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p-Index From 2021 - 2026
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All Journal Indonesian Journal of Applied Science and Technology Indonesian Journal of Teacher Education Indonesian Journal of Innovation and Educational Technology
Paramita Putri Apriyani
University of Mataram
Agriculture, Biological Sciences & Forestry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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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 Role of Instructional Models in Improving Students’ Mastery of Science Concepts: A Literature Review Sintya Dewi Lestari; Paramita Putri Apriyani; Ni Ketut Anggriani; Dewa Dwi Pranahita
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.v7i1.2496

Abstract

Science concept mastery is an important aspect of learning because it plays a crucial role in enhancing students’ ability to understand and apply scientific knowledge. However, in practice, science concept mastery remains a common challenge due to the dominance of conventional, teacher-centered instructional approaches. This study aims to examine various learning models used to improve students’ science concept mastery, identify the most dominant learning model, and analyze the distribution of research based on educational level, science subject matter, and the dependent variables investigated. The research employed a literature review method involving 16 national and international journal articles published between 2016 and 2025, analyzed using the PRISMA approach. The findings indicate that guided inquiry is the most widely implemented learning model and demonstrates consistent effectiveness, particularly in physics and integrated science learning at the senior high school level. In addition, Problem-Based Learning (PBL) and Project-Based Learning (PjBL) serve as effective supporting models in connecting science concepts to real-life contexts and fostering higher-order thinking skills. These findings emphasize the importance of implementing inquiry-oriented and student-centered learning models to enhance students’ mastery of science concepts.
Artificial Intelligence in Primary Science Education: A Systematic Literature Review Paramita Putri Apriyani; Ni Ketut Anggriani; Gunawan Gunawan
Indonesian Journal of Innovation and Educational Technology Vol. 1 No. 1 (2026): Edisi Januari-Juni 2026
Publisher : Indonesian Publication Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67434/ijiet.v1i1.2075

Abstract

The development of artificial intelligence (AI) has driven significant transformations in learning through adaptive, personalized, and data-driven systems, including in primary education. In elementary science education, AI has the potential to support conceptual understanding and differentiated learning from early stages of cognitive development. This study aims to map research trends, dominant types of AI technologies, pedagogical impacts, and implementation challenges of AI in elementary science learning. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Literature searches were carried out in the Scopus, Web of Science, and Google Scholar databases, covering articles published between 2016 and 2025. Of the 312 articles identified, 33 met the inclusion criteria and were analyzed qualitatively. The findings indicate a significant increase in research on AI in elementary science education in the post–COVID-19 period, with adaptive learning technologies and intelligent tutoring systems dominating the field and contributing to improvements in students’ cognitive learning outcomes and learning motivation. However, the use of AI to support higher-order science process skills remains limited. The main challenges include teachers’ pedagogical readiness, infrastructure disparities, and ethical issues related to student data protection. This review highlights the need for more contextual, pedagogically oriented, and sustainable approaches and policies in the integration of AI into elementary science education.
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.
STEM Integration in 21st-Century Science Education: A Systematic Literature Review Paramita Putri Apriyani; Ni Ketut Anggriani; Gunawan Gunawan
Indonesian Journal of Applied Science and Technology Vol. 6 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : Indonesian

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

Abstract

Technological developments, digitalization, and the demands of 21st-century skills necessitate science education to be more innovative, contextual, and integrative. International reports, such as PISA, underscore the need to enhance students' higher-order thinking skills (HOTS) and scientific literacy. The integration of Science, Technology, Engineering, and Mathematics (STEM) has emerged as a relevant and effective approach. This study aims to analyze the models, strategies, trends, and challenges of implementing STEM integration in science learning through a Systematic Literature Review (SLR) of articles published between 2015 and 2025. The methodology followed the PRISMA guidelines, encompassing identification, screening, and inclusion of articles retrieved from Scopus, Web of Science, ERIC, and Google Scholar databases. From a total of 762 articles, 27 met the inclusion criteria. The results indicate that the Engineering Design Process (EDP), Project-Based Learning STEM (PjBL-STEM), Problem-Based Learning STEM (PBL-STEM), and Integrated STEM models are the most dominantly implemented and have been proven to enhance HOTS, creativity, technological literacy, scientific literacy, and problem-solving skills. Key challenges include teacher competence, limited facilities, and curriculum integration. STEM integration holds significant potential to improve the quality of 21st-century science education. These findings provide practical implications for science teachers in designing contextual, collaborative, and 21st-century skill-oriented STEM learning through the effective utilization of EDP, PjBL-STEM, and digital technologies.
Co-Authors Dewa Dwi Pranahita Gunawan Gunawan Nanda Aulia Pratiwi Ni Ketut Anggriani Sintya Dewi Lestari