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All Journal Journal for Lesson and Learning Studies
Elizar
Primary School Teacher Education, Muhammadiyah University Kotabumi, Kotabumi, Indonesia
Education Other

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Analysis of the Negative Impact of Gadget Use on Elementary School Students: A Systematic Literature Review Cindy Aulia Sari; Junaidi; Maya Setia Priyadi; Elizar
Journal for Lesson and Learning Studies Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i1.110189

Abstract

The use of gadgets among elementary school students has increased alongside the rapid development of digital technology; however, this growth has not been adequately balanced with proper supervision and understanding of its impact on children’s development. This condition has the potential to cause various problems, including behavioral changes, decreased social interaction, reduced learning concentration, as well as emotional and health-related issues. This study aims to analyze and synthesize findings from previous studies regarding the impact of gadget use on elementary school students through a Systematic Literature Review (SLR) approach. The subjects of this study consisted of ten relevant scientific articles focusing on elementary school students. Data were collected through literature searches across various scientific databases using predetermined inclusion and exclusion criteria, with an article synthesis matrix employed as the research instrument. The data were analyzed using a descriptive-qualitative approach to identify patterns, trends, and relationships among the findings of previous studies. The results indicate that uncontrolled gadget use tends to have negative effects on children’s academic, social, emotional, and health aspects. However, properly directed gadget use also has the potential to support the learning process. This study concludes that controlling gadget use, providing parental and teacher supervision, and strengthening digital literacy are essential factors in minimizing the negative impacts of gadget use among elementary school students. The implications of this study highlight the importance of educational and collaborative strategies involving families, schools, and the social environment in promoting healthy and balanced gadget use among children.
An Analysis of Factors Affecting Low Literacy in Primary School Students: A Systematic Literature Review Mela Purnama Dewi; Elizar
Journal for Lesson and Learning Studies Vol. 9 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i1.110874

Abstract

Low reading and writing skills among elementary school students remain a critical issue as they affect the quality of learning and the development of broader academic competencies, including analytical thinking and problem-solving skills. This study aims to analyze and integrate various factors contributing to low literacy among elementary school students using a Systematic Literature Review approach. The study employs secondary data in the form of scientific articles retrieved from the Google Scholar database, with inclusion criteria of articles published between 2020–2024, available in full text, and focused on basic literacy. The selection process was conducted through systematic stages of identification, screening, and eligibility assessment by two independent reviewers to enhance result validity. A total of ten selected articles were analyzed using descriptive qualitative analysis to identify patterns and relationships among factors. The findings indicate that low literacy is influenced by the interaction of internal factors, such as cognitive readiness, motivation, and learning interest, as well as external factors, including family support, learning quality, availability of reading materials, and social environment. These findings emphasize that basic literacy is the result of multidimensional and interrelated interactions. Therefore, literacy improvement requires an integrated, sustainable strategy that is aligned with learners’ developmental contexts. This study implies the importance of strengthening collaboration between families and schools, as well as improving the quality of literacy instruction.
Co-Authors Cindy Aulia Sari Junaidi Maya Setia Priyadi Mela Purnama Dewi