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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 80 Documents
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Examining STEM Students' Computational Thinking Skills through Interactive Practicum Utilizing Technology Verawati, Ni Nyoman Sri Putu; Rijal, Khaerul; Grendis, Nuraqilla Waidha B
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1360

Abstract

This research study explores and compares the computational thinking skills demonstrated by STEM students during interactive practicums involving both virtual laboratories and physical laboratories. The objectives of the study are to assess the performance of computational thinking skills in each practicum setting and to determine any differences between the two environments. An experimental approach was adopted, and 106 first-year STEM students from a distinguished private university in Indonesia participated in the study. The students were divided into two groups, one using virtual labs and the other using physical labs. The study employed a portfolio instrument to assess various aspects of computational thinking, including problem reformulation, recursion, problem decomposition, abstraction, and systematic testing. The findings show that both groups of students achieved "good" scores for computational thinking skills. However, students in the virtual labs group demonstrated superior skills compared to the physical labs group. The aspects of problem reformulation and abstraction received the highest scores in both groups, while problem decomposition received the lowest scores. A MANOVA test confirmed statistically significant differences in computational thinking skills between the two practicum environments. The study suggests that the use of virtual labs can positively impact students' computational thinking abilities. The results have implications for educators and institutions seeking to enhance students' computational thinking skills and design effective STEM practicums.
Enhancing Engineering Electromagnetics Education: A Comparative Analysis of Synchronous and Asynchronous Learning Environments Bilad, Muhammad Roil
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1369

Abstract

This study evaluates implementation of asynchronous learning in teaching engineering electromagnetics module. A group of first-year engineering students participated in the study. The instruction was divided into two periods, with the first period using asynchronous online mode and the second period using synchronous face-to-face mode. The performance evaluation was based on essay questions on class tests, and the data variances were statistically analysed. In addition, student feedback was gathered through interviews conducted at the end of the semester. In terms of overall performance, the results indicate that synchronous and asynchronous learning methods were equally effective, as no significant difference was found. However, individual student grades revealed a variety of outcomes for the asynchronous learning method, suggesting that students have different learning preferences and levels of adaptability. Positive feedback for asynchronous learning included the ability to adjust the pace of learning and conveniently access course materials. Students valued the availability of recorded lectures for reviewing difficult subject matter. Students with lower study motivation or limited experience with independent learning were negatively affected by the absence of scaffolding and immediate feedback in the asynchronous learning approach. Some students emphasized the importance of face-to-face interaction with the instructor, especially in a subject like electromagnetics that requires intuitive thought and elaboration.
Bibliometric Analysis of the Thinking Styles in Math and Its' Implication on Science Learning Sarkingobir, Yusuf; Egbebi, Lukman Femi; Awofala, Adeneye O. A
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1391

Abstract

The exploration of mathematical thinking styles is a vital area of investigation, particularly concerning its influence on science education within the classroom, given the significant role mathematics plays in advancing scientific understanding. The examination of this subject holds great interest, and its pertinence strongly bolsters prospective teaching and research endeavors. This research aims to perform a bibliometric scrutiny of mathematical thinking styles and their implication on science learning. The focus of this bibliometric inquiry is to elucidate and scrutinize literature congruent with the concept of mathematical thinking styles and their alignment with science learning. The SCOPUS repository is employed as the primary source of document references. Document selection and analysis were conducted using specific keywords in the 'document search' section. Employing diverse document screening methodologies pertinent to mathematical thinking styles and their implication on science learning, a corpus of relevant documents addressing the subject matter was identified. The sequential screening procedures and document findings are discussed comprehensively in this article. Fundamentally, articles pertinent to the bibliometric analysis theme, 'mathematical thinking styles and their implications for science learning,' underscore the significance of delving into students' mathematical thinking styles. Variances in these cognitive styles pose significant challenges for educators' pedagogical approaches in both mathematics and science instruction. This constitutes a pivotal implication of the present study, necessitating educators to adeptly navigate diverse mathematical thinking styles when structuring pedagogy in science and mathematics. Ultimately, this study stands as a pivotal reference for future investigations delving into themes associated with mathematical thinking styles.
The Effects of Flipped Classroom in English Language Communicative Skills Yakob, Shafiee; Jawawi, Rosmawijah; Shahrill, Masitah; Jaidin, Jainatul Halida
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1394

Abstract

This study investigates the effectiveness of Flipped Classroom in teaching speaking skills for an English communicative class as well as the students’ perceptions of this approach towards their learning experience. In the flipped classroom, students watched the videos and read the provided documents outside the classroom. In class, which was done virtually, group discussions, debates, and role-plays were conducted based on the content that they had watched before the class. Both the pre-test and post-test were the instruments used to measure effectiveness, and all eight students were interviewed to identify their perceptions of Flipped Classroom. This research found that this instructional method was effective in teaching speaking skills, as there were improvements in the post-test in comparison with the pre-test, where only three students managed to score above 50% while the rest failed. This study also revealed that the flipped classroom was beneficial to students as it helped them improve their speaking skills. Despite the problems they faced in class, their speaking skills improved tremendously.
Involving STEM Students in Critical Analysis Tasks on the Processes of Modifying Optical Properties of Materials Bilad, Muhammad Roil; Doyan, Aris
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1597

Abstract

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Problem-Based Learning in Remote Learning Scenario Utilizing Climate Change Virtual Reality Video in Mobile Application to Train Critical Thinking Aliyu, Hassan; Ebikabowei, Musah; Kola, Aina Jacob
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1612

Abstract

The imperative to address climate change in educational curricula stems from its profound implications for the sustainability of human life. A crucial aspect of this education is fostering critical thinking (CT) in students, as they form their perspectives on climate change. Traditional teaching approaches alone have proven inadequate in developing students' CT concerning this complex issue, particularly when learning remotely. To address this challenge, students must be actively engaged with the realities of climate change. In response to this need, the current study aimed to apply the problem-based learning (PBL) in remote learning scenario utilizing climate change virtual reality (VR) video in mobile application to train students’ CT skills. Utilizing a mixed method approach, the study involved 86 high school students, divided evenly between experimental and control groups, using a 'true experimental design' to quantify CT skill improvements. Complementing the quantitative data, the study also conducted semi-structured interviews with teachers participating in the interventions, providing valuable insights into their responses to the learning methods. The instruments used to measure students' CT skills were carefully validated for psychometric properties (validity and reliability). The study's overall findings indicate that the PBL approach integrated with climate change VR videos in mobile applications effectively enhances students' critical thinking skills, surpassing the outcomes of traditional teaching methods. Moreover, the feedback received from teachers who took part in the teaching interventions was overwhelmingly positive, reinforcing the efficacy of the learning approach. This research highlights the significance of implementing PBL and VR experiences to cultivate CT among students, particularly in the context of climate change education.
Utilizing Social Reality Videos in Mobile Apps to Enhance Electronic Learning: Examining the Influence on Cognitive Learning Outcomes Among Students Yazidi, Rachid El
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1613

Abstract

This research endeavors to evaluate the effectiveness of incorporating electronic learning (e-learning) with social reality videos into a mobile application to enhance students' cognitive learning outcomes. The study adopts an experimental design, specifically a pretest-posttest control group design, involving two distinct groups: the experimental group exposed to e-learning featuring social reality videos, and the control group engaged in traditional face-to-face learning utilizing the expository method. Each group comprised twenty-eight students, and both groups underwent pre-tests and post-tests with identical tasks. The primary focus of this investigation is the assessment of cognitive learning outcomes among students, representing the educational impact of induced learning within each treatment group. Analysis of students' learning outcomes includes descriptive methods (such as the average learning outcomes and n-gain) and statistical procedures, including hypothesis testing to determine differences in achievement between the treatment groups, conducted at a significance level of 0.05. In summary, the findings of this study reveal that the integration of e-learning with social reality videos significantly enhances students' learning outcomes, surpassing the effectiveness of the expository method. Consequently, the researchers recommend the simultaneous incorporation of this innovative approach into conventional classroom lectures.
Surmounting Obstacles in STEM Education: An In-depth Analysis of Literature Paving the Way for Proficient Pedagogy in STEM Learning Salvetti, Fernando; Rijal, Khaerul; Owusu-Darko, Isaac; Prayogi, Saiful
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1614

Abstract

The modern educational system has recognized the significance of STEM as a vital component of students' preparation for a promising future. Consequently, there is a need for comprehensive research in STEM education, encompassing an understanding of its context, challenges, and strategies to overcome these obstacles. Ongoing research continues to focus on developing coherent studies in this area, particularly emphasizing effective STEM pedagogy, which has proven to positively impact students' learning outcomes. However, despite its potential, STEM education faces several challenges that could impede its progress. In the scope of this study, a thorough examination revealed at least six key challenges confronting, these challenges encompass: pedagogical challenges, curriculum-related issues, structural complexities, student apprehensions, assessment concerns, and the critical need for teacher support. These challenges, along with proposed solutions, are discussed in-depth in this article. It is worth noting that pedagogical challenges hold paramount importance, as teachers play a pivotal role in implementing successful STEM education in schools. As such, this article delves into various effective pedagogical aspects that can facilitate the advancement of STEM education and foster enhanced learning experiences for students. Several key aspects contribute to effective pedagogy in STEM education and learning, including: (a) cultivating an innovative learning environment that nurtures inquiry, experimentation, and critical thinking; (b) utilizing a diverse range of authentic learning methods and relevant educational resources; (c) facilitating a collaborative learning environment that encourages teamwork and knowledge sharing; (d) creating an inclusive learning environment that accommodates the diverse needs of students; and (e) encouraging continuous reflection on and improvement of teaching practices to optimize learning outcomes.
Empowering EFL Writers: The Impact of Unlimited Time and Dictionary Use on Writing Accuracy Sharafi, Mohammad; Ayatollahi, Mohammad Ali
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.v4i1.1726

Abstract

Intermediate EFL learners often struggle with producing accurate and coherent writing, particularly in settings constrained by limited time and restricted access to language resources. While prior research has separately examined the effects of dictionary use or time flexibility, this study explores the combined impact of both. Through a quasi-experimental design, 50 male intermediate EFL learners were divided into control and experimental groups. The experimental group received unlimited time and access to both digital and print dictionaries during writing tasks, while the control group followed traditional time-bound instruction without resource access. Results showed a significant improvement in the experimental group’s writing scores, which rose from a pre-test mean of 14.76 to a post-test mean of 16.72 (t(24) = -5.70, p < 0.001, Cohen’s d = 1.06). The control group’s post-test mean was 15.12, and between-group comparisons also revealed a statistically significant difference (t(48) = 3.121, p = 0.003, Cohen’s d = 0.88). Error analysis further supported the intervention’s effectiveness, with reductions exceeding 50% in key error categories such as verb tense (from 43 to 21), sentence structure (27 to 13), and spelling (28 to 12). These results affirm that integrating flexible time policies and dictionary access enhances learners’ ability to self-monitor, revise, and control their writing. The study advocates for instructional models that promote learner autonomy, highlighting the need for EFL curricula to support more adaptive, resource-enriched learning environments. This dual-intervention model offers a practical pathway to elevate writing proficiency and reduce persistent error patterns in EFL contexts.
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 (2024): December
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.

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