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Current Educational Review
Published by Balai Publikasi Indonesia
ISSN : -     EISSN : 31100015     DOI : https://doi.org/10.56566/cer
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Current Educational Review is an academic journal intended for researchers and institutions with an interest in literature reviews and meta-analyses across all levels and fields of education. The journal welcomes high-quality articles that address educational research problems through review-based approaches, including thematic reviews, methodological reviews, and meta-analyses. The scope of the journal is not limited by the age range of learners and is open to diverse educational settings where learning occurs, such as school environments, corporate training programs, and both formal and informal learning contexts.
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "vol. 2 no. 1 (2026)" : 6 Documents clear
Trends in Research on PBL-Based E-Worksheets to Enhance Students' Critical Thinking Skills: A Systematic Literature Review (2016–2025) Nihla Utami; Gito Hadiprayitno; Imam Bachtiar
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.412

Abstract

Critical thinking skills are essential competencies that students must possess in order to apply knowledge and skills acquired through learning to everyday situations and to face the challenges of an ever-evolving era. These skills can be facilitated through learning using the Problem-Based Learning (PBL) model. This study aims to identify and analyze research trends on PBL-based electronic student worksheets (E-LKPD) for enhancing students’ critical thinking skills. The research employs a descriptive and analytical method. The data were obtained from documents indexed in Google Scholar from 2016 to 2025, using the tools Publish or Perish and Dimension.ai. The research procedure follows the PRISMA guidelines, focusing on the types of publications, sources of publications, and the most-cited research titles related to PBL-based E-LKPD. Data analysis was conducted using bibliometric analysis with the aid of VOSviewer software. The results indicate a trend in research on PBL-based E-LKPD for improving students’ critical thinking skills from 2016 to 2025. There has been an increase in the number of publications from 2016 to 2023, although a decline was observed in 2024
An Analysis of the Effects of Homegrown School Feeding Programme on Primary School Enrolment in Kaduna State Suleman Ahmed Wan; SUmar Muhammad Salisu; Salihu Liman Wan; Fatima Muhammad Dambam
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.475

Abstract

This study evaluates the impact of the National Home-Grown School Feeding Programme (NHGSFP) on primary school enrolment in Sabon Gari LGA, Kaduna State, Nigeria, using Human Capital Theory and Maslow’s Hierarchy of Needs as theoretical frameworks. Through a descriptive survey design, mixed methods data were collected from 150 respondents, including pupils, parents, teachers, and administrators across three public primary schools, using questionnaires and interviews analyzed with SPSS and thematic methods. Results indicate a 45.45% enrolment increase from 1.1 million to 1.6 million pupils between 2015 and 2022, with 81.48% of respondents observing higher enrolment and 77.78% noting the programme’s influence on parental decisions, particularly benefiting low-income families and girls (42.96% increased female enrolment). Despite its effectiveness, with 77.77% rating it highly and 88.89% supporting its continuation, challenges like irregular meal supply (44.44%) and poor food quality (22.22%) negatively impact attendance for 55.55% of respondents. The study concludes that the NHGSFP significantly enhances educational access by addressing nutritional and economic barriers but requires logistical and funding reforms to sustain gains. Recommendations include improving supply chain logistics, enhancing meal quality and variety, stabilizing funding, strengthening monitoring systems, and increasing community involvement to ensure long-term educational benefits.
Mapping Research Trends on the Culturally Responsive Transformative Teaching (CRTT) Learning Model to Improve Critical Thinking Skills Ryya Aulia Assirri; Nisa Hidayatullah; Riska Dia Sapitri; Rizka Sofia Irawan; Sri Suci Lestari
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.509

Abstract

This study aims to map research trends on the Culturally Responsive Transformative Teaching (CRTT) learning model in an effort to improve students' critical thinking skills from 2016–2025. The study was conducted through bibliometric analysis using data obtained from Google Scholar, processed with Publish or Perish, Dimensions.ai, and visualized using VOSviewer. A total of 200 documents were analyzed using the PRISMA flow to identify publication developments, source types, citations, and keyword relationships. The results show that the CRTT research trend has increased significantly in the last decade, with a dominance of scientific articles and an increase in citations on topics related to science learning, ethnoscience, cultural literacy, and the development of critical thinking skills. Keyword analysis revealed that terms such as curriculum, century skill, STEM, action, and lesson study have become important focuses in the development of CRTT. Network and overlay visualizations show a shift in research from conceptual studies to contextual implementation based on local culture and technology integration. These findings confirm that CRTT is a relevant pedagogical approach for building transformative, culturally responsive learning, and is effective in developing students' critical thinking skills in various educational contexts. This study provides a foundation for further research as well as practical recommendations for implementing the CRTT model in schools and developing a culture-based curriculum
Mapping Research Trends in the Development of Local Wisdom-Based Teaching Modules to Improve Science Literacy: A Review Riska Dia Sapitri; Devi Ayu Septiani; Rizka Sofia Irawan; Ryya Aulia Assiri; Sri Suci Lestari
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.510

Abstract

Local wisdom-based learning modules are teaching materials that integrate cultural practices, values, and local environmental contexts to create meaningful science learning experiences. In the context of science learning, the use of local wisdom-based modules has been proven effective in improving students' scientific literacy, as students not only understand the concepts but also relate them to real phenomena in their daily lives. This study aims to identify and analyze research trends regarding the development of local wisdom-based learning modules to improve scientific literacy. The methods used are descriptive and analytical. Data were obtained from documents indexed by Google Scholar and Dimensions for the period 2016–2025 using the Publish or Perish and Dimension.ai tools. The data analyzed included the type of publication, publication source, and the most cited research title. Data analysis was conducted using bibliometric methods with the help of VOSviewer software. The results of the analysis show that the research trend from 2016 to 2025 experienced a significant increase, although there was a slight decrease in 2025 due to the incompleteness of the current year's data. Numerous documents, including articles, proceedings, book chapters, preprints, monographs, and edited books, discuss the development of local wisdom-based modules to strengthen scientific literacy. Keywords frequently used in this research include: local wisdom, science literacy, education, culture, digital literacy, and learning.
Internet Consumption Patterns and Their Influence on Emotional and Cognitive Well-Being Among Young Individuals in University Faridoon Ayobi; Ahmad Farhad Rajab Zada; Sayed Ehsan Shamsi
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.707

Abstract

The proliferation of internet connectivity has fundamentally transformed social, academic, and recreational behaviors among university students worldwide. This study investigates the nature of internet consumption patterns and their multifaceted influence on emotional and cognitive well-being among young university students. A cross-sectional survey was conducted with 646 undergraduate students (mean age = 20.6 years, SD = 1.82) recruited from four major Afghanistan universities. Validated instruments were administered, including the Warwick–Edinburgh Mental Well-Being Scale (WEMWBS), the Generalized Anxiety Disorder Scale (GAD-7), the Patient Health Questionnaire (PHQ-9), and a researcher-developed Internet Usage Pattern Inventory (IUPI). Data were analyzed using descriptive statistics, Pearson correlation, one-way ANOVA, and multiple linear regression. Results demonstrated that 61.1% of participants exceeded six hours of daily internet use, primarily for social media and entertainment. Significant negative correlations were found between daily usage duration and emotional well-being (r = −0.451, p < .001), cognitive concentration (r = −0.389, p < .001), and academic GPA (r = −0.389, p < .001). Conversely, purposeful educational use was positively associated with academic outcomes (β = +.214, p < .001). Nighttime screen exposure emerged as a critical mediator of sleep quality and subsequent mood disturbance. The regression model accounted for 46.7% of variance in well-being scores (R² = 0.467, F(5, 640) = 112.4, p < .001). These findings underscore the urgency of developing digital literacy interventions and university-level policies to cultivate healthier, more intentional internet consumption habits among young adults
Perceptions of Online University Students Toward Artificial Intelligence Integration in Medical Education and Decision-Making: A Multi-Faculty Survey Study in Afghanistan Mohammad Nawab Turan; Pashtana Amiry; Khudai Qul Khaliqyar
Current Educational Review Vol. 2 No. 1 (2026)
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v2i1.720

Abstract

The integration of artificial intelligence (AI) into education has emerged as a transformative force reshaping pedagogical approaches, decision-making processes, and learning outcomes across disciplines. In Afghanistan, where the higher education system is navigating unprecedented digital transformation amid resource constraints and post-conflict reconstruction, understanding student perceptions of AI adoption is critically important. This cross-sectional survey study investigated the attitudes, awareness, perceived usefulness, and behavioral intentions of online university students across six faculties at the Vision Online University of Afghanistan toward AI integration in medical and general higher education. A structured, validated questionnaire was administered to 384 purposively sampled students from the Faculties of Medicine, Engineering, Law, Education, Natural Sciences, and Business Administration. Data were collected between March and June 2024 and analyzed using descriptive statistics, one-way ANOVA, and structural equation modeling. Results indicated that overall awareness of AI was moderately high (M = 3.72, SD = 0.84 on a 5-point Likert scale), with Medical Faculty students reporting significantly higher perceived usefulness (M = 4.01) compared to Law (M = 3.45) and Business (M = 3.90) faculties (F(5,378) = 4.83, p < .001). Students broadly favored AI-assisted clinical decision support and adaptive learning tools. Key barriers included limited digital infrastructure, inadequate AI literacy training, and language-related concerns specific to Dari and Pashto speakers. The findings provide empirical grounding for a faculty-differentiated AI integration strategy in Afghan higher education

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