RESET: Review of Education, Science, and Technology
Field Details Journal Title Review of Education, Science, and Technology Initials RESET Publication Frequency 3 Issues per Year (September, December, April) DOI Prefix 10.66031/reset by E-ISSN 3110-4568 Editor in Chief Fatqurhohman Publisher CV. Ihsan Cahaya Pustaka Indexing Google Scholar | Index Copernicus | Garuda About the Journal RESET: Review of Education, Science, and Technology is an international peer-reviewed scientific journal dedicated to publishing high-quality original research articles, review papers, systematic literature reviews, bibliometric analyses, meta-analyses, scoping reviews, integrative reviews, and other scholarly contributions in the fields of education, science, and technology. The journal promotes interdisciplinary and multidisciplinary research encompassing educational innovation, learning technologies, artificial intelligence, digital transformation, natural and applied sciences, engineering, information technology, educational management, sustainability, and other emerging scientific developments. RESET welcomes manuscripts written in both English and Bahasa Indonesia. RESET is published by CV. Ihsan Cahaya Pustaka under an Open Access publishing model, enabling all published articles to be freely accessed, read, downloaded, distributed, and cited while maintaining proper attribution to the authors. Every manuscript undergoes a rigorous Double-Blind Peer Review process and adheres to internationally recognized publication ethics to ensure scientific quality, originality, methodological rigor, and meaningful contributions to the advancement of global knowledge. The journal serves as a scholarly platform for researchers, academics, scientists, practitioners, policymakers, professionals, and graduate students worldwide to disseminate innovative research and exchange scientific knowledge across disciplines. RESET is committed to fostering collaboration, encouraging evidence-based research, and advancing education, science, and technology through impactful publications that address contemporary global challenges and support sustainable development.
License Terms All articles published in RESET: Review of Education, Science, and Technology are made available under the Creative Commons Attribution–ShareAlike 4.0 International (CC BY-SA 4.0) license. Under this license, users are free to read, download, copy, distribute, print, search, link to, share, adapt, and build upon the published work for any lawful purpose, provided that appropriate credit is given to the original author(s) and the source of publication. Any derivative works must be distributed under the same CC BY-SA 4.0 license. Authors retain the copyright of their published work while granting the journal the right of first publication. Authors may also deposit, archive, and share the published version of their articles in institutional repositories, personal websites, and other scholarly platforms, provided that proper acknowledgment and citation of the original publication in this journal are included. For more information about the license, please visit: https://creativecommons.org/licenses/by-sa/4.0/
Tinjauan Sistematis Efektivitas Mobile Learning dalam Meningkatkan Hasil Belajar Siswa pada Pendidikan Menengah
Perkembangan teknologi digital mendorong pemanfaatan mobile learning dalam pendidikan menengah sebagai upaya meningkatkan kualitas pembelajaran. Penelitian ini bertujuan menganalisis efektivitas mobile learning terhadap hasil belajar siswa yang mencakup aspek kognitif, motivasi, dan keterlibatan. Metode yang digunakan adalah systematic literature review (SLR) dengan mengacu pada pedoman PRISMA 2020. Data diperoleh dari basis data Scopus, Web of Science, ERIC, dan Google Scholar dengan rentang publikasi 2021–2025, dan menghasilkan 32 artikel yang memenuhi kriteria inklusi. Hasil penelitian menunjukkan bahwa mobile learning mampu meningkatkan hasil belajar melalui pengalaman belajar yang fleksibel, interaktif, dan kontekstual. Efektivitas tersebut dipengaruhi oleh kompetensi guru, desain pembelajaran, dan dukungan infrastruktur. Penelitian ini memberikan kontribusi berupa sintesis konseptual yang menekankan pentingnya integrasi teknologi, pedagogi, dan motivasi dalam pembelajaran, serta implikasi praktis bagi pengembangan pembelajaran berbasis teknologi yang lebih efektif dan adaptif.
Copyright (c) 2026 Aditya Pratama Wijaya, Yusuf Zidan Pratama (Author) https://creativecommons.org/licenses/by-sa/4.0
Pendekatan STEAM–Etnosains dalam Pembelajaran Tanaman Kopi untuk Meningkatkan Literasi Sains
Penelitian ini dilatarbelakangi oleh rendahnya keterkaitan pembelajaran sains dengan konteks nyata peserta didik, yang berdampak pada rendahnya literasi sains dan keterlibatan belajar. Penelitian ini bertujuan untuk mengkaji efektivitas pendekatan STEAM–ethnoscience dalam pembelajaran tanaman kopi sebagai konteks lokal yang bermakna. Metode yang digunakan adalah penelitian tindakan kelas dengan dua siklus yang meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian terdiri atas 30 siswa sekolah menengah atas di wilayah penghasil kopi. Data dikumpulkan melalui tes literasi sains, rubrik berpikir kritis–kreatif, lembar observasi, jurnal refleksi, dan wawancara, kemudian dianalisis secara deskriptif dan tematik. Hasil penelitian menunjukkan peningkatan literasi sains dengan nilai N-gain sebesar 0,40 (kategori sedang), serta peningkatan signifikan pada keterampilan berpikir kritis–kreatif dan keterlibatan belajar siswa. Integrasi etnosains dalam konteks tanaman kopi terbukti mampu menghubungkan konsep ilmiah dengan pengetahuan lokal secara kontekstual dan bermakna. Temuan ini menegaskan bahwa pendekatan STEAM–ethnoscience berkontribusi dalam mengembangkan pembelajaran sains yang interdisipliner, kontekstual, dan responsif terhadap budaya serta relevan dengan tantangan keberlanjutan.
Copyright (c) 2026 Bayu Dwi Maulana, Intan Nurhaliza (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Gamifikasi dalam Pembelajaran Digital: Kajian Literatur Konseptual
Perkembangan pembelajaran digital mendorong pemanfaatan gamifikasi sebagai strategi untuk meningkatkan motivasi dan keterlibatan peserta didik, namun efektivitasnya masih bervariasi. Penelitian ini bertujuan untuk menganalisis secara kritis karakteristik, dampak, peran desain, serta keterbatasan gamifikasi dalam pembelajaran digital menggunakan pendekatan systematic literature review. Data dikumpulkan dari artikel ilmiah bereputasi dan dianalisis melalui teknik analisis tematik untuk mengidentifikasi pola dan kesenjangan penelitian. Hasil menunjukkan bahwa gamifikasi mampu meningkatkan motivasi, keterlibatan, dan hasil belajar, tetapi keberhasilannya sangat bergantung pada kualitas desain, konteks implementasi, dan karakteristik pengguna. Penggunaan elemen permainan secara parsial cenderung menghasilkan dampak jangka pendek, sedangkan desain berbasis teori mampu menciptakan pembelajaran yang lebih berkelanjutan. Penelitian ini menegaskan bahwa gamifikasi harus diposisikan sebagai pendekatan pedagogis berbasis desain dan teori, dengan kontribusi utama pada penekanan integrasi desain, teori, dan konteks sebagai faktor kunci efektivitas pembelajaran digital.
Copyright (c) 2026 Duwi Purnama Sidik, Irfa Nur Amalia (Author) https://creativecommons.org/licenses/by-sa/4.0
Kajian Literatur Karakteristik Mutu Kopi Arabika Ateng Super dan Pengolahan Pascapanen
Kajian literatur ini menganalisis karakteristik mutu kopi arabika ateng super dan metode pengolahan pascapanen sebagai salah satu varietas utama di Dataran Tinggi Gayo. Penelitian ini bertujuan untuk mensintesis temuan terkait sifat fisik, kimia, dan sensori, serta mengevaluasi pengaruh teknik pengolahan terhadap kualitas seduhan akhir. Hasil kajian menunjukkan bahwa biji Ateng Super memiliki ukuran yang seragam dan densitas tinggi, dengan komposisi kimia yang seimbang, kandungan kafein moderat, asam klorogenat sebesar 5–7%, serta kandungan sukrosa yang relatif tinggi yang mendukung pembentukan kemanisan, body, dan kompleksitas aroma. Karakteristik sensori yang dominan meliputi aroma floral–herbal, kemanisan seimbang, body sedang hingga penuh, keasaman rendah hingga sedang, serta aftertaste yang bersih. Analisis komparatif menunjukkan bahwa metode full washed meningkatkan kejernihan rasa dan keasaman, sedangkan metode semi-washed menghasilkan kemanisan yang lebih tinggi dan body yang lebih kuat. Temuan ini menegaskan pentingnya standarisasi proses pascapanen dan pengendalian penyangraian secara presisi untuk menjaga konsistensi mutu. Penelitian lanjutan yang mengintegrasikan parameter fisik, kimia, dan sensori direkomendasikan untuk mengoptimalkan kualitas kopi Arabika Ateng Super.
Copyright (c) 2026 Andika Hidayatullah, Fajar Adi Prasetyo (Author) https://creativecommons.org/licenses/by-sa/4.0
Formulasi Jamu Pegal Linu Berbasis Bahan Alami Tanpa Gula Tambahan
Pegal linu merupakan keluhan umum akibat aktivitas fisik, kelelahan, dan faktor usia yang sering ditangani dengan jamu tradisional. Namun, beberapa produk jamu modern mengandung gula berlebih dan bahan kimia obat yang berpotensi menimbulkan dampak negatif bagi kesehatan. Penelitian ini bertujuan untuk mengkaji formulasi jamu pegal linu berbasis bahan alami tanpa gula tambahan serta menjelaskan mekanisme kerja kombinasi kunyit, jahe, sereh, jeruk nipis, dan madu. Metode yang digunakan adalah studi pustaka dengan menganalisis berbagai sumber ilmiah yang relevan. Hasil kajian menunjukkan bahwa kunyit dan jahe berperan sebagai antiinflamasi dan analgesik, sereh membantu relaksasi otot, jeruk nipis meningkatkan stabilitas dan penerimaan senyawa aktif, serta madu berfungsi sebagai pemanis alami dengan aktivitas antioksidan. Kombinasi bahan tersebut saling melengkapi dalam meredakan nyeri dan peradangan tanpa risiko bahan kimia obat. Implikasi penelitian ini menunjukkan bahwa formulasi jamu alami tanpa gula memiliki potensi sebagai alternatif minuman fungsional yang lebih aman dan mendukung kesehatan metabolik. Temuan ini juga membuka peluang pengembangan produk jamu modern yang inovatif dan berbasis bukti ilmiah.
Copyright (c) 2026 Salsabila Dewi Azellaika, Sulaikah, Marsha Hayu Fasalina, Ratih Komalasari (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Potensi Pemanfaatan Limbah Ampas Kopi Sebagai Produk bernilai Ekonomis
Penelitian ini mengkaji pemanfaatan limbah ampas kopi sebagai bahan dasar produk padat dengan penambahan berbagai jenis bahan perekat. Metode yang digunakan adalah kajian literatur dengan pendekatan deskriptif analitis terhadap artikel ilmiah lima tahun terakhir yang diperoleh dari database seperti Google Scholar, SINTA, dan Scopus. Hasil kajian menunjukkan bahwa ampas kopi memiliki kandungan yang berpotensi dimanfaatkan dalam berbagai produk seperti briket, kompos, material komposit, kerajinan, hingga biofuel. Proses pengolahan umumnya meliputi pengeringan, penghalusan, pencampuran dengan perekat, pencetakan, dan pengeringan akhir, dengan variasi metode manual maupun mesin. Jenis perekat terbukti sangat memengaruhi kualitas produk, di mana perekat seperti tepung pati, molase, lignin, permen karet Xanthan, resin, putih telur, bentonite, lem PVA, poliuretan, urea-formaldehid dan resin fenol-formaldehid. Komposisi perekat yang optimal berada pada 10–20% untuk mencapai keseimbangan antara kekuatan dan efisiensi energi. Studi ini memberikan dasar untuk mengembangkan produk limbah kopi yang bernilai ekonomi dan ramah lingkungan.
Copyright (c) 2026 Luqmanul Hakim, Muhammad Nashir Rusydani, Rizky Syahrul Ramadhan, Viollae Cahaya Allah (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning Model Using Audio Visual Media in High School Basketball Learning: Systematic Literature Review
Learning basketball in high school requires an innovative approach so that students can understand the concepts of techniques, tactics, and rules of the game effectively. One of the approaches that is developing is the use of audio-visual media in the learning process of physical education. This study aims to systematically examine the audio-visual-based basketball learning model applied in high school through the Systematic Literature Review (SLR) method. The method used refers to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The article search process was carried out using the Publish or Perish application with the Google Scholar database in the range of 2020–2025. Of the 200 articles identified, only 6 met the inclusion criteria and were worth analysis. The results of the study show that the use of audio-visual media in basketball learning can improve understanding of basic techniques, learning motivation, student involvement, as well as psychomotor and cognitive learning outcomes. These findings confirm that the integration of audio-visual media is a relevant and effective learning strategy to improve the quality of basketball learning in high school.
Copyright (c) 2025 Afaf Achmad Syahab, Ahmad Bahriyanto (Author) https://creativecommons.org/licenses/by-sa/4.0
Pengembangan E-modul Berbasis Flipbook Pada Elemen Dasar Konstruksi Bangunan Dan Perumahan Kelas X TKP SMK Negeri 7 Surabaya
Penelitian ini dilatarbelakangi oleh media pembelajaran yang kurang efektif dan hasil belajar peserta didik pada elemen dasar konstruksi bangunan dan perumahan yang masih rendah. Penelitian ini bertujuan untuk mengembangkan serta menguji kelayakan, respons peserta didik, dan keefektifan e-modul berbasis flipbook pada elemen dasar konstruksi bangunan dan perumahan. Metode penelitian yang digunakan adalah penelitian pengembangan (Research and Development) dengan model 4D yang meliputi tahap Define, Design, Develop, dan Disseminate. Hasil penelitian menunjukkan bahwa e-modul dinyatakan layak berdasarkan validasi ahli, dengan persentase kelayakan 80% dari ahli media dan 79% dari ahli materi. Respons peserta didik terhadap e-modul berada pada kategori sangat baik dengan skor rata-rata 4,23 atau 85%. Selain itu, terdapat peningkatan hasil belajar yang signifikan setelah penggunaan e-modul, ditunjukkan oleh peningkatan ketuntasan belajar dari 34% pada pretest menjadi 97% pada posttest. Dengan demikian, e-modul berbasis flipbook dinyatakan efektif dan layak digunakan sebagai media pembelajaran. E-modul ini juga dapat menjadi alternatif media pembelajaran digital mandiri yang mendukung proses pembelajaran di SMK.
Copyright (c) 2025 Moh. Irfan Faisal Rifa’i, Muhammad Habib Alfian (Author) https://creativecommons.org/licenses/by-sa/4.0
Pelaksanaan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Hasil Belajar Siswa SMK
Rendahnya hasil belajar dan kurangnya keaktifan siswa akibat pembelajaran yang masih berpusat pada guru menjadi dasar pemikiran utama penelitian ini. Penelitian ini bertujuan menguji penerapan model pembelajaran kooperatif tipe Jigsaw untuk meningkatkan keaktifan dan hasil belajar siswa pada mata pelajaran Dasar-Dasar Pekerjaan Konstruksi Elemen Proses Bisnis dan Peluang Usaha DPIB. Penelitian menggunakan metode eksperimen dengan desain Quasi-experiment tipe single subject. Teknik pengumpulan data meliputi tes kognitif (pretest dan posttest) serta non-tes berupa observasi. Instrumen melibatkan lembar observasi keterlaksanaan (3 pengamat) dan keaktifan siswa (6 pengamat). Analisis data dilakukan menggunakan uji N-Gain, dan uji one sample t-test. Hasil penelitian menunjukkan keterlaksanaan pembelajaran terlaksana sangat baik (97,62%) dan keaktifan siswa juga sangat baik (skor 3,7). Terjadi peningkatan signifikan rata-rata hasil belajar dari 73,13 menjadi 86,56, dengan skor N-Gain 0,5632 (kategori sedang) dan N-Gain nilai persen mean diperoleh skor 56,3195% (efektif). Uji t-test mengonfirmasi hasil belajar mencapai kriteria baik dan berbeda signifikan dari nilai acuan. Disimpulkan bahwa model Jigsaw efektif meningkatkan keaktifan dan hasil belajar siswa.
Copyright (c) 2025 Adzan Swarna Aswardi (Author) https://creativecommons.org/licenses/by-sa/4.0
Relevansi Ar-Risālah al-Waʿdīyah Karya Imām Al-Ghazālī terhadap Pengembangan Keilmuan Pendidikan Agama Islam Kontemporer
Perkembangan globalisasi dan digitalisasi telah memunculkan berbagai problematika dalam Pendidikan Agama Islam (PAI), seperti krisis moral, degradasi spiritual, pendangkalan religiusitas, serta keterputusan antara ilmu dan amal pada peserta didik. Fenomena ini menunjukkan bahwa pembelajaran PAI masih cenderung berorientasi kognitif dan belum mampu menyentuh dimensi afektif serta transformasi perilaku. Artikel ini bertujuan menganalisis relevansi dan kontribusi pemikiran Imām al-Ghazālī dalam Ar-Risālah al-Waʿdīyah terhadap pengembangan keilmuan dan praktik PAI kontemporer. Penelitian menggunakan metode kualitatif dengan pendekatan studi kepustakaan, melalui analisis teks risalah dan literatur ilmiah mutakhir terkait pendidikan Islam. Hasil kajian menunjukkan bahwa Ar-Risālah al-Waʿdīyah mengandung prinsip fundamental pendidikan Islam, seperti tazkiyat al-nafs, integrasi ilmu dan amal, kesadaran eskatologis, pembinaan akhlak, serta keteladanan pendidik. Prinsip-prinsip tersebut memiliki kontribusi signifikan dalam penguatan kurikulum PAI, pengembangan pedagogi reflektif dan spiritual, serta perluasan riset interdisipliner. Dengan demikian, pemikiran al-Ghazālī tetap relevan sebagai landasan konseptual untuk membangun PAI yang holistik, transformatif, dan kontekstual.
al-Ghazali; Ar-Risālah al-Waʿdīyah; Contemporary, Islamic Education
Copyright (c) 2025 Ade Ramli Hidayat, Sumanta Sumanta, Meiza Fajar Akbar, Anam Khoirul Rozak (Author) https://creativecommons.org/licenses/by-sa/4.0
RETRACTED: Postharvest Processing and Characteristics of Ateng Super Arabica Coffee Cultivar
RETRACTION NOTICE This article has been formally retracted by the Editorial Board following a confirmed case of authorship fraud. An individual listed as a co-author formally notified the journal that he did not author, contribute to, or approve the submission of this manuscript. His name and institutional affiliation were used without authorization. Following internal review, the Editorial Board determined that the submission involved fraudulent misrepresentation of authorship, constituting a serious breach of publication ethics. The article has been retracted to preserve the integrity of the scholarly record. The original content has been removed from public access.
Copyright (c) 2025 Putri Mulyani, Dwi Mahfut, Abraham Akpertey, Kevin Piato (Author) https://creativecommons.org/licenses/by-sa/4.0
Critical Review of Character Education in Vocational High Schools in Era Society 5.0
The rapid advancement of digital technology and the accelerated pace of social transformation have fundamentally reshaped work, learning, and human interaction, making character education increasingly strategic in Vocational High Schools (SMKs). This study presents a critical review of national and international literature to evaluate the relevance of character education in the Society 5.0 era, identify implementation challenges, and propose strategic directions for adaptive and contextually grounded practice. The analysis indicates that effective character education requires a multidimensional approach, integrating moral, social, spiritual, and professional competencies through holistic curricula, extracurricular programs, school leadership, and stakeholder collaboration. Technology offers opportunities to enhance engagement, digital literacy, and collaboration, yet it also introduces risks such as distractions, ethical dilemmas, and gaps in digital competence. Key challenges include misalignment between school programs and industry demands, inconsistent integration of religious and digital values, and varied stakeholder involvement. Therefore, character education must operate as an ecosystemic effort, balancing technological innovation with ethical and humanistic values to produce SMK graduates who are competent, ethical, and resilient in meeting the demands of Society 5.0
Copyright (c) 2025 Nizlel Huda, Nurhanurawati Nurhanurawati, Ajeng Gelora Mastuti, Mazlini Adnan (Author) https://creativecommons.org/licenses/by-sa/4.0
Articulate Storyline as an Interactive Learning Medium: A Critical Literature Review
Articulate Storyline is an interactive learning medium increasingly utilized in the digital transformation of education due to its capacity to present dynamic content and enhance learner engagement. This article aims to critically examine the use of Articulate Storyline, analyze its contributions to strengthening 21st-century skills, and identify its challenges as well as future development directions. This study employs a critical literature review approach, which not only synthesizes previous findings but also evaluates research trends, contributions, and limitations to reveal remaining research gaps. The review indicates that Articulate Storyline can improve learning motivation, cognitive effectiveness, and support the development of critical thinking, creativity, collaboration, and communication skills. However, issues such as limited digital infrastructure, insufficient teacher technological literacy, and the integration of character development remain significant challenges. These findings highlight the need for more adaptive, collaborative, and inclusive media strategies to ensure equitable benefits across various educational contexts. The novelty of this study lies in formulating a conceptual framework that positions Articulate Storyline as a strategic medium for advancing 21st-century education.
Copyright (c) 2025 Haerul Syam, Tatik Retno Murniasih, Farman Farman, Fatqurhohman Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Character Education and Socio-Emotional Development of Early Childhood
Character education in early childhood serves as the foundation for personality development, morality, and socio-emotional competence. This study employs a qualitative approach with a critical and systematic literature review to analyze the concepts, values, mechanisms, and impacts of character education on children’s socio-emotional development. Findings indicate that character education is effectively fostered through modeling, habituation, guidance, supervision, and meaningful play activities. Core values such as honesty, discipline, tolerance, independence, religiosity, and nationalism underpin emotional regulation, empathy, social skills, and value-based decision-making. Families as primary environments, early childhood education institutions (PAUD) as systemic support, structured curricula, and communities as social experience spaces synergistically promote holistic character development. In the digital era, healthy digital literacy and active guidance from parents and teachers are essential to ensure technology supports, rather than hinders, value internalization. This study emphasizes the critical role of character education in shaping adaptive, prosocial, and integrity-driven young children.
Copyright (c) 2025 Irfa Nur Amalia, Fajar Indarsih, Fatqurhohman Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Model Problem Based Learning Terhadap Kemampuan Berpikir Kritis Siswa SMK
Penelitian ini dilatar belakangi oleh kemampuan berpikir kritis siswa, keaktifan siswa serta hasil belajar analisis pada elemen konstruksi bangunan gedung masih rendah. Tujuan dari penelitian ini adalah untuk mendeskripsikan perbedaan kemampuan berpikir kritis siswa menggunakan model problem based learning dan model direct instruction pada elemen konstruksi bangunan gedung di SMK Negeri 5 Surabaya. Metode penelitian yang digunakan adalah Quasi-Exsperimental Design bentuk Non-Equivalen Control Group Design. Subjek penelitian adalah siswa kelas XI KGS-1 sebagai kelas kontrol dan XI KGS-3 sebagai kelas eksperimen SMK Negeri 5 Surabaya. Penelitian menyimpulkan bahwa hasil posttest kelas XI KGS-1 rata-rata 80,69 dan kelas XI KGS-3 rata-rata 85,00. Hasil uji sample independent t test diperoleh Sig. (2-tailed) sebesar 0,038 dimana lebih kecil dari signifikansi 0,05. Maka menunjukkan terdapat perbedaan yang signifikan dalam kemampuan berpikir kritis antara siswa yang menggunakan model problem based learning dan siswa yang menggunakan model direct instruction, bahwa berpikir kritis siswa pada kelompok yang diberikan pembelajaran model problem based learning lebih tinggi dibandingkan dengan siswa yang diberikan pembelajaran model direct instruction.
Copyright (c) 2025 Dian Nur Kharisma, Muhammad Kris Yuan Hidayatulloh (Author) https://creativecommons.org/licenses/by-sa/4.0
Telaah Konseptual Strategi Penerapan Pendekatan Konstruktivisme untuk Mengembangkan Kreativitas Siswa dalam Pembelajaran Seni Rupa di Sekolah Dasar
Penelitian ini bertujuan untuk mengidentifikasi dan merumuskan strategi pembelajaran berbasis konstruktivisme yang efektif untuk mengembangkan kreativitas pada siswa sekolah dasar dalam pembelajaran seni rupa. Latar belakang penelitian ini adalah adanya kesenjangan antara tuntutan pengembangan kompetensi 4C (termasuk kreativitas) di abad ke-21 dengan praktik pembelajaran seni rupa konvensional yang cenderung menghambat eksplorasi siswa. Metode yang digunakan adalah pendekatan kualitatif dengan studi pustaka untuk membangun kerangka konseptual. Hasil penelitian secara meyakinkan menunjukkan bahwa strategi konstruktivisme, khususnya melalui model Project-Based Learning (PjBL) dan pembelajaran kontekstual, sangat efektif dalam merangsang kreativitas, berpikir kritis, dan mendorong keberanian siswa untuk bereksperimen (creative courage). Simpulan penelitian ini adalah pendekatan konstruktivisme berhasil mentransformasikan pembelajaran menjadi proses aktif yang memberdayakan siswa, meskipun implementasinya menghadapi tantangan seperti keterbatasan kompetensi guru dan fasilitas teknologi. Peningkatan kompetensi guru dan penyediaan fasilitas seni digital menjadi rekomendasi utama untuk mengoptimalkan dampak strategi ini.
Copyright (c) 2025 Dimas Sesario Alamsyah, Zulfa Nur Zahra, Agung Setyawan (Author) https://creativecommons.org/licenses/by-sa/4.0
Literature Review on the Role of School Principals in the Society 5.0: Strategies and Future Challenges
This study explores the role of school principals in the era of Society 5.0, emphasizing strategies and challenges in leading education within the VUCA context. Using a library research method, the study reviews relevant scientific literature from books, journal articles, conference proceedings, research reports, and official documents published within the last decade. The analysis highlights that principals are required to act as adaptive and innovative leaders who integrate technological advancement with strong character education. Effective leadership in this context must be holistic and contextual, bridging educational policies with classroom realities, addressing infrastructure disparities, and fostering collaborative, human-centered learning cultures. Furthermore, the findings reveal that the success of school leadership in Society 5.0 cannot be solely measured by the sophistication of technology, but by its effectiveness in creating inclusive, adaptive, and sustainable learning ecosystems. Future research opportunities remain wide open, particularly longitudinal and empirical studies on dialogical and collaborative leadership, as well as the development of learning communities. This study contributes both theoretically and practically by offering insights into leadership models that align with the demands of Society 5.0, while also providing direction for future educational leadership research.
Copyright (c) 2025 Soleman Saidi, Eni Suryowati, Ummu Sholihah, Fatqurhohman Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Literature Review of Artificial Intelligence in Learning: Trends and Opportunities
Artificial intelligence (AI) is reshaping education by enabling adaptive, personalized, and efficient learning experiences. This literature review examines the current trends, opportunities, and challenges of AI in education, with a focus on Intelligent Tutoring Systems, automated grading, and personalized learning platforms. Evidence suggests that AI can significantly enhance student engagement, learning outcomes, and instructional efficiency by tailoring content and feedback to individual needs. At the same time, ethical considerations such as data privacy, algorithmic bias, and transparency remain critical challenges. Integrating AI into curriculum design and educator professional development is essential to maximize its benefits while promoting responsible and equitable use. By synthesizing recent research across multiple educational contexts, this review offers insights for researchers, educators, and policymakers to strategically implement AI technologies. The findings underscore that AI, when thoughtfully applied, can complement human intelligence, foster innovative pedagogical practices, and create more engaging, inclusive, and future-ready learning environments.
Copyright (c) 2025 Duwi Purnama Sidik, Abdullah Rozak, Fatqurhohman Fatqurhohman, Henri Fatkurochman (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of UbD in Developing Students’ Mathematical Problem-Solving Skills: A Literature Review
21st century learning demands strategies that go beyond the mere transfer of knowledge, emphasizing instead the development of higher-order thinking skills. Understanding by Design (UbD) emerges as a relevant approach as it highlights backward design through the formulation of end goals, authentic assessment, and meaningful learning experiences. This study aims to analyze the contribution of UbD to problem-solving skills through a systematic literature review. Out of 50 articles reviewed, six met the criteria of relevance and methodological quality using the Quality Assessment instruments (QA1, QA2, QA3). The findings indicate that UbD enhances conceptual understanding, motivation, and learners’ ability to connect abstract concepts with real-life contexts and to transfer knowledge to new situations. Nevertheless, teachers’ readiness to design instruction consistent with UbD principles remains a major challenge. The implications of this study affirm that UbD holds strong potential as an adaptive instructional design framework aligned with the demands of 21st century curricula. Future research is recommended to examine the longitudinal implementation of UbD at the secondary level with a focus on strengthening critical thinking and mathematical problem-solving skills.
Copyright (c) 2025 Fatqurhohman Fatqurhohman, Tatik Retno Murniasih, Rahmad Bustanul Anwar, Fahmi Abdul Halim (Author) https://creativecommons.org/licenses/by-sa/4.0
A Literature Review of the Knisley Learning Model in Mathematical Ability
Mathematics education requires innovative strategies that foster higher-order thinking skills while enhancing student engagement. The Knisley Learning Model (KLM), grounded in Kolb’s experiential learning theory, offers a student-centered approach through the stages of concrete experience, reflection, abstract conceptualization, and active application. This study aims to examine the effectiveness of KLM in improving students’ mathematical abilities, particularly in conceptual understanding, communication, creative thinking, and problem-solving. A literature review method was employed, analyzing relevant prior research findings. The analysis indicates that implementing KLM significantly enhances learning outcomes, strengthens motivation, and connects abstract concepts to real-life contexts. However, limitations include extended time requirements, group discussion dynamics that demand teacher facilitation skills, and dependency on adequate learning resources. The study implies the necessity of strengthening teachers’ pedagogical capacity through training, creativity in designing contextual materials, and utilizing digital technologies to support model implementation. Consequently, KLM has the potential to serve as a relevant and sustainable learning strategy, while opening opportunities for future research to develop innovative teaching materials and explore its integration with other instructional approaches.
Copyright (c) 2025 Fitri Irawijayanti, Fatkurochman, Siti Afrianti, Iqbal Rosid (Author) https://creativecommons.org/licenses/by-sa/4.0
Literature Review on 21st Century Learning Strategies: Roles, Challenges, and Future Directions
The 21st-century education demands the development of critical, creative, communicative, and collaborative skills to prepare students for complex global challenges. This study aims to review 21st-century learning strategies, explore their roles, identify implementation challenges, and examine future trends and directions. A narrative literature review method was employed, synthesizing findings from peer-reviewed journals, academic publications, and policy documents related to 21st-century learning strategies. The results indicate that innovative models, including project-based learning, problem-based learning, gamification, blended learning, and collaborative learning, effectively enhance students’ motivation, engagement, problem-solving abilities, and creativity. Successful implementation depends on the integration of creativity, collaboration, and technology, supported by infrastructure, teacher digital literacy, and student-centered pedagogical design. Key challenges include limited digital infrastructure, teacher readiness, and the need for differentiated instruction. Implications highlight the importance of flexible curriculum design, supportive policies, and continuous professional development. Further research is recommended to develop AI-based adaptive media, open-source collaborative platforms, integration of socio-emotional learning, and multi-site evaluation to maximize the effectiveness of 21st-century learning strategies.
Copyright (c) 2025 Mutmainah, Siti Rosidah, Muhammad Ilham (Author) https://creativecommons.org/licenses/by-sa/4.0