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International Journal of Essential Competencies in Education
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 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1: June 2023" : 5 Documents clear
The Analysis of Students’ Design Thinking in Inquiry-Based Learning in Routine University Science Courses Saiful Prayogi; Raden Fanny Printi Ardi; Rachid El Yazidi; Kuang-Chih Tseng; Hisbulloh Als Mustofa
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1338

Abstract

Design thinking has garnered widespread recognition for its distinctive problem-solving and innovative approach, attracting the attention of both professionals and academics. It has expanded beyond its origins in the design field and is now being applied in diverse domains. This article focuses on the integration of design thinking into science education, particularly within the framework of inquiry-based learning. To comprehensively explore the study objectives, a mixed methods approach involving both quantitative and qualitative methods was employed. The study included 102 first-year university students enrolled in science courses. The assessment of students' design thinking dimensions is conducted using instruments that have been rigorously validated and proven to be reliable in terms of their psychometric properties. The findings revealed that students exposed to inquiry-based learning demonstrated significant improvements in their design thinking skills compared to those taught through conventional methods. Furthermore, interviews with lecturers provided additional support for the positive impact of inquiry-based learning on students' design thinking abilities.
Integrating Game-Based-Learning to Improve Students’ Essay Writing in High School Sociology Ahmad Nashihin Salim; Rosmawijah Jawawi; Masitah Shahrill; Jainatul Halida Jaidin; Juraidah Musa
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1359

Abstract

This study integrates game-based learning (GBL) in sociology lessons to investigate its impact on students’ essay writing. The study had a sample size of seven students from a Year 12 Sociology class in one of the high schools in Brunei Darussalam. This qualitative research made use of data collection instruments consisting of pre-test and post-test essay questions, semi-structured interviews, and lesson observations. Findings from the study have shown that the implementation of games that utilize civilization-building elements such as city building and resource management in a sociology lesson had a significant impact on students' performance in essay writing, specifically the quality of their argument, provided that they were used within the right context. The study also found an increase in students’ motivation, collaboration, and enjoyment of learning, attributing this to the games' designs and their easy accessibility via smartphones. Students’ perceptions of the use of GBL indicated a willingness to use it again as a learning tool in the near future. The findings provided insights into this area of study and may be able to provide useful information to educators, especially sociology teachers, who wish to make use of games to aid in making their students' learning an enjoyable experience in their lessons.
Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology Ni Nyoman Sri Putu Verawati; Khaerul Rijal; Nuraqilla Waidha B Grendis
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1360

Abstract

This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.
Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments Muhammad Roil Bilad
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1369

Abstract

This study evaluates implementation of asynchronous learning in teaching engineering electromagnetics module. A group of first-year engineering students participated in the study. The instruction was divided into two periods, with the first period using asynchronous online mode and the second period using synchronous face-to-face mode. The performance evaluation was based on essay questions on class tests, and the data variances were statistically analysed. In addition, student feedback was gathered through interviews conducted at the end of the semester. In terms of overall performance, the results indicate that synchronous and asynchronous learning methods were equally effective, as no significant difference was found. However, individual student grades revealed a variety of outcomes for the asynchronous learning method, suggesting that students have different learning preferences and levels of adaptability. Positive feedback for asynchronous learning included the ability to adjust the pace of learning and conveniently access course materials. Students valued the availability of recorded lectures for reviewing difficult subject matter. Students with lower study motivation or limited experience with independent learning were negatively affected by the absence of scaffolding and immediate feedback in the asynchronous learning approach. Some students emphasized the importance of face-to-face interaction with the instructor, especially in a subject like electromagnetics that requires intuitive thought and elaboration.
Bibliometric Analysis of the Thinking Styles in Math and Its' Implication on Science Learning Yusuf Sarkingobir; Lukman Femi Egbebi; Adeneye O. A Awofala
International Journal of Essential Competencies in Education Vol. 2 No. 1: June 2023
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1391

Abstract

The exploration of mathematical thinking styles is a vital area of investigation, particularly concerning its influence on science education within the classroom, given the significant role mathematics plays in advancing scientific understanding. The examination of this subject holds great interest, and its pertinence strongly bolsters prospective teaching and research endeavors. This research aims to perform a bibliometric scrutiny of mathematical thinking styles and their implication on science learning. The focus of this bibliometric inquiry is to elucidate and scrutinize literature congruent with the concept of mathematical thinking styles and their alignment with science learning. The SCOPUS repository is employed as the primary source of document references. Document selection and analysis were conducted using specific keywords in the 'document search' section. Employing diverse document screening methodologies pertinent to mathematical thinking styles and their implication on science learning, a corpus of relevant documents addressing the subject matter was identified. The sequential screening procedures and document findings are discussed comprehensively in this article. Fundamentally, articles pertinent to the bibliometric analysis theme, 'mathematical thinking styles and their implications for science learning,' underscore the significance of delving into students' mathematical thinking styles. Variances in these cognitive styles pose significant challenges for educators' pedagogical approaches in both mathematics and science instruction. This constitutes a pivotal implication of the present study, necessitating educators to adeptly navigate diverse mathematical thinking styles when structuring pedagogy in science and mathematics. Ultimately, this study stands as a pivotal reference for future investigations delving into themes associated with mathematical thinking styles.

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