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All Journal Sosial Budaya SEMIRATA 2015 Jurnal Pendidikan Kimia Universitas Riau Jurnal Zarah Al Ishlah Jurnal Pendidikan Orbital: Jurnal Pendidikan Kimia Konfigurasi : Jurnal Pendidikan Kimia dan Terapan JURNAL PHOTON JURNAL PENDIDIKAN TAMBUSAI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Jurnal Riset Pendidikan Kimia (JRPK) JEDCHEM (JOURNAL EDUCATION AND CHEMISTRY) JETE Journal Of Research and Education Chemistry (JREC) Jurnal Pendidikan Terapan Journal of Chemistry Education and Integration
Pangoloan Soleman Ritonga
Fakultas Tarbiyah Dan Keguruan Universitas Islam Negeri Sultan Syarif Kasim Riau
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Mathematics Nursing Physics Social Sciences Other

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STRATEGI PEMBELAJARAN PROBLEM BASED INSTRUCTION; ANALISIS KETERAMPILAN BERPIKIR KRITIS PADA ASAM-BASA Saidah Fitri; Pangoloan Soleman Ritonga
Jurnal Zarah Vol. 11 No. 1 (2023): April, 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/zarah.v11i1.4196

Abstract

Identifikasi tujuan utama dari studi ini adalah untuk menganalisis keterampilan murid dalam berpikir secara kritis menggunakan strategi pembelajaran Problem Based Instruction (PBI) pada materi asam-basa. Studi ini dilakukan pada murid kelas XII MIAdi MA Nahdlatul Ulama Kediri selama tahun ajaran 2021/2022. Studi ini mengadopsi desain one-shot case study yang bersifat deskriptif. Studi ini melibatkan 25 murid yang dipilih secara purposive sebagai sampel. Untuk memperkuat data yang diperoleh, peneliti menggunakan berbagai instrumen seperti tes, lembar observasi, dan wawancara. Temuan dari studi ini menunjukkan bahwa keterampilan murid dalam berpikir secara kritis yang mendapat pembelajaran melalui strategi pembelajaran PBI menunjukkan persentase yang bervariasi pada kelima sub-indikator berpikir kritis. Sub-indikator yang memiliki persentase tertinggi adalah bertanya dan menjawab pertanyaan menantang dengan persentase 86,76% dan berada pada level yang sangat baik. Sub-indikator terkait penarikan kesimpulan dan penilaian hasil memiliki skor 83,83% dengan level sangat baik. Di sisi lain, sub-indikator menilai kehandalan narasumber memiliki skor 72,79%. Sub indikator yang berfokus pada identifikasi asumsi memiliki peringkat baik dengan skor 70,59%. Namun, sub-indikator untuk mengambil keputusan dari suatu tindakan memiliki persentase terendah sebesar 68,38%, menunjukkan peringkat cukup. Berdasarkan temuan tersebut dapat disimpulkan bahwa kemampuan berpikir kritis murid pada pembelajaran asam basa memiliki skor rata-rata sebesar 76,67% yang termasuk dalam level baik.
The Transformation of Digital Learning in Higher Education in the Society Era 5.0: A Systematic Literature Review Paijan Rambe Rambe; Muhammad Arifin; Pangoloan Soleman Ritonga
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1422

Abstract

Purpose: This study examines the transformation of digital learning in higher education in the Society 5.0 era through a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Methods: The review synthesized 34 Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025. Studies were selected through the PRISMA stages of identification, screening, eligibility, and inclusion and subsequently analyzed using thematic synthesis. All included studies met the predefined quality assessment criteria, with 20 classified as very high quality and 14 as high quality. Findings: The synthesis identified four major dimensions of digital learning transformation: (1) pedagogical innovation and learning experience, (2) digital learning technologies, (3) individual factors influencing digital learning adoption, and (4) institutional transformation and readiness. The reviewed studies suggest that technologies such as Artificial Intelligence (AI), adaptive learning, learning analytics, and Learning Management Systems (LMS) are frequently associated with more personalized, flexible, and data-informed learning environments, alongside higher levels of student engagement and self-regulated learning. However, the evidence also indicates persistent challenges related to digital infrastructure, unequal access to technology, limited digital competencies, and organizational readiness. Research Implications: The findings highlight the importance of integrating pedagogical innovation, digital technologies, individual digital competencies, and institutional readiness to support sustainable digital learning ecosystems aligned with the principles of Society 5.0. Originality: This study proposes an integrated conceptual framework that synthesizes pedagogical, technological, individual, and institutional dimensions into a comprehensive perspective on digital learning transformation. The review is limited to Scopus-indexed Q1 and Q2 journal articles published between 2023 and 2025, and the findings should therefore be interpreted within the scope of the available evidence.
Co-Authors Alfiah Amin, Syahrul Annisa Mutma’inna Arif - Yasthophi Arif - Yasthophi Arif Yasthophi Arif Yasthophi Elva alpiatun ni’mah Elva alpiatun ni’mah Elvi Yenti Firda Kisdamayanti Henri Yanto Daulay indra bagus KARSINI, RINI Lazulva Lazulva Mahartika, Ira Mazidah Mazidah Muhammad Arifin Gultom Nofri Yuhelman Nurhidayat Nurhidayat Nursiwan, Wimbi Apriwanda Paijan Rambe Rambe Putri Sakinah Rambe, Paijan Rini Karsini Rohman Saidah Fitri Setia Wardana Putri siska siska Siti Khafidhotus Sholikhah Sri Rahayu Sukindro - Sukindro - Susanti, Tri Mega Susi Susanti Susi Susanti Syahrul Amin Tazkiyatunnafs Elhawwa Tommy Tanu Wijaya Ulfah Zahiroh Vivi Vivi, Vivi Wimbi Apriwanda Nursiwan Yasthophi, Arif Zona Octarya