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Muhammad Miftah Farid
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ijoerar@gmail.com
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+6282131615369
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ijoerar@gmail.com
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Jl. Ketintang No.147-151, Wonokromo, Kec. Wonokromo, Surabaya, Jawa Timur 60243
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Kota surabaya,
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INDONESIA
International Journal of Emerging Research and Review
Published by Institut Keguruan dan Ilmu Pendidikan Widya Darma
ISSN : -     EISSN : 30218950     DOI : -
Core Subject : Education, Social,
Social Sciences Other
International Journal of Emerging Research and Review (IJOERAR) is a peer-reviewed, open-access international journal dedicated to promoting emerging research and review in multidiscipline areas. IJOERAR is published by IKIP Widya Darma Surabaya four times a year/quarterly (in March, June, September, & December). All manuscripts sent to IJOERAR will be read and reviewed with a confidential identity (double-blind peer review) by at least 2 peer reviewers who are experts in their fields. Depending on the evaluation reports of the members of the Editorial Board and peer reviewer, whether articles are published or not. The articles should be original, unpublished, and not in consideration for publication elsewhere at the time of submission to the IJOERAR.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 102 Documents
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Effectiveness of the ICARE-Modification Model in Training Students’ Critical Thinking Skills Makdalena, Rita; Agustini, Rudiana; Raharjo, Raharjo
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.168

Abstract

Objective: Developing students’ critical thinking skills remains a central challenge in higher education, particularly in teacher education programs that demand higher-order cognitive competencies. This study investigates the effectiveness of the ICARE-Modification model—an extended instructional framework integrating Introduction, Connection, Application-modification, Reflection, and Extension stages with AI problem-solving activities—in enhancing undergraduate students’ critical thinking skills. Method:  A quasi-experimental design with a non-equivalent control group was employed involving 60 undergraduate students enrolled in a teacher education program. The experimental group received instruction using the ICARE-Modification model, while the control group experienced conventional lecture-based learning. Data were collected through a validated open-ended critical thinking test assessed using an analytical rubric covering questioning, analysis, evaluation, logical reasoning, and solution formulation. Data were analyzed using independent samples t-tests and Cohen’s d effect size.  Results: The findings suggest that the ICARE-Modification model creates a more interactive and cognitively engaging learning environment that supports the development of students’ critical thinking skills. Through structured stages of learning that involve exploration, discussion, and reflection, students are encouraged to actively construct knowledge and evaluate their own reasoning processes, which ultimately leads to better learning outcomes in critical thinking. Novelty: This study introduces the ICARE-Modification model, an extended instructional framework that integrates the traditional ICARE stages with AI-assisted problem-solving activities to foster students’ critical thinking skills in teacher education. Unlike previous studies that apply ICARE as a conventional instructional model, this research incorporates structured cognitive scaffolding and AI-supported reflective learning to enhance higher-order thinking processes.
Empowering Gen Z Economics Teachers: AI Mindset, Experiential Learning and Career Readiness for Sustainable Development Dely Nuralizah; Eka Hendi Andriansyah; Dhiah Fitrayati; Ramlee bin Ismail
International Journal of Emerging Research and Review Vol. 4 No. 2 (2026): June
Publisher : IKIP Widya Darma Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56707/ijoerar.v4i2.170

Abstract

Objective: The ongoing transformation of education due to technological advances and artificial intelligence demands that prospective teachers possess change-sensitive skills and comprehensive career readiness. To support the implementation of SDGs, particularly goals 4 and 8 which include improving the quality of education as well as decent employment opportunities and economic growth. strengthening the competencies and job readiness of prospective teachers is becoming an increasingly important issue. This study seeks to examine the effect of AI mindset on the career readiness of economics education students who are preparing to become future economics teachers. Method: This study, using a PLS-SEM approach, also examines the role of experiential learning as a mediating variable in the relationship between AI mindset and career readiness. Results: This study found that an AI mindset had a positive and significant impact on career readiness, both directly and through enhanced experiential learning. These results suggest that combining an AI mindset with contextual learning experiences can strengthen students' readiness to face the demands of careers in the digital age. Novelty: Placement of experience-based learning as a mediating variable that connects AI mindset with career readiness of prospective economics teachers, especially in teacher education in Indonesia.

Page 11 of 11 | Total Record : 102

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