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All Journal Al Khawarizmi: Jurnal Pendidikan dan Pembelajaran Matematika JOURNAL OF INFORMATICS AND COMPUTER SCIENCE Jurnal Ilmiah Peuradeun APOTEMA : Jurnal Program Studi Pendidikan Matematika Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran TUNAS BANGSA Jurnal Basicedu Jurnal Dedikasi Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Prosiding Conference on Research and Community Services Jurnal Studi Agama Mosharafa: Jurnal Pendidikan Matematika Al-Madaris Jurnal Pendidikan dan Studi Keislaman Proceedings of International Conference on Multidiciplinary Research Mejuajua Jurnal Basicedu Jurnal Malikussaleh Mengabdi ARUS JURNAL SAINS DAN TEKNOLOGI ABDIMU: Jurnal Pengabdian Muhammadiyah Asian Journal of Science Education Jurnal Riset & Sains Ekonomi
Ade Irfan
Universitas Abulyatama
Religion Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Asian Journal of Science Education

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A Systematic Review of Teachers' Obstacles in Implementing Differentiated Learning in Junior High Schools Safriana, Safriana; Irfan, Ade; Iramadhani, dwi; Ula, Mutammimul
Asian Journal of Science Education Vol 6, No 2: October, 2024
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v6i2.40424

Abstract

Education plays an important role in developing human potential to face future challenges. One of the newest concepts in education is differentiated learning, which aims to meet the individual needs of students with tailored teaching strategies. This study uses the Systematic Literature Review (SLR) method with the PRISMA approach to explore the obstacles faced by teachers in implementing differentiated learning in junior high schools. A literature search was conducted through Google Scholar with related keywords between 2020-2024, resulting in 19 articles that met the inclusion criteria. The results of the analysis show that the main obstacles include teacher readiness, technology limitations, and inadequate time allocation. The proposed solutions include increased teacher training, the provision of adequate technological resources, and better planning for time allocation. Support from schools and supportive policies is also crucial to support the effective implementation of differentiated learning in junior high schools.
Collaborative Learning in Science Education: A Systematic Review on Enhancing 21st Century Skills and Overcoming Implementation Barriers Safriana, Safriana; Irfan, Ade; Rahmi, Ayu; Fadilla, Nur
Asian Journal of Science Education Vol 7, No 2: October, 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/ajse.v7i2.48465

Abstract

In the era of 21st-century education, the ability to think critically, collaborate effectively, and solve complex problems has become essential for student success, particularly in science education. This study aims to examine the effectiveness of collaborative learning in science education through a Systematic Literature Review (SLR) using the PRISMA method. A total of 188 articles from the Scopus database were systematically screened, resulting in six main articles selected for further analysis. The research instruments included a literature analysis table and the VOSviewer application for keyword mapping. The findings indicate that collaborative learning enhances students academic performance, critical thinking, creativity, teamwork, and problem-solving skills. However, challenges such as low collaborative competence among students and insufficient teacher facilitation remain significant barriers. Therefore, the implementation of collaborative learning must be supported by well-planned and contextual pedagogical interventions to align with the demands of 21st-century education.
Co-Authors AGUNG LUKITO Ahmad Nasriadi Akhyar Akhyar Aldri Frinaldi Alfurqan, A Alfurqan, Alfurqan Ammar Zaki Anzora Anzora Anzora Anzora Anzora Anzora, Anzora Aprilia, Eka Asnita Virlayani, Asnita Asyraf Muzaffar Azriansyah, Akmal Bakkareng, Bakkareng Budi Azhari Bunga Mawarni Merdu Cindenia Puspasari Da’are Maesa Arik, Uru Dwi Iramadhani Dwi Juniati Dwi Wahyu Kartikasari Faida, Elis Nur Gustin, Mardhilla Hajrayanti, Lili Hardiyatni, shanti Hasanah Hasanah Hasanuddin, Novianingsih Ibthihaq, Balqis Di'ab Iramadhani, Dwi Irma Aryani Irma Aryani Kono, Pardan Lenwinsky, Sefti Wiwin Maqfirah Maqfirah Merdu, Bunga Mawarni Meri Dwi Anggraini Monalisa Monalisa Muhammad Yacoeb Mulya, Zuhril Murni Murni Musriandi, Riki Mutammimul Ula N.H, Esty Saraswati Nisa, Miftahul Nur Fadilla, Nur Nurlaila Nurlaila Nurmala, Nita Padlu Rohman, Cecep putri, amanda Putri, Amanda Sagita Rahmi Rahmi Rahmi, Ayu Riki Musriandi S. Kuba, Muhammad Syafa'at Safriana Safriana Saifuddin Saifuddin Samsuar Samsuar Samsuar, Samsuar Shalehah, Hidayatus SITI KHOLIFAH Suarma’iyah, Endah Sumintak, Sumintak Syarifah Farissi Hamama Tabrani ZA Tabrani Tuti Marjan Fuadi Zahratul Fitri Zahratul Fitri, Zahratul