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International Journal of Essential Competencies in Education

ijece
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Published by Lembaga Penelitian dan Pemberdayaan Masyarakat

ISSN : - EISSN : 29622131 DOI : 10.36312/ijece

Core Subject : Education,

Education Mathematics Other

International Journal of Essential Competencies in Education (IJECE) is an international peer-reviewed journal that focuses on the development, implementation, assessment, and sustainability of essential competencies in the 21st-century education requirements such as: model and learning strategy; collaboration; communication; critical thinking skills; creative thinking skills; metacognition; scientific curiosity; innovative learning; information, media, and technology literacy; problem-solving; decision making; design thinking; computational thinking

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 32 Documents

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Nurturing Prospective STEM Teachers' Critical Thinking Skill through Virtual Simulation-Assisted Remote Inquiry in Fourier Transform Courses Muhammad Roil Bilad; Kaspul Anwar; Susruhiyatun Hayati
International Journal of Essential Competencies in Education Vol. 1 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Alignment of inquiry learning has embarked on remote inquiry as a replacement for face-to-face inquiry. On the other hand, the current technological developments bring opportunities to use it as a learning resource to support critical thinking. The current study explores the impact of virtual simulation-assisted remote inquiry in Fourier transform courses on prospective STEM teachers' (PST) critical thinking (CT) skills. The experimental design employed a randomized pretest-posttest control group was employed. Two groups of samples were randomized: the experimental group, n = 30, and the control group, n = 30. The treatment of learning was different in each group. The experimental group was conducted by virtual simulation-assisted remote inquiry, while the control group was conducted by online learning without inquiry and simulation. The measured CT skills aspects included analytical, inference, evaluation, and decision-making measured by an essay test instrument. The results were then analyzed descriptively and statistically. The results confirm that the virtual simulation-assisted remote inquiry significantly improved PST CT in Fourier transform courses. The virtual simulation-assisted remote inquiry learning was better than courses with online learning without inquiry and simulation. The virtual simulation-assisted remote inquiry provided conceptual formation and application of concepts. It strengthened the opportunities for the PSTs to train their CT skills.

The Experimental Experience of Motion Kinematics in Biology Class Using PhET Virtual Simulation and Its Impact on Learning Outcomes Ni Nyoman Sri Putu Verawati; Lia Saptini Handriani; Binar Kurnia Prahani
International Journal of Essential Competencies in Education Vol. 1 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study aimed to provide biology students with a motion kinematics experimental experience using virtual PhET simulations and explore the improvement of their physics learning outcomes. Pre-experimental (pretest-posttest experimental design) was conducted in this study, pretest-posttest was carried out before and after the learning treatment, while the learning treatment was motion kinematics experiment using virtual PhET simulation. The research sample was taken purposively, they were 24 students of the Biology Education Study Program, FKIP Mataram University who took Basic Physics courses. Student learning outcomes were measured using a test instrument. Learning outcomes data were analyzed descriptively with the average score of achievement or performance of students' cognitive learning outcomes on pretest and posttest, as well as n-gain analysis. In addition, statistical analysis (Wilcoxon test) was used to determine the difference in the average score of student learning outcomes between pre-posttest (p < 0.05). The results of the descriptive analysis showed that the average score of student learning outcomes increased from pretest to posttest with successive criteria from "less" to "good," an increase in student learning outcomes with high criteria with an n-gain score of 0.71. The results of the statistical test showed that there was a significant difference in the average score of student learning outcomes before and after the motion kinematics experiment using PhET virtual simulation. The results in this study provide a learning experience related to ways of conducting physics concepts that are more meaningful in the learning process that can be widely used in routine physics teaching in the classroom.

Prospective Teachers’ Metacognitive Awareness in Remote Learning: Analytical Study Viewed from Cognitive Style and Gender Muhammad Asy'ari; Cleci T. Werner da Rosa
International Journal of Essential Competencies in Education Vol. 1 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Cognitive regulation related to the learning independence is a problem that often appears in remote learning. It’s related to metacognition awareness that claimed could facilitate learners in understanding how to learn and regulate the learning process to solve the new problem encountered. The current study aimed to investigate the prospective science teachers’ (PST) metacognitive awareness in remote learning based on field-dependent and field-independent cognitive styles, and gender. Quantitative research with a survey method involving 100 PST was carried out in this study. The PST metacognitive awareness was collected using the Metacognition Awareness Inventory (MAI) instrument, while PST cognitive style was determined using the Group Embedded Figure Test (GEFT) instrument, which was empirically declared valid and reliable. The research data were analyzed using the independent sample t-test, and the Mann-Whitney test after the data distribution test was carried out using the Kolmogorov-Smirnov test. Based on gender differences, PST metacognitive awareness was not significantly different (p>0.05), while based on cognitive style, PST metacognitive awareness was significantly different (p<0.05) on indicators of procedural knowledge and conditional knowledge. In addition, PST metacognitive awareness was significantly different on indicators of procedural knowledge, conditional knowledge, planning, monitoring, debugging, and evaluation based on a review of cognitive styles and gender differences.

Development of Evaluative-Process Learning Tools Integrated with Conceptual-Problem-Based Learning Models: Study of Its Validity and Effectiveness to Train Critical Thinking Herdiyana Fitriani; Taufik Samsuri; Fida Rachmadiarti; Raharjo Raharjo; Christabel Dudu Mantlana
International Journal of Essential Competencies in Education Vol. 1 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study aimed to develop an evaluative-process learning tool integrated with the conceptual-problem-based learning (CPBL) model to train students' critical thinking skills. The learning tools developed (lesson plans, textbooks, worksheets, and critical thinking test instruments) were evaluated for validity and Effectiveness in training students' critical thinking skills at the higher education level. Validity evaluation is carried out on content and construct validity aspects. This is done through a focus group discussion (FGD) mechanism involving four expert validators. Furthermore, the Effectiveness of the developed learning tools is evaluated by implementing them in the classroom. The experimental design (intact-group comparison) involved a sample group from the State Islamic University of Mataram. The experimental group was taught by evaluative-process learning tools integrated with the CPBL model, while lectures and discussions taught the control group. Critical thinking data were collected using a valid essay test instrument, and the results were analyzed. The validity test results show that all the elements that make up the learning tools in the aspect of content and construct validity have been declared valid. Furthermore, at the implementation stage in the classroom, evaluative-process learning tools integrated with the CPBL model have been effective in training students' critical thinking skills compared to teaching that relies on lectures and discussion. This Effectiveness is based on two aspects, (1) the conceptual framework of the CPBL model, which is constructed and arranged from a problem-based learning model with five learning steps, namely prior knowledge, organize, investigate, analyze, and evaluation; (2) the concept of evaluative-process which is integrated with the CPBL model. These two aspects support capacity in training students to think critically.

The Impact of Project-Based Learning (PjBL) Model on Secondary Students’ Creative Thinking Skills Marivane de Oliveira Biazus; Saiyidah Mahtari
International Journal of Essential Competencies in Education Vol. 1 No. 1: June 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study aims to identify the impact of using the project-based learning (PjBL) model compared to the direct instruction learning model on secondary school students' creative thinking (CT) skills. Quasi-experimental with pretest-posttest control group design was carried out to achieve the research objectives. Fifty secondary school students randomly chosen as experimental group (n = 25) and control group (n = 25) participated in the study. Eight essay tests were used to collect students' CT based on fluency, flexibility, originality, and elaboration indicators. Data were analyzed descriptively (n-gain) and statistically using paired t-test and independent sample t-test. The result shows that students' CT significantly improved after learning for the experimental group (n-gain = 0.47; p < 0.05) and the control group (n-gain = 0.25; p < 0.05). However, students' CT in the experimental group was significantly different compared to the control group achievement (p < 0.05). Thus, the conclusion proposed that the PjBL model significantly impacts secondary school students' CT skills on the temperature and expansion material.

Analyzing STEM Students’ Critical Thinking Performance: Literacy Study on the Polymer Film Fabrication Process Irradiated with Gamma Rays Muhammad Roil Bilad; Aris Doyan; Susilawati Susilawati
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

The reliability of pedagogical practice is highly dictated by how it enhances science, technology, engineering, and mathematics (STEM) students’ critical thinking achievement. Adequate pedagogical practice is thus needed in line with the demands of STEM learning in the 21st century, namely achieving optimal critical thinking. This paper reports this pedagogical practice on a topic of polymer film fabrication irradiated with gamma rays. The specific objective was to analyze STEM students’ critical thinking performance in literacy of the aforementioned topic. It is an exploratory study with an experimental method. Only one treatment group was involved, they were STEM students attending the Material Physics Courses. By employing valid critical thinking instruments and adequate methods of analysis, the findings show that literacy on the assigned topic significantly improved STEM students’ CT skills. It was proven that the mean scores of CT indicators have increased in all aspects of the CT assessed. The statistical analysis confirmed that there were significant differences in the CT skills of STEM students between the observations before and after the learning process intervention. The implication of this study is that pedagogical interventions integrated with studies on advanced material modification technology could be effectively used for creating inspiring STEM learning, especially for training STEM students’ critical thinking ways.

The Intervention of Mathematical Problem-Solving Model on the Systems of Linear Equation Material: Analysing its Impact on Increasing Students' Creative Thinking Riyan Hidayat; Erpin Evendi
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Students' difficulties in their experiences of the mathematics learning process are when systems of linear equations are integrated with real-world cases in everyday life. Students’ logical thinking is not strong enough to solve the problems presented. Finally, ways of creative thinking are needed as a basis for attaining learning competencies in the teaching materials of linear equation systems. On the one hand, an appropriate learning model is needed to encourage students' creative thinking. Therefore, this study aims to intervene in a mathematical problem-solving model on the linear equations system and analyze its impact on improving students' creative thinking abilities. To attain the research aims, a simple experimental method was applied with a one-group pre-post-test design. A valid essay test instrument was employed to measure students' creative thinking in the four aspects of creative thinking (fluency, flexibility, originality, and elaboration). Creative thinking data collected (pre-post-test) were then analyzed descriptively and statistically. The results of the study indicate that the model of solving mathematical problems in the materials of linear equation systems has a significant impact on improving students' creative thinking abilities. This finding becomes a reference in its application in the routine of learning mathematics, not only on linear equation systems but on other calculus materials.

Bibliometric Analysis of Research on Scientific Literacy between 2018 and 2022: Science Education Subject Mohd Dzul Hakim Wirzal; Nik Abdul Hadi Md Nordin; Mohamad Azmi Bustam; Maria Joselevich
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study presents the results of a bibliometric scientific literacy analysis on science education subjects. The main objectives of this study are (1) to analyze trends in scientific publications on scientific literacy in science education subjects; (2) identification of networks between authors, institutions, and countries; and (3) to understand the structure and focus of research and teaching themes of scientific literacy on science education subject. This research uses 451 published documents from 2018-2022 from the SCOPUS database. VosViewer software is used to analyze and visualize research data. The results of the research show (1) scientific publications on the topic of scientific literacy in science education subject have increased significantly in the last five years; (2) research results on this topic are published in reputable scientific journals (ranked Q1 and Q2); (3) United States is the country with the highest number of documents, citations, and institutions; and (4) there are six groups of keywords used, namely scientific literacy, science education, nature of science, students, education, and teacher education. This study recommends that research at the primary and secondary education levels by taking into account aspects of SL traits can be carried out in future research.

Efforts to Drill the Critical Thinking Skills on Momentum and Impulse Phenomena Using Discovery Learning Model Baiq Hanum Ekayanti; Saiful Prayogi; Syifa’ul Gummah
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Critical thinking is needed as a guarantee of student success in solving a problem, and critical thinking training starts from students' learning experiences when they are in school. It is believed that one's skills in critical thinking influence student success in a broader spectrum of learning outcomes. It's just that the facts on the ground show that students are less well-established in critical thinking in science learning, this is based on the results of observations on teaching relating to the phenomenon of momentum and impulse. Overcoming this, it is important to provide learning experiences for students to train their critical thinking skills. The current study aims to implement the discovery learning model on materials related to momentum and impulse phenomena, and evaluate its impact on students' critical thinking skills. Through experimentation (nonequivalent control group design) studies have been carried out by including a control group (traditional teaching) as a comparison. Students' critical thinking skills are measured using adequate instruments and have met the elements of validity. Study data were analyzed descriptively and statistically. The results of the study show that students' critical thinking skills have increased after learning using the discovery learning model. Based on the size of the pre-post test, students' critical thinking skills increased from quite critical to critical, the increase (gain) was in the moderate category. Unlike the case with traditional teaching, students' critical thinking skills remain with less critical criteria. The difference in the improvement of critical thinking between the two groups (discovery learning vs. traditional teaching) was statistically analyzed. The results of the analysis confirm the research hypothesis tested that there are significant differences in critical thinking skills between groups (discovery learning model vs. traditional teaching) in the material of momentum and impulse.

Exploring Students’ Critical Thinking and Curiosity: A Study on Problem-Based Learning with Character Development and Naturalist Intelligence Suhirman Suhirman; Ihwan Ghazali
International Journal of Essential Competencies in Education Vol. 1 No. 2: December 2022
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

This study aimed to investigate the impact of problem-based learning with a focus on character development and naturalist intelligence on critical thinking (CT) abilities and curiosity of students. The study was conducted in a school in the city of Mataram - Indonesia, utilizing a 3x2 treatment by level design. Two groups of students, categorized as having high or low naturalist intelligence, were exposed to three different treatments: problem-based learning with character development (PBL-CD), problem-based learning, and regular learning. Data regarding the students' naturalist intelligence and CT abilities were collected through tests, while information on their curiosity was obtained through observation sheets and self-assessment. Statistical analysis using MANOVA at a significance level of 0.05 was performed. The findings revealed that: (a) PBL-CD had a positive impact on students' CT abilities and curiosity; (b) the naturalist intelligence did not significantly influence students' CT abilities and curiosity; and (c) there was no significant impact observed on students' CT abilities and curiosity when examining the interaction between PBL-CD and naturalist intelligence. Thus, PBL-CD presents itself as a viable strategy to cultivate students' critical thinking skills and inquisitiveness, offering an alternative pathway in routine learning in the classroom.

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INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhammad Asy'ari

Contact Email info@litpam.com

Phone +6285338219596

Journal Mail Official info@litpam.com

Editorial Address Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), Sekarbela, Mataram, 83115

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhammad Asy'ari

Contact Email
info@litpam.com

Phone
+6285338219596

Journal Mail Official
info@litpam.com

Editorial Address
Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM), Sekarbela, Mataram, 83115

Location
Kota mataram,

Nusa tenggara barat

INDONESIA