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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Education, Teaching, and Learning Indonesian Journal of Education and Science
Mustakim
Universitas Pendidikan Mandalika, Indonesia

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The Use of Gadgets at Home as a Barrier to Elementary School Students’ Learning: A Literature Review on the Role of Parents and Instructional Intervention Models Mustakim
Journal of Education, Teaching, and Learning Vol. 3 No. 1 (2026): March
Publisher : Formad English Foundation NTB-Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/edutecle.v3i1.183

Abstract

The increasing use of digital gadgets at home has become a significant concern in relation to elementary school students’ learning. While technology offers educational opportunities, excessive and unregulated gadget use may hinder children’s cognitive, social, and academic development. Therefore, this study aimed to examine how gadget use at home becomes a barrier to learning, to analyze the role of parents in mediating children’s digital behavior, and to identify effective instructional intervention models to address these challenges. This study employed a qualitative approach using a Systematic Literature Review (SLR) design. Data were collected from peer-reviewed journal articles and academic books published between 2016 and 2026, retrieved from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selection process followed PRISMA guidelines, and the data were analyzed using thematic analysis. The findings revealed that excessive gadget use disrupts students’ concentration, executive functions, and academic performance, while also negatively affecting social behavior, emotional stability, and physical well-being. Parental mediation, including active guidance, restriction, and co-use strategies, plays a crucial role in minimizing these negative impacts. Additionally, instructional intervention models—such as family-based routines, digital literacy education, and behavioral strategies—were found to be effective in optimizing gadget use for learning purposes. In conclusion, gadget use at home can act as a barrier to learning if not properly managed; however, through effective parental involvement and structured educational interventions, its negative effects can be reduced and its potential benefits maximized.
The Importance of Instilling Islamic Aqidah in Elementary School Students in Facing Moral Challenges in the Digital Era: A Literature Review Mustakim
Indonesian Journal of Education and Science Vol. 1 No. 4 (2025): July
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v1i4.128

Abstract

In the digital era, elementary school students face increasing exposure to online environments that pose both opportunities and moral challenges. This study explores the importance of instilling Islamic aqidah (faith-based belief) in elementary students to strengthen their moral resilience in navigating digital spaces. Employing a qualitative library research method with a systematic literature review design, the study analyzed 25 scholarly sources published between 2020 and 2025. Data were collected using thematic coding focused on four areas: conceptual foundations of aqidah, pedagogical strategies, digital-era moral challenges, and innovations in Islamic education. The findings indicate that the internalization of aqidah significantly influences students’ ethical behavior online by fostering digital responsibility, empathy, integrity, and spiritual awareness. However, Islamic elementary schools encounter several challenges in integrating aqidah into digital curricula, such as a lack of integrated pedagogical models, inadequate teacher training, and external pressures that prioritize digital skills over spiritual formation. The study also identified effective strategies for aqidah education in the digital age, including faith-based digital tools, reflective discussions, teacher role modeling, and school-parent collaboration. These findings suggest that a holistic, technology-integrated, and value-oriented approach is essential to moral education in Islamic schools. This study contributes to the development of spiritually grounded and digitally literate educational practices for young Muslim learners.
Learning Disruption among Elementary School Children Caused by Mobile Digital Games: A Literature Analysis of Parenting and Teaching Challenges Mustakim
Indonesian Journal of Education and Science Vol. 2 No. 1 (2026): January
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/ijes.v2i1.167

Abstract

The rapid proliferation of mobile digital games has introduced both opportunities and challenges for elementary education, as children increasingly integrate gaming into their daily routines and social interactions. This study investigates the extent to which mobile digital gaming disrupts learning among elementary school children and examines the associated challenges faced by parents and teachers in managing these activities. Employing a qualitative literature analysis, the research synthesizes findings from peer-reviewed journal articles and scholarly books published within the last ten years. Data were collected through systematic identification, screening, and extraction of relevant studies, followed by thematic content analysis to identify patterns in academic, behavioral, social, and cognitive impacts, as well as parenting and instructional challenges. The results reveal that excessive mobile gaming negatively affects attention spans, academic motivation, study habits, and adherence to school routines. Behavioral and social consequences include increased individualism, antisocial tendencies, and potential gaming addiction, while cognitive impacts encompass diminished problem-solving skills, decision-making, and executive functioning. Parents face difficulties in monitoring game usage, managing emotional pressures, and providing effective guidance, whereas teachers encounter challenges in adapting pedagogical strategies, maintaining classroom focus, and collaborating with families. The findings highlight the systemic nature of learning disruption caused by mobile gaming and emphasize the need for digital literacy, structured parental guidance, and home–school collaboration. The study contributes to understanding the interplay between digital media use, child development, and educational practice, offering insights for policies and strategies that promote balanced digital engagement, enhance learning outcomes, and support holistic development in elementary education.
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