Search Results for
"Article"

This research aims to examine the effect of digital teaching materials based on their classification on learning achievement at various levels of education. The research design is a systematic literature review (SLR). The stages of conducting a review consist of three major parts: planning, conducting, and reporting. The articles reviewed in this study were drawn from reputable academic databases. The inclusion criteria for this research are as: i) indexed by Scopus; ii) the specified time is 15 years; iii) the research subjects must be students; iv) the minimum number of research participants is 15 people; and v) the article must be a scientific research article. The exclusion criteria in this study are article topics that are outside the field of education. The procedure used to analyze the results of the research obtained using a literature survey. The results showed that the advantages of digital teaching materials, in general, are: i) easy to apply; ii) low-cost; iii) highly flexible; and iv) broad. Each type of digital teaching material has several impacts on learning achievement, including: increasing scientific activities; improving students’ independent learning, self-reflection and metacognitive; reducing learning difficulties; and creating the impression that learning is fun. © 2024, Institute of Advanced Engineering and Science. All rights reserved.

Digital entrepreneurship has heralded a paradigm shift in the business and educational landscape, ushering in an era where creative thinking, problem-solving, and digital prowess are integral curriculum components. This study undertakes a comprehensive bibliometric analysis of digital entrepreneurship in education, delving into its profound influence on the learning and teaching process. Leveraging the extensive Scopus database for data extraction, our research aims to offer a panoramic view of research trends, methodologies, and critical themes encapsulated within the academic literature from 2004 to 2023. Employing a meticulous bibliometric analysis methodology utilizing Bibilioshiny complemented by Microsoft Excel for metadata visualization, our study meticulously identified and analyzed 257 relevant documents. Through this analysis, we delineate the contributions of 743 authors and their affiliations while scrutinizing the geographical distribution of contributing countries. The findings of our study underscore a marked surge in interest surrounding digital entrepreneurship in education, with China emerging as the primary contributor, boasting 108 published articles in this domain. Beyond mere statistics, our research endeavors to equip educators, curriculum developers, and policymakers with invaluable insights into the seamless integration of digital entrepreneurship into educational frameworks. Moreover, it sheds light on specific areas warranting further exploration, elucidating their potential impact on future learning paradigms. © (2024), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

Project-based learning has gained significant attention in the field of education, particularly in K-12 Mathematics education, due to its potential for fostering students’ abilities relevant to the demands of the 21st century. However, there is a notable absence of a systematic evaluation regarding the implementation and effectiveness of project-based learning specifically in the context of Mathematics education. This knowledge gap presents a challenge and limitation for researchers seeking to stay abreast of the latest advancements in the field. Thus, the objective of this article is to provide a comprehensive assessment of the current state of project-based learning in K-12 Mathematics, encompassing its practices, influencing factors, barriers, and future developments. To achieve this, the study employs the PRISMA method, analyzing a collection of 25 publications retrieved from reputable databases such as Scopus and Google Scholar, covering the period from 2019 to 2023. Through meticulous analysis and synthesis of these publications, the study highlights key findings, publication trends over time, countries where project-based learning has been implemented, extracted keywords, research methodology statistics, and provides insights into influencing factors, limitations, difficulties, and future research opportunities in this domain. © (2024), (UIKTEN - Association for Information Communication Technology Education and Science). All rights reserved.

This study investigates the implementation of learning outcomes-based education in mechanical engineering, focusing on students aspiring to pursue teaching careers. By using constructive alignment and reflective thinking methodologies, the study aims to enhance these students’ competencies in line with professional teaching standards. The study targets a group of 23 mechanical engineering students. The researcher’s established learning process forms the basis for the study methodology, incorporating learning objectives, active learning, and reflective thinking. The tools employed include a knowledge measurement test, activity evaluation through observation participation, follow-up on a permitted 5-level activity, reflection on learning experiences through writing, structuring learning activities in each subject, and assessment using qualitative content analysis. The results reveal significant variations in students’ academic achievements before and after the study, indicating moderate learning progress. The assessments of management learning performance are comprehensive, with learners engaging at the highest average level. This study underscores the significance of reflective learning approaches in developing competencies that align with professional teaching standards, enhancing students’ capacity to critically assess their thoughts, feelings, and attitudes, thereby influencing their actions and preparing them for real-world applications. © 2024 by the authors of this article.

General competencies are crucial for the personal and professional growth of university graduates. This paper provides a critical analysis of the significance and level of competence development within the environmental sciences degree (ESD) context. The research involved surveys conducted among final-year students, faculty members, and industry employers. The survey results reveal that employers perceive the level of competence achieved to be higher than what teachers and students reported. However, all three groups acknowledge a high level of competence development for most skills. Nonetheless, certain competences such as critical thinking (CT), problem-solving, organisation, and planning need to be strengthened to better align with their perceived importance. Students tend to undervalue essential competences such as digital literacy and environmental awareness, contrary to international organisations’ recommendations. The study findings also underscore the necessity of enhancing “entrepreneurial skills” and emphasising the significance of the digital realm for students pursuing an environmental sciences degree. © 2024 by the authors of this article.

IR4.0 has significantly altered the traditional workplace environments that we once knew during the late 20th century. Higher learning institutions are now equipping fresh graduates with competences related to IR4.0, whereas ageing workers in the industry are often left behind. In light of this situation, this article aimed at finding out training models and challenges for ageing workers in the era of IR4.0. Systematic literature review was conducted to identify, evaluate and synthesize existing works recorded and produced by researchers, scholars and practitioners. A total of 120 articles have been found from several databases such as Google Scholar, Academia and Directory of Open Access Journals, whereas only 56 articles were included for further analysis. The findings revealed that there are four existing training models applicable to ageing workers. In addition, four major challenges faced by aging workers have been identified from the literature. In conclusion, in order to enhance participation of aging workers in skill training programs related to IR4.0, the management of company pay more attention to the challenges faced by ageing workers and encourage the them to involve in training programs. © 2024 Author(s).

The aims of this research are to describe recent, global, empirical understandings of the recognition of prior learning (RPL) and to synthesise and extant knowledge in a way that assists stakeholders in uplifting the transitions to education, employment, or training. RPL matters are particularly important to current sector policy initiatives as reforms to the Australian government’s approach to widening participation in higher education have helped in the development of the 2021 National Microcredentials Framework to define, standardise and consolidate RPL for Australian citizens. Furthermore, the recent 2024 Australian Universities Accord Final Report highlights the importance of RPL to facilitate lifelong learning. A systematic review guided by the PRISMA and PICO frameworks identified 65 articles published between 2013-2023, that empirically examined RPL. Using manual thematic analysis, 17 core themes were organised into five meta-themes: 1) the benefits of RPL; 2) the challenges of RPL; 3) RPL processes; 4) institutional processes; and 5) national RPL policy. This article provides timely insights to shape the future RPL research agenda as well as RPL practice and policy in Australia and beyond. © 2024, Open Access Publishing Association. All rights reserved.

This article aimed at examining the possibility of learning effectively using electronic devices such as video cameras and recorders, phones, computers, laptops, etc. in remote Science high secondary school. The possibility of learning is didactic by what is offered to the students. This study wants to identify what is possible for the students to learn with the aid of electronic tools within the learning environment. The variation theory of learning from prior studies pointed out variation as an enabling factor for students to notice what is to be learned. A sample of 150 students from five (5) different science schools under the science and technical education board (STEB) is used. The study used a mixed research approach. Research tools were observations, records, checklists, and Experimentation. Descriptive statistics were carried out, a one-tailed T-test was also conducted. Data were analyzed using IBM SPSS, and qualitative data were analyzed for the significant texts and statements. The study contributes to the body of knowledge by examining an object of learning and the use of technology in enhancing learning, through curating a variety of learning possibilities using electronic tools in science. Findings show that, students leverage E-learning to take active learning by fostering self-awareness of the learning process, collaborating with other students, and learning ownership. The studies population is few and in the context of remote areas, in the future, similar studies could be conducted with a larger population. Availability of resources and infrastructure in these schools is required for effective learning. © 2024 American Institute of Physics Inc.. All rights reserved.

Purpose: Current study theoretically and technically analyzed the empirical literature on Graduate Employability Skills (GES) and aimed to investigate ten research questions: 1) the specific features of the retrieved empirical studies on GES, 2) the trends of empirical scientific production of GES, 3) the most relevant and high-impact sources in the field of GES, 4) clustering the sources through Bradford’s Law of Scattering, 5) the highly cited articles on GES, 6) the most relevant countries on GES, 7) the most pertinent and high-impact authors on GES, 8) authors' productivity through Lotka’s Law of authors’ Scientific Productivity, 9) the trending research avenues for future investigations on GES, and 10) identified research gaps relevant to the field of GES. Design/methodology/approach: The Scopus database was used to extract data, and VOSviewer and Biblioshony tools were used for the study's bibliometric analysis and systematic literature evaluation. Findings: The present study analyzed 864 sources containing 1816 articles from 4378 authors that address GES. Publications on GES were steadily increasing, with a notable upswing beginning in 2010 and reaching a record high of 232 articles in 2019. The UK, Australia, and Malaysia are the top three nations in terms of number of publications and cumulative citations. The thematic map of keywords revealed which themes future researchers need to investigate: work-integrated learning, entrepreneurship, industry 4.0, sustainability, management education, business education, project-based learning, education, curriculum development, learning, and graduate skills. Originality/value: The present study provides theoretical, practical, and social implications for graduates, the higher education industry, policymakers, the economy, and society. © 2024, Emerald Publishing Limited.

This study explains all factors relating to the definition and current research trends in how technology can improve education. This study explains how strategies are developed to create and improve the quality of education, including communication, the input of technology (such as IT, ICT, AI, AR, etc.), curriculum and education level, and the relationship between social studies, humanities, science, and industry, as well as management and facilities. We demonstrated current technology using social media, for educators to implement it to improve the teaching and learning process. Bibliometric and theoretical analysis, based on the Google Scholar database from 2018-2023, was used. The search results found 988 articles with the keywords of "Education Technology" AND "Indonesia". Research on educational technology in Indonesia has increased every year. 113 terms were found based on network visualization, which was divided into 6 clusters. The “Indonesia” term appeared 596 times and the term “education technology” appeared 133 times. Co-authorship analysis found 2035 authors have contributed. Completing this research leads to the creation of future research, determining what next research subjects can appear, especially in the field of education. © 2024 Universitas Pendidikan Indonesia.