This Systematic Literature Review (SLR) aims to map trends, development methods, and the feasibility of Higher Order Thinking Skills (HOTS)-based cognitive assessment instruments for the 2019–2025 period. Using the PRISMA 2020 approach, 31 relevant articles were selected from academic databases for analysis using Biblioshiny and VOSviewer. The review results indicate a dominant shift to Complex Multiple Choice (41.7%) and Structured Essay (33.3%) formats. The Research and Development (R&D) method, using the ADDIE model, has become the primary instrument for assessing critical thinking and problem-solving skills (C4–C5) across various disciplines. Although the developed instrument has demonstrated high validity and reliability through expert testing and Confirmatory Factor Analysis (CFA), this study identifies crucial challenges in the field. The findings indicate low teacher pedagogical readiness (80.6%) and low student learning completion rates during the implementation stage, underscoring the need to strengthen educators' capacity to implement HOTS-based assessments effectively.
Sri Wulan, D. R. Indriyanti, Sri Ngabekti et al.· International Journal of Soc...· 0 citations
Immersive virtual reality (IVR) supports the teaching of abstract, spatial, and microscopic concepts in higher education, although previous research has focused primarily on devices, access, and technical constraints. This systematic review examined IVR from the perspective of pedagogical design, science engagement, and students’ digital competence. Following PRISMA 2020 guidelines, 2,177 Scopus-indexed articles were screened through identification, duplicate removal, title and abstract screening, and eligibility assessment, resulting in 39 articles for bibliometric and thematic analysis. The findings revealed that IVR research in higher education was dominated by life sciences, quasi-experimental designs, and small samples of approximately 30 participants, with head-mounted displays (HMD) to cover the user’s field of view and create the sensation of being inside a three-dimensional environment, used in 23 of the 39 studies. The most common pedagogical patterns were simulation-based learning and virtual laboratories. Among the four engagement dimensions, emotional engagement was most consistently enhanced by IVR. Digital competence was rarely defined or measured explicitly and was more often represented implicitly through learners’ interaction behaviors in VR environments, with explicit measurements largely limited to pre-service teacher education studies. These findings indicate that IVR effectiveness does not result automatically from device quality but is mediated by pedagogical design, content alignment, formative debriefing, and users’ digital readiness. Future research should adopt longitudinal designs, multimodal measurements of engagement and digital competence, and discipline-specific pedagogical frameworks to realize the transformative potential of IVR in higher science education.
Riswanto Riswanto, Hartono, W. Sumarni et al.· International Journal of Lea...· 0 citations
The increasing emphasis on twenty-first-century competencies has positioned STEM learning as an important educational approach for fostering students' creative thinking. Although numerous studies have investigated the relationship between STEM learning and creative thinking, a comprehensive understanding of research trends, thematic developments, and empirical evidence remains limited. This study aims to analyze the development of research on STEM learning and creative thinking using a Systematic Literature Network Analysis (SLNA) that integrates bibliometric and qualitative content analyses. Bibliographic data were retrieved exclusively from the Scopus database using the search query TITLE-ABS-KEY (STEM AND Learning AND Creative AND Thinking). The initial search identified 287 publications; 248 met the criteria for bibliometric analysis, and 33 highly relevant full-text articles were selected for qualitative synthesis following the PRISMA 2020 framework. Bibliometric analysis was conducted using Biblioshiny and VOSviewer to examine publication trends, collaboration networks, and thematic structures, while qualitative content analysis synthesized research characteristics, instructional approaches, methodologies, and findings on creative thinking. The findings reveal a continuous increase in publications between 2021 and 2025, indicating growing scholarly interest in STEM learning and creative thinking. Thematic analysis identifies creative thinking, project-based learning, STEM education, and assessment as dominant research themes, while digital learning and computational thinking emerge as developing topics. The qualitative synthesis demonstrates that STEM learning consistently enhances creative thinking through project-based learning, inquiry-based learning, engineering design, robotics, and digital learning environments, particularly by promoting fluency, flexibility, originality, and elaboration. This study contributes to the literature by integrating bibliometric mapping with qualitative synthesis, providing a comprehensive overview of the current research landscape and offering directions for future research and educational practice in STEM learning and creative thinking. Keywords: STEM learning, creative thinking, bibliometric analysis, systematic literature review, qualitative synthesis.
F. S. Hilyana, D. Yulianti, A. Rusilowati et al.· Jurnal Pendidikan Progresif· 0 citations
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