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INDONESIA
International Journal of Environment, Engineering, and Education
Published by Three E Science Institute
ISSN : -     EISSN : 26568039     DOI : https://doi.org/10.55151/ijeedu
Core Subject : Science, Education, Social, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science
The International Journal of Environment, Engineering, and Education [e-ISSN: 2656-8039] is a peer-reviewed, open-access journal that is published three times a year [in April, August, and December]; this journal provides the right platform for authors to update their knowledge, information, and share their research results with the more significant scientific community publishing research articles explaining the ecological, technical, and educational impact of research from various disciplines publishing research articles explaining the environmental, technical, and educational implications of research from multiple disciplines publishing research As an interdisciplinary scientific publication, this journal encourages collaboration between researchers, academics, practitioners, and policymakers in various sectors to develop sustainable solutions to address environmental, engineering, and educational problems and promote sustainable development.
Arjuna Subject : Umum - Umum
Articles 133 Documents
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Psychological Resilience under Adversity in University Students: A Scoping Review of Emotion Regulation, Social Support and Adaptive Coping Yanlin Yan; Azmawaty Mohamad Nor; Rozita Wahab
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.543

Abstract

Psychological resilience among university students has been examined across diverse adversities, but the evidence directly linking resilience with emotion regulation, social support, and adaptive coping remains unclear. This scoping review mapped adversity-specific evidence and distinguished co-measurement from verified focal findings. Peer-reviewed English-language journal articles published from January 2010 through June 2026 were identified through PubMed/MEDLINE, OpenAlex, and ERIC. Eligible studies involved tertiary students, an identifiable adversity or sustained adaptation demand, a resilience construct, and at least one focal domain. Study design, context, measures, and evidence state were charted and synthesized descriptively without meta-analysis. Ninety-seven studies met the criteria, yielding 103 study–domain units: 22 emotion-regulation, 50 social-support, and 31 positive/adaptive-coping units. Cross-sectional or observational designs accounted for 85 studies (87.6%). Pandemic/lockdown and academic/clinical demands were the primary adversity in 41 (42.3%) and 28 (28.9%) studies, respectively. Only 21 units (20.4%) contained a source-verified direct focal result; 26 involved an analyzed pair without a recoverable pair-specific estimate or source location, 43 co-measured the constructs without a reported focal analysis, and 13 had unavailable results or sources. Verified findings varied by strategy, support measure, coping definition, and resilience operationalization, limiting cross-study comparison and causal interpretation. Twenty-six of 137 sought reports remained unretrieved. The breadth of construct coverage therefore exceeded the availability of interpretable direct evidence. Prospective studies with specified adversity and adaptation criteria, repeated outcome assessment, and transparent pair-specific reporting are needed to examine these relationships over time.
Mapping Pre-Service Teachers’ Digital Competence Research, 2014-2026: A Bibliometric Analysis of Conceptual Structure and Thematic Evolution Junxiu Yang; Jinho Cho; Chengzhu Jin
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.560

Abstract

Pre-service teachers’ digital competence has become central to teacher education, yet the field’s conceptual organization, international structure, and temporal development remain insufficiently integrated. This study maps the development of this research domain and identifies its publication patterns, collaboration networks, conceptual clusters, and emerging themes. A corpus of 582 English-language research and review articles published between January 2014 and 19 March 2026 was selected from the Web of Science Core Collection after screening 1,016 records. Bibliometrix/Biblioshiny and VOSviewer were used to analyze annual output, source- and country-level indicators, international co-authorship, author-keyword co-occurrence, overlay visualization, and thematic evolution. Publication output increased from 34 articles in 2020 to 120 in 2025, although productivity, citation visibility, and network connectivity produced different rankings. The United States contributed the most publications, whereas Indonesia recorded the highest international collaboration rate among the ten most productive countries. The keyword network comprised six clusters spanning professional preparation, technological pedagogical knowledge, ICT and digital skills, motivational and self-regulatory factors, data-related capabilities, and teacher training. Digital competence was the most frequent and connected keyword, followed by TPACK and pedagogical content knowledge. Temporal analyses showed persistent attention to digital competence, digital literacy, ICT, and TPACK, alongside the recent visibility of artificial intelligence, AI literacy, critical thinking, engagement, and pedagogical beliefs. These findings indicate cumulative thematic broadening rather than conceptual replacement. Future research should strengthen learner empowerment, performance-based assessment, responsible AI judgment, and longitudinal evidence linking competence development to instructional practice and learner outcomes.
Mathematical Critical Thinking in Trigonometry Under E-Module-Supported Project-Based Learning: An Explanatory Sequential Study Across Self-Reported Modality Preferences Epih Purnamasari; Stevanus Budi Waluya; Arief Agoestanto; Emi Pujiastuti
International Journal of Environment, Engineering and Education Vol. 8 No. 3 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i3.566

Abstract

Mathematical critical thinking (MCT) involves interpreting information, analyzing relationships, evaluating procedures, inferring conclusions, explaining reasoning, and regulating problem solving. This study examined pretest-posttest changes in MCT during e-module-supported Project-Based Learning (PjBL) in trigonometry and explored variation across self-reported Visual, Auditory, and Kinaesthetic (VAK) preferences. A quantitatively driven explanatory sequential mixed-methods design was used with Grade XI students at a public senior high school in Cirebon Regency, West Java, Indonesia. From 180 students screened, 72 were included in the quantitative sample (n = 24 per VAK group). Students completed an MCT pretest and posttest around six 90-minute PjBL sessions. Qualitative follow-up used interviews with 12 purposively selected students, classroom observations, and student artifacts. Mean MCT scores increased from 43.95 (SD = 6.26) to 78.18 (SD = 5.77); the mean within-student change was 34.23 points, 95% CI [32.26, 36.20], t(71) = 34.66, p < 0.001, Cohen's dz = 4.08. All six MCT dimension indicators showed statistically significant pretest-posttest changes after false-discovery-rate adjustment. No statistically significant differences were detected among VAK groups for posttest MCT or normalized gain, and ANCOVA controlling for pretest performance yielded the same inferential conclusion. Qualitative analysis identified overlapping patterns of visualization, verbalization, digital manipulation, trial-and-check reasoning, peer discussion, and reflection. The integrated findings document marked within-student change alongside heterogeneous reasoning processes, but the single-group design precludes causal attribution of the observed changes to PjBL or the e-module.

Page 14 of 14 | Total Record : 133

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