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p-Index From 2021 - 2026
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All Journal JPLED
Silvia Shalehati
Universitas Negeri Padang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Implications of Developmental Psychology for Elementary School Learning: A Systematic Literature Review Silvia Shalehati; Yeni Karneli
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1317

Abstract

This study aims to analyze the implications of developmental psychology on the learning process in elementary schools through the Systematic Literature Review (SLR) method. Developmental psychology plays an important role in helping teachers understand students’ characteristics according to their stages of cognitive, social-emotional, motivational, and self-regulation development in elementary education. However, in practice, the learning process still tends to focus primarily on academic achievement, while students’ psychological development aspects have not been fully considered in classroom instruction. This study employed the Systematic Literature Review method using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) stages. Articles were collected from Google Scholar, ResearchGate, and ERIC databases with publication years ranging from 2020 to 2026. Based on the article selection process, 18 relevant articles were included in this study. The findings indicate that cognitive development, social-emotional development, learning motivation, and self-regulation significantly influence students’ learning engagement, thinking skills, social interaction, and learning effectiveness in elementary schools. Furthermore, learning processes that are adjusted to students’ developmental stages can create more effective, meaningful, and student-centered learning experiences. Therefore, understanding developmental psychology is an important foundation for teachers in designing learning strategies that are appropriate to the developmental characteristics of elementary school students.
Systematic Literature Review: Integrasi Budaya Lokal Minangkabau dalam Pembelajaran Seni Berbasis Kurikulum Merdeka di Sekolah Dasar Intan Khairani; Muhammad Ridwan; Nuranisa Fitri; Silvia Shalehati; Desyandri
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i3.1334

Abstract

This study aims to systematically analyze the integration of local Minangkabau culture in arts learning based on the Merdeka Curriculum in elementary schools. The method used is a Systematic Literature Review (SLR) by analyzing ten scientific articles published between 2022–2026, selected based on their relevance to the research topic. The findings indicate that the integration of Minangkabau culture in arts learning at the elementary school level is carried out through various forms, including: learning traditional performing arts such as randai and talempong pacik, internalization of customary values such as Sumbang Duo Baleh and the bajamba eating tradition, development of locally-based teaching modules, and implementation through the Projek Penguatan Profil Pelajar Pancasila (P5) within the Merdeka Curriculum. The integration of Minangkabau culture has been proven to have a positive impact on strengthening student character, increasing cultural resilience, creativity, and appreciation for traditional arts. However, challenges remain, such as limited teacher competence, scarce locally-based teaching materials, and the influence of digital popular culture that shifts students' interest away from regional arts. These findings are expected to serve as a reference for teachers, researchers, and policymakers in developing arts learning that is contextual, innovative, and supportive of the preservation of Minangkabau local culture in elementary schools.
Co-Authors Desyandri Desyandri Intan Khairani M Ridwan Nuranisa Fitri Yeni Karneli