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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 32 Documents
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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.
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.
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.

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