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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series EDUCATIONE: Journal of Education Research and Review
Siti Fatimah
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Social Sciences

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How Does Local Wisdom in Science Learning? Research Trend Analysis Through Bibliometric in 2018-2023 Siti Fatimah
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 3 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i3.82323

Abstract

Penelitian ini bertujuan untuk menganalisis tren penelitian tentang potensi lokal dalam pembelajaran sains, memvisualisasikan tren penelitian tentang potensi lokal dalam pembelajaran sains, dan bagaimana kontribusi potensi lokal di pembelajaran sains pendidikan dasar. Data penelitian diambil pada bulan Oktober 2023 dengan menggunakan database Scopus. Kata kunci yang digunakan dalam pencarian di database scopus adalah local wisdom and learning di tahun 2018-2023. Hasil analisis data awal didapatkan sebanyak 235 dokumen, kemudian data yang sudah ada disortir dengan menentukan data artikel-artikel yang relevan dan didapatkan data sebanyak 220 dokumen. Dokumen dianalisis dengan menggunakan VOSViewer dan Biblioshiny. Hasil penelitian menunjukkan pembelajaran sains memiliki hubungan yang kuat dengan budaya atau potensi lokal. Ditinjau dari tipe dokumen, artikel dari journal of physics: conference series menjadi sumber yang paling banyak dibandingkan sumber dokumen yang lain. Selanjutnya, ditinjau dari negara, Indonesia memberikan sumbangsih terbanyak dalam topik tersebut, disusul oleh Thailand, Malaysia, dan China. Temuan menarik, pembelajaran sains berbasis potensi lokal memiliki kontribusi yang besar bagi pendidikan dasar namun belum banyak yang mengkajinya sehingga masih perlu dikembangkan riset tentang topik tersebut khususnya dalam implementasi kurikulum merdeka.
CRITICAL THINKING ANALYSIS IN THE ERA OF ARTIFICIAL INTELLIGENCE: STUDY ON UNNES ACCOUNTING EDUCATION STUDENTS Siti Fatimah; Ahmad Nurkhin; Rediana Setiyani; Jarot Tri Bowo Santoso; Oki Anggaeni
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.117

Abstract

Rapid diffusion of AI into higher education is reshaping the cognitive ecology of learning and introduces risks of cognitive offloading and automation bias in accounting programs where high-order judgment and ethics remain non-automatable. This descriptive qualitative study sought to describe how UNNES Accounting Education students enact critical thinking while working with AI, examine the moderating roles of digital literacy and self-regulated learning (SRL), and identify pedagogical moves that curb automation bias. Data were gathered from purposively selected second-semester students through a three-stage process—context scans of syllabi/LMS, non-participant classroom observations, and 45–60-minute semi-structured interviews augmented by artifacts such as AI chat excerpts and annotated drafts—and were coded using Miles–Huberman iterative procedures with triangulation, member checking, and an audit trail. Results indicate that students frequently used AI as a “first resort”; high dependence aligned with strengths in remembering/applying but weaknesses in analyzing/evaluating/creating. Conversely, higher digital literacy and SRL correlated with systematic verification, stronger justification, and reduced automation bias. Active-learning routines (trigger questions, guided discussion, “AI-audit” checklists) reliably elevated higher-order performance, while ethical concerns about originality and fairness surfaced among stronger reasoners. Overall, AI operates as a double-edged tool—impeding critical thinking when used uncritically but scaffolding it when embedded in reflective, evidence-seeking routines. Findings inform curriculum redesign, lecturer development, assessment rubrics, and assurance-of-learning aligned with professional standards. Future research should test causal effects of targeted micro-interventions in mixed-methods, multi-site designs, validate critical-thinking rubrics for AI-rich tasks, and track transfer to authentic practice.
DEVELOPING CRITICAL THINKING SKILLS IN ACCOUNTING EDUCATION STUDENTS THROUGH THE CASE METHOD LEARNING APPROACH Siti Fatimah; Ahmad Nurkhin; Rediana Setiyani; Jarot Tri Bowo Santoso
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.154

Abstract

In the digital era and the rapid diffusion of artificial intelligence, universities are expected to produce graduates who can analyze information rigorously and make defensible judgments; however, critical thinking is often underdeveloped in accounting learning that remains content- and procedure-centered. This study aimed to evaluate the effectiveness of the Case Method Learning approach in strengthening the critical thinking skills of Accounting Education students in a Financial Accounting course. Using a quasi-experimental nonequivalent control group design, one experimental class received three cycles of case-based instruction, while a control class received conventional lecture-based instruction. Students’ critical thinking was measured with an accounting-specific instrument aligned with higher-order cognitive skills, administered through equivalent pretest–posttest tasks. Data were analyzed using paired-sample t-tests (within-group improvement) and independent-sample t-tests (between-group differences) in SPSS. Results showed a substantial gain in the experimental class, where the mean score increased from 5.97 (pretest) to 16.87 (posttest) with p = 0.000 (< 0.05), and post-intervention performance differed significantly from the control class (p = 0.000 (< 0.05)). These findings indicate that the case method can meaningfully enhance students’ analytical reasoning and problem-solving in accounting contexts. The study concludes that integrating structured cases into Financial Accounting instruction is an effective strategy for developing critical thinking among Accounting Education students. Practically, the results support curriculum-level adoption of case-based learning and lecturer capacity-building for designing authentic cases and facilitative discussions. Future research should test long-term retention, replicate across institutions and accounting topics, and combine quantitative outcomes with qualitative evidence on reasoning processes and classroom interaction.
Co-Authors Ahmad Nurkhin Jarot Tri Bowo Santoso Oki Anggaeni