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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL JagoMIPA: Jurnal Pendidikan Matematika dan IPA International Journal of Research and Community Empowerment
Syaiputra Wahyuda Meisa Diningrat
Universitas Negeri Surabaya
Biochemistry, Genetics & Molecular Biology Chemistry Education Mathematics Physics Social Sciences Other

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THE EFFECTIVENESS OF MICROLEARNING TO IMPROVE LEARNERS' UNDERSTANDING IN LEARNING : LITERATURE REVIEW Muhammad Rafeli Fakhlipi; Bachtiar Syaiful Bahri; Syaiputra Wahyuda Meisa Diningrat
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6739

Abstract

The digital era demands innovative solutions to attention fragmentation and information overload. This Literature Review (LR) aims to synthesize empirical evidence evaluating the effectiveness  of Microlearning (ML) in improving Learner Comprehension. The method used involved screening 50 potential journals into 18 qualified scientific articles using strict criteria to eliminate non-cognitive studies. The synthesis confirms the superiority of ML, which is rooted in Cognitive Load Optimization. ML effectively reduces the Extrinsic Cognitive Load, thus maximizing the Germane Load for true schema construction. In addition, ML design encourages Active Engagement and retrieval practices, which significantly strengthen long-term knowledge retention. Consequently, ML is validated as an essential and adaptive pedagogical solution tailored to the cognitive profile of modern learners and is effective for Universal Learners.  
Pengaruh Problem Based Learning terhadap Kemampuan Berpikir Kritis dan Literasi Digital Siswa SMP dalam Pembelajaran IPA dan Matematika: Systematic Literature Review Joni Pranata Saragih; Lamijan Hadi Susarno; Syaiputra Wahyuda Meisa Diningrat
JagoMIPA: Jurnal Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026): JagoMIPA: Jurnal Pendidikan Matematika dan IPA
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jagomipa.v6i2.4449

Abstract

Pembelajaran abad ke-21 menuntut siswa memiliki kemampuan berpikir kritis dan literasi digital sebagai kompetensi penting dalam menghadapi perkembangan ilmu pengetahuan dan teknologi. Salah satu model pembelajaran yang dinilai relevan untuk mengembangkan kedua kompetensi tersebut adalah Problem Based Learning. Penelitian ini bertujuan untuk menganalisis pengaruh Problem Based Learning terhadap kemampuan berpikir kritis dan literasi digital siswa SMP dalam pembelajaran IPA dan Matematika. Metode yang digunakan adalah Systematic Literature Review dengan mengacu pada tahapan PRISMA, yaitu identification, screening, eligibility, dan included. Sumber data diperoleh dari artikel ilmiah yang diterbitkan pada tahun 2020 sampai 2026 melalui database Google Scholar, ERIC, Scopus, ScienceDirect, dan Garuda. Berdasarkan hasil seleksi, diperoleh 25 artikel yang memenuhi kriteria inklusi dan dianalisis secara deskriptif melalui sintesis naratif. Hasil kajian menunjukkan bahwa Problem Based Learning berpengaruh positif terhadap kemampuan berpikir kritis siswa melalui aktivitas pemecahan masalah, diskusi kelompok, analisis informasi, evaluasi argumen, dan penyusunan solusi kontekstual. Selain itu, integrasi Problem Based Learning dengan media digital juga mampu meningkatkan literasi digital siswa melalui kegiatan pencarian, pemilihan, evaluasi, dan pemanfaatan informasi digital dalam pembelajaran. Dengan demikian, Problem Based Learning dapat menjadi model pembelajaran yang efektif untuk mendukung pengembangan kemampuan berpikir kritis dan literasi digital siswa SMP dalam pembelajaran IPA dan Matematika. Penelitian selanjutnya direkomendasikan untuk mengkaji penerapan Problem Based Learning berbasis teknologi digital secara empiris pada jenjang SMP, khususnya melalui eksperimen atau pengembangan media pembelajaran berbasis digital, agar diperoleh bukti yang lebih kuat mengenai efektivitasnya terhadap kemampuan berpikir kritis dan literasi digital siswa.
Empowering the Practice-Based Mentoring in Microteaching on Pre-Service ICT Teachers: High and Low Self-Efficacy Analysis Husni Mubarok; Yossiri Yossatorn; Hirnanda Dimas Pradana; Syaiputra Wahyuda Meisa Diningrat; Arqoma Nurveda Carreza; Favian Avila Syahmi
International Journal of Research and Community Empowerment Vol. 4 No. 1 (2026): February 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/ijorce.v4n1.p14-21

Abstract

Practice-based microteaching is now an important method in pre-service teacher education, particularly in ICT, as it creates a forum to practice teaching skills in a structured setting. However, the success of this depends greatly on the quality of guidance, which has the capacity to deliver timely and critical feedback. Self-efficacy, being the belief that an individual is capable of completing tasks, has been a significant predictor of learning achievement and motivation. The present research aims to examine the pre-service ICT teachers' learning achievement and the learning motivation of high and low self-efficacy individuals within a practice-based microteaching environment supported by mentoring. In experimental design, the subjects (N = 82) were divided into high and low self-efficacy according to a standardized self-efficacy scale. The data analysis in this study employed the t-test and Analysis of Covariance (ANCOVA). The findings of this study indicated there was no difference in learning achievement between the two groups on practice-based mentoring in microteaching for pre-service ICT teachers. Moreover, in intrinsic motivation, it was found that high self-efficacy practice-based mentoring microteaching students have significantly higher intrinsic motivation than low self-efficacy students. In the present study, however, low self-efficacy students for practice-based mentoring microteaching show significantly greater extrinsic motivation than high self-efficacy students. This research offers additional reference to scholars, teachers, and policymakers in investigating the role of self-efficacy in learning activity, learners' accomplishment in learning, and to supporting SDGs 4 and 5 in promoting the quality of education as well as gender equality.
Co-Authors Arqoma Nurveda Carreza Bachtiar Syaiful Bahri Favian Avila Syahmi Husni Mubarok Joni Pranata Saragih Lamijan Hadi Susarno Muhammad Rafeli Fakhlipi Yossiri Yossatorn