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Fatqurhohman
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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 5 Documents
 1 
Search results for , issue "Vol 1 No 1 (2025): September 2025" : 5 Documents clear
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.16

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.17

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.18

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.19

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.20

Abstract

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.

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