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p-Index From 2021 - 2026
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All Journal Indonesian Journal of STEM Education Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education
Nanda Aulia Pratiwi
University of Mataram
Agriculture, Biological Sciences & Forestry Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Research Trends in Science Learning Using a Gamification Approach to Enhance Students' Critical, Creative Thinking, and Problem-Solving Skills: A Systematic Literature Review Muhamad Hendri Diarta; Nanda Aulia Pratiwi
Indonesian Journal of STEM Education Vol. 7 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Gamification is an innovative approach that can enhance students’ motivation, active participation, and meaningful learning experiences. This study aims to describe research trends in science learning that employ gamification to improve students’ creative thinking and problem-solving skills. The study adopts a systematic literature review approach, analyzing a total of 270 publications. Articles from the past ten years were selected based on inclusion criteria that covered the use of gamification in science learning contexts, the measurement of creative thinking or problem-solving abilities, and publication in reputable journals. The results indicate that research trends on gamification in science education have increased significantly, with a shift in focus from merely applying game elements to examining more specific pedagogical effects on higher-order thinking skills. Gamification has been shown to enhance learning engagement and facilitate the development of creativity and problem-solving abilities through challenge-based activities, simulations, and exploration. Furthermore, the use of digital platforms as a medium for integrating gamification reflects the transformation of science learning toward more interactive and technology-adaptive approaches.
The Role of Critical Thinking Skills in Enhancing Students' Concept Mastery Through Innovative Learning Strategies: A Systematic Literature Review Dewa Dwi Pranahita; Ni Ketut Anggriani; Nanda Aulia Pratiwi; Paramita Putri Apriyani; Sintya Dewi Lestari
Indonesian Journal of Applied Science and Technology Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijast.v7i1.2067

Abstract

The demands of 21st-century education require students to possess higher-order thinking skills (HOTS) to deeply and critically understand concepts in facing the complexities of the modern world. This study aims to systematically review the relationship between critical thinking skills and students’ concept mastery through a systematic literature review (SLR). The method involved selecting and analyzing ten relevant journal articles published within the last ten years. The findings indicate that critical thinking skills play a significant role in enhancing students’ concept mastery. Furthermore, innovative learning strategies such as Problem-Based Learning (PBL), Project-Based Learning (PjBL), Concept Mapping, and Virtual Laboratory were consistently found effective in developing both variables. These strategies improve students’ abilities in analysis, synthesis, and evaluation, thereby strengthening comprehensive conceptual understanding. This review provides important implications for educators and curriculum developers to integrate learning approaches that stimulate critical thinking skills to achieve optimal concept mastery in the context of 21st-century education.
The Effectiveness of Project-Based Learning Models in Enhancing Critical Thinking Skills: A Literature Review Nanda Aulia Pratiwi; Ni Ketut Anggriani; Dewa Dwi Pranahita
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2057

Abstract

Critical thinking skills are essential competencies in the 21st century that students must possess. The Project-Based Learning (PjBL) model is believed to be an effective pedagogical approach to develop these skills. This study aims to describe the trends and effectiveness of the PjBL model in enhancing students' critical thinking skills based on a literature review. This study employs a descriptive literature review approach by analyzing relevant scientific publications from the last ten years. A bibliometric analysis using VOSviewer was also conducted to map research topic trends. The analysis results indicate that research on PjBL and critical thinking has significantly increased. The PjBL model, whether implemented purely or integrated with other approaches such as STEM, is consistently proven effective in enhancing critical thinking skills across various educational levels and subjects. This effectiveness is driven by the PjBL syntax that emphasizes real project-based learning, collaboration, and problem-solving, which directly trains students' metacognitive and analytical aspects.
Critical Thinking and Literacy in the Digital Era: A Literature Review on Essential Skills for 21st Century Learners Ni Ketut Anggriani; Nanda Aulia Pratiwi; Dewa Dwi Pranahita; Paramita Putri Apriyani; Sintya Dewi Lestari
Indonesian Journal of Teacher Education Vol. 7 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijte.v7i1.2064

Abstract

The rapid development of digital technology has transformed the way individuals access, process, and utilize information in various aspects of life, including education. In the context of 21st-century learning, students are required to possess digital literacy and critical thinking skills to evaluate information effectively in an increasingly complex digital environment. This study aims to analyze the relationship between digital literacy and critical thinking as essential skills for 21st-century learners. This research employed a Systematic Literature Review (SLR) method by examining 30 scholarly articles published between 2016 and 2025. The data were collected from several academic databases, including Google Scholar, DOAJ, ERIC, and ScienceDirect, using the keywords critical thinking, digital literacy, digital learning, and 21st-century skills. The article selection process followed the PRISMA approach, while thematic analysis was used to identify research patterns and key themes. The results indicate that digital literacy plays a significant role in enabling students to access, understand, and critically evaluate digital information. Furthermore, the integration of digital technology in learning environments can enhance students’ critical thinking skills through activities such as information analysis, online discussions, and collaborative learning. The findings also reveal that digital literacy and critical thinking are closely interconnected and mutually reinforcing competencies that support effective learning in the 21st century. Therefore, integrating these competencies into educational curricula is essential to prepare students for the challenges of the digital era.
Co-Authors Dewa Dwi Pranahita Muhamad Hendri Diarta Ni Ketut Anggriani Paramita Putri Apriyani Sintya Dewi Lestari