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All Journal Jurnal SOLMA Journal of Research in Education and Pedagogy
Purnama, Yaktiva Dwi
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Research Trends in Critical Thinking: Bibliometric Analysis Using VosViewer (1994–2023) Purnama, Yaktiva Dwi
Journal of Research in Education and Pedagogy Vol. 1 No. 1 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/wdvegb78

Abstract

Critical thinking skills have emerged as a prominent aspect of 21st-century competencies over the past three decades. The authors have shown a growing interest in investigating these skills in recent years. This research employs bibliometric analysis through the VOSviewer application, spanning the period from 1994 to 2023, to scrutinize the current trends and status of critical thinking skills research. Utilizing Scopus data, a total of 16,011 journal articles were considered for bibliometric mapping analysis. The findings reveal that in 2022, there is a peak of publications is 1602. The most commonly used keywords include critical thinking, education, and higher education. Noteworthy papers by Anderson T. et al., Andrews-Hanna J.R. et al., and Carini R.M are identified as the most frequently cited documents. Prolific authors such as Hwang, Pascarella, and Oxman are highlighted, and journals like Nurse Education Today, Thinking Skills and Creativity, and Journal of Nursing Education stand out. Leading institutions include the University of Toronto, State University of Malang, and Monash University, while the most active countries in this field are the US, UK, and Australia. The findings from the science mapping reveal an increasing focus on the development of critical thinking abilities, particularly within the realms of Health and Education. This indicates that the subject is likely to remain a prominent discussion point in the future, given its significance in enhancing both work quality and educational standards.
Penguatan Kompetensi Guru Madrasah Aliyah Wilayah MGMP Kimia Jakarta melalui Implementasi E-Modul Kimia Berbasis STEM dan Etnosains Nurjayadi, Muktiningsih; Wulandari, Meyliana; Hati, Futi Kusuma; Fitri, Ika Keumala; Fatimah, Siti; Nur’aini, Ruhul Aflah; Purnama, Yaktiva Dwi; Erliasna, Emia
Jurnal SOLMA Vol. 15 No. 1 (2026)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v15i1.22706

Abstract

Background: Madrasah Aliyah (MA) menghadapi tantangan berupa keterbatasan waktu pembelajaran dan sarana praktikum yang berdampak pada optimalisasi pembelajaran kimia. Pemanfaatan e-modul berbasis STEM dan etnosains menjadi alternatif inovatif, namun implementasinya masih memerlukan penguatan kompetensi guru. Kegiatan pengabdian ini bertujuan meningkatkan kompetensi guru kimia MA yang tergabung dalam MGMP Kimia Jakarta melalui pelatihan dan pendampingan implementasi e-modul generasi keempat berbasis STEM-POGIL, STEM–Case Based Learning, dan etnosains pada materi laju reaksi, koloid, dan larutan penyangga. Metode: Kegiatan pengabdian kepada masyarakat ini dilaksanakan melalui pendekatan blended learning berupa pelatihan, diskusi kelompok terarah (FGD), dan pendampingan kepada guru kimia Madrasah Aliyah yang tergabung dalam MGMP Kementerian Agama DKI Jakarta. Materi meliputi penggunaan e-modul kimia generasi keempat berbasis STEM-POGIL pada materi laju reaksi, STEM–Case Based Learning pada koloid, serta pendekatan etnosains pada larutan penyangga. Evaluasi dilakukan menggunakan pre-test, post-test, serta kuesioner tertutup dan terbuka. Hasil:  Hasil menunjukkan peningkatan pemahaman yang signifikan, ditandai dengan dominasi skor post-test sebesar 100% pada sebagian besar indikator dibandingkan pre-test yang masih berada pada rentang 60–70% pada beberapa butir, serta tidak adanya peserta dengan skor di bawah 60 pada akhir kegiatan. Tingkat kepuasan peserta juga berada pada kategori sangat baik (88,3–98,3%), terutama pada aspek penguasaan materi narasumber (98,3%) dan pemahaman materi (97,2%). Kesimpulan: Meskipun demikian, implementasi di sekolah masih menghadapi kendala infrastruktur dan kebijakan internal, sehingga diperlukan pendampingan berkelanjutan untuk memastikan penerapan e-modul berbasis STEM dan etnosains secara lebih merata dan berkelanjutan.
Co-Authors Erliasna, Emia Fitri, Ika Keumala Hati, Futi Kusuma Meyliana Wulandari Muktiningsih Nurjayadi Nur’aini, Ruhul Aflah Siti Fatimah