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Educative: Jurnal Ilmiah Pendidikan
Published by Yayasan Almahmudi Bin Dahlan
ISSN : -     EISSN : 29859182     DOI : 10.37985/educative
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Educative: Jurnal Ilmiah Pendidikan is a peer-reviewed international journal which is published three times a year (April, August, December) in English under the responsibility of the science board. For more information about the journal, please visit: https://publikasi.abidan.org/index.php/educative Aims and Scope Educative : Jurnal Ilmiah Pendidikan is fundamentally concerned with the improvement of teacher education, curriculum, policy, and in-service training. Besides these, the journal also accepts researches related to the problems of teacher educators and researchers in the field of educational sciences. Educative : Jurnal Ilmiah Pendidikan particularly welcomes:articles that explore alternative, critical and re-conceptualized views of teacher education; articles written for academics and educators that present the relationship between theory and practice explicitly.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 73 Documents
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Numeration Ability as a Foundation for Elementary Students' Reflective Thinking: A Systematic Literature Review Fitria Nuraini Mawardha; Octarina Hidayatus Sholikhah; Upik Wahyuni Nawang Putri; Joel Iglesia Alvarez
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2189

Abstract

Numeracy and reflective thinking are essential competencies for students in contemporary mathematics learning. Numeracy extends beyond performing mathematical operations to applying mathematical concepts in meaningful contexts, while reflective thinking enables students to evaluate their reasoning, identify errors, and develop more effective problem-solving strategies. This study aims to identify, analyze, and synthesize research findings concerning the role of numeracy in developing elementary students’ reflective thinking. A Systematic Literature Review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. Relevant studies were identified, screened, assessed for eligibility, and thematically analyzed based on predetermined inclusion criteria. The findings indicate that numeracy contributes to the development of reflective thinking by supporting problem-solving, mathematical reasoning, metacognition, and decision-making. The reviewed studies also suggest that problem-based learning, contextual learning, and metacognitive strategies can strengthen the relationship between numeracy and reflective thinking. These findings highlight the importance of integrating numeracy development with learning approaches that encourage students to examine, evaluate, and regulate their mathematical thinking. Therefore, strengthening numeracy in elementary mathematics education can provide a meaningful foundation for developing students’ reflective thinking and supporting their long-term mathematical learning.
Biological and Health Effects of High-Dose and Repeated X-Ray Exposure: A Systematic Review Mohammad Wali Khurami; Bashir Ahmad Karimi; Wahidullah Enayat; Besmillah Habibi
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2207

Abstract

X-ray technologies are essential to modern diagnosis and treatment, but their biological effects depend on dose, dose rate, exposure duration, irradiated volume, age, and clinical context. This systematic review synthesized evidence on the cellular, organ-specific, reproductive, carcinogenic, and occupational consequences of high-dose and repeated X-ray exposure. PubMed, Scopus, Web of Science, and Google Scholar were searched, together with reference lists and organizational reports. Of 1,690 records identified, 92 studies met the eligibility criteria for synthesis, and 28 provided comparable numerical data. X-rays injured cells through direct DNA ionization and indirect reactive-oxygen-species generation, producing strand breaks, chromosomal instability, senescence, apoptosis, or necrosis, with tissue injury varying by organ and exposure pattern. Bone marrow and gastrointestinal epithelium were most vulnerable to whole-body exposure, while skin and lens damage related more to localized or cumulative doses. Gonadal and fetal irradiation was linked to reproductive and developmental effects, although diagnostic imaging carried far lower risk than therapeutic or accidental exposure. Repeated CT examinations, especially in younger patients, were associated with a small increase in long-term cancer probability, while radiotherapy carried added risks of tissue injury and second primary malignancy. Occupational exposure arose mainly from patient-scattered radiation during fluoroscopically guided procedures. The findings support careful justification, dose optimization, personal monitoring, staff training, and risk communication to preserve the benefits of X-rays while reducing avoidable harm.
The Impacts of Three-Tier Scaffolding-Based Instruction on Critical Thinking in Education: A Systematic Review of Empirical Evidence Pich Chueng; Sokha Khut; Sopha Soeung
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2026): May - August 2026 inPress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i2.2234

Abstract

Scaffolding is a metaphor introduced by Wood, Bruner, and Ross in 1976, and it is grounded in Vygotsky’s Zone of Proximal Development. The purpose of this review is to synthesize the existing studies’ findings to further confirm effectiveness of scaffolding-based instruction on the development of critical thinking. PRISMA was employed in this review to screen and determine the target studies to be examined. 124 studies were identified, but only 89 studies remained. After duplicate removal and abstract screening, it remains 71 full studies. All reviewed studies were retrieved through prominent databases, such as Scopus, Web of Science, ERIC, and Google Scholar. Besides, studies were analyzed using thematic coding and narrative synthesis. This review study included experimental, quasi-experimental, meta-analyses, and theoretical studies. Results showed robust evidence supporting scaffolding strategies, with 97.02% of studies reporting positive outcomes. Metacognitive scaffolding (23.94%) and collaborative scaffolding (22.54%) were the most frequently observed and effective scaffolding instructional strategies, while the hybrid scaffolding models demonstrated strong effects. Research outcome grew intensely since 2015, reaching almost 89% of all reviewed studies in this review. The findings strongly confirm that SBI significantly reinforces critical thinking skills, such as reflection, self-regulation, problem-solving, and reasoning, and this signifies that SBI is an effective instructional strategy for fostering independent and confident critical thinkers.

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