The Development of Simulation Based Interactive e-Learning Course to Enhance Analytical Thinking Skill for Training Student Teacher

A systematic review of analytical thinking skills in STEM education settings

“…The seven studies using this design were likely to be interested in exploring the extent to which changes in AT skills can be associated with changes in other learning outcomes or identify patterns or trends in AT skills. Finally, it has been observed that the seven studies under investigation have adopted a research and development (R&D) design (Chuumchuen and Surpare, 2022; Levin and Verner, 2020; Lu Atun Nisa’ et al , 2019; Nur’Azizah et al , 2018; Rodrangsee et al , 2022; Sujatmiko et al , 2021; Thabvithorn and Samat, 2022). In the context of the research study, R&D design may be used to explore potential solutions or develop new products to enhance AT skills.…”

“…Other research studies have used specific models to guide their investigations and among these frameworks are the guided inquiry model (Rodrangsee et al , 2022), the research-based learning (RBL) model (Chumsukon and Ruangsan, 2021; Suyatman et al , 2021) and the community learning resources (CLR) model (Chumsukon and Ruangsan, 2021), Focusing, exploring, analyzing, conceptual developing, and applying teaching model (Kocabaş and Yücel, 2022) and analytical thinking skills learning model (Phurikultong and Kantathanawat, 2022). However, the sixteen studies analysed did not specify the theoretical framework or model they used in conducting their research (Andriani and Supiah, 2021; Chuumchuen and Surpare, 2022; Karenina et al , 2020; Levin and Verner, 2020; Mayarni and Nopiyanti, 2021; Lu Atun Nisa’ et al , 2019; Perdana et al , 2019; Phuseengoen and Singhchainara, 2022; Sari et al , 2019; Sujatmiko et al , 2021; Sundari et al , 2020; Suyatman et al , 2021a, 2021b; Thabvithorn and Samat, 2022; Theabthueng et al , 2022; Wahyuningtyas et al , 2021; Yuenyong and Yuenyong, 2021).…”

“…The intervention that is commonly used is problem-based learning (Andriani and Supiah, 2021; Karenina et al , 2020; Perdana et al , 2019; Putranta and Supahar, 2019; Sari et al , 2019; Suyatman et al , 2021a, 2021b) and followed by the use of learning models such as RBL (Suyatman et al , 2021), CLR (Chumsukon and Ruangsan, 2021), online active learning (OAL) models (Rodrangsee et al , 2022) and the guided inquiry model (Cahyati and Subali, 2022). Other studies used a variety of intervention methods, including open learning (Anggoro et al , 2021), interactive modules based on intelligence theory (Azid and Md-Ali, 2020), think-pair-share techniques (Theabthueng et al , 2022), learning interactive multimedia (Nur’Azizah et al , 2018), flipped classroom (Khamsaengmat and Kanjug, 2022), digital storytelling, inquiry-based learning (IBL) (Phurikultong and Kantathanawat, 2022), concept map in AT-based module (Sundari et al , 2020), YouTube video (Wahyuningtyas et al , 2021), STEM-integrated movement activities (Phuseengoen and Singhchainara, 2022), predict–observe–explain (POE) strategy (Yuenyong and Yuenyong, 2021), andro-webcomic media based on problem-based learning (Sujatmiko et al , 2021), Web-based learning with augmented reality (AR) (Thabvithorn and Samat, 2022), simulation based interactive e-learning course (Chuumchuen and Surpare, 2022), emergency distance (Kocabaş and Yücel, 2022), blended learning, collaborative learning (Wongpratoom and Sranamkam, 2019), popup booklet development (Lu Atun Nisa’ et al , 2019), 3D design and printing (Levin and Verner, 2020) and multimedia learning interactive (Nur’Azizah et al , 2018). One research analysis did not determine the intervention used (Mayarni and Nopiyanti, 2021).…”

“…In a significant number of the academic papers examined, there was no clear indication of the theories or theoretical frameworks used to inform the research (Chuumchuen and Surpare, 2022; Levin and Verner, 2020; Lu Atun Nisa’ et al , 2019; Sari et al , 2019). This lack of theoretical grounding can lead to difficulties in interpreting the results and limits the broader applicability and relevance of the findings.…”

“…PBL provides a rich learning environment where students can develop and apply their AT skills, promoting deeper learning and long-term knowledge retention. Some scholars have also focused on using technology to enhance students’ AT skills (Chuumchuen and Surpare, 2022; Levin and Verner, 2020). These technologies include interactive modules, multimedia learning tools, OAL models, YouTube videos, andro-webcomic media, AR, simulation-based interactive e-learning, blended learning approaches and 3D design tools.…”