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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 7 Documents
 1 
Search results for , issue "Vol. 3 No. 2: December 2024" : 7 Documents clear
Development of Case-Based Learning Device with Cognitive Conflict Strategies to Improve the Critical Thinking Ability of Prospective Teacher Students Yusup, Muhammad Yusril; Harjono, Ahmad; Makhrus, Muh
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.1792

Abstract

This study aimed to develop and evaluate a Case-Based Learning (CBL) device incorporating cognitive conflict strategies to enhance the critical thinking abilities of prospective teacher students, a response to the global competitiveness challenge faced by Indonesian education. Through a methodological lens of research and development, the study meticulously validated a suite of educational devices, including lesson plans, student worksheets, teaching materials, and instruments designed to test critical thinking abilities. Additionally, the research scrutinized the practicality of these devices in actual classroom settings, ensuring their applicability in real-world educational environments. The findings from this comprehensive analysis revealed that the CBL device not only met the criteria for validity and reliability but also demonstrated significant practicality, as evidenced by its seamless integration and consistent application in classroom scenarios. A pivotal aspect of the study was the quantifiable enhancement in the critical thinking capabilities of the students involved, which was rigorously assessed through pretest and posttest measures. These assessments, underpinned by substantial effect sizes obtained via paired t-test analyses, highlighted a marked improvement in the critical thinking skills of the prospective teachers. The empirical evidence garnered through this research underscores the transformative potential of the CBL device, advocating for its widespread adoption in teacher education programs. The study posits that such an innovative educational device is quintessential for equipping future educators with the necessary skills to navigate and contribute effectively to the 21st-century educational landscape, thereby responding adeptly to the evolving demands of global educational competitiveness.
Examining the Impact of Online Learning Platforms on Undergraduate Academic Performance: Insights from the University of Ilorin Babalola, Ebenezer; Aina, Deborah Oluwakemi
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.1861

Abstract

This study explores the impact of Online Learning Platforms (OLPs) on undergraduate academic performance at the University of Ilorin, Nigeria. Employing a descriptive survey design, the study targeted all undergraduates, with a simple random sampling technique selecting 200 respondents from various faculties. Data were analyzed using descriptive statistics for frequency counts and mean scores, while hypotheses were tested using ANOVA and t-tests at a 0.05 significance level. Key findings revealed that a majority of students (51.9%) did not utilize several available OLPs, reflecting significant gaps in platform integration. Nevertheless, OLPs positively influenced academic performance, with a grand mean score of 3.21, demonstrating enhanced engagement and resource accessibility. Challenges such as inadequate internet connectivity and limited instructor guidance (mean score 3.08) hindered effective utilization. No significant differences were observed in OLP usage across gender (p=0.822) or specialization (p = 0.613), highlighting their inclusivity. The study concludes that OLPs hold considerable potential to improve learning outcomes but require improved integration, infrastructure, and user training to address identified challenges. Recommendations include regular evaluations of platform effectiveness, tailored interventions to meet discipline-specific needs, and investments in digital infrastructure to bridge accessibility gaps. These measures will ensure that OLPs maximize their impact as equitable and effective educational tools.
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research Verawati, Ni Nyoman Sri Putu; Rokhmat, Joni; Harjono, Ahmad; Makhrus, Muh; Sukarso, AA
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2208

Abstract

This review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education.
Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives Indriaturrahmi, Indriaturrahmi; Prayogi, Saiful; Gummah, Syifa'ul
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2258

Abstract

This study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education.
Teaching Factory Based on Scientific Creativity to Enhance Students' Soft Skills and Sustainable Entrepreneurship Samsuri, Taufik; Habibi, Habibi; Ikhsan, Muhamad
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2261

Abstract

This study aimed to assess the validity and effectiveness of a Teaching Factory (TEFA) model based on scientific creativity in enhancing students’ soft skills and fostering sustainable entrepreneurship. The TEFA approach was validated through expert evaluations and tested through two production processes involving 15 university students. The research focused on improving soft skills such as communication, teamwork, creativity, leadership, and time management, alongside sustainable entrepreneurship skills like opportunity identification, resource utilization, and entrepreneurial action. Data were collected using observation sheets and analyzed through descriptive statistics and ANOVA to compare students' performance across the two production processes. The results showed significant improvements in students' soft skills and sustainable entrepreneurship, with the TEFA approach based on scientific creativity proving highly effective. Average soft skill scores increased from "Poor" to "Good" after the intervention, and similar improvements were observed in sustainable entrepreneurship scores. The structured pedagogical cycle employed—encompassing need identification, curriculum development, implementation, evaluation, and reflection—successfully bridged the gap between theoretical knowledge and practical application in entrepreneurship education. However, a limitation of the study was its small sample size, indicating the need for further research with larger and more diverse populations. These findings suggest that the TEFA approach based on scientific creativity can be a valuable addition to university entrepreneurship programs, better preparing students for the challenges of the global business landscape.
Exploring the Potential of Virtual Reality (VR) in Developing Students' Thinking Skills: A Narrative Review of the Last Five Years Faresta, Rangga Alif; Nicholas, Teo Zhao Ser Bryan; Chi, Yixuan; Sinambela, Indah Astri Natalia; Mopoliu, Abdul Ziqron
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2407

Abstract

Addressing the persistent issue of inadequate critical thinking skills among students, this study examines the potential of Virtual Reality (VR) to transform educational practices. Traditional teaching methods often prioritize rote memorization, limiting opportunities for higher-order cognitive processes such as analysis, synthesis, and evaluation. This narrative review synthesizes findings from the past five years, focusing on VR’s ability to enhance thinking skills. Employing a systematic literature search via Scopus, 24 reviewed studies were analyzed, highlighting VR’s immersive and interactive capabilities in fostering critical thinking, problem-solving, and engagement. Results indicate that VR surpasses traditional methods by offering experiential learning scenarios, promoting collaboration, and addressing diverse educational needs. Applications in STEM and professional education demonstrate improved cognitive outcomes, including spatial reasoning, decision-making, and retention of abstract concepts. However, challenges such as high costs, infrastructural constraints, and teacher training gaps hinder widespread adoption. Ethical considerations around data privacy and inclusivity further underscore the need for strategic implementation. This study concludes that VR holds transformative potential in education, provided challenges are addressed through targeted investments, interdisciplinary innovations, and inclusive practices. Future research should emphasize long-term studies and integrate emerging technologies like AI and AR to maximize VR’s impact on cognitive skill development.
Transforming Education with ChatGPT: Advancing Personalized Learning, Accessibility, and Ethical AI Integration Asy'ari, Muhammad; Sharov, Sergii
International Journal of Essential Competencies in Education Vol. 3 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v3i2.2424

Abstract

The integration of artificial intelligence (AI) in education, exemplified by tools like ChatGPT, represents a transformative shift in teaching and learning methodologies. This study explores ChatGPT’s role in advancing personalized learning, empowering educators, and enhancing accessibility within educational ecosystems. Using a systematic literature review supported by bibliometric analysis, the paper identifies key trends and insights into AI-driven educational technologies. Findings demonstrate ChatGPT's capacity to personalize instruction by generating adaptive content, delivering real-time feedback, and facilitating curriculum development. It also alleviates educators' workloads through automated grading, lesson planning, and administrative support. However, challenges such as ethical concerns regarding data privacy, inherent AI biases, and potential over-reliance on automation hinder its widespread adoption. The study emphasizes the necessity of ethical guidelines, transparency, and balanced AI integration to mitigate these risks. In conclusion, ChatGPT holds substantial potential for improving educational outcomes by fostering inclusive, adaptive, and efficient learning environments. Future efforts should focus on refining AI technologies to reduce biases, uphold data privacy, and equip educators with the skills needed to effectively integrate AI into pedagogical practices. Responsible and ethical implementation will be key to unlocking ChatGPT's full potential in education.

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