Journal of Science and Education (JSE)

Critical Thinking Development Through Digital Play: A Systematic Literature Review of Early Childhood Context

Sherllyn Azzaharra Asbi — 2025-12-23

In today’s modern era, the world of early childhood education is inseparable from both online and offline games. Games are no longer viewed merely as tools for entertainment, but also as potential learning media that can support children’s development. The rapid advancement of technology has made digital play an integral part of children’s daily lives. Although digital games present certain challenges, they also offer notable educational benefits, particularly in fostering children’s critical thinking abilities. This study aims to systematically collect, evaluate, and analyze research related to the development of critical thinking skills in early childhood through digital games. The research employs a Systematic Literature Review (SLR) approach focusing on identifying pedagogical strategies, digital game designs, and aspects of critical thinking embedded within digital play. It also explores the teacher’s role and the empirical findings within early childhood education contexts. A total of 12 eligible studies were analyzed. The findings indicate that digital games contribute positively to the enhancement of children’s critical thinking skills. The most frequently stimulated components of critical thinking include problem-solving, logical reasoning, decision-making, independent evaluation of information, memory enhancement, and understanding of cause-and-effect relationships. Teachers play a crucial role as facilitators, companions, and guides in ensuring meaningful learning experiences through digital play. The reviewed digital games were generally designed to be both educational and interactive, highlighting the integration of learning and engagement. These findings underscore the significance of teachers’ involvement in achieving learning objectives through digital games and provide valuable insights for future curriculum development and digital educational innovation in early childhood settings.

Implementation of Augmented Reality (AR) Learning Media on Learning Comprehension of Ship Safety Device Introduction

M Masrupah — 2025-12-23

The development of digital technology brings major changes in the world of education, including the maritime sector. One of the relevant and potential technologies is Augmented Reality (AR), which can integrate virtual objects into the real world in real-time, thus providing an immersive and interactive learning experience. This study aims to implement AR-based learning media introducing ship safety devices, such as life jackets, ring buoys, lifeboats, and fire extinguishers, and measure its effectiveness compared to conventional methods. The research method used a quantitative approach with a quasi-experimental design (pretest-post test control group design). The research sample was fourth semester Nautical students at Makassar Polytechnic of Shipping Science (PIP), with the division of experimental groups using AR and control groups using conventional methods. The results showed a significant increase in students' understanding of ship safety devices. The average score increased from 58.49 (pretest) to 66.94 (post test). The Wilcoxon Signed Ranks test result-ed in a p value = 0.003 (p < 0.05), which confirms the effectiveness of AR in improving learning outcomes. This finding shows that AR not only helps visualize abstract concepts to be more concrete but also increases student motivation and engagement. This study recommends the use of AR as a learning media innovation in the maritime field, while encouraging the development of broader, collaborative, and sustainable interactive content.

Development of Japanese Language Teaching Materials Based on Activity-Based Learning with A Communicative Language Teaching Approach for Vocational Training Participants

Rezki Fajriannoor — 2025-12-23

This study examines how grammar-focused practices in vocational training institutes (LPKs) impair learners' communicative ability despite the Japanese Specified Skilled Worker (SSW) program. The study seeks to produce CLT-based activity-oriented Japanese teaching materials, assess their feasibility through expert validation, and test their effectiveness in improving speaking ability. This study's focus on LPK trainees as apprenticeship prospects and authentic, interactive assignments to improve communicative speaking abilities is innovative. This study was motivated by students' low communicative engagement in Japanese language practice and the need for materials that show communicative activities at vocational training institutes. Analyze, Design, Develop, Implement, and Evaluate comprise the ADDIE development model. The CLT technique was used to create and develop the instructional materials, emphasizing structural, quasi-communicative, functional communication, and social interaction learning activities. Learning media, Japanese language, and learning design professionals examined the instructional materials for viability. We then evaluated with interviews and questionnaires. The pretest-posttest findings of 17 LPK Kokorono Siji students were used to test effectiveness using N-Gain testing. The Japanese teaching materials were "feasible" according to the feasibility test results, which averaged 2.83 (learning media), 3.60 (material), and 3.22 (learning design). The average N-Gain score of 0.45 (moderate criteria) indicated that the teaching materials improved learning outcomes. This proves the instructional materials are successful for occupational Japanese language acquisition. The findings show that activity-based Japanese teaching materials using a CLT method for trainees at this vocational training institution are practicable in content, media, and learning design and improve communicative skills. Thus, vocational training institutions can incorporate these instructional materials into Japanese language learning.

Innovative and Value-Based Learning Design in the Context of 21st-Century Learning

Titi Hendrawati — 2025-12-31

Industry 4.0 and Society 5.0 are reshaping vocational education by demanding graduates who are not only technically competent but also able to think critically and creatively, collaborate and communicate (4C), use technology responsibly, and demonstrate strong character. This study analyzes an innovative, value-based learning design at SMK Al-Amin Cikarang Utara that integrates 4C skills, higher-order thinking skills (HOTS), the TPACK framework, and Pancasila Student Profile values. Using a qualitative descriptive case study, data were collected through in-depth interviews with the vice principal and three productive teachers, classroom observations of project-based learning, and analysis of KOSP documents and teaching modules/lesson plans, then analyzed using the Miles and Huberman model. The findings show that teachers embed these pillars in initial diagnostic assessments, Project-Based Learning, the use of digital media, and authentic assessments of products, processes, and reflections. The design positions teachers as learning experience designers who bridge the transfer of knowledge and values, supporting the development of competent, independent, and characterful vocational graduates. This study was limited to one educational unit, so the findings cannot be generalized widely and suggest opportunities for comparative research across diverse vocational school contexts.

Profile of Students' Ability to Solve Group Material Problems Based on APOS Theory Reviewed from Differences in Mathematical Ability

Fatriya Adamura — 2026-01-03

This study aims to describe the profile of students' ability to solve group material problems based on APOS theory reviewed from differences in mathematical ability. The research uses a qualitative descriptive approach that focuses on revealing students' thinking processes in understanding abstract algebraic concepts. The research subjects consisted of three students who were purposively selected based on the results of the mathematical ability test, namely students with high, medium, and low mathematical ability. The research instruments include mathematical ability tests, group material problem solving tests designed according to the stages of APOS theory, and semistructured interview guidelines. Data is analyzed through the stages of data reduction, data presentation, and conclusion drawing by referring to the indicators of each stage of APOS, namely action, process, object, and schema. The results of the study show that students with high mathematical ability are able to fulfill all stages of APOS completely and consistently. Medium-skilled students are able to reach the action, process, and object stages, but have not fully reached the schema stage. Meanwhile, low-skilled students are only able to perform part of the action stage and experience difficulties at the process, object, and schema stages. These findings show that early mathematical ability has a significant effect on the construction of group concept comprehension. This study confirms that APOS theory is effectively used as an analytical framework to map students' conceptual understanding of abstract algebraic materials, especially group concepts, and provides important implications for the design of mathematics learning in higher education.

The Effectiveness of Problem-Based Learning Assisted by Canva and Learning Interest on Critical Thinking Skills in 4th Grade

Nadia Rahmantika — 2026-01-05

Every human being is required to have the ability to be able to adapt to the times, one of which is the ability to think critically. However, students' critical thinking skills are still not good or lacking. The purpose of this study was to determine the effect of the Problem Based Learning learning model assisted by Canva on critical thinking skills. To determine the effect of students' interest in learning on critical thinking skills. To determine the interaction of the learning model and ask students to learn critical thinking skills. The method used is quantitative. The subjects in this study were fourth grade students. Data collection techniques with tests and questionnaires. The sample in this study amounted to 93 students with random sampling. Data analysis techniques to test the hypothesis using two-way Anova. The results showed that there was a significant effect of using the Problem Based Learning learning model assisted by Canva on critical thinking skills, there was a significant effect of learning interest on critical thinking skills, there was no interaction between learning models and learning interest on critical thinking skills.

Analysis of The Implementation of The One Data Indonesia Policy: Case Studies of The Bandung and Kuningan Regency Governments

Ayisha Mahadevi — 2026-01-05

This research aims to compare policy implementation Satu Data Indonesia (SDI) between Bandung Regency with Kuningan Regency from various aspects such as human resources, budget, and also institution. The method used in this research is a qualitative research method with a case study approach. Data collection was obtained through interviews and document study. This research result shows that Bandung Regency is better prepared and acquainted with Satu Data Indonesia (SDI) policy compared with Kuningan Regency. Although those regions have the same obstacle viz inadequate human resources capacity, Bandung Regency got the budget to do some technical guidance to the regional apparatus organizations to develop the capacity of human resources from data producers. It is hoped that the result of this research can be a study case for the other region in Indonesia who has the same obstacle as a basic search for solutions.

A Systematic Framework for Understanding Doctoral Study Intentions Based on Theory of Planned Behaviour

Ilham Arief — 2026-01-05

Research capability and the teaching pipeline are seriously threatened by the global drop in the number of students pursuing PhD degrees. There is still a lack of consensus across disciplines and theoretical stances about the intricate decision-making process that shapes intentions for PhD study. The present systematic review aims to synthesize elements affecting doctorate study palns, focusing on the Theory of Planned Behaviour (TPB) and provide a thorough theoretical lens that allows to analyze this significant educational option. In accordance with PRISMA, 45 research articles that had been released between 2000 and 2023 and were accessible through four databases (Scoups, ERIC, PsycINFO, and Web of Science) were examined. Empirical investigations into factors influencing doctorate study plans among prospective or current master’s grads or students were taken into consideration while determining the selection requirements. The results suggest that the most crucial determinant of students’ intents to pursue a doctoral degree is their mindset regarding their motifs of pursuing a doctoral at academic institutions (attitudes towards doctorate’s studies), particularly their intrinsic desire and love for researching. The next most significant indicators are self-efficacy, money related issues, and a sense of behavioral control. Although subjective norms are important, their impact varies depending on the society. The three TPB constructs work together rather than against each other.