asyhari Basir, Abdul Basir, M. Abdul Basir, Mochamad Abdul Dhiyazzahra, Daffani Putri Dyana Wijayanti Dyana Wijayanti Evi Chamalah Evi Chamalah Fatikha Hanum Islahia Fina Farhatul Kamalia Hevy Rizqi Maharani Hevy Rizqi Maharani Husriawati, Waode Imam Kusmaryono Indriana, Adelia Febby Irfana, Lilik Iwan Junaedi Lailya Nur Oktaviani Lestari, Feri Puji Lutfiana, Fikra Sofya M Aminudin M. Abdul Basir Maeliyastuti Mafatihatur R. Maharani, Hevy Risqi Maharani, Hevy Rizqi Maslan, Maslan Maulida Fitria Mayana Agustyani Meng, Danyang Mohamad Aminudin Mohamad Aminudin Mohamad Aminudin Mu'alamah, Naila Nafisatun Mualamah, Naila Nafisatun Muhamad Afandi Muhammad Thoriqul Huda Mujiati Rahayu Nuhyal Ulya Putri, Evana Purwagana Rohmah, Erlina Maf'atun Salsabila, Tasya Nilna Sri Kadarwati Sri Lestari Pratiwi Sugiman wati, Lutfi Rahma Widiyawati Widiyawati Yasinta, Elsa Zaenuri