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Muhammad Asy'ari
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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 4 Documents
 1 
Search results for , issue "Vol. 4 No. 2 (2025): December" : 4 Documents clear
360-Degree Feedback: An Innovative Strategy to Measure Students' Soft Skills in the “Asistensi Mengajar” Program Mentari, Sriyani; Nuraini, Umi; Fauzan, Slamet
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/t4nmbg76

Abstract

Assessing soft skills in Indonesia’s “Teaching Assistance/Asistensi Mengajar” (AM) program remains a challenge, as evaluations have typically focused on teaching performance and relied on self or supervising teacher assessments, overlooking the multidimensional and context-dependent nature of soft skills. This study addresses this gap by implementing a 360-degree feedback model to provide a more comprehensive evaluation of AM participants’ soft skills. Four assessor groups were involved: college students (self-assessment), peers, supervising teachers, and vocational students. Using a descriptive-analytical quantitative design, data were collected from 330 respondents and analyzed with descriptive statistics, the Kruskal–Wallis test, and Dunn’s post hoc test. The results showed that communication received the highest mean self-rating (M = 4.28, SD = 0.60), while adaptation received the lowest (M = 3.85, SD = 0.58). Significant perceptual gaps were found across assessor groups, particularly in adaptation, where students rated themselves lower than peers (Z = 5.00, p < .001, r = .43) and supervising teachers (Z = 2.83, p = .019, r = .24). Conversely, in communication, self-assessments were higher than those of vocational students (Z = 5.12, p < .001, r = .45). These findings demonstrate that assessor perspectives differ systematically, reflecting self-efficacy biases and relational expectations. Practically, the study provides empirical evidence that integrating 360-degree assessments into AM can identify hidden competency gaps and guide targeted training interventions, particularly in adaptation skills, while ensuring that student voices are formally included in program evaluation.
A Systematic Review of Threshold Concepts in Higher Education: Characteristics, Learning Barriers, and Pedagogical Interventions Firdaus, Laras; Dewi, Ika Nurani; Primawati, Sri Nopita; Hulyadi, Hulyadi; Sabrun, Sabrun; Azmi, Irham
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/qerb8q19

Abstract

This systematic review synthesises peer-reviewed empirical and conceptual research on threshold concepts (TC) in higher education published between 2015 and 2025. The review aims to examine how threshold concepts are theorised, operationalised, and empirically investigated across disciplinary contexts, with particular attention to their defining characteristics, associated learning difficulties, and pedagogical implications. Following a rigorous process of database searching, screening, and eligibility assessment, a total of 26 studies were included, comprising 11 peer-reviewed journal articles and 15 articles reporting empirical studies. The analysis integrates qualitative, quantitative, and mixed-methods studies to generate three key contributions: (1) a refined synthesis of TC characteristics as epistemic and, in some cases, ontological turning points in learning; (2) a structured categorisation of learning challenges associated with threshold crossing, including cognitive, affective, and contextual dimensions; and (3) an overview of pedagogical approaches designed to support learners during liminal phases. Findings indicate that TC consistently facilitate transitions from surface understanding to disciplinary ways of knowing, although their forms and manifestations vary across fields. While pedagogical interventions increasingly acknowledge the necessity of learning difficulty, robust longitudinal evidence remains limited. The review concludes with practical indicators for educators, and methodological recommendations, especially the need for longitudinal study, mixed methods design, and clearer operational criteria to strengthen future research and curriculum design.
When Inquiry Isn’t Enough: Why Structured Reflection Can Strengthen Preservice Science Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/waxp5a03

Abstract

Inquiry-based learning is frequently treated as a ready-made route to critical thinking, but classroom inquiry often becomes procedural unless students are pushed to examine assumptions, justify claims, and revise interpretations. This commentary discusses the focal study “Emphasizing reflective processes in scientific inquiry and its impact on preservice science teachers’ critical thinking skills” and argues that its strongest contribution is showing how structured reflective elements can turn inquiry activities into repeated practice in reasoning. At the same time, the evidence should be read carefully: the gains are very large, and the intervention bundles several supports (anomalies, monitoring worksheets, prompts, and feedback) that may each contribute. We outline alternative explanations, identify what the study clarifies and what it does not yet prove, and offer implications for future research designs and teacher-education practice.
Students’ Reactions Toward the Use of An AI-Powered Website for Learning Cardiovascular Biology Babalola, Ebenezer Omolafe; Olumorin, Charles Olubode; Omolafe, Eyiyemi Veronica
International Journal of Essential Competencies in Education Vol. 4 No. 2 (2025): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/2e4ngb50

Abstract

Artificial Intelligence-powered websites (AI-PW) leverage artificial intelligence to deliver personalised and adaptive learning experiences, enhancing engagement and accessibility. Despite their potentials, there is a shortage of empirically validated-AI resources for learning Cardiovascular Biology (CVB) in Nigeria. This study investigated students’ reactions toward the use of an AI-powered website for learning CVB in Nigeria. The study adopted a research design involving undergraduates from two purposively selected universities in Ilorin metropolis. A total of 68 students participated in the study. Data were collected using the Students’ Reaction Questionnaire (SRQ), which demonstrated a high reliability coefficient of 0.94. Descriptive statistics and t-tests were employed to analyze the data at a 0.05 level of significance. Findings revealed that students’ reactions toward the use of the AI-powered website for learning CVB were positive (x = 2.86 > 2.50). Furthermore, there was no significant difference in students’ reactions toward the use of the developed AI-powered website for learning CVB based on gender. The study concluded that the use of the BeeNCardiac AI-powered website positively influenced students’ learning experiences in cardiovascular biology. It is therefore recommended that students be encouraged to use the BeeNCardiac AI-powered website as a complementary tool for learning CVB in Nigerian universities.

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