This study aims to systematically explore the integration of digital technology and problem-solving strategies in economic learning, with a particular focus on developing countries, especially Indonesia. A qualitative approach using the Systematic Literature Review method was applied to ten internationally indexed scientific articles published between 2021 to 2025. Data analysis was conducted using NVivo 12 Plus software to examine patterns, research gaps, and relevant best practices. The research reveals three main findings: the integration of digital technology and problem-solving strategies significantly contributes to the creation of an interactive, adaptive, and contextual learning environment through gamification, artificial intelligence, augmented reality, and interactive e-learning platforms; limitations in digital infrastructure and low technological literacy among educators are major obstacles; and pedagogical reform is needed through teacher training, curriculum modernization, and digital transformation policies. These findings provide actionable recommendations for educators and policymakers in alignment with Sustainable Development Goal 4 for inclusive and quality education. The novelty of this research lies in the conceptual synthesis that integrates digital technology with contextual problem-solving strategies in economics education in developing countries.
Juwinda Lusi Apriliani, A. Wafi, A. Prakoso et al.· Jurnal Santiaji Pendidikan (...· 0 citations
This bibliometric study maps the development of research on women in STEM education using 348 Scopus-indexed, English-language, open-access publications spanning 2006-2025. Bibliographic records were retrieved on June 12, 2025, and analyzed using Biblioshiny through performance analysis, keyword co-occurrence, co-authorship, co-citation, thematic mapping, and historiographic analysis. The field recorded an annual growth rate of 14.45%, with publication output increasing markedly after 2015 and remaining high after 2020. PLOS ONE was the most productive source, followed by CBE-Life Sciences Education and Sustainability, while highly cited publications by Stoet and Geary and Dennehy and Dasgupta formed important intellectual foundations for research on gender disparities, mentoring, and institutional intervention. Collaboration was extensive: 313 of the 348 documents (89.9%) were multi-authored, and 97.8% of authors contributed to co-authored publications. However, 76% of the scholarly output originated from the Global North, indicating persistent geographical imbalance. Conceptual mapping identified a pedagogical cluster centered on education, gender, students, mathematics, and engineering, alongside a demographic and indexing cluster dominated by female, male, human, and adult. The analysis also revealed limited attention to technology education, intersectional perspectives, and Global South contexts. Overall, the literature is substantively aligned with SDGs 4 and 5 through its focus on equitable access, participation, retention, and institutional inclusion. The findings support more reciprocal North-South partnerships, context-sensitive intervention studies, and stronger integration of intersectional and technology-focused research.
A. Prakoso, Zain Fuadi Muhammad Roziqifath, M. Ghofur et al.· Jurnal Penelitian dan Pengka...· 0 citations
