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Khofiatun Khofiatun
Universitas Muhammadiyah Brebes, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Bahaya Gadget bagi Anak Usia Sekolah Dasar di Era Digital Khofiatun Khofiatun; Syaifudin Syaifudin
JOURNAL OF EDUCATION FOR ALL Vol 4 No 1 (2026): Journal of Education For All
Publisher : Yayasan Arrahman Nahdlatul Wathan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61692/edufa.v4i1.496

Abstract

The rapid development of digital technology has encouraged elementary school students to become part of a generation that is highly familiar with gadgets. This condition raises concerns regarding the negative impacts of gadget use on children’s academic, psychosocial, and health aspects. This study aims to analyze the dangers of gadget use among students at Al Fatih Islamic Elementary School, Paguyangan, and to identify the relationship between the intensity of gadget use and learning concentration as well as social behavior. The research employed a quantitative design with a correlational survey approach. The sample consisted of 60 students from grades IV–VI. The research instruments included a gadget use intensity questionnaire, a learning concentration scale, and a social behavior scale. Data were analyzed using descriptive statistics and Pearson correlation tests. The results indicated a significant negative relationship between the intensity of gadget use and learning concentration (r = −0.61; p < 0.01) as well as social behavior (r = −0.54; p < 0.01). These findings extend previous studies by emphasizing the importance of a digital generation perspective (Generation Z and Generation Alpha) in understanding the risks of gadget use among elementary school–aged children.
Teman Jadi Guru Belajar Jadi Seru Khofiatun Khofiatun; Khoridatul Bahiyah
JOURNAL OF EDUCATION FOR ALL Vol 3 No 2 (2025): Journal of Education For All
Publisher : Yayasan Arrahman Nahdlatul Wathan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61692/edufa.v3i2.316

Abstract

This article discusses an instructional innovation through the implementation of a peer tutoring model in lower elementary school classrooms. The main objective of this study is to explore how peer tutoring can enhance students' engagement, understanding, and social interaction during the learning process. The research employs a descriptive qualitative approach using observation, teacher interviews, and documentation of learning activities in a second-grade classroom. The findings reveal that students become more enthusiastic, confident in asking questions, and capable of explaining concepts to their peers using simpler and more relatable language. The classroom atmosphere becomes more dynamic, enjoyable, and participatory. Peer tutoring also fosters self-confidence and empathy among students. The novelty of this article lies in its focus on the application of peer tutoring at the early primary level, which is often underestimated in terms of readiness for collaborative learning strategies. In fact, with proper guidance, young learners are able to actively engage in the learning process. This study is expected to inspire elementary school teachers to design more meaningful and joyful learning experiences through simple yet impactful approaches.
Co-Authors Khoridatul Bahiyah Syaifudin Syaifudin