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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 27 Documents
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Systematic Review of Research Trends on Creative Thinking Skills in Science Learning (2016-2025) Astuti, Dini; Harjono, Ahmad; Hadiprayitno, Gito
Current Educational Review Vol. 1 No. 4 (2025): December
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v1i4.411

Abstract

Creative thinking skills are one aspect that is part of 21st century skills. However, students' creative thinking skills are still relatively low, so it is very important to improve these skills. This study aims to identify and analyze research trends on creative thinking skills in science learning from 2016-2025. This research method is descriptive and analytical, with data obtained from documents indexed by Google Scholar using Publish or Perish and Dimension.ai. The research procedure uses the PRISMA guidelines and data analysis is carried out using bibliometric analysis assisted by VOSviewer software. The results of the analysis show that the trend of research on creative thinking skills in science learning has increased and decreased during the period 2016-2025. The increase in the number of publications occurred from 2016 to 2021, then decreased in 2022, and increased again from 2023-2024. There are many documents in the form of Chapters, Articles, Edited Books, Monographs, Proceedings, and Preprints that discuss research on creative thinking skills in science learning. Keyword analysis shows that the most frequently occurring terms in this study include Higher order thinking skill as many as 52 times and collaboration as many as 33 times. This trend reflects the growing attention to creative thinking skills in science learning and indicates the need for further efforts to improve research and application in this area
Literature Review: The Influence of the Inquiry Learning Model on Increasing Scientific Attitudes in Science Learning Maharani, Aprilia; Suhendra, Dedy; Hadisaputra, Saprizal
Current Educational Review Vol. 1 No. 4 (2025): December
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/cer.v1i4.413

Abstract

This study is a literature review that aims to explore the influence of the Inquiry Learning model on improving scientific attitudes in science learning. The scientific attitudes in question include curiosity, objectivity, openness to evidence, and perseverance in the process of seeking the truth. Using the analytical descriptive method, data were collected from 1,000 Google Scholar indexed documents between 2020 and 2025, then analyzed using software such as Publish or Perish, Dimension.ai, and VOSviewer. The results of the study show that the inquiry learning model, both guided, laboratory-based, and integrated with concrete media and digital technology, significantly contributes to improving students' scientific attitudes. Bibliometric visualization shows that this topic is a major trend in scientific publications, with a dominant distribution in journal articles. This study also found that the integration of social, cultural, and spiritual aspects in the inquiry approach has a positive impact on the formation of students' scientific character. However, there is still room for further exploration on themes such as mobile learning and inquiry frameworks that have not been widely studied. Thus, inquiry learning is not only relevant in building students' scientific foundations, but also becomes a strategic approach that is adaptive to the needs of 21st century learning. The implications of this study point to the importance of implementing inquiry learning models widely at various levels of education
Trends in Research on PBL-Based E-Worksheets to Enhance Students' Critical Thinking Skills: A Systematic Literature Review (2016–2025) Utami, Nihla; Hadiprayitno, Gito; Bachtiar, Imam
Current Educational Review Vol. 2 No. 1 (2026): March
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 Wan, Suleman Ahmed; Salisu, SUmar Muhammad; Wan, Salihu Liman; Dambam, Fatima Muhammad
Current Educational Review Vol. 2 No. 1 (2026): March
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 Assirri, Ryya Aulia; Hidayatullah, Nisa; Sapitri, Riska Dia; Irawan, Rizka Sofia; Lestari, Sri Suci
Current Educational Review Vol. 2 No. 1 (2026): March
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 Sapitri, Riska Dia; Septiani, Devi Ayu; Irawan, Rizka Sofia; Assiri, Ryya Aulia; Lestari, Sri Suci
Current Educational Review Vol. 2 No. 1 (2026): March
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 Ayobi, Faridoon; Zada, Ahmad Farhad Rajab; Shamsi, Sayed Ehsan
Current Educational Review Vol. 2 No. 1 (2026): March
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

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