International Journal of Essential Competencies in Education
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Business Incubation Based on Technopreneurship Learning Factory: Model Design and Expert Perspectives
No full textThis study aims to design and validate a business incubation model based on a technopreneurship learning factory, addressing the gap between academic learning and industry demands in the context of Industry 4.0. The increasing unemployment rate among university graduates, exacerbated by a lack of practical skills and industry alignment, highlights the urgency for innovative educational approaches. The proposed model integrates theoretical knowledge with entrepreneurial simulations, fostering design thinking and competitive advantage in technopreneurship. Employing a developmental research approach, the model was evaluated through expert validation involving specialists in education, business, and technology. The validation process emphasized content and construct validity, ensuring the model's alignment with both academic and industrial requirements. The results confirmed its theoretical soundness and practical relevance, marking a significant step in revitalizing entrepreneurship education programs. This model provides a framework for universities to bridge the skills gap and enhance their role in preparing students for the modern labor market. Future research should focus on piloting the model across diverse disciplines and institutions to assess its adaptability and long-term impact. By fostering industry-academic collaboration, this study contributes to the development of a sustainable technopreneurship ecosystem, advancing innovation while addressing the challenges of traditional entrepreneurship education
Addressing the PISA 2022 Results: A Call for Reinvigorating Indonesia's Education System
No full textThe 2022 Programme for International Student Assessment (PISA) results depict a significant decline in the academic performance of Indonesian 15-year-olds in mathematics, reading, and science. The results position Indonesia's scores among the lowest since the country first participation in 2001. This editorial examines the implications of these results, drawing on data presented in PISA 2022, which illustrate the downward trend in performance and the widening gap between different socioeconomic groups. It argues for urgent educational reforms aimed at overhauling the current curricular frameworks, enhancing teacher training, and ensuring equitable educational opportunities. Specific strategies to achieve these goals include implementing the Merdeka Curriculum to promote student-centered learning, integrating educational neuroscience-based interventions to address learning disabilities, and leveraging intelligent tutoring systems and social media for collaborative learning. Additionally, developing localized assessments like the Indonesian Madrasah Competency Assessment and the Assessment of Indonesian Student Competence ensures alignment with international standards while addressing local needs. Through a comparative analysis with OECD averages and higher-performing nations, this piece highlights the necessity for Indonesia to adopt international best practices while tailoring them to local contexts. The ultimate goal is to equip Indonesian students with the skills necessary to meet both current and future challenges, thus improving their outcomes in subsequent PISA assessments and fostering national development. This article calls on policymakers, educational leaders, and stakeholders to engage in a concerted effort to address these educational deficiencies with the seriousness they deserve
Utilizing "Interactive Labs" Technology Resources in Science Learning: A Literature Review
No full textScience education is widely recognized as crucial for equipping students with the necessary skills to navigate the complexities of the modern world. In response to the changing educational landscape, the integration of Interactive Labs technology resources has emerged as a promising strategy to enhance science learning experiences. This literature review aims to provide insights into the benefits, challenges, and emerging trends associated with the use of Interactive Labs in science education. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology, this review systematically identified 35 relevant studies from the SCOPUS database. The findings highlight the transformative potential of Interactive Labs in promoting active learning, addressing accessibility issues, and catering to diverse learning styles and paces. Specifically, Interactive Labs have been found to improve students' understanding of complex scientific concepts, increase their engagement in the learning process, and provide personalized learning experiences tailored to individual needs. However, despite these advantages, challenges persist, including concerns about the authenticity of the learning experience, technical issues, and the need for sufficient teacher training. To advance the field of technology-enhanced science education, future research should consider expanding search criteria, utilizing mixed-methods approaches for comprehensive analysis, conducting longitudinal studies to track long-term impacts, and ensuring equal access to Interactive Labs for all students. By addressing these recommendations, stakeholders can collaborate to maximize the benefits of Interactive Labs, ultimately advancing science education to be more engaging, accessible, and effective for all students
Online Self-Regulated Learning Assisted by Virtual Labs to Train STEM Student's Critical Thinking Skills
No full textThis study investigated the effectiveness of integrating online self-regulated learning with virtual labs in enhancing critical thinking skills among STEM students. The research adopted a controlled experimental design involving two groups—experimental and control—over a two-month period, employing a mix of interactive virtual labs and structured online self-regulated learning strategies for the former, while maintaining traditional educational methods for the latter. Results indicated significant improvements in the experimental group's critical thinking capabilities across multiple indicators such as interpretation, analysis, evaluation, inference, explanation, and self-regulation, compared to modest improvements in the control group. The experimental group benefited from a dynamic and interactive learning environment that allowed for hands-on experiments and simulations, fostering a deeper understanding and engagement with scientific concepts. This environment, enhanced by the strategic application of self-regulated learning techniques, facilitated a more effective development of critical thinking skills than traditional methods. The study highlighted the potential of virtual labs combined with self-regulated learning to significantly enhance educational outcomes in STEM education, suggesting that such integrative approaches could better prepare students for the complexities of the modern scientific landscape. Additionally, the study underscored the need for future research to explore these strategies across a more diverse and broader educational context to confirm these findings and further refine the educational interventions employed
Exploring the Potential of Virtual Reality (VR) in Developing Students' Thinking Skills: A Narrative Review of the Last Five Years
No full textAddressing the persistent issue of inadequate critical thinking skills among students, this study examines the potential of Virtual Reality (VR) to transform educational practices. Traditional teaching methods often prioritize rote memorization, limiting opportunities for higher-order cognitive processes such as analysis, synthesis, and evaluation. This narrative review synthesizes findings from the past five years, focusing on VR’s ability to enhance thinking skills. Employing a systematic literature search via Scopus, 24 reviewed studies were analyzed, highlighting VR’s immersive and interactive capabilities in fostering critical thinking, problem-solving, and engagement. Results indicate that VR surpasses traditional methods by offering experiential learning scenarios, promoting collaboration, and addressing diverse educational needs. Applications in STEM and professional education demonstrate improved cognitive outcomes, including spatial reasoning, decision-making, and retention of abstract concepts. However, challenges such as high costs, infrastructural constraints, and teacher training gaps hinder widespread adoption. Ethical considerations around data privacy and inclusivity further underscore the need for strategic implementation. This study concludes that VR holds transformative potential in education, provided challenges are addressed through targeted investments, interdisciplinary innovations, and inclusive practices. Future research should emphasize long-term studies and integrate emerging technologies like AI and AR to maximize VR’s impact on cognitive skill development
Transforming Education with ChatGPT: Advancing Personalized Learning, Accessibility, and Ethical AI Integration
No full textThe integration of artificial intelligence (AI) in education, exemplified by tools like ChatGPT, represents a transformative shift in teaching and learning methodologies. This study explores ChatGPT’s role in advancing personalized learning, empowering educators, and enhancing accessibility within educational ecosystems. Using a systematic literature review supported by bibliometric analysis, the paper identifies key trends and insights into AI-driven educational technologies. Findings demonstrate ChatGPT's capacity to personalize instruction by generating adaptive content, delivering real-time feedback, and facilitating curriculum development. It also alleviates educators' workloads through automated grading, lesson planning, and administrative support. However, challenges such as ethical concerns regarding data privacy, inherent AI biases, and potential over-reliance on automation hinder its widespread adoption. The study emphasizes the necessity of ethical guidelines, transparency, and balanced AI integration to mitigate these risks. In conclusion, ChatGPT holds substantial potential for improving educational outcomes by fostering inclusive, adaptive, and efficient learning environments. Future efforts should focus on refining AI technologies to reduce biases, uphold data privacy, and equip educators with the skills needed to effectively integrate AI into pedagogical practices. Responsible and ethical implementation will be key to unlocking ChatGPT's full potential in education
Helping Students Become Proficient Physics Problem Solvers Through Problem-Based Learning
No full textThis study investigated the efficacy of Problem-Based Learning (PBL) in enhancing students' problem-solving abilities in physics education, addressing the lack of effective methodologies in nurturing this crucial skill. Utilizing a quasi-experimental design, 58 secondary school students from Nigeria were divided into an experimental group, which received PBL instruction, and a control group, which received traditional teaching methods. Over three months, both groups were assessed using an essay test format before and after the intervention, focusing on problem-solving abilities related to force and motion concepts. Descriptive and inferential statistical analyses were employed to evaluate the pretest, posttest, and n-gain scores, revealing significant improvements in problem-solving abilities within the experimental group compared to the control group. Specifically, students exposed to the PBL model exhibited higher average scores and greater improvement in problem-solving skills across various indicators, including understanding the problem, developing a plan, implementing the plan, and reflecting on solutions. The findings underscored the effectiveness of the PBL model in fostering active engagement, collaborative learning, and structured problem-solving processes, aligning with contemporary educational approaches that prioritize practical skill development and critical thinking. This study contributed to the growing body of literature supporting the efficacy of PBL in enhancing problem-solving abilities, highlighting its potential to cultivate a dynamic learning environment conducive to the development of essential skills in physics education
How Problem-Based Learning Enhances Critical Thinking? An Analysis of Contexts, Methods, and Findings from Previous Research
No full textThis review critically evaluates the effectiveness of Problem-Based Learning (PBL) in fostering critical thinking (CT) through a systematic analysis of experimental and quasi-experimental studies from the past decade. It synthesizes evidence across diverse contexts to identify factors influencing the success of PBL, emphasizing its contextual adaptability and methodological diversity. Notably, this review not only compiles existing evidence but also provides a nuanced analysis of the contextual and methodological elements affecting PBL's success in enhancing CT. The findings reveal that while PBL is generally effective, its superiority over traditional methods is not guaranteed, with some studies reporting comparable outcomes. High-achieving students particularly benefit from PBL, although its impact on problem-solving skills—a vital component of CT—is less pronounced. These insights underline the need for tailored PBL strategies to address its limitations and optimize its benefits. This review suggests integrating complementary methods such as technology and collaborative tools to enrich PBL. Future research should explore innovative adaptations that enhance all dimensions of CT across varied educational settings, thereby maximizing the pedagogical potential of PBL. This comprehensive evaluation provides critical insights for educators and policymakers aiming to advance CT development in contemporary education
Teaching Factory Based on Scientific Creativity to Enhance Students' Soft Skills and Sustainable Entrepreneurship
No full textThis study aimed to assess the validity and effectiveness of a Teaching Factory (TEFA) model based on scientific creativity in enhancing students’ soft skills and fostering sustainable entrepreneurship. The TEFA approach was validated through expert evaluations and tested through two production processes involving 15 university students. The research focused on improving soft skills such as communication, teamwork, creativity, leadership, and time management, alongside sustainable entrepreneurship skills like opportunity identification, resource utilization, and entrepreneurial action. Data were collected using observation sheets and analyzed through descriptive statistics and ANOVA to compare students' performance across the two production processes. The results showed significant improvements in students' soft skills and sustainable entrepreneurship, with the TEFA approach based on scientific creativity proving highly effective. Average soft skill scores increased from "Poor" to "Good" after the intervention, and similar improvements were observed in sustainable entrepreneurship scores. The structured pedagogical cycle employed—encompassing need identification, curriculum development, implementation, evaluation, and reflection—successfully bridged the gap between theoretical knowledge and practical application in entrepreneurship education. However, a limitation of the study was its small sample size, indicating the need for further research with larger and more diverse populations. These findings suggest that the TEFA approach based on scientific creativity can be a valuable addition to university entrepreneurship programs, better preparing students for the challenges of the global business landscape
The Effects of Flipped Classroom in English Language Communicative Skills
No full textThis study investigates the effectiveness of Flipped Classroom in teaching speaking skills for an English communicative class as well as the students’ perceptions of this approach towards their learning experience. In the flipped classroom, students watched the videos and read the provided documents outside the classroom. In class, which was done virtually, group discussions, debates, and role-plays were conducted based on the content that they had watched before the class. Both the pre-test and post-test were the instruments used to measure effectiveness, and all eight students were interviewed to identify their perceptions of Flipped Classroom. This research found that this instructional method was effective in teaching speaking skills, as there were improvements in the post-test in comparison with the pre-test, where only three students managed to score above 50% while the rest failed. This study also revealed that the flipped classroom was beneficial to students as it helped them improve their speaking skills. Despite the problems they faced in class, their speaking skills improved tremendously