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Andrian Saputra
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Pedagogy Review
Published by Institute of Multidisciplinary Research and Community Service
ISSN : -     EISSN : 30256771     DOI : http://doi.org/10.61436/pedrev
Core Subject :
Pedagogy Review is s an open-access journal that publishes all studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Pedagogy Review covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following • Disaster literacy and Risk Management Education • Ethnopedagogy-based STEM Education • Integrating technology into the curriculum: Challenges & Strategies • Collaborative & Interactive Learning • Tools for 21st Century learning • Learning Analysis • Education Management Systems • Education Policy and Leadership • Business Education • Virtual and remote laboratories • Pedagogy Enhancement with E-Learning • Course Management Systems • Teacher Evaluation • Curriculum, Research, and Development • Web-based tools for education • Games and simulations in Education • Learning / Teaching Methodologies and Assessment • Counselor Education • Student Selection Criteria in Interdisciplinary Studies • Global Issues in Education and Research • Technology Support for Pervasive Learning • Artificial Intelligence, Robotics and Human-computer Interaction in Education • Mobile/ubiquitous computing in education • Web 2.0, Social Networking, Blogs and Wikis • Multimedia in Education • Educating the educators • Professional Development for teachers in ICT
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Articles 3 Documents
 1 
Search results for "critical thinking" : 3 Documents clear
Development and Validation of e-Modules Integrated with PBL and Local Wisdom to Enhance Critical Thinking and Problem-Solving Skills Syarful Annam; Agus Ramdani; Muh. Makhrus; Yusuf Sarkingobir
Pedagogy Review Vol 3, No 2 (2024): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedagogy/v3i2.pp104-115

Abstract

Abstract: This study develops and validates e-modules incorporating Problem-Based Learning (PBL) and local wisdom to enhance students' critical thinking and problem-solving skills. As 21st-century education emphasizes the integration of technology and innovative strategies, these e-modules aim to support higher-order thinking while preserving cultural values amidst globalization. The research specifically focuses on the topic of Temperature and Heat for Grade VII junior high school science education. Using a Research and Development (RD) approach based on the 4D model Define, Design, Develop, and Disseminate this study completes the development stage, including validation and preliminary testing. In the Define stage, a needs analysis identified that traditional teacher-centered methods inadequately develop students' critical thinking skills. The Design stage systematically structured the e-modules with reflective activities, interactive problem-solving exercises, and integration of local wisdom, leveraging Flip PDF Professional for engaging content creation. The e-modules underwent validation by three expert validators, who evaluated content, presentation, and language. Results showed a validity score exceeding 80% across all criteria, classified as "very valid." A preliminary test involving 30 Grade VII students employed a pre-test and post-test design. The analysis revealed a significant improvement in student performance, with the mean pre-test score of 60.25 increasing to a post-test mean of 85.75 (42.4% improvement). Statistical analysis using a paired ttest yielded a p-value of 0.001 (p 0.05), confirming the e-modules' effectiveness. Additionally, the incorporation of local wisdom within the PBL framework was positively received, promoting cultural appreciation alongside cognitive skill development. In conclusion, the developed Flip PDF-based e-modules satisfy highquality educational standards and effectively enhance students' critical thinking and problem-solving skills. Their integration of technology and local cultural values positions them as impactful tools for junior high school science education.   Keywords: e-module, problem-based learning, local wisdom, critical thinking, problem-solving.
AI-Integrated Learning in Society 5.0: Advancing Critical Thinking in English Language Education Deni Yuliana; Ikhfi Imaniah; Noor Azlan Ahmad Zanzali; Moh. Iqbal Firdaus
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp01-15

Abstract

The rapid integration of artificial intelligence (AI) in education has transformed learning environments in the era of Society 5.0, particularly in English language education, where critical thinking skills are increasingly required to support learners’ academic and digital competencies. This study investigated the relationship between AI-integrated English for Academic Purposes-Based Learning (EAPBL) and students’ critical thinking performance among English Language Learners (ELLs). The study employed a mixed-method explanatory sequential design involving 64 undergraduate students enrolled in English-related courses at Universitas Muhammadiyah Tangerang, Indonesia. Data were collected through questionnaires, performance-based assessments, AI-supported learning tasks, students’ reflective responses, and semi-structured interviews. The questionnaire measured AI engagement, AI literacy, cognitive engagement, and perceived critical thinking skills using a five-point Likert scale, while rubric-based assessments evaluated students’ written academic outputs. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, multiple regression analysis, and Partial Least Squares Structural Equation Modeling (PLS-SEM). In contrast, qualitative data were analyzed through thematic analysis to support the interpretation of the quantitative findings. The findings revealed a moderate but statistically significant improvement in students’ critical thinking performance, with an overall post-test score of 46%. Among the five dimensions of critical thinking, interpretation demonstrated the highest performance, followed by argumentation, while analysis, evaluation, and synthesis remained relatively underdeveloped. The PLS-SEM analysis indicated that AI engagement significantly influenced cognitive engagement, which in turn contributed to students’ critical-thinking performance. In addition, AI literacy strengthened the relationship between cognitive engagement and critical thinking outcomes. Qualitative findings further revealed that AI-supported learning helped students organize ideas, generate initial responses, and improve learning efficiency; however, several participants demonstrated dependence on AI-generated responses, limited critical evaluation of AI outputs, and difficulty synthesizing multiple perspectives. These findings suggest that AI-supported learning can foster critical thinking when accompanied by active cognitive engagement and adequate AI literacy. The study highlights the importance of integrating digital, cognitive, and ethical AI literacy into English language education in the context of Society 5.0.Keywords: Society 5.0, Artificial Intelligence, Critical Thinking, English for Academic Purposes-Based Learning, AI Literacy
Problem-Based Learning in Algebra: Fostering Critical Thinking Skills Among Middle School Students Ovan Ovan; Sitti Fatimah Sangkala Sirate; Mulyati Mulyati
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp223-232

Abstract

This study examines the effectiveness of Problem-Based Learning (PBL) in improving Grade 8 students’ critical thinking skills in algebraic problem solving. A quasi-experimental design was employed with 53 students, divided equally between an experimental group receiving PBL instruction and a control group receiving conventional instruction. Students’ critical thinking abilities were measured with pre- and post-tests, and the data were analyzed with independent-samples t-tests, paired-samples t-tests, normalized gain (N-gain), and effect size. The results revealed that both groups had comparable initial abilities, as indicated by the non-significant difference in pre-test scores. However, after the intervention, the experimental group achieved a significantly higher mean score compared to the control group (p 0.001). Within-group analysis showed that both groups improved significantly, but the magnitude of improvement was substantially greater in the PBL group. This is further supported by the N-gain results, which showed that the experimental group reached the moderate-to-high category, while the control group remained in the moderate category. The calculated effect size (d = 1.26) indicates a strong practical impact of PBL on students’ critical thinking skills. Additionally, gender-based analysis showed no significant differences, suggesting that PBL is equally effective for both male and female students. These findings indicate that Problem-Based Learning (PBL) creates a more effective environment for enhancing students’ critical thinking skills through structured problem-solving activities, collaborative discussions, and reflective reasoning processes. The study emphasizes the significance of student-centered learning approaches in mathematics education and recommends integrating PBL into classroom instruction to promote higher-order thinking skills and deeper conceptual understanding among students. Keywords: Problem-Based Learning, Critical Thinking Skills, Algebra, Middle School Students.

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