Ludi Litterarri
type: channel
description: <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-…
publisher: PT. Anagata Sembagi Education
language: en
publication name: Ludi Litterarri
issn: 3047-9983
items: The Effectiveness of Gamification in Learning on Increasing Students' Engagement of Fifth Grade Elementary Students
items: Cognitive Transformation Through Deep Learning: An Empirical Study on Strengthening Numerical Reasoning in Students at Madrasah Ibtidaiyah Negeri 13 Pidie Jaya
items: Interactive Learning Media in Primary Education: Transforming Student Learning Methods in Elementary Schools
items: Edutainment in Elementary Education: Fun Learning Strategies for the Digital Generation
items: Development of Flipbook Learning Media on the Topic of Regional Economic Conditions for Fifth Grade Elementary School Studentsateri Kondisi Perekonomian Daerah kelas V SD
items: Learning Fatigue in Online Education: Analysis of Students' Cognitive Saturation in the Digital Era
items: Attention Crisis in Education: An Analysis of Declining Student Focus in the Age of Digital Distractions
items: The Effect of the Problem-Based Learning (PBL) Model on Student Learning Outcomes in the IPAS Subject for Fourth-Grade Students at SD Negeri 091262 Karang Sari
items: Implementation of the Problem-Based Learning Model to Enhance Critical Thinking Skills in Elementary Science Education
items: The Impact of Online and Hybrid Learning on Elementary Students’ Foundational Skills in the Post-Pandemic Era)
items: Developing Microteaching Competence through Project-Based Learning for Primary Teacher Education Students
items: Enhancing Numeracy Literacy of Prospective Primary School Teachers through the Realistic Mathematics Education Approach in Teaching Practice
items: Elementary School Teachers' Perceptions of the Effectiveness of PBL in Merdeka Curriculum Learning
items: Artificial Intelligence As a Teaching Partner: The Role of Chatbots in Indonesian Language Learning
items: Freedom to Learn or Freedom to Learn?A Critical Review of the Implementation of the Independent Curriculum in the 3T Regions
items: Emotional Literacy In An Era Of Anxiety: Integration Of Mental Health Into The Elementary School Curriculum
items: Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers
items: The Effect of Monopoly Learning Media on the Science Learning Outcomes of Third Grade Students at Public Elementary School 091436
items: STEM Education In Elementary Schools: Readiness Of PGSD Teachers In Interpreting Science And Technology From An Early Age
items: The Influence of Cooperative Learning Strategies on Elementary School Students' Mathematics Learning Outcomes: A Literature Review
items: Implementation of Digital Learning Media in Increasing Elementary School Students' Interest in Learning: A Literature Review
items: The Role of Project-Based Learning in Enhancing Elementary School Students' Creativity: A Literature Review
items: Implementation of Active Learning Strategies in Improving Elementary School Students' Learning Engagement: A Literature Review
items: Literature Review on the Implementation of the Independent Curriculum in Elementary Schools: Opportunities and Challenges for Classroom Teachers
items: Utilization of Digital Technology in the Learning Process in Elementary Schools: A Literature Review of Challenges and Opportunities for Teachers
items: Optimizing Innovative Learning Strategies to Improve Elementary School Students' Learning Outcomes: A Literature Review
items: Optimizing 21st Century Learning Strategies in Improving Basic Competencies of Elementary School Students: A Literature Study
items: Developing Empathy and Self-Regulation in Elementary School Students Through SEL-Based AR Learning
items: Learning Doesn't Have to Be About Sitting Still: The Revolution of Active Learning in Elementary Schools Through Outdoor Learning Methods
items: Effectiveness Of Using Audio Visual MediaIn Fiqih Learning At Min 12 Pidie Jaya

The Effectiveness of Gamification in Learning on Increasing Students' Engagement of Fifth Grade Elementary Students
type: item
description: This study examines the effectiveness of gamification in learning to increase student engagement among fifth-grade elementary school students. Gamification, the integration of game elements such as points, badges, leaderboards, and rewards into non-game learning contexts, has gained growing attention as a pedagogical strategy to foster motivation and active participation. This research employed a quasi-experimental design with a pre-test and post-test control group, involving 60 fifth-grade students from two classes. The experimental group received gamified instruction using digital platforms over six weeks, while the control group followed conventional learning. Data were collected through student engagement questionnaires, observation checklists, and learning outcome tests. Results indicated a statistically significant improvement in student engagement in the experimental group (p < 0.05), with higher scores in behavioral, emotional, and cognitive dimensions. Students demonstrated increased enthusiasm, persistence, and collaborative behaviors. These findings suggest that gamification is an effective strategy for enhancing student engagement in elementary education, offering implications for curriculum design and classroom practice
subject: Articles
  topic: section
subject: gamification
  topic: keywords
subject: student engagement
  topic: keywords
subject: elementary school
  topic: keywords
subject: game-based learning
  topic: keywords
subject: motivation
  topic: keywords
creator: Safrudin Sahmadan
rights: Copyright (c) 2026 Safrudin Sahmadan (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-25
publication date: 2026-05-25
starting page: 45
ending page: 53
doi: 10.62872/3jmww341

Cognitive Transformation Through Deep Learning: An Empirical Study on Strengthening Numerical Reasoning in Students at Madrasah Ibtidaiyah Negeri 13 Pidie Jaya
type: item
description: This study investigates the effect of the deep learning pedagogical approach on the numerical reasoning ability of fifth-grade students at Madrasah Ibtidaiyah Negeri 13 Pidie Jaya. The research is motivated by the widespread phenomenon of low student performance on mathematics problems requiring higher-order thinking skills (HOTS). A quasi-experimental design with a nonequivalent control group was employed. The study involved 52 students divided into an experimental group (n=26) and a control group (n=26). The instrument consisted of a 20-item structured essay test of numerical reasoning covering five reasoning dimensions: pattern recognition, quantitative relationships, numerical argumentation, contextual transfer, and estimation. Data were analyzed using paired t-tests and N-Gain Scores based on Hake’s (1999) formula. Results indicate that the deep learning approach significantly improved students’ numerical reasoning (p<0.05), with an average N-Gain of 0.67, classified as moderate-to-high. These findings suggest that deep learning strategies emphasizing conceptual connections, open-ended questioning, and metacognitive reflection are capable of building a stronger mathematical thinking foundation compared to conventional instruction
subject: Articles
  topic: section
subject: deep learning
  topic: keywords
subject: numerical reasoning
  topic: keywords
subject: mathematics
  topic: keywords
subject: higher-order thinking
  topic: keywords
creator: Muhibuddin Muhibuddin
creator: Khairunnisak Khairunnisak
rights: Copyright (c) 2026 Muhibuddin Muhibuddin, Khairunnisak Khairunnisak (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-26
publication date: 2026-05-26
starting page: 36
ending page: 44
doi: 10.62872/za3hbd06

Interactive Learning Media in Primary Education: Transforming Student Learning Methods in Elementary Schools
type: item
description: This study presents a systematic literature review examining the transformative role of interactive learning media in elementary education across multiple dimensions—motivation, engagement, critical thinking, and academic outcomes. Utilizing 40 peer-reviewed journals published between 2021 and 2025, the review synthesizes evidence on digital game-based learning, augmented and virtual reality, animation-based video, e-modules, AI-powered adaptive platforms, and multimedia applications in primary school settings. Findings indicate that interactive media consistently outperforms traditional instructional methods in fostering student engagement (87% vs. 52%) and learning motivation (82% vs. 48%). AI-adaptive platforms yield the highest average learning outcome improvement at 35.8%, while augmented reality applications demonstrate the strongest gains in spatial and conceptual understanding. Despite these benefits, challenges persist regarding teacher digital literacy, infrastructural equity, and content quality alignment with curriculum standards. This review contributes a consolidated, evidence-based framework for practitioners and policymakers seeking to leverage interactive learning media for 21st-century elementary education
subject: Articles
  topic: section
subject: digital learning
  topic: keywords
subject: elementary education
  topic: keywords
subject: interactive media
  topic: keywords
subject: learning motivation
  topic: keywords
subject: multimedia
  topic: keywords
creator: Nur Wahyuni
rights: Copyright (c) 2026 Nur Wahyuni (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
starting page: 1
ending page: 11
doi: 10.62872/wd2hek59

Edutainment in Elementary Education: Fun Learning Strategies for the Digital Generation
type: item
description: Edutainment, the integration of education and entertainment, has emerged as a significant pedagogical framework in elementary education, particularly as classrooms increasingly serve a generation of learners who are native users of digital technologies. This literature review examines how edutainment strategies, including digital game-based learning (DGBL), gamification, artificial intelligence (AI)-powered tutoring, interactive multimedia, digital storytelling, and augmented reality (AR), can enhance learning motivation, engagement, and academic achievement among primary school students. The review synthesizes evidence from 38 peer-reviewed studies and meta-analyses published between 2021 and 2025. Findings indicate that edutainment interventions produce meaningful effect sizes across multiple subject areas, with particular strength in STEM domains (d = 0.57–0.70) and affective outcomes such as motivation and engagement. The study further identifies key implementation barriers, including infrastructure limitations, teacher competency gaps, and curriculum alignment challenges, and proposes evidence-based recommendations to guide practitioners and policymakers. The paper concludes that thoughtfully designed edutainment environments, when grounded in constructivist and self-determination theories, can transform elementary classrooms into dynamic, learner-centered spaces that meet the cognitive and emotional needs of digital-generation students.
subject: Articles
  topic: section
subject: edutainment
  topic: keywords
subject: game-based learning
  topic: keywords
subject: elementary education
  topic: keywords
subject: digital learning
  topic: keywords
subject: student motivation
  topic: keywords
creator: Nur Wahuni
rights: Copyright (c) 2026 Nur Wahuni (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
starting page: 12
ending page: 21
doi: 10.62872/tab50m89

Development of Flipbook Learning Media on the Topic of Regional Economic Conditions for Fifth Grade Elementary School Studentsateri Kondisi Perekonomian Daerah kelas V SD
type: item
description: This study aims to develop a digital flipbook-based learning media on regional economic conditions and determine its feasibility for fifth-grade elementary students. The research was motivated by low student learning interest and the limited use of digital media in IPAS learning. This study employed a Research and Development (R&D) method using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The data were collected through expert validation questionnaires (material, language, and media experts) and responses from teachers and students, analyzed using a Likert scale. The results showed that the developed flipbook media was categorized as very feasible, with material expert validation at 93%, language expert at 91%, and media expert at approximately 93%. Teacher responses reached 92% and student responses 89%, both categorized as very feasible. Therefore, the digital flipbook learning media is suitable as an alternative learning tool in elementary schools.
subject: Articles
  topic: section
subject: flipbook
  topic: keywords
subject: learning media
  topic: keywords
subject: IPAS
  topic: keywords
subject: elementary school
  topic: keywords
creator: Putri SR Sianipar
creator: Emelda Thesalonika
creator: Janwar Tambunan
creator: Ease Aren
rights: Copyright (c) 2026 Putri SR Sianipar, Emelda Thesalonika, Janwar Tambunan, Ease Aren (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
starting page: 19
ending page: 25
doi: 10.62872/hszs0h39

Learning Fatigue in Online Education: Analysis of Students' Cognitive Saturation in the Digital Era
type: item
description: Learning fatigue, or learning saturation, in the context of online education is a phenomenon that is increasingly receiving serious attention among educational researchers and practitioners. This article presents a systematic review of recent studies on student cognitive fatigue in online learning in the digital era, analyzing its causal factors, impacts on achievement and mental health, and effective intervention strategies. The review integrates findings from more than twenty international studies published between 2021 and 2025. The analysis shows that cognitive overload, prolonged screen exposure, and minimal social interaction are the three main factors causing learning fatigue. The prevalence of screen fatigue was the highest, reaching 61.3% in the high category, followed by online concentration disorders at 57.2%. The most significant impacts include decreased learning motivation, academic burnout, and mental health disorders. Intervention strategies that have proven effective include the application of active learning methodologies, digital wellness frameworks, and the use of artificial intelligence for real-time cognitive-emotional state detection. The implications of these findings are relevant for online curriculum developers, higher education institutions, and policymakers in designing sustainable digital learning ecosystems
subject: Articles
  topic: section
subject: Cognitive Burnout
  topic: keywords
subject: Digital Fatigue
  topic: keywords
subject: Student Mental Health
  topic: keywords
creator: David Darwin
rights: Copyright (c) 2026 David Darwin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-12
publication date: 2026-05-12
starting page: 26
ending page: 35
doi: 10.62872/d5hjt248

Attention Crisis in Education: An Analysis of Declining Student Focus in the Age of Digital Distractions
type: item
description: The pervasive integration of digital technologies into educational environments has given rise to a significant attention crisis among students at multiple levels of schooling. This article presents a systematic analysis of the factors contributing to the decline in student focus, drawing upon an extensive review of peer-reviewed literature published between 2021 and 2026. The study adopts a qualitative systematic literature review methodology, synthesising findings from 27 empirical and theoretical studies retrieved from Google Scholar using structured search protocols. The analysis reveals that digital distractions—encompassing social media notifications, multitasking behaviours, smartphone use during instruction, and the cognitive demands of digital content—substantially undermine sustained attention, reduce academic engagement, and impair learning outcomes. Digital cognitive overload and the 'brain rot' phenomenon are identified as emerging constructs that characterise modern attentional deficits in educational settings. Findings further indicate that inequalities in attention regulation are mediated by students' digital literacy and socioeconomic background. The article concludes with a framework of evidence-based pedagogical and institutional strategies for restoring attentional capacity, including mindful technology integration, attentional literacy curricula, and structured digital-free learning periods. These findings carry substantial implications for curriculum designers, educators, and educational policymakers seeking to create focused, high-quality learning environments in digitally saturated contexts.
subject: Articles
  topic: section
subject: Attention Crisis
  topic: keywords
subject: Digital Distraction
  topic: keywords
subject: Student Focus
  topic: keywords
subject: Academic Performance
  topic: keywords
subject: Cognitive Load
  topic: keywords
subject: Educational Technology
  topic: keywords
creator: David Darwin
rights: Copyright (c) 2026 David Darwin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-12
publication date: 2026-05-12
starting page: 7
ending page: 18
doi: 10.62872/3011jk66

The Effect of the Problem-Based Learning (PBL) Model on Student Learning Outcomes in the IPAS Subject for Fourth-Grade Students at SD Negeri 091262 Karang Sari
type: item
description: This study aims to determine the effect of the Problem-Based Learning (PBL) model on students' learning outcomes in the IPAS subject for fourth-grade students at SD Negeri 091262 Karang Sari. This research is motivated by the low student learning outcomes in the IPAS subject, caused by the use of less varied learning models that remain teacher-centered. The research method used is a quantitative approach with an experimental research design. The research design applied is a one-group pretest-posttest design. The population consists of all fourth-grade students at SD Negeri 091262 Karang Sari, with a sample of 25 students. Data collection was conducted through multiple-choice tests that had been tested for validity and reliability. The results indicate that there is a significant difference in learning outcomes between the pretest and posttest. This is proven by hypothesis testing using the paired samples t-test, where the calculated t-value (32.047) is greater than the t-table value (2.067), so Ha is accepted and Ho is rejected. It can be concluded that the Problem-Based Learning (PBL) model has a significant effect on students' learning outcomes in the IPAS subject for fourth-grade students at SD Negeri 091262 Karang Sari.
subject: Articles
  topic: section
subject: Problem-Based Learning (PBL)
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: IPAS
  topic: keywords
subject: Elementary school
  topic: keywords
creator: Tri Anggi Karunia Haloho
creator: Esti Marlina Sirait
creator: Emelda Thesalonka
rights: Copyright (c) 2026 Tri Anggi Karunia Haloho (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-19
publication date: 2026-05-19
starting page: 1
ending page: 6
doi: 10.62872/rthq2072

Implementation of the Problem-Based Learning Model to Enhance Critical Thinking Skills in Elementary Science Education
type: item
description: The development of critical thinking skills in elementary science education is essential to prepare students for twenty-first century challenges. However, conventional teacher-centered instruction often limits opportunities for students to engage in inquiry and problem-solving activities. This study aims to examine the effectiveness of the Problem-Based Learning (PBL) model in enhancing critical thinking skills in elementary science classrooms. A quasi-experimental design with a non-equivalent control group pretest–posttest approach was employed involving two Grade 5 classes. The experimental group received PBL instruction, while the control group was taught using conventional methods. Data were collected through a validated critical thinking test and analyzed using descriptive statistics, N-Gain, paired t-tests, independent t-tests, and effect size calculations. The results indicate that the experimental group demonstrated significantly higher improvement compared to the control group, with a moderate-to-high N-Gain and a large effect size. Students engaged in structured problem-solving stages showed enhanced abilities in problem identification, analysis, evaluation, inference, and conclusion drawing. The study concludes that the PBL model is an effective instructional approach for improving critical thinking skills in elementary science education and offers a practical alternative to conventional teaching methods.
subject: Articles
  topic: section
subject: Critical Thinking, Elementary Science Education, Problem-Based Learning, Quasi-Experimental Design, Student-Centered Learning
  topic: keywords
creator: Intan Juniarmi
rights: Copyright (c) 2025 Intan Juniarmi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-02-28
publication date: 2025-02-28
starting page: 42
ending page: 51
doi: 10.62872/ab962t77

The Impact of Online and Hybrid Learning on Elementary Students’ Foundational Skills in the Post-Pandemic Era)
type: item
description: The COVID-19 pandemic disrupted elementary education globally and raised concerns regarding the decline of students’ foundational skills, particularly literacy and numeracy. In the post-pandemic era, many schools continue to implement online or hybrid learning models, creating the need for empirical evaluation of their impact on elementary students’ academic and non-cognitive development. This study aims to analyze the influence of online and hybrid learning on foundational skills in the post-pandemic context. A quasi-experimental comparative design was employed involving three groups: face-to-face, fully online, and hybrid learning formats. Data were collected through standardized literacy and numeracy tests, motivation questionnaires, classroom observations, and interviews with teachers and parents. Quantitative data were analyzed using ANOVA and effect size calculations, while qualitative data were examined through thematic analysis. The findings indicate that fully online learning tends to be associated with lower foundational skill outcomes, particularly in mathematics, while hybrid learning demonstrates moderate-to-high performance when supported by effective instructional design and meaningful teacher–student interaction. Face-to-face learning remains the most effective for early-grade foundational development. In conclusion, the effectiveness of online and hybrid learning depends on pedagogical quality, contextual support, and equitable access, emphasizing the need for carefully structured hybrid models in post-pandemic elementary education
subject: Articles
  topic: section
subject: Online learning,
  topic: keywords
subject: Hybrid learning
  topic: keywords
subject: Foundational skills
  topic: keywords
subject: Elementary education
  topic: keywords
creator: Risza Presti Rumani
rights: Copyright (c) 2026 Risza Presti Rumani (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
starting page: 22
ending page: 33
doi: 10.62872/vsmftj81

Developing Microteaching Competence through Project-Based Learning for Primary Teacher Education Students
type: item
description: 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
subject: Articles
  topic: section
subject: collaboration
  topic: keywords
subject: digital literacy
  topic: keywords
subject: microteaching
  topic: keywords
subject: pedagogical creativity
  topic: keywords
subject: professional reflection
  topic: keywords
subject: Project-Based Learning
  topic: keywords
creator: Taufikin Taufikin
rights: Copyright (c) 2025 Taufikin Taufikin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-27
publication date: 2025-11-27
starting page: 50
ending page: 61
doi: 10.62872/k2zzfk84

Enhancing Numeracy Literacy of Prospective Primary School Teachers through the Realistic Mathematics Education Approach in Teaching Practice
type: item
description: 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
subject: Articles
  topic: section
subject: Assessment
  topic: keywords
subject: Literacy
  topic: keywords
subject: Numeracy
  topic: keywords
subject: Pedagogy
  topic: keywords
subject: Realistic Mathematics Education
  topic: keywords
creator: Laila Nursafitri
rights: Copyright (c) 2025 Laila Nursafitri (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-30
publication date: 2025-11-30
starting page: 37
ending page: 49
doi: 10.62872/f2nkrw88

Elementary School Teachers' Perceptions of the Effectiveness of PBL in Merdeka Curriculum Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Authentic Assessment
  topic: keywords
subject: Elementary Teachers
  topic: keywords
subject: Merdeka Curriculum
  topic: keywords
subject: PBL
  topic: keywords
subject: Teacher Perception
  topic: keywords
creator: Sagaf S. Pettalongi
rights: Copyright (c) 2025 Sagaf S. Pettalongi (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-26
publication date: 2025-11-26
starting page: 24
ending page: 36
doi: 10.62872/anqq9603

Artificial Intelligence As a Teaching Partner: The Role of Chatbots in Indonesian Language Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Artificial Intelligence
  topic: keywords
subject: Chatbot
  topic: keywords
subject: Literacy
  topic: keywords
subject: Primary Education
  topic: keywords
creator: Muh. Safar
rights: Copyright (c) 2025 Muh. Safar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-22
publication date: 2025-11-22
starting page: 1
ending page: 15
doi: 10.62872/1w171z77

Freedom to Learn or Freedom to Learn?A Critical Review of the Implementation of the Independent Curriculum in the 3T Regions
type: item
description: 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
subject: Articles
  topic: section
subject: Independent Curriculum
  topic: keywords
subject: 3T regions
  topic: keywords
subject: educational challenges
  topic: keywords
subject: independent learning
  topic: keywords
subject: educational innovation.
  topic: keywords
creator: Amalia Tasya
rights: Copyright (c) 2025 Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 45
ending page: 52
doi: 10.62872/0kk6mr49

Emotional Literacy In An Era Of Anxiety: Integration Of Mental Health Into The Elementary School Curriculum
type: item
description: 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.
subject: Articles
  topic: section
subject: Emotional Literacy
  topic: keywords
subject: Mental Health
  topic: keywords
subject: Elementary School Curriculum
  topic: keywords
subject: Character Education
  topic: keywords
subject: Social-Emotional Development.
  topic: keywords
creator: Amalia Tasya
rights: Copyright (c) 2025 Amalia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 34
ending page: 44
doi: 10.62872/05eec351

Coaching And Mentoring Models In Increasing The Capacity Of Novice Elementary School Teachers
type: item
description: 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
subject: Articles
  topic: section
subject: Coaching
  topic: keywords
subject: Mentoring
  topic: keywords
subject: Teacher Professional Development
  topic: keywords
creator: Widelmina K. Demena
creator: Nasri Indra Padang
creator: August Lewaherilla
rights: Copyright (c) 2025 Widelmina K. Demena, Nasri Indra Padang, August Lewaherilla (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 12
ending page: 22
doi: 10.62872/r9x7sz56

The Effect of Monopoly Learning Media on the Science Learning Outcomes of Third Grade Students at Public Elementary School 091436
type: item
description: 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.
subject: Articles
  topic: section
subject: Monopoli Learning Media
  topic: keywords
subject: Learning Outcomes
  topic: keywords
subject: Ipas
  topic: keywords
subject: Elementary Education
  topic: keywords
subject: Game-Based Learning
  topic: keywords
creator: Diah Mareta Damanik
creator: Emelda Thesalonika
creator: Lisbet Novianti Sihombing
rights: Copyright (c) 2025 Diah Mareta Damanik (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-11-26
publication date: 2025-11-26
starting page: 16
ending page: 23
doi: 10.62872/7c361f40

STEM Education In Elementary Schools: Readiness Of PGSD Teachers In Interpreting Science And Technology From An Early Age
type: item
description: 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.
subject: Articles
  topic: section
subject: Pedagogical Readiness
  topic: keywords
subject: STEM Education
  topic: keywords
subject: Elementary School Teacher Education
  topic: keywords
creator: Reviandari Widyatiningtyas
rights: Copyright (c) 2025 Reviandari Widyatiningtyas (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-30
publication date: 2025-08-30
starting page: 23
ending page: 33
doi: 10.62872/hs5jc705

The Influence of Cooperative Learning Strategies on Elementary School Students' Mathematics Learning Outcomes: A Literature Review
type: item
description: 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
subject: Articles
  topic: section
subject: Learning Outcomes
  topic: keywords
subject: Cooperative Learning
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Nevia Nevia
rights: Copyright (c) 2025 Nevia Nevia (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-02-28
publication date: 2025-02-28
starting page: 32
ending page: 41
doi: 10.62872/xmvvw516

Implementation of Digital Learning Media in Increasing Elementary School Students' Interest in Learning: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Digital Media
  topic: keywords
subject: Learning Interest
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Samsidar Samsidar
rights: Copyright (c) 2025 Samsidar Samsidar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-02-27
publication date: 2025-02-27
starting page: 22
ending page: 31
doi: 10.62872/dz6bmx33

The Role of Project-Based Learning in Enhancing Elementary School Students' Creativity: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Creativity
  topic: keywords
subject: Project Based Learning
  topic: keywords
subject: Elementary School.
  topic: keywords
creator: Samsidar Samsidar
rights: Copyright (c) 2025 Samsidar Samsidar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-02-28
publication date: 2025-02-28
starting page: 13
ending page: 21
doi: 10.62872/m6t44a64

Implementation of Active Learning Strategies in Improving Elementary School Students' Learning Engagement: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Learning engagement
  topic: keywords
subject: Active learning
  topic: keywords
subject: Elementary school
  topic: keywords
creator: Amelia Tasya
rights: Copyright (c) 2024 Amelia Tasya (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-08-27
publication date: 2024-08-27
starting page: 36
ending page: 44
doi: 10.62872/e76t0n82

Literature Review on the Implementation of the Independent Curriculum in Elementary Schools: Opportunities and Challenges for Classroom Teachers
type: item
description: 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.
subject: Articles
  topic: section
subject: Class Teacher
  topic: keywords
subject: Independent Curriculum
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Desi Ratna
rights: Copyright (c) 2024 Desi Ratna (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-08-27
publication date: 2024-08-27
starting page: 26
ending page: 35
doi: 10.62872/hfw65960

Utilization of Digital Technology in the Learning Process in Elementary Schools: A Literature Review of Challenges and Opportunities for Teachers
type: item
description: 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.
subject: Articles
  topic: section
subject: Teachers
  topic: keywords
subject: Learning
  topic: keywords
subject: Digital Technology
  topic: keywords
creator: Rahmat Purnomo
rights: Copyright (c) 2024 Rahmat Purnomo (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-08-27
publication date: 2024-08-27
starting page: 17
ending page: 25
doi: 10.62872/9ztfw245

Optimizing Innovative Learning Strategies to Improve Elementary School Students' Learning Outcomes: A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Innovation
  topic: keywords
subject: Learning
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Rosmaria Rosmaria
rights: Copyright (c) 2024 Rosmaria Rosmaria (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-08-27
publication date: 2024-08-27
starting page: 9
ending page: 16
doi: 10.62872/nhk27142

Optimizing 21st Century Learning Strategies in Improving Basic Competencies of Elementary School Students: A Literature Study
type: item
description: 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.
subject: Articles
  topic: section
subject: Core Competencies
  topic: keywords
subject: 21st Century Learning
  topic: keywords
subject: Elementary School
  topic: keywords
creator: Samsidar Samsidar
rights: Copyright (c) 2025 Samsidar Samsidar (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2024-08-30
publication date: 2024-08-30
starting page: 1
ending page: 8
doi: 10.62872/f9se9h36

Developing Empathy and Self-Regulation in Elementary School Students Through SEL-Based AR Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Augmented Reality (AR)
  topic: keywords
subject: Empathy
  topic: keywords
subject: Self-Regulation
  topic: keywords
creator: Fara Diba Catur Putri
creator: Apriyanti Widiansyah
rights: Copyright (c) 2025 Fara Diba Catur Putri, Apriyanti Widiansyah (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-08-01
publication date: 2025-08-01
starting page: 1
ending page: 11
doi: 10.62872/chf3ty27

Learning Doesn't Have to Be About Sitting Still: The Revolution of Active Learning in Elementary Schools Through Outdoor Learning Methods
type: item
description: 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...
subject: Articles
  topic: section
subject: Active Learning
  topic: keywords
subject: Elementary School
  topic: keywords
subject: Outdoor-Learning
  topic: keywords
creator: Rosmaria Rosmaria
creator: Samuel Mamonto
rights: Copyright (c) 2025 Rosmaria Rosmaria, Samuel Mamonto (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-29
publication date: 2025-05-29
starting page: 39
ending page: 48
doi: 10.62872/0pswpt49

Effectiveness Of Using Audio Visual MediaIn Fiqih Learning At Min 12 Pidie Jaya
type: item
description: 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
subject: Articles
  topic: section
subject: Effectiveness
  topic: keywords
subject: Audio Visual Media
  topic: keywords
subject: Fiqh Learning
  topic: keywords
creator: Rahmiati Rahmiati
creator: Dhiauddin Dhiauddin
creator: Saifuddin Saifuddin
rights: Copyright (c) 2025 Rahmiati Rahmiati, Dhiauddin Dhiauddin, Saifuddin Saifuddin (Author) https://creativecommons.org/licenses/by-sa/4.0
date: 2025-05-29
publication date: 2025-05-29
starting page: 10
ending page: 19
doi: 10.62872/nkxjw112