<span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">Ludi Litterarri (LL) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the <em style="box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">elementary school field<span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two Reviewers through a double-blind review process. This is done to ensure the quality of manuscripts published in the journal. <span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"><span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">The journal publishes original articles on current issues and trends occurring internationally in the fields of: (1) Learning models, (2) learning media, (3) teaching materials, (4) school management, (5) teacher management, (5) elementary school curriculum, (6) basic school learning (natural science, social science, mathematics, language, civics, religion, sports and arts). <span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"><span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"> The journal, which has been published since 2024, is published four times each year in <em style="box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">February, May, August and November<span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">. Journal title : Ludi Litterarri Initials : LL Frequency : 4 (four) times a year (<span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;"><span style="box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">February, <span style="box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;">May, August and<span style="box-sizing: border-box; color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial;"> November<span style="color: rgba(0, 0, 0, 0.87); font-family: 'Noto Serif', -apple-system, BlinkMacSystemFont, 'Segoe UI', Roboto, Oxygen-Sans, Ubuntu, Cantarell, 'Helvetica Neue', sans-serif; font-size: 14px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: 400; letter-spacing: normal; orphans: 2; text-align: justify; text-indent: 0px; text-transform: none; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; white-space: normal; background-color: #ffffff; text-decoration-thickness: initial; text-decoration-style: initial; text-decoration-color: initial; display: inline !important; float: none;">.) DOI : 10.62872 ISSN Online : 3047-9983 Editor in Chief : Nurul Fadhilah Managing Editor : Naela Mikyalul F Assistant Editor : Dwi Siyamsih Publisher : PT. Anagata Sembagi Education Accreditation : On Process
Developing Microteaching Competence through Project-Based Learning for Primary Teacher Education Students
Microteaching is a crucial preparatory stage in teacher education designed to strengthen pre-service teachers’ fundamental instructional skills prior to full classroom practice. However, traditional microteaching practices often emphasize temporary performance rather than sustained professional learning. This study examines the effectiveness of Project-Based Learning (PjBL) in improving microteaching competence among Primary Teacher Education students through a systematic review of empirical findings published between 2017 and 2025. The results demonstrate that embedding PjBL transforms microteaching into an authentic instructional design process through cycles of lesson project development, implementation, reflection, and revision. PjBL effectively enhances core teaching competencies including instructional communication, lesson sequencing, media utilization, classroom management, and student engagement. Furthermore, it strengthens professional dispositions such as confidence, reflective thinking, digital literacy, collaboration, and pedagogical creativity—competencies required for the 21st-century teaching profession. Therefore, PjBL not only improves microteaching performance but also fosters long-term classroom readiness through integrated project experiences, peer collaboration, and technology-enhanced pedagogy. These findings highlight PjBL as a transformative pedagogical model for teacher education programs that aspire to develop competent, adaptive, and future-ready primary school teachers
Copyright (c) 2025 Taufikin Taufikin (Author) https://creativecommons.org/licenses/by-sa/4.0
Enhancing Numeracy Literacy of Prospective Primary School Teachers through the Realistic Mathematics Education Approach in Teaching Practice
This study examines how the Realistic Mathematics Education approach enhances numeracy literacy among prospective primary school teachers by synthesizing findings from recent empirical studies. The analysis demonstrates that RME significantly strengthens conceptual understanding, contextual reasoning, and mathematical communication by grounding instruction in meaningful real-life situations. Evidence indicates that RME promotes active engagement, higher-order thinking, and durable numeracy competence, particularly when integrated with ethnomathematics, digital tools, or project-based learning. However, the findings also highlight persistent challenges, including limited teacher readiness, difficulties in designing contextual tasks, and gaps between university instruction and school practices. These challenges underscore the need for structured coaching, curriculum alignment, and supportive institutional environments. The study concludes that enhancing numeracy literacy through RME requires comprehensive reforms across curriculum design, pedagogical strategies, and national policy frameworks. Such systemic integration ensures that future teachers acquire the professional and pedagogical skills necessary for delivering effective numeracy instruction
Copyright (c) 2025 Laila Nursafitri (Author) https://creativecommons.org/licenses/by-sa/4.0
Elementary School Teachers' Perceptions of the Effectiveness of PBL in Merdeka Curriculum Learning
The implementation of Problem-Based Learning (PBL) within the Merdeka Curriculum requires elementary school teachers to assume more active, reflective, and facilitative roles. However, the effectiveness of PBL is strongly influenced by teachers’ perceptions of its relevance, practicality, and learning impact. This study analyzes elementary school teachers’ perceptions of PBL effectiveness using a descriptive qualitative method through a systematic narrative review. Literature identification, screening, and eligibility assessment followed a PRISMA-based process, resulting in 26 relevant sources for analysis. The findings reveal that teachers’ perceptions are shaped by conceptual understanding, prior experience, ability to design authentic problems, and the level of support provided by the school environment. Positive perceptions lead to more consistent implementation, whereas negative perceptions are commonly associated with time constraints, limited resources, and insufficient training. The discussion highlights several strategies to strengthen PBL effectiveness, including practice-oriented professional development, collaborative planning, authentic assessment, and supportive school leadership. This study concludes that teachers’ perceptions are a key determinant of successful PBL implementation and must be strengthened through systemic interventions to ensure effective and sustainable learning within the Merdeka Curriculum.
Copyright (c) 2025 Sagaf S. Pettalongi (Author) https://creativecommons.org/licenses/by-sa/4.0
Artificial Intelligence As a Teaching Partner: The Role of Chatbots in Indonesian Language Learning
This study examines the role of artificial intelligence (AI)-based chatbots as teacher partners in Indonesian language learning at the primary school level. Using a systematic literature review approach, this research synthesizes empirical evidence from reputable academic sources published between 2015 and 2024. The findings demonstrate that chatbots significantly enhance students’ literacy skills, including reading comprehension, sentence construction, vocabulary development, and speaking fluency through adaptive interaction and instant feedback. Moreover, chatbots support teachers by enabling differentiated instruction, efficient task management, and personalized learning pathways. However, successful implementation requires strong digital infrastructure, teacher digital competence, culturally relevant language design aligned with national standards, and ethical oversight. This study contributes novelty by emphasizing human-AI pedagogical collaboration in Indonesian primary classrooms, positioning chatbots as complementary learning partners rather than instructional replacements. The results underscore the necessity of capacity-building programs for teachers, strategic policy development, and collaborative AI development to foster ethical and culturally grounded AI-assisted language learning.
Copyright (c) 2025 Muh. Safar (Author) https://creativecommons.org/licenses/by-sa/4.0
Freedom to Learn or Freedom to Learn?A Critical Review of the Implementation of the Independent Curriculum in the 3T Regions
This study aims to analyze the implementation of the Independent Curriculum in 3T (Disadvantaged, Frontier, and Outermost) regions, focusing on the challenges, opportunities, and impacts faced in the context of specific local needs. The Independent Curriculum, introduced in 2021, aims to give educational institutions autonomy in developing curricula tailored to student needs and local contexts. Despite its significant potential for improving the quality of education, the implementation of the Independent Curriculum in 3T regions faces various obstacles, including limited infrastructure, limited access to technology, and a shortage of trained teaching staff. This study used qualitative methods with a descriptive analytical approach, involving in-depth interviews, observations, and documentation studies in two 3T regions: North Lombok Regency and Mahakam Hulu Regency. The results show that although project-based learning and the concept of "learning independence" can be implemented well, successful implementation depends heavily on the provision of adequate resources and ongoing training for teachers. In conclusion, although the Independent Curriculum has significant potential to improve the quality of education in 3T regions, challenges related to resources and teacher readiness must be addressed immediately for this curriculum to be implemented effectively
Copyright (c) 2025 Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Emotional Literacy In An Era Of Anxiety: Integration Of Mental Health Into The Elementary School Curriculum
This study aims to explore the implementation of emotional literacy and mental health integration in the elementary school curriculum, focusing on their impact on children's social, emotional, and academic development. The study was conducted at SD Negeri 10 Makassar using a qualitative approach using a case study design. Data were collected through interviews with the principal, teachers, and students, as well as direct observation of the implementation of emotional literacy and mental health. The results indicate that although there have been efforts to introduce emotional literacy, its implementation is still limited to ad-hoc activities and has not been systematically integrated into the curriculum. Mental health integration is also still responsive to emerging problems, rather than structured prevention. Some challenges faced include limited time within the curriculum, lack of training for teachers, and stigma surrounding mental health issues. However, there is significant potential to improve this education system with better training support for teachers and a change in school culture that is more open to mental health issues. This research is expected to contribute to the development of a more holistic curriculum, one that focuses not only on academic achievement but also on students' emotional and psychological well-being.
Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers
Beginning elementary school teachers face complex challenges when entering the workforce, particularly in classroom management, curriculum adaptation, and meeting professional expectations. Despite possessing theoretical knowledge from higher education, limited practical experience often undermines self-confidence and potentially hinders the quality of learning. This situation emphasizes the need for systematic professional mentoring to ensure a more effective transition to the workforce. Coaching and mentoring have emerged as relevant strategies capable of bridging the gap between theory and practice. Coaching focuses on reflective empowerment through structured dialogue, while mentoring emphasizes the transfer of professional skills and values from senior teachers to beginning teachers. The integrated application of both creates synergy in strengthening teacher capacity across cognitive, affective, and practical aspects. This literature review examines the effectiveness of coaching and mentoring as models for continuous professional development. The analysis shows that these strategies not only improve instructional skills but also strengthen beginning teachers' professional identity, foster a collaborative culture in schools, and positively impact student learning outcomes. With appropriate policy support, coaching and mentoring can be strategic instruments for improving the quality of elementary education. Therefore, the integration of these two approaches should be viewed as a long-term investment in teacher capacity building and achieving national education goals
Copyright (c) 2025 Widelmina K. Demena, Nasri Indra Padang, August Lewaherilla (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Monopoly Learning Media on the Science Learning Outcomes of Third Grade Students at Public Elementary School 091436
This study aims to analyze the effect of the Monopoly Learning Media on the learning outcomes of third-grade students at SD Negeri 091436 Tambun Raya in the topic “Energy Around Us.” The research was motivated by the low achievement in IPAS learning and the dominance of teacher-centered instruction that limited student engagement. A quantitative approach using a One Group Pretest–Posttest design was employed. The sample consisted of 20 third-grade students selected through total sampling. The instrument was a 20-item multiple-choice test that had been validated for its validity, reliability, discrimination index, and difficulty level. Data were analyzed using a paired sample t-test. The findings reveal an increase in the mean score from 56.75 (pretest) to 84.75 (posttest), with a gain of 28 points. The t-test results indicate that tcalculated > ttable, confirming that the monopoly media has a significant effect on learning outcomes. Observations also show improvements in students’ motivation, engagement, and social interaction during game-based activities. These findings demonstrate that monopoly media is effective for IPAS learning, particularly for abstract concepts. The study recommends the broader use of educational game media to enhance conceptual understanding and student participation.
Copyright (c) 2025 Diah Mareta Damanik (Author) https://creativecommons.org/licenses/by-sa/4.0
STEM Education In Elementary Schools: Readiness Of PGSD Teachers In Interpreting Science And Technology From An Early Age
STEM education in elementary schools requires the pedagogical readiness of PGSD teachers as the main foundation for successful implementation. Teachers play a strategic role as facilitators connecting concepts in science, technology, engineering, and mathematics with meaningful learning experiences. However, various studies indicate that teachers' STEM literacy is still limited, particularly in integrating theory with practice, resulting in conventional learning that does not foster critical, creative, and collaborative thinking skills. Other obstacles arise from limited facilities, a lack of supporting resources, and limited access to relevant digital learning resources. Furthermore, general and unsustainable teacher training leads to low confidence in designing project-based learning. Resistance to methodological changes also slows STEM adoption, primarily due to administrative burdens and a school culture that remains solely focused on academic achievement. To address this, strategies to strengthen teacher competency are needed through practice-based training, ongoing mentoring, the development of learning communities, and the use of digital technology. Collaboration with universities and industry is also crucial in enriching teachers' STEM literacy. This study uses a qualitative literature review to map the readiness, obstacles, and strategies for strengthening PGSD teacher competency. The study results confirm that teachers' pedagogical readiness is a crucial prerequisite for STEM to truly become a means of transforming 21st-century education, not just a formal discourse.
Copyright (c) 2025 Reviandari Widyatiningtyas (Author) https://creativecommons.org/licenses/by-sa/4.0
The Influence of Cooperative Learning Strategies on Elementary School Students' Mathematics Learning Outcomes: A Literature Review
Mathematics learning in elementary schools requires an approach capable of increasing student engagement and addressing the tendency for low learning outcomes. One recommended alternative is a cooperative learning strategy oriented towards group collaboration and social interaction. This study aims to examine the influence of cooperative learning strategies on elementary school students' mathematics learning outcomes through a literature review. The research method used a qualitative approach with a literature review of relevant articles, journals, and research published in the last five years. The analysis process was carried out through the identification, categorization, and synthesis of empirical findings regarding the effectiveness of cooperative learning models. The results of the study indicate that cooperative learning strategies, through models such as STAD, Jigsaw, and Think-Pair-Share, are consistently able to improve students' conceptual understanding, learning motivation, and mathematics learning outcomes. In addition, these strategies also have a positive impact on students' social skills, communication, and self-confidence. However, their effectiveness depends on thorough instructional planning, the role of the teacher as a facilitator, and the support of contextual factors such as class size and authentic assessment. Thus, cooperative learning is worthy of being an innovative alternative to improve the quality of mathematics learning in elementary schools
Copyright (c) 2025 Nevia Nevia (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Digital Learning Media in Increasing Elementary School Students' Interest in Learning: A Literature Review
This study aims to analyze the implementation of digital learning media in increasing elementary school students' learning interest through a literature review. The method used is a qualitative approach with content analysis techniques on various relevant scientific sources, including journal articles, proceedings, and books published in the last five years (2019–2024). The results of the study indicate that the use of digital media, such as interactive videos, animations, educational games, and learning applications, contributes positively to increasing learning interest through attractive, interactive, and contextual presentations. Student learning interest increases when digital media is combined with appropriate pedagogical strategies, such as constructivist-based learning, blended learning, and simple gamification. However, the success of digital media implementation is also influenced by supporting factors such as teacher competence, technological infrastructure, and media design that is appropriate to student characteristics. This study emphasizes the need for ongoing teacher training, media development based on instructional design principles, and a comprehensive evaluation of the impact of digital media on learning interest. With appropriate implementation, digital learning media has the potential to create more meaningful learning experiences and foster positive attitudes towards long-term learning.
Copyright (c) 2025 Samsidar Samsidar (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Project-Based Learning in Enhancing Elementary School Students' Creativity: A Literature Review
This study aims to analyze the role of Project-Based Learning (PjBL) in enhancing creativity in elementary school students through a literature review. The approach used was a qualitative literature review method, involving the analysis of various relevant studies published in the last five years (2019–2024). Data were collected from scientific articles, journals, and proceedings obtained through academic databases such as Google Scholar and ResearchGate with keywords related to PjBL and elementary school students' creativity. The results of the literature synthesis indicate that PjBL can encourage the development of student creativity through active involvement in problem-solving, collaborative work, and the creation of authentic products. This model has also been shown to enhance dimensions of creativity, namely fluency of ideas, flexibility of thinking, originality, and elaboration. The success of PjBL is influenced by several factors, such as the role of the teacher as a facilitator, the use of real-world contexts, and process- and product-based assessments. Despite implementation challenges, utilizing local resources and structured project planning can be practical solutions. Thus, PjBL is recommended as an innovative learning strategy to support the development of 21st century skills, especially creativity, at the elementary school level.
Implementation of Active Learning Strategies in Improving Elementary School Students' Learning Engagement: A Literature Review
Student learning engagement is one of the main indicators of the success of the educational process at the elementary school level. However, low levels of active student participation in learning activities remain a common problem. This study aims to comprehensively examine the effectiveness of implementing active learning strategies in increasing elementary school students' learning engagement through a literature review method. The approach used was descriptive qualitative, analyzing various scientific sources published in the last five years. The study results indicate that active learning strategies, such as Project-Based Learning, Problem-Based Learning, and Cooperative Learning, consistently contribute positively to students' cognitive, affective, and behavioral engagement. These approaches have also proven effective in developing 21st-century skills and encouraging the development of independent learners. However, implementation challenges such as limited resources, lack of teacher training, and unequal access to education remain major obstacles. Therefore, strengthening teacher capacity, sustainable policy support, and collaboration among stakeholders are needed to optimize the implementation of active learning strategies. This study is expected to serve as a theoretical and practical reference for the development of learning innovations at the elementary school level.
Copyright (c) 2024 Amelia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Literature Review on the Implementation of the Independent Curriculum in Elementary Schools: Opportunities and Challenges for Classroom Teachers
The Independent Curriculum is a form of educational reform that aims to address the challenges of 21st-century learning through a flexible approach, differentiated learning, and strengthening student character. This study aims to in-depth examine the opportunities and challenges of implementing the Independent Curriculum in elementary schools through a qualitative literature review. Data sources were obtained from various scientific publications and relevant policy documents spanning the past five years. The study results indicate that the Independent Curriculum provides space for classroom teachers to develop contextual and participatory learning. However, several challenges remain in its implementation, including teachers' limited understanding of curriculum principles, gaps in pedagogical capacity, and a lack of ongoing technical assistance. This literature review also found that successful implementation is largely determined by the synergy between teacher capacity, principal leadership, and local context-based policy support. Therefore, strategies are needed to strengthen the elementary education ecosystem that supports the transformation of teachers' roles as facilitators of independent and reflective learning. This research provides conceptual and practical contributions to the development of educational policies and the improvement of the quality of pedagogical practices at the elementary school level.
Copyright (c) 2024 Desi Ratna (Author) https://creativecommons.org/licenses/by-sa/4.0
Utilization of Digital Technology in the Learning Process in Elementary Schools: A Literature Review of Challenges and Opportunities for Teachers
The digital transformation in education has driven significant changes in learning approaches in elementary schools. This study aims to critically examine the use of digital technology in elementary school learning through a literature review of the challenges and opportunities faced by teachers. The method used is a qualitative study with a literature review approach, which collects and analyzes various scientific sources from journals, proceedings, and academic books published in the last five years. The results of the study indicate that digital technology can improve learning effectiveness, facilitate more interactive and contextual learning, and encourage the development of 21st-century competencies in students. However, its implementation still faces significant challenges, particularly in aspects of teacher readiness, infrastructure gaps, and limited professional training. This study also highlights the importance of a TPACK-based pedagogical approach, supportive school leadership, and educational policies that are responsive to technological developments. Thus, the results of this study provide a conceptual contribution to the development of digital learning practices in elementary schools and can serve as a reference in formulating adaptive and sustainable educational strategies in the digital era.
Copyright (c) 2024 Rahmat Purnomo (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimizing Innovative Learning Strategies to Improve Elementary School Students' Learning Outcomes: A Literature Review
Improving the quality of elementary school student learning outcomes is a top priority in basic education development. Various studies indicate that low academic achievement and lack of active student engagement in the learning process are influenced by conventional learning approaches. This study aims to examine in depth the effectiveness of innovative learning strategies in improving elementary school student learning outcomes through a qualitative literature study method. Data were obtained from various scientific sources such as national and international journals, conference proceedings, and research reports from the last five years (2020–2025). The analysis was conducted using content analysis techniques with a thematic approach. The study results indicate that learning strategies such as Project-Based Learning, Inquiry-Based Learning, Flipped Classroom, and technology integration such as Augmented Reality consistently have a positive impact on student motivation, conceptual understanding, and critical thinking skills. However, the effectiveness of these strategies is greatly influenced by teacher readiness, institutional support, and the availability of educational infrastructure. This study recommends the importance of evidence-based pedagogical literacy and strengthening teacher capacity as efforts to optimize innovative learning. This study is expected to serve as a conceptual and practical reference for educators, researchers, and policymakers in designing transformative learning at the elementary school level.
Copyright (c) 2024 Rosmaria Rosmaria (Author) https://creativecommons.org/licenses/by-sa/4.0
Optimizing 21st Century Learning Strategies in Improving Basic Competencies of Elementary School Students: A Literature Study
The transformation of education in the 21st century demands learning that emphasizes not only content mastery but also the development of critical, collaborative, creative, and communicative thinking skills. Elementary schools, as the primary level of education, have a strategic role in instilling these skills from an early age. This study aims to systematically examine 21st-century learning strategies and their relevance to improving the achievement of Basic Competencies (BC) in elementary school students. The method used is a qualitative literature study by analyzing scientific sources from journals, books, and educational policy documents published in the last five years. The results of the study indicate that strategies such as Project-Based Learning, flipped classrooms, and the STEAM approach are highly effective in encouraging the achievement of BC holistically. However, challenges in implementation remain, such as limited teacher competency, lack of supporting infrastructure, and the lack of systemic integration of innovative approaches into the curriculum. Therefore, policy support, strengthening educator capacity, and the provision of a collaborative learning ecosystem are needed to optimize these strategies. This study has important implications for the development of basic learning that is adaptive and relevant to the needs of the times.
Developing Empathy and Self-Regulation in Elementary School Students Through SEL-Based AR Learning
The development of empathy and self-regulation in elementary school students is a major urgency in responding to the socio-emotional challenges of contemporary education. This study aims to explore the integration of Augmented Reality (AR) based on Social and Emotional Learning (SEL) as a transformative approach in shaping students' emotional skills. Using a qualitative method with a case study design, this study involved fourth-fifth grade students, teachers, and parents through observation techniques, semi-structured interviews, documentation, and exploratory questionnaires. The results show that the application of AR with interactive socio-emotional scenarios can stimulate empathy, increase self-awareness, and develop emotional regulation strategies through immersive experiences. AR acts as an affective medium that strengthens reflective and embodied learning, enabling students to experience and understand emotional dynamics in complex social situations. This study confirms that the effectiveness of AR-SEL learning is highly dependent on the quality of instructional design and teacher competence in facilitating socio-emotional values digitally. Therefore, support for educators' digital-affective literacy and the integration of a character-oriented curriculum are essential prerequisites. These findings conclude that the AR-SEL learning model has great potential to integrate cognitive and affective dimensions simultaneously in basic education.
Copyright (c) 2025 Fara Diba Catur Putri, Apriyanti Widiansyah (Author) https://creativecommons.org/licenses/by-sa/4.0
Learning Doesn't Have to Be About Sitting Still: The Revolution of Active Learning in Elementary Schools Through Outdoor Learning Methods
This study examines the application of outdoor learning methods as an alternative to learning in elementary schools that have been dominated by passive conventional methods. Conventional methods that focus on lectures and written assignments have proven to be less effective in encouraging active involvement, creativity, and the development of 21st-century skills such as critical thinking and collaboration. Outdoor learning offers a dynamic learning paradigm with direct experience outside the classroom, which not only increases students' motivation and conceptual understanding, but also strengthens social skills and environmental awareness. This approach allows for cross-disciplinary integration and contextual learning that is relevant to the needs of the 21st century. The study used a descriptive qualitative approach with observations, interviews, and documentation studies on teachers, students, and principals who have implemented outdoor learning. The results show that outdoor learning is able to improve the quality of learning through meaningful real experiences, strengthen students' emotional and cognitive involvement, and support the development of soft skills. However, challenges in the form of compiling assessment indicators and limited facilities need to be overcome. In conclusion, outdoor learning is an innovative pedagogical strategy that is effective in preparing students to become holistic individuals who are adaptive and ecologically and socially responsible...
Copyright (c) 2025 Rosmaria Rosmaria, Samuel Mamonto (Author) https://creativecommons.org/licenses/by-sa/4.0
Effectiveness Of Using Audio Visual MediaIn Fiqih Learning At Min 12 Pidie Jaya
This study examines the effectiveness of using audio-visual media in teaching fiqh at MIN 12 Pidie Jaya. The learning process is an interaction that results in behavioral changes, where the role of teachers in creating a conducive learning environment is crucial. The use of modern learning media is expected to improve student understanding and create a more dynamic and interesting learning atmosphere. Although attention to this media is increasing, there are still some shortcomings in its integration with more common traditional learning methods. The method used in this study was qualitative, with data collection through observation, interviews, and document analysis. The results showed that the application of audio-visual media significantly increased student enthusiasm and made it easier to understand fiqh concepts. Students became more active and showed greater interest in the material, thus creating an interactive and enjoyable learning atmosphere. However, this study also identified several challenges, such as limited internet access, technical problems related to devices, and lack of training for teachers. These findings emphasize that although audio-visual media has great potential, these challenges need to be overcome so that fiqh learning can take place effectively. This study concludes that the integration of technology in education is an important step to prepare students for the digital era
Copyright (c) 2025 Rahmiati Rahmiati, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role Of Teachers In Improving The Ability To Read The Quran At State Elementary School 8 Jeumpa
This study aims to analyze the role of teachers in improving Qur'an reading ability at SD Negeri 8 Jeumpa. The ability to read the Qur'an correctly is a crucial aspect of Islamic religious education, yet students face challenges such as limited learning time, varying reading skills, and lack of family support. This qualitative descriptive research collected data through observation, interviews, and documentation. Research subjects included Islamic Religious Education teachers and upper-grade students. Primary data came from teachers and students, while secondary data was sourced from school documents and literature. The study found that teachers play a significant role in enhancing students’ Qur'anic reading, particularly in tajwid, makharijul huruf, adab in recitation, and rules of waqaf and wasal. Strategies such as peer learning, extra guidance, and use of digital media were effectively applied. Students in Grade III showed basic understanding but with pronunciation difficulties, while Grade IV students demonstrated more mastery, though some struggled with waqaf and recitation art. Main obstacles include limited time, ability gaps, and minimal parental support. Solutions implemented involve peer methods, extended learning hours, teacher training, intensive mentoring, small group teaching, and parental involvement, all contributing to improved Qur'an reading proficiency among students.
Copyright (c) 2025 Ajamunzalifah Ajamunzalifah, Saifullah Saifullah, Murtadha Murtadha (Author) https://creativecommons.org/licenses/by-sa/4.0
The Existence Of Teachers Of Uptd Sdn 1 Samalanga In Forming Anti-Bullying Character Of Students
Bullying behavior in schools remains an issue that hinders the development of students' positive character. This study aims to identify the role of teachers, learning strategies, and supporting as well as inhibiting factors in the formation of anti-Bullying character at UPTD SD Negeri 1 Samalanga. The findings reveal that (1) teachers play a strategic role as role models in instilling values of empathy, tolerance, and respect for diversity through integration in the curriculum and school programs. Open communication between teachers, students, and parents is also a key to success. (2) Learning strategies involve interactive approaches, such as group discussions, role-playing, and social activities that strengthen solidarity. Collaboration with parents through seminars and regular meetings reinforces the synergy between school and family. The study concludes that UPTD SD Negeri 1 Samalanga has developed the "School Synergy-Based Anti-Bullying Character Model," emphasizing collaboration between teachers, students, and parents to create a child-friendly and Bullying-free school environment..
Copyright (c) 2025 Muhibuddin Muhibuddin, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation Of Independent Curriculum In The Course Of Aqidah And Morals In Grade Iv (Evaluation Study Of Min 13 Pidie Jaya)
The Independent Learning Curriculum is an innovation in the world of education that gives students autonomy to determine their own learning path. In the context of this curriculum, students have the freedom to choose subjects, learning methods, and learning environments that can encourage creativity and innovation. This study aims to investigate teachers' understanding, implementation, and challenges and solutions faced in implementing the Independent Curriculum at MIN 13 Pidie Jaya, especially in the subject of aqidah akhlak in grade IV. The method used in this study is qualitative, with data collection techniques through observation, interviews, and document analysis. The research findings show that teachers' understanding of the Merdeka Belajar Curriculum is at a good level and continues to develop, although there is still a need for ongoing training. The implementation of the curriculum at MIN 13 Pidie Jaya shows significant progress, with the application of innovative learning methods and the use of technology that supports student interaction and understanding. In addition, this study also identified various challenges in implementation, including infrastructure and teacher competency issues. However, a commitment to continuous improvement and training is expected to overcome these obstacles, so that the learning process, especially in aqidah and akhlak, can take place effectively and in accordance with student needs.
Copyright (c) 2025 Syetti Aminah, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
Implementation of Differentiated Instruction in Realizing Inclusive Learning in Primary Schools
Inclusive learning in elementary schools emphasizes accessibility and diversity in education, ensuring that all students can learn without discrimination. Differentiated Instruction (DI) is an important approach in supporting inclusive learning by adjusting teaching methods based on students' needs, interests, and learning styles. However, the implementation of DI still faces various challenges, such as lack of teacher understanding, limited resources, and education policies that do not support curriculum flexibility. This study uses a literature study method to analyze the implementation of DI in inclusive learning in elementary schools. The results of the analysis show that the implementation of DI can improve student motivation and academic outcomes, but requires teacher readiness through ongoing training and more flexible policy support. In addition, the integration of learning technology can help overcome the constraints of differentiation in heterogeneous classes. Therefore, synergy is needed between the government, schools, and the education community in providing resources and regulations that support the success of DI. With the right strategy, DI has the potential to create a more inclusive, adaptive, and effective learning environment in improving the quality of elementary education
Copyright (c) 2025 Fuji Lestari, Nurul Fadhilah, Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
Application of Mindfulness Method in Learning to Improve Concentration of Elementary School Students
Learning in primary schools plays an important role in shaping students' cognitive, emotional and social abilities. One of the main challenges faced is students' lack of concentration in the learning process. Rapidly evolving digital technology exacerbates this problem, with distractions from digital devices reducing students' focus. To address this, implementing mindfulness in learning can be an effective solution. Mindfulness can improve concentration, reduce stress, and help students manage their emotions. This study aims to explore the application of mindfulness in elementary schools as an effort to improve students' concentration. A descriptive qualitative approach was used involving 5 teachers, 10 students, 5 parents, and 2 education experts as research subjects. Data were collected through interviews, observation, and documentation, and analyzed using thematic analysis. The results showed that mindfulness can improve students' focus, despite challenges such as lack of training for teachers and resistance from parents. With the right support, mindfulness can be effectively applied to support students' academic and social-emotional development in elementary school
Copyright (c) 2024 Rosmiati Rosmiati, Nuryati Nuryati (Author) https://creativecommons.org/licenses/by-sa/4.0
Traditional Game-Based Learning Innovation to Develop Social Skills of Elementary School Students
Traditional games have an important role in developing social skills of elementary school students through interactive and fun learning. In the context of modern education influenced by the development of digital technology, traditional games offer a solution to overcome the decline in children's social interaction. This research explores the application of traditional games as learning media to improve students' communication, cooperation and empathy skills. Through observations, interviews and document analysis, it was found that games such as congklak, engklek and galah asin not only teach moral values such as honesty and responsibility, but also introduce students to the rich local culture. Despite challenges such as limited facilities and teachers' lack of understanding, creative solutions such as training and technology integration can support the implementation of these methods. The results show that traditional games help students build self-confidence, think critically and strengthen social relationships. In addition to being an educational tool, these games are also a means of cultural preservation that is relevant in the midst of globalization. Collaboration between teachers, parents and communities is needed to ensure the sustainability of traditional games in education. With the right approach, traditional games can be an innovative learning alternative that supports students' holistic development.
Copyright (c) 2024 Rosmaria Rosmaria, Nurul Fadhilah (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Augmented Reality Technology on Science Learning in Elementary School
This research aims to explore the influence of Augmented Reality (AR) technology in science learning in elementary schools. AR is proven to be effective in helping students understand science concepts that are difficult to explain through conventional methods, such as the solar system and photosynthesis, by providing interactive three-dimensional visualizations. It can also increase student motivation and engagement, making learning more interesting and fun. In addition, AR supports the development of critical thinking and problem-solving skills through simulated virtual experiments. Despite its great potential, AR implementation faces challenges related to the cost of devices, infrastructure and teacher training. To overcome this, support from various parties is needed, including the government, private sector, and educational institutions. This research uses a descriptive qualitative method with interviews, group discussions, observations, and document analysis in three elementary schools. The results are expected to provide insights into the benefits of AR in improving concept understanding, critical thinking skills, as well as identification of challenges and optimal strategies in its implementation. Hopefully, the findings can provide recommendations for educators and policy makers in effectively integrating AR in the science learning curriculum in elementary schools
Copyright (c) 2024 Rosmaria Rosmaria, Titin mairisiska (Author) https://creativecommons.org/licenses/by-sa/4.0
Introducing Indonesia’s Cultural Diversity through Technology: Traditional Attire Education for Elementary Schools
This research explores the effectiveness of using technology as a medium for introducing the cultural heritage of traditional Indonesian attire to elementary school students. Cultural education plays an essential role in shaping students' identities and fostering an appreciation for Indonesia’s rich diversity from an early age. Traditional lecture-based methods, which are often limited to textbooks, tend to be less engaging and struggle to deepen students’ understanding. Therefore, there is a need for innovative approaches that leverage technology to create a more interactive and contextual learning experience. The study employs a literature review from academic articles, books, and reports on the use of technology in cultural education. The findings indicate that the use of three-dimensional imagery, videos, and interactive multimedia significantly enhances student interest and comprehension of traditional attire. These technological tools provide visually engaging representations, enabling students to grasp the meaning and cultural significance embedded in traditional clothing elements through a richer and more immersive learning experience. This research contributes to the development of technology-based educational resources for cultural studies in elementary schools, highlighting the importance of technological innovation in cultural education. Integrating technology into cultural learning offers an effective approach for introducing students to Indonesia’s diverse traditional attire, thus enriching their cultural understanding and engagement.
Copyright (c) 2024 Ageng Satria Pamungkas, Nur Innayah Ganjarjati (Author) https://creativecommons.org/licenses/by-sa/4.0
Effectiveness Of Professional Teacher Education In Developing Educational Technology Skills In The Digital Era
This research discusses the effectiveness of professional teacher education in developing educational technology skills in the digital era, focusing on mastery of technological competencies, management of online learning, and creativity in teaching. In an increasingly digitized context, teacher education programs must be able to answer the challenges faced in utilizing technology in the learning process. This research uses a qualitative approach with a case study design, involving 10-15 teachers who have attended professional education programs related to educational technology. Data were collected through in-depth interviews, participant observation and documentation analysis to gain comprehensive insights. The results show that professional teacher education significantly improves technology skills, helping teachers to be more confident in using digital tools and creating interactive learning experiences. However, implementation challenges, such as limited internet access and inadequate devices, are barriers that need to be overcome through institutional support. This study provides recommendations for the improvement of professional teacher education programs to be more effective in preparing teachers for the evolving demands of education in the digital era.
Copyright (c) 2024 Erni Ratna Dewi, Mulyadi (Author) https://creativecommons.org/licenses/by-sa/4.0
Penerapan Pembelajaran Berdiferensiasi dalam Memenuhi Gaya Belajar Siswa Peserta Didik di Sekolah Dasar
The differentiation approach in learning styles has become a significant subject of attention in the educational context, especially at the elementary school level. This research aims to explore the implementation and impact of differentiated learning on content, processes and learning products in elementary schools based on student learning styles. Based on a review of literature and related research, it was found that content differentiation allows teachers to present open-ended material tailored to students' needs and level of understanding. Meanwhile, process differentiation helps in adopting diverse teaching strategies that suit each student's learning style. Additionally, product differentiation provides students with opportunities to express understanding through different types of assignments or projects, allowing for creative development of talents and interests. The research results show that the approach to learning styles has a positive impact in creating a learning environment that supports and improves overall learning outcomes. Therefore, differentiated learning in elementary schools is becoming increasingly important in supporting the successful learning of each student.
Copyright (c) 2024 Silfia Novita Rizki, Elisa Pitria Ningsih (Author) https://creativecommons.org/licenses/by-sa/4.0