Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Journal for Lesson and Learning Studies
Darwanto
Primary School Teacher Education Program Study, Muhammadiyah University Kotabumi, North Lampung, Indonesia
Education Other

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Analysis of the Use of Artificial Intelligence (AI) in Literacy Learning in Elementary Schools Challenges and Opportunities for Teachers: Systematic Literature Review Tria Uli Wardani; Darwanto
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.v9i1.112008

Abstract

The utilization of Artificial Intelligence (AI) in literacy learning at the elementary school level has become an important concern alongside the rapid development of digital transformation in education. AI integration is considered capable of creating learning environments that are more adaptive, interactive, and student-centered; however, its implementation still faces various pedagogical and technical challenges. This study aims to analyze the utilization of AI in elementary school literacy learning and to explore the challenges and opportunities of its implementation for teachers. This study employed a Systematic Literature Review method by examining relevant scientific articles related to the use of AI in literacy learning. The research subjects consisted of scientific articles discussing the implementation of AI in the context of elementary education. Data were collected through documentation studies using article analysis sheets and literature selection guidelines as instruments. The data were analyzed using descriptive qualitative analysis through the stages of identification, selection, evaluation, and literature synthesis. The findings show that AI supports students’ literacy development and teachers’ competence through more personalized learning. However, its implementation remains limited by infrastructure, teacher readiness, and ethical and data security issues. The implications of this study emphasize the importance of teacher training and the pedagogical integration of AI to create effective, inclusive, and sustainable literacy learning.
Learning Geometry Materials in Elementary Schools Through an Ethnomathematical Approach: A Systematic Literature Review Nabilah asrilia Rifqa; Berta Apriza; Darwanto
Journal for Lesson and Learning Studies Vol. 9 No. 2 (2026): July INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v9i2.113413

Abstract

Geometry learning in elementary schools often faces obstacles due to the abstract nature of the material and the lack of connection with the student's culture, thus having an impact on the low motivation and understanding of students' concepts. This study aims to analyze and synthesize research trends regarding ethnomathematical approaches to geometry materials in elementary schools for the period 2021–2025. The research uses  the Systematic Literature Review (SLR) method with the PRISMA protocol. Data was collected through article searches on the Google Scholar database and the SINTA portal using the keywords "ethnomathematics", "geometry", and "elementary school". The research instrument is in the form of documentation sheets and data extraction tables that are used to identify the research focus, cultural context, methods, and main findings of each article. The selection process resulted in 9 articles that met the inclusion criteria. Data analysis techniques are carried out qualitatively descriptive through data reduction, categorization, data presentation, and conclusion drawn. The results of the study show that there is an increase in publications related to ethnomathematics every year. The study of ethnomathematics is dominated by the use of local culture such as Sasak traditional houses, Saruang musical instruments, and Songket and Malay fabric motifs as a medium for learning geometry. This approach has the potential to increase understanding of the concept of building flat and building space while strengthening students' appreciation of local culture. The implications of this study show that ethnomathematics can be a reference in the development of more contextual and meaningful geometry learning in elementary schools.
Co-Authors Berta Apriza Nabilah asrilia Rifqa Tria Uli Wardani