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Buletin Edukasi Indonesia
Published by Indonesian Institute of Science and Technology Research
ISSN : 29625742     EISSN : 29621674     DOI : https://doi.org/10.56741/bei
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Buletin Edukasi Indonesia is a peer-reviewed, open-access magazine that considers scholarly, research-based articles on all aspects of education. This journal aims to facilitate the regional exchange of education theory, and contributions from different educational systems and cultures are encouraged. The journal publishes research articles as well as review articles. As an open-access journal, all articles are immediately available to read and reuse upon publication.
Arjuna Subject : Umum - Umum
Articles 83 Documents
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Pendidikan Transformatif Berbasis Literasi dalam Pengembangan Kemampuan Berpikir Kritis Peserta Didik Ahmad; Maratun Shalihah; Nuryati; Azzukhru Fatur
Buletin Edukasi Indonesia Vol. 5 No. 03 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002402

Abstract

Penelitian ini bertujuan untuk mengkaji peran pendidikan transformatif berbasis literasi dalam mengembangkan kemampuan berpikir kritis peserta didik pada pembelajaran abad ke-21. Metode yang digunakan adalah Systematic Literature Review dengan pendekatan PRISMA melalui penelusuran artikel pada database nasional dan internasional bereputasi dalam rentang tahun 2020-2025. Hasil kajian menunjukkan bahwa pendidikan transformatif berbasis literasi mampu mendorong proses refleksi kritis, meningkatkan keterlibatan peserta didik, serta memperkuat kemampuan analisis dan evaluasi informasi. Integrasi literasi dalam pembelajaran juga terbukti efektif dalam mendukung pengembangan keterampilan berpikir tingkat tinggi. Implikasi penelitian ini menegaskan pentingnya penerapan pembelajaran yang reflektif, dialogis, dan berbasis literasi oleh guru, serta perlunya dukungan lingkungan sekolah dalam membangun budaya literasi untuk meningkatkan kualitas pembelajaran abad ke-21. Selain itu, hasil kajian juga menunjukkan bahwa keberhasilan implementasi pendidikan transformatif berbasis literasi sangat dipengaruhi oleh kompetensi guru dalam merancang pembelajaran yang inovatif serta ketersediaan sumber belajar yang mendukung. Lingkungan belajar yang kondusif dan budaya literasi yang kuat di sekolah menjadi faktor penting dalam mengoptimalkan pengembangan kemampuan berpikir kritis peserta didik. Oleh karena itu, diperlukan sinergi antara guru, sekolah, dan pemangku kebijakan dalam menciptakan ekosistem pembelajaran yang adaptif terhadap perkembangan zaman. Penelitian ini juga memberikan rekomendasi bagi penelitian selanjutnya untuk menguji secara empiris efektivitas pendekatan pendidikan transformatif berbasis literasi dalam berbagai konteks pendidikan.
Integrating Islamic Pedagogical Values into Digital Literacy: Evidence from Teacher Education Students at Muhammadiyah Universities in Indonesia Wahyuningsih; Maria Martini Aba; Pratama Benny Herlandy; Pratiwi Dwi Warih Sitaresmi; Rimayasi; Husamah; Akhsanul In’am
Buletin Edukasi Indonesia Vol. 5 No. 03 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002427

Abstract

The rapid expansion of digital technologies has transformed higher education and intensified the need for digital literacy competencies that extend beyond technical proficiency to encompass ethical, critical, and value-oriented dimensions. Within Islamic higher education institutions, integrating Islamic pedagogical values into digital literacy development is increasingly important, particularly for prospective teachers who will shape future learning environments. This study investigates teacher education students’ perceptions of technology use in digital literacy, examines their understanding of Islamic pedagogical values in digital learning practices, and identifies opportunities and challenges for value-based digital literacy development. A quantitative cross-sectional survey was conducted among 256 students from Muhammadiyah universities across western, central, and eastern regions of Indonesia. Data were collected using a structured questionnaire encompassing three constructs: digital literacy, educational technology, and Islamic pedagogy. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that the integration of educational technology and Islamic pedagogical values significantly influences students’ perceptions of digital learning (β = 0.532), while positive perceptions subsequently contribute to higher levels of digital literacy (β = 0.413). The results suggest that ethical and value-based technology integration plays a critical role in strengthening students’ digital competencies. Although challenges remain in critical information evaluation and the consistent implementation of value-oriented digital learning programs, students demonstrate strong potential for ethical and creative technology use. The study highlights the importance of systematically embedding Islamic pedagogical values into digital literacy initiatives within teacher education programs.
From Surface Reading to Evidence-Based Judgment: A Critical Integrative Review of Scientific-Article Reading in Higher Education Laksmi Dyah Hapsari; Sahilda Nur Aini; Sahana Rizki Aulia Wati; Nuphanudin
Buletin Edukasi Indonesia Vol. 5 No. 03 (2026): Article in Press - Buletin Edukasi Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.bei.002383

Abstract

University students are routinely expected to evaluate scientific articles, yet academic reading is often assigned without explicit instruction in how to identify claims, appraise methods, verify evidence, or monitor comprehension. This article critically integrates research on metacognition, academic literacies, critical reading, and strategy instruction to answer two questions: which processes distinguish evaluative reading from surface reading, and how can those processes be translated into an implementable higher-education protocol? A concept-centred integrative review was conducted using peer-reviewed empirical, review, and theoretical sources identified through publisher platforms, ERIC, and citation chaining. Sources were retained when they addressed academic or critical reading, metacognitive regulation, disciplinary literacy, source evaluation, or embedded literacy instruction. The synthesis compared constructs, instructional mechanisms, reported outcomes, and implementation conditions rather than pooling heterogeneous effects. Five recurring functions emerged: framing a reading purpose, mapping the article's argument and research design, interrogating assumptions, verifying the relationship between claims and evidence, and synthesizing a defensible judgment. These functions were consolidated into the FRAME-V protocol, an iterative heuristic for reading scientific articles. The review indicates that named routines such as SQ3R, PQ4R, questioning, annotation, collaborative reading, and digital scaffolds are useful only when they activate monitoring, evaluation, and evidence integration; procedural completion alone does not guarantee critical reading. The article contributes an aligned set of learning activities and assessment criteria for lecturers and student-support units. Because the review is integrative rather than exhaustive and the protocol has not yet been experimentally validated, the framework should be treated as a theory-informed design proposition for subsequent classroom testing.

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