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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. 3 No. 1: June 2024" : 5 Documents clear
Helping Students Become Proficient Physics Problem Solvers Through Problem-Based Learning Sarkingobir, Yusuf; Bello, Abdulaziz
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1813

Abstract

This study investigated the efficacy of Problem-Based Learning (PBL) in enhancing students' problem-solving abilities in physics education, addressing the lack of effective methodologies in nurturing this crucial skill. Utilizing a quasi-experimental design, 58 secondary school students from Nigeria were divided into an experimental group, which received PBL instruction, and a control group, which received traditional teaching methods. Over three months, both groups were assessed using an essay test format before and after the intervention, focusing on problem-solving abilities related to force and motion concepts. Descriptive and inferential statistical analyses were employed to evaluate the pretest, posttest, and n-gain scores, revealing significant improvements in problem-solving abilities within the experimental group compared to the control group. Specifically, students exposed to the PBL model exhibited higher average scores and greater improvement in problem-solving skills across various indicators, including understanding the problem, developing a plan, implementing the plan, and reflecting on solutions. The findings underscored the effectiveness of the PBL model in fostering active engagement, collaborative learning, and structured problem-solving processes, aligning with contemporary educational approaches that prioritize practical skill development and critical thinking. This study contributed to the growing body of literature supporting the efficacy of PBL in enhancing problem-solving abilities, highlighting its potential to cultivate a dynamic learning environment conducive to the development of essential skills in physics education.
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Sukarso, AA; Harjono, Ahmad; Makhrus, Muh
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1865

Abstract

Science education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students.
Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills Ernita, Nevi; Bahtiar, Bahtiar; Zulkarnaen, Zulkarnaen; Mustofa, Hisbulloh Als; Faresta, Rangga Alif
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1917

Abstract

This study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed.
Curiosity in Science Learning: A Systematic Literature Review Hunaepi, H.; Suma, I Ketut; Subagia, I Wayan
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1918

Abstract

This review systematically examines the role of curiosity in science learning, focusing on its influence on engagement, cognitive processes, and educational outcomes. A comprehensive literature search was conducted using databases such as Scopus, resulting in the selection of 40 peer-reviewed empirical studies published between 2019 and 2024. Inclusion and exclusion criteria ensured the relevance and rigor of the selected studies. The findings reveal that curiosity significantly enhances memory encoding and consolidation, motivates learners, and supports exploratory behavior. Specifically, studies indicated that curiosity-driven learning leads to improved attention and learning processes, resulting in better educational outcomes. Pedagogical strategies that foster curiosity, including the integration of large language models and innovative teaching tools, have been shown to effectively enhance student engagement and learning in science. Quantitative data from the reviewed studies demonstrate that curiosity-driven approaches lead to a 25% increase in student engagement and a 30% improvement in learning outcomes. The review underscores the importance of systematically integrating curiosity-enhancing strategies within pedagogy to create more engaging and effective educational experiences. Future research should focus on developing comprehensive measurement tools for assessing curiosity and conducting longitudinal studies to explore its long-term impact on academic achievement and skill development. Additionally, the exploration of modern technologies in enhancing curiosity-driven learning should be prioritized. Educators are encouraged to implement pedagogical strategies that stimulate curiosity to maintain and enhance student engagement and achievement in science learning.
Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System Bilad, Muhammad Roil; Zubaidah, Siti; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 3 No. 1: June 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i1.1935

Abstract

The 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve.

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