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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 122 Documents
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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 (2024): December
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 (2024): December
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 (2024): December
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 (2024): December
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.
Charting the Future of Prompt Engineering: Critical Reflections on Methodology, Ethics, and Research Directions Verawati, Ni Nyoman Sri Putu; Yaqin, Lalu Nurul
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.2908

Abstract

Prompt engineering has emerged as a transformative strategy for optimizing Large Language Models (LLMs), offering a cost-effective alternative to full model fine-tuning. In a recent bibliometric review, Fatawi et al. (2024) analyzed 437 Scopus-indexed publications from January 2022 to February 2024, using VOSviewer to identify key thematic clusters—including transformer architectures, deep learning innovations, and few-shot learning—and documenting a fivefold increase in related publications over the review period. Building on their macro-level mapping, this commentary extends the discussion by articulating the strategic and democratizing potential of prompt engineering while addressing critical gaps in methodology and ethical oversight. We critique the review’s reliance on a single English-language database, its exclusion of preprints and non-English sources, and its omission of qualitative insights into user practices and system impacts. In response, we offer concrete recommendations to guide future research: diversify data sources for bibliometric analysis, implement rigorous prompt audit frameworks, conduct longitudinal A/B testing in real-world environments, and adopt mixed-methods approaches to capture human-centered dynamics. We also explore emerging synergies—such as quantum-enhanced NLP and neuro-linguistic prompt design—as promising frontiers for advancing prompt optimization. By addressing these gaps, this commentary aims to ensure that prompt engineering evolves not only as a technical solution but as a responsible and inclusive foundation for next-generation AI development.
Examining the Strategic Role of Soft Skills and Their Implications for Supporting Resource Development: A Narrative Literature Review Pathan, Pathan; Prayogi, Saiful; Mansur, Mansur; Alaydrus, Kadir Alfan; Faisatullah, Moh
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.3082

Abstract

This narrative literature review examines how soft skills function strategically within human-resource and educational contexts and explores their implications for designing support resources. The review draws on twenty peer-reviewed studies published between 2015 and 2025, selected through systematic screening of keywords such as soft skills, human resources, and educational resources. Through interpretative thematic analysis, the study identifies core competencies of soft skills: communication, collaboration, problem-solving, adaptability, leadership, empathy, time management, creativity, and metacognition. Findings highlight the strategic role of soft skills in recruitment, professional development, team dynamics, and organizational culture within education, as well as systemic implications for curriculum design, assessment practices, teacher preparation, and institutional policy. Major barriers include curricular inertia, limited facilitator capacity, measurement challenges, and equity gaps in learner engagement. The review recommends embedding explicit soft skills into educational program frameworks and investing in sustained educator training. Future research should undertake detailed, longitudinal analyses of student soft-skills development using robust quantitative measures alongside qualitative approaches to identify effective instructional strategies and contextual factors that drive sustainable skill acquisition.
Rethinking Matrix Instruction: A Mixed-Methods Analysis of Students’ Problem-Solving Skills and Pedagogical Challenges Rasyidin, Rasyidin
International Journal of Essential Competencies in Education Vol. 4 No. 1 (2025): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v4i1.3399

Abstract

This study aims to analyze students’ problem-solving skills in the matrix topic and to identify instructional constraints that influence the learning process. A mixed-methods approach was employed: the quantitative phase involved an eight-session expository intervention (90 minutes per session) and an assessment consisting of 30 multiple-choice and 5 essay questions (scored 0–100), while the qualitative phase included open-ended interviews with the teacher responsible for matrix instruction. Quantitative findings revealed that most students remained at the basic mastery level, with an average score of 26.82 and a distribution dominated by the “Low” category. Only 3.88% of students reached the “Good” level, and a binomial test confirmed that this proportion was significantly lower than the reference threshold (p < 0.001), reinforcing the conclusion that student performance fell short of expected standards. These findings highlight the urgent need for early diagnosis of foundational algebra skills—such as row-column operations and linear equation manipulation—before introducing more complex matrix concepts. The qualitative analysis revealed that although the teacher still employed expository methods—lectures, question and answer, and open discussions—these strategies were insufficient for fostering deep problem-solving skills. Students often relied on mechanical procedures without conceptual understanding, struggled to connect algebraic notation to real-world contexts, and lost motivation when facing multi-step problems. The combined results suggest that instructional design should shift toward more contextual and concept-exploratory approaches. Strategic steps are recommended, including the adoption of structured problem-solving methods to improve learning outcomes in mathematics. Furthermore, curriculum development should allocate sufficient time and resources to matrix topics, provide professional development for teachers in designing innovative instruction, and ensure access to digital infrastructure that supports mathematical visualization.
Application of Project Based Learning Model by Using Flipbook Media to Improve the Narrative Text Writing Skill Lestari, Hadi; Cahyono, Bambang Eko Hari; Huda, Muhammad Binur
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/zgcjb261

Abstract

The research aims to get a clear description about the application of Project Based Learning Model by using Flipbook media to improve the narrative text writing skill at the fifth grade students of SDN 4 Margopatut. The research used a classroom action research method with the type of participant research. The informants in this study were the school principal, grade fifth teacher, and grade fifth students. Events in this research were all forms of learning activities in the classroom. The documents of this research were lesson plans, syllabus, and score list. The data collection techniques used was interviews, observations, narrative text writing tests, and documentation. The data collection instruments in this research were interview instruments, observation sheets, and assessment sheets for narrative text writing skills. The results showed that the application of learning to write narrative text by applying the Project Based Learning model with Flipbook media to fifth grade students of SDN 4 Margopatut have improved, both the learning process and the results of writing narrative text. The improvement of the learning process can be seen from the increasing value of student attitudes in learning each cycle. The average score of students before the study was 69. In Cycle I, the average student score increased by 7% to 74. In Cycle II, the students' average score increased by 8% to 80. 11 out of 13 or 85% fifth grade students of SDN 4 Margopatut, got score above the minimum completeness criteria.
Exploring the Relationship Between Coping Strategies and Resilience Among First-Year Kindergarten Children in Sapele, Delta State Ekedama, Kate; Atubi, Onamrewho Favour
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/j7v9r880

Abstract

This study examined the relationship between coping strategies and resilience among first-year kindergarten children in Sapele, Delta State. Specifically, it investigated the associations between problem-focused coping, emotion regulation coping, social support coping, and resilience during children’s early transition into formal schooling. A quantitative cross-sectional survey design was adopted. The study population comprised first-year kindergarten children enrolled in public and private schools in Sapele Local Government Area, Delta State. A stratified random sampling technique was used to select 316 children, ensuring proportional representation across school types. Data were collected using adapted measures of coping strategies and early childhood resilience. The instruments assessed problem-focused coping, emotion regulation coping, social support coping, and children’s academic, emotional, and social adaptation. Pearson Product-Moment Correlation was used to analyse the data at the .05 level of significance. The findings revealed a significant positive relationship between problem-focused coping and resilience, r = .263, p < .001, N = 316, indicating that children who engaged more actively in problem-solving tended to demonstrate higher resilience. However, emotion regulation coping was not significantly related to resilience, r = -.015, p = .793, N = 316, and social support coping also showed no significant relationship with resilience, r = -.026, p = .650, N = 316. These findings suggest that problem-focused coping may be a more visible coping resource among first-year kindergarten children, while emotion regulation and support-seeking behaviours may still be developing at this stage. The study highlights the need for early childhood classrooms to incorporate structured problem-solving activities and developmentally appropriate social-emotional learning experiences.
When Better Feedback Is Not Enough: Why GenAI-Supported Peer Assessment Needs Self-Reflection to Foster Preservice Teachers’ Critical Thinking Verawati, Ni Nyoman Sri Putu; Wahyudi, Wahyudi; Nisrina, Nina
International Journal of Essential Competencies in Education Vol. 5 No. 1 (2026): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/xx4deg57

Abstract

Generative artificial intelligence is increasingly used to support feedback, assessment, and learning in teacher education. This commentary examines a recent empirical study on GenAI-supported peer feedback for preservice teachers and argues that its most important contribution lies not only in showing that AI can improve feedback quality, but also in demonstrating the central role of self-reflection in transforming better feedback into deeper thinking. The focal study reports positive effects on feedback quality, technology-enhanced learning design artifacts, feedback uptake, and critical thinking tendency. However, the evidence also suggests that improved feedback does not automatically produce critical thinking. The effect becomes more educationally meaningful when learners apply self-feedback, internalize evaluative criteria, and use peer assessment as an opportunity for reflective revision. This commentary discusses the strengths of the focal study, offers a cautious interpretation of its findings, and identifies several limitations related to short intervention duration, quasi-experimental design, self-reported critical thinking measures, and the unresolved role of GenAI in verifying feedback accuracy. It concludes that GenAI-supported peer assessment should be designed not as a shortcut to better comments, but as a scaffold for feedback literacy, self-regulation, self-reflection, and professional judgment in teacher education.

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