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PPSDP International Journal of Education
Published by Perkumpulan Program Studi Doktor Pendidikan
ISSN : 28303229     EISSN : 28295196     DOI : https://doi.org/10.59175/pijed
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The PPSDP International Journal of Education is published by Perkumpulan Program Studi Doktor Pendidikan with E-ISSN: 2829-5196 and P-ISSN: 2830-3229. This journal is an interdisciplinary publication of original research and writing on education that publishes papers to international audiences of educational researchers. This journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 303 Documents
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Lesson Study as a Means of Reflection and Improving the Quality of Teaching Practices Damayanti, Sri; Akib, Erwin; Satriana, Eny
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.730

Abstract

Despite its critical role in improving learning, the quality of teaching practices often stagnates due to the limited use of systematic reflective approaches among educators. This study investigates Lesson Study as a structured model to enhance reflective teaching and strengthen instructional quality through a qualitative descriptive-analytical literature review. This paper synthesizes findings from more than 50 scholarly sources, including Scopus-indexed articles, SINTA-accredited national journals, conference proceedings, and institutional reports from OECD, UNESCO, and the World Bank, published between 2010 and 2025. Through a systematic search using keywords related to “Lesson Study” and “teaching reflection,” data were analyzed thematically with the support of NVivo. The review offers an integrated synthesis of how Lesson Study contributes to teaching effectiveness, professional teacher reflection, and student learning, while also mapping contextual barriers within the Indonesian education system. Findings indicate that Lesson Study can enhance teaching effectiveness through the plan–do–see–reflect cycle, foster a culture of professional reflection, and support gains in student learning outcomes, although its implementation in Indonesia remains inconsistent due to time limitations, administrative demands, and hierarchical work culture. Results further suggest that Lesson Study may be more effective than workshops or individual self-evaluation because of its collaborative and evidence-based nature. To strengthen sustainability, strategies include alignment with the Guru Penggerak program, dedicated reflection time, and the development of cross-school professional communities. Overall, this review highlights the potential of Lesson Study to support long-term improvement in teaching quality and contribute to the achievement of SDG 4 in Indonesia.
STEAM-Based Authentic Assessment in Improving Physics Students’ Critical Thinking Skills: A Systematic Literature Review Fiskawarni, Tri Hastiti; Bancong, Hartono; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.733

Abstract

This study examines the effectiveness of authentic assessment based on STEAM (Science, Technology, Engineering, Arts, and Mathematics) in improving physics students’ critical thinking skills through a PRISMA-based systematic literature review (SLR) of publications from 2020–2025. The search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar using the keywords: (“STEAM” OR “STEM+Arts”) AND (“authentic assessment” OR “performance assessment” OR “project-based assessment” OR “rubric”) AND (“critical thinking”) AND (“physics education” OR “physics students”). After removing duplicates and screening titles/abstracts according to inclusion criteria (peer-reviewed empirical studies, STEAM-based assessment in physics or closely related science-physics contexts, reporting critical thinking outcomes), 58 eligible articles were retained for full analysis. The final corpus consisted of quasi-experimental/intervention studies, classroom action research, and mixed-methods designs, predominantly at undergraduate and upper-secondary levels, with most studies conducted in Asia (especially Indonesia) and Europe. The synthesis shows that authentic STEAM-based assessments significantly improve critical thinking skills, especially in analysis (28%), evaluation (32%), and creation (35%), with effective strategies including interdisciplinary projects, technology-supported simulations, and collaborative teamwork. Across studies reporting effect sizes, the mean effect was in the moderate-to-large range (Cohen’s d = 0.72). This approach aligns with Vygotsky’s constructivism and Bloom’s taxonomy by promoting contextual learning and active student engagement. Nevertheless, implementation faces challenges such as limited resources, uneven student readiness, and potential subjectivity in scoring. The study recommends lecturer training, rubric development, and the use of accessible technologies to strengthen STEAM assessment practices in Indonesia and comparable contexts. Further experimental validation and local adaptation are recommended.
Global Trends and Research Frontiers in Project-Based Learning: A Scopus-Based Bibliometric Review Hambali, Hilmi; Bancong, Hartono; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.734

Abstract

The aim of this study is to analyse the development of publications of scientific articles focusing on the project-based learning model. The method used is a literature review with a bibliometric analysis approach. A keyword search in the Scopus journal database for “Project-Based Learning; Science Education” was used to start the research. An analysis was carried out using the Vosviewer application, which allows in-depth exploration of trends and key contributions in the field. The results showed that a total of 702 publications were recorded in Scopus-indexed journals over a fifteen-year period, from 2010 to 2024. The United States emerged as the country that contributed the most publications, followed by Indonesia in second place, reflecting its active role in promoting research related to the Project based learning model. Among researchers, Capraro, Robert M. was identified as the most prolific contributor during the period 2010-2024. In addition, the keyword ‘project-based learning’ appeared most frequently in the articles, confirming its centrality in discussions of innovative educational practices. These findings suggest a significant and growing interest in Project Based Learning in science education. However, this study highlights the need for a broader scope of research. Future research should not be limited to Scopus-indexed journals, but should also include various databases and resources.
Integrating Technology in Mathematics Education: A Research Synthesis of Learning Outcomes and Pedagogical Implications Amaludin, Roni; Akib, Irwan; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.738

Abstract

The integration of digital technologies is transforming mathematics education, yet empirical findings on its impact remain varied. This research synthesis examines the effects of technology integration on learning outcomes and pedagogical practices. A systematic search of the Scopus database was conducted for peer-reviewed articles published between 2020 and 2024 using keywords such as “technology integration,” “digital learning,” and “mathematics education.” The synthesis of 20 studies indicates that tools like GeoGebra, Augmented Reality (AR), and Artificial Intelligence (AI) enhance conceptual understanding, student engagement, and personalized learning. Furthermore, pedagogical approaches like Realistic Mathematics Education (RME) and Flipped Learning, when combined with technology, foster active and student-centered environments. The critical role of teacher digital competence (TPACK) was a consistent theme. While technology shows significant benefits, future efforts must address equitable access, develop effective feedback mechanisms, and explore culturally adaptive AI applications to ensure inclusive and sustainable integration.
Mapping Global Research on Cognitive Style: A Bibliometric Analysis Usman, Usman; Akib, Irwan; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.739

Abstract

Cognitive style refers to individual differences in how people perceive, process, and use information in learning and problem-solving. Understanding these differences is essential for designing effective and equitable instruction. However, no comprehensive bibliometric analysis has yet examined global research trends on cognitive style differences in educational contexts. This study aims to map the intellectual structure and development of research on cognitive styles from 2015 to 2024, identifying the most influential journals, authors, institutions, and countries, as well as emerging thematic trends. Data comprising 277 documents were retrieved from the Scopus database and analyzed using VOSviewer for co-authorship, co-citation, and keyword co-occurrence networks. The findings reveal a steady annual growth in publications, dominated by themes related to learning styles, metacognition, and adaptive learning. The United States and China emerged as the most productive countries, with Learning and Individual Differences as the leading journal. These results highlight the growing scholarly attention to cognitive styles and their implications for personalized learning and instructional innovation. The study contributes a comprehensive overview of the field, serving as a reference for future research, teacher professional development, and curriculum design aimed at improving learning equity and quality.
Mapping Global Research Trends in Interactive Learning Media: A Bibliometric Analysis of Scopus Publications (2021–2025) Razilu, Zila; Sulfasyah, Sulfasyah; Nappu, Syamsiarna
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.743

Abstract

This study maps and analyzes global research trends in interactive learning media from 2021 to 2025, with a focus on emerging technologies and pedagogical shifts. A quantitative bibliometric method was used, drawing data from the Scopus database and analyzing it through bibliometric mapping and visualization techniques. The results show a steady rise in publication output and expanding collaborative networks across institutions and countries. Thematic evolution highlights the increasing prominence of mobile learning, artificial intelligence integration, and immersive digital environments. This study provides a novel and comprehensive mapping of post-pandemic research patterns and identifies clusters that connect technology design with learning effectiveness. Practically, the findings offer data-driven insights for educators, policymakers, and developers to strengthen future digital learning strategies. The study also reinforces the theoretical foundations of educational technology and supports evidence-based innovation in interactive and adaptive learning models.
Global Trends in Higher Education and Learning Technology: A Comprehensive Bibliometric Study Saleng, Syamsidar; Yaumi, Muhammad; Sukmawati, Sukmawati
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.744

Abstract

This study examines the decade-long development of research on independent learning, higher education, and learning technology from 2016 to 2025, addressing the lack of a holistic synthesis that integrates trends, collaboration patterns, and thematic evolution in this interdisciplinary field. Using a bibliometric approach, data were extracted from the Scopus database (n = 697) and analyzed through VOSviewer and Biblioshiny to map the intellectual, conceptual, and social structures of the domain. The results reveal a substantial increase in research output, particularly between 2022 and 2024, with China, Indonesia, and Malaysia emerging as leading contributors and authors such as Zhang X. and Wang X. playing central roles. Influential publication venues include the International Journal of Educational Technology in Higher Education and Sustainability. Keyword analyses highlight dominant themes such as higher education, e-learning, and artificial intelligence, alongside emerging topics including ChatGPT, gamification, and machine learning, indicating a shift toward personalized and intelligent learning environments. These findings underscore the accelerating global transformation of technology-enhanced education and point to the need for further research that integrates pedagogical, technological, and policy perspectives to support the development of adaptive and equitable learning ecosystems.
The Andragogical Approach to Improving Critical Thinking Skills in Higher Education: A Systematic Literature Review Hermanto, Hermanto; Nursalam, Nursalam; Akib, Erwin
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.745

Abstract

This study aims to examine the application of the andragogy approach in improving students’ critical thinking skills based on research results from the last ten years (2015–2025). The method used is a literature study by reviewing various national and international scientific publications. The results of the review indicate that the application of andragogy principles, such as independent learning, reflective learning experiences, and problem-based learning, has been proven to contribute to improving students’ critical thinking skills. However, most of the research is still descriptive and not many uses experimental designs. Therefore, further, more in-depth research is needed to strengthen the empirical evidence of the causal relationship between andragogy and critical thinking skills.
A Systematic Literature Review of Models, Technologies, and Global Impacts in Inclusive Education in the Digital Age Said, Hasmira; Ampa, Andi Tenri; Aziz, Fatimah; Nongko, Pahenra A
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.746

Abstract

Inclusive education faces persistent challenges related to resource gaps and social isolation. The post-pandemic convergence with digital technologies and the need for novel collaborative models present a transformative opportunity, yet no systematic review has holistically integrated these three core elements. This Systematic Literature Review (SLR) aims to map the collaborative models, technological roles, and critical success factors for implementing technology-mediated collaborative inclusive education. Following the PRISMA protocol, searches were conducted in Scopus, Web of Science, and ERIC databases (2019-2024). From an initial pool of 2,348 articles, 48 met the inclusion criteria for thematic analysis. The review identified three innovative models: (1) Global Collaboration Networks connecting students across geographical boundaries; (2) AI-Powered Personalization & Peer Matching for optimal learning group formation; and (3) Digital Community-Engaged Projects. Technologies such as AI and Extended Reality (XR) acted as catalysts for personalization and empathy simulation. Key enabling factors were visionary leadership and teacher training, while primary challenges included the digital divide and algorithmic bias.  The findings signify a paradigm shift towards “Inclusion through Distributed Digital Collaboration.” This integration has a high impact on democratizing access and creating authentic, inclusive learning experiences. Future research should focus on AI ethics, implementation in low-resource settings, and exploring immersive technologies like the Metaverse.
Test Results Detection Specific Learning Difficulties for High School and Vocational High School Adolescents in Southeast Sulawesi Haeba, Nurhaerani; Nursalam, Nursalam; Ampa, Andi Tendri
PPSDP International Journal of Education Vol. 4 No. 2 (2025): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v4i2.748

Abstract

This study aimed to detect and describe the prevalence and types of Specific Learning Difficulties (SLDs) dyslexia, dysgraphia, and dyscalculia among Grade X students in senior high schools (SMA) and vocational high schools (SMK) in Southeast Sulawesi Province. A descriptive quantitative design was employed. The study population comprised all 50,483 Grade X students (37,113 from SMA and 13,370 from SMK). A sample of 5,675 students from 35 schools (11 SMA and 24 SMK) was assessed using the Specific Learning Difficulties Detection Test, which evaluated reading, writing, and arithmetic skills. This was supplemented by teacher questionnaires and student learning documentation. Data were analyzed descriptively to determine the number, proportion, and categories of SLDs. A total of 624 students were identified with SLDs: 417 from SMA and 207 from SMK. The prevalence was higher in SMA (12.9%) than in SMK (8.5%). Dyslexia was the most common type, followed by dyscalculia and then dysgraphia. The study also found that teacher understanding of SLDs was generally insufficient, hampering effective detection and intervention. The study recommends: Implementing systematic, periodic early detection programs for SLDs in schools. Providing targeted training for teachers to improve identification and intervention strategies for students with SLDs. Developing and adopting adaptive, inclusive teaching methods within SMA and SMK curricula to support diverse learning needs. These findings are intended as a foundation for regional governments and educational institutions to formulate policies that improve educational services tailored to individual student needs. This research provides the first comprehensive, data-driven snapshot of SLD prevalence among adolescents in Southeast Sulawesi, a region previously lacking such evidence. By highlighting the significant prevalence of SLDs particularly dyslexia at the secondary education level and linking it to a gap in teacher awareness, the study makes a critical contribution. It shifts the focus from a purely academic concern to a systemic one, offering concrete, evidence-based recommendations for early detection, teacher training, and inclusive policy-making to address this educational challenge.

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