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Review of Education, Science, and Technology
Published by CV. Ihsan Cahaya Pustaka
ISSN : -     EISSN : 31104568     DOI : -
Core Subject : Science, Education, Engineering,
Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering
RESET: Review of Education, Science, and Technology is a peer-reviewed scientific journal published by CV. Ihsan Cahaya Pustaka. The journal publishes original research and review articles, narrative reviews, systematic reviews, bibliometric studies, meta-analyses, scoping reviews, integrative reviews, critical reviews, and other types, focusing on education, science, and technology.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Literature Review on 21st Century Learning Strategies: Roles, Challenges, and Future Directions Mutmainah; Rosidah, Siti; Ilham, Muhammad
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

The 21st-century education demands the development of critical, creative, communicative, and collaborative skills to prepare students for complex global challenges. This study aims to review 21st-century learning strategies, explore their roles, identify implementation challenges, and examine future trends and directions. A narrative literature review method was employed, synthesizing findings from peer-reviewed journals, academic publications, and policy documents related to 21st-century learning strategies. The results indicate that innovative models, including project-based learning, problem-based learning, gamification, blended learning, and collaborative learning, effectively enhance students’ motivation, engagement, problem-solving abilities, and creativity. Successful implementation depends on the integration of creativity, collaboration, and technology, supported by infrastructure, teacher digital literacy, and student-centered pedagogical design. Key challenges include limited digital infrastructure, teacher readiness, and the need for differentiated instruction. Implications highlight the importance of flexible curriculum design, supportive policies, and continuous professional development. Further research is recommended to develop AI-based adaptive media, open-source collaborative platforms, integration of socio-emotional learning, and multi-site evaluation to maximize the effectiveness of 21st-century learning strategies.
A Literature Review of the Knisley Learning Model in Mathematical Ability Irawijayanti, Fitri; Fatkurochman; Afrianti, Siti; Rosid, Iqbal
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Mathematics education requires innovative strategies that foster higher-order thinking skills while enhancing student engagement. The Knisley Learning Model (KLM), grounded in Kolb’s experiential learning theory, offers a student-centered approach through the stages of concrete experience, reflection, abstract conceptualization, and active application. This study aims to examine the effectiveness of KLM in improving students’ mathematical abilities, particularly in conceptual understanding, communication, creative thinking, and problem-solving. A literature review method was employed, analyzing relevant prior research findings. The analysis indicates that implementing KLM significantly enhances learning outcomes, strengthens motivation, and connects abstract concepts to real-life contexts. However, limitations include extended time requirements, group discussion dynamics that demand teacher facilitation skills, and dependency on adequate learning resources. The study implies the necessity of strengthening teachers’ pedagogical capacity through training, creativity in designing contextual materials, and utilizing digital technologies to support model implementation. Consequently, KLM has the potential to serve as a relevant and sustainable learning strategy, while opening opportunities for future research to develop innovative teaching materials and explore its integration with other instructional approaches.
The Role of UbD in Developing Students’ Mathematical Problem-Solving Skills: A Literature Review Fatqurhohman, Fatqurhohman; Murniasih, Tatik Retno; Anwar, Rahmad Bustanul; Halim, Fahmi Abdul
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

21st century learning demands strategies that go beyond the mere transfer of knowledge, emphasizing instead the development of higher-order thinking skills. Understanding by Design (UbD) emerges as a relevant approach as it highlights backward design through the formulation of end goals, authentic assessment, and meaningful learning experiences. This study aims to analyze the contribution of UbD to problem-solving skills through a systematic literature review. Out of 50 articles reviewed, six met the criteria of relevance and methodological quality using the Quality Assessment instruments (QA1, QA2, QA3). The findings indicate that UbD enhances conceptual understanding, motivation, and learners’ ability to connect abstract concepts with real-life contexts and to transfer knowledge to new situations. Nevertheless, teachers’ readiness to design instruction consistent with UbD principles remains a major challenge. The implications of this study affirm that UbD holds strong potential as an adaptive instructional design framework aligned with the demands of 21st century curricula. Future research is recommended to examine the longitudinal implementation of UbD at the secondary level with a focus on strengthening critical thinking and mathematical problem-solving skills.
Literature Review of Artificial Intelligence in Learning: Trends and Opportunities Sidik, Duwi Purnama; Rozak, Abdullah; Fatqurhohman, Fatqurhohman; Fatkurochman, Henri
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Artificial intelligence (AI) is reshaping education by enabling adaptive, personalized, and efficient learning experiences. This literature review examines the current trends, opportunities, and challenges of AI in education, with a focus on Intelligent Tutoring Systems, automated grading, and personalized learning platforms. Evidence suggests that AI can significantly enhance student engagement, learning outcomes, and instructional efficiency by tailoring content and feedback to individual needs. At the same time, ethical considerations such as data privacy, algorithmic bias, and transparency remain critical challenges. Integrating AI into curriculum design and educator professional development is essential to maximize its benefits while promoting responsible and equitable use. By synthesizing recent research across multiple educational contexts, this review offers insights for researchers, educators, and policymakers to strategically implement AI technologies. The findings underscore that AI, when thoughtfully applied, can complement human intelligence, foster innovative pedagogical practices, and create more engaging, inclusive, and future-ready learning environments.
Literature Review on the Role of School Principals in the Society 5.0: Strategies and Future Challenges Saidi, Soleman; Suryowati, Eny; Sholihah, Ummu; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

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This study explores the role of school principals in the era of Society 5.0, emphasizing strategies and challenges in leading education within the VUCA context. Using a library research method, the study reviews relevant scientific literature from books, journal articles, conference proceedings, research reports, and official documents published within the last decade. The analysis highlights that principals are required to act as adaptive and innovative leaders who integrate technological advancement with strong character education. Effective leadership in this context must be holistic and contextual, bridging educational policies with classroom realities, addressing infrastructure disparities, and fostering collaborative, human-centered learning cultures. Furthermore, the findings reveal that the success of school leadership in Society 5.0 cannot be solely measured by the sophistication of technology, but by its effectiveness in creating inclusive, adaptive, and sustainable learning ecosystems. Future research opportunities remain wide open, particularly longitudinal and empirical studies on dialogical and collaborative leadership, as well as the development of learning communities. This study contributes both theoretically and practically by offering insights into leadership models that align with the demands of Society 5.0, while also providing direction for future educational leadership research.
Telaah Konseptual Strategi Penerapan Pendekatan Konstruktivisme untuk Mengembangkan Kreativitas Siswa dalam Pembelajaran Seni Rupa di Sekolah Dasar   Sesario Alamsyah, Dimas; Zahra, Zulfa Nur; Setyawan, Agung
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Penelitian ini bertujuan untuk mengidentifikasi dan merumuskan strategi pembelajaran berbasis konstruktivisme yang efektif untuk mengembangkan kreativitas pada siswa sekolah dasar dalam pembelajaran seni rupa. Latar belakang penelitian ini adalah adanya kesenjangan antara tuntutan pengembangan kompetensi 4C (termasuk kreativitas) di abad ke-21 dengan praktik pembelajaran seni rupa konvensional yang cenderung menghambat eksplorasi siswa. Metode yang digunakan adalah pendekatan kualitatif dengan studi pustaka untuk membangun kerangka konseptual. Hasil penelitian secara meyakinkan menunjukkan bahwa strategi konstruktivisme, khususnya melalui model Project-Based Learning (PjBL) dan pembelajaran kontekstual, sangat efektif dalam merangsang kreativitas, berpikir kritis, dan mendorong keberanian siswa untuk bereksperimen (creative courage). Simpulan penelitian ini adalah pendekatan konstruktivisme berhasil mentransformasikan pembelajaran menjadi proses aktif yang memberdayakan siswa, meskipun implementasinya menghadapi tantangan seperti keterbatasan kompetensi guru dan fasilitas teknologi. Peningkatan kompetensi guru dan penyediaan fasilitas seni digital menjadi rekomendasi utama untuk mengoptimalkan dampak strategi ini.
Penerapan Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa SMK Kharisma, Dian Nur; Hidayatulloh, Muhammad Kris Yuan
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Penelitian ini dilatar belakangi oleh kemampuan berpikir kritis siswa, keaktifan siswa serta hasil belajar analisis pada elemen konstruksi bangunan gedung masih rendah. Tujuan dari penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan berpikir kritis siswa menggunakan model problem based learning dan model direct instruction pada elemen konstruksi bangunan gedung di SMK Negeri 5 Surabaya. Metode penelitian yang digunakan adalah Quasi-Exsperimental Design bentuk Non-Equivalen Control Group Design. Subjek penelitian adalah siswa kelas XI KGS-1 sebagai kelas kontrol dan XI KGS-3 sebagai kelas eksperimen SMK Negeri 5 Surabaya. Penelitian menyimpulkan bahwa hasil posttest kelas XI KGS-1 rata-rata 80,69 dan kelas XI KGS-3 rata-rata 85,00. Hasil uji sample independent t test diperoleh Sig. (2-tailed) sebesar 0,038 dimana lebih kecil dari signifikansi 0,05. Maka menunjukkan terdapat perbedaan yang signifikan dalam kemampuan berpikir kritis antara siswa yang menggunakan model problem based learning dan siswa yang menggunakan model direct instruction, bahwa berpikir kritis siswa pada kelompok yang diberikan pembelajaran model problem based learning lebih tinggi dibandingkan dengan siswa yang diberikan pembelajaran model direct instruction.
Character Education and Socio-Emotional Development of Early Childhood Amalia, Irfa Nur; Indarsih, Fajar; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Character education in early childhood serves as the foundation for personality development, morality, and socio-emotional competence. This study employs a qualitative approach with a critical and systematic literature review to analyze the concepts, values, mechanisms, and impacts of character education on children’s socio-emotional development. Findings indicate that character education is effectively fostered through modeling, habituation, guidance, supervision, and meaningful play activities. Core values such as honesty, discipline, tolerance, independence, religiosity, and nationalism underpin emotional regulation, empathy, social skills, and value-based decision-making. Families as primary environments, early childhood education institutions (PAUD) as systemic support, structured curricula, and communities as social experience spaces synergistically promote holistic character development. In the digital era, healthy digital literacy and active guidance from parents and teachers are essential to ensure technology supports, rather than hinders, value internalization. This study emphasizes the critical role of character education in shaping adaptive, prosocial, and integrity-driven young children.
Articulate Storyline as an Interactive Learning Medium: A Critical Literature Review Syam, Haerul; Murniasih, Tatik Retno; Farman, Farman; Fatqurhohman, Fatqurhohman
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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Abstract

Articulate Storyline is an interactive learning medium increasingly utilized in the digital transformation of education due to its capacity to present dynamic content and enhance learner engagement. This article aims to critically examine the use of Articulate Storyline, analyze its contributions to strengthening 21st-century skills, and identify its challenges as well as future development directions. This study employs a critical literature review approach, which not only synthesizes previous findings but also evaluates research trends, contributions, and limitations to reveal remaining research gaps. The review indicates that Articulate Storyline can improve learning motivation, cognitive effectiveness, and support the development of critical thinking, creativity, collaboration, and communication skills. However, issues such as limited digital infrastructure, insufficient teacher technological literacy, and the integration of character development remain significant challenges. These findings highlight the need for more adaptive, collaborative, and inclusive media strategies to ensure equitable benefits across various educational contexts. The novelty of this study lies in formulating a conceptual framework that positions Articulate Storyline as a strategic medium for advancing 21st-century education.
Critical Review of Character Education in Vocational High Schools in Era Society 5.0 Huda, Nizlel; Nurhanurawati, Nurhanurawati; Mastuti, Ajeng Gelora; Adnan, Mazlini
Review of Education, Science, and Technology Vol 1 No 2 (2025): December 2025
Publisher : Ihsan Cahaya Pustaka

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The rapid advancement of digital technology and the accelerated pace of social transformation have fundamentally reshaped work, learning, and human interaction, making character education increasingly strategic in Vocational High Schools (SMKs). This study presents a critical review of national and international literature to evaluate the relevance of character education in the Society 5.0 era, identify implementation challenges, and propose strategic directions for adaptive and contextually grounded practice. The analysis indicates that effective character education requires a multidimensional approach, integrating moral, social, spiritual, and professional competencies through holistic curricula, extracurricular programs, school leadership, and stakeholder collaboration. Technology offers opportunities to enhance engagement, digital literacy, and collaboration, yet it also introduces risks such as distractions, ethical dilemmas, and gaps in digital competence. Key challenges include misalignment between school programs and industry demands, inconsistent integration of religious and digital values, and varied stakeholder involvement. Therefore, character education must operate as an ecosystemic effort, balancing technological innovation with ethical and humanistic values to produce SMK graduates who are competent, ethical, and resilient in meeting the demands of Society 5.0

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