Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Scientific Studies and Multidisciplinary Research
Muhammad Marwazi
Institut Palapa Nusantara Lombok Nusa Tenggara Barat, Indonesia

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The Effects of Numeracy Literacy, Learning Motivation, the Use of Instructional Media, and Learning Models on Elementary School Students’ Mathematics Learning Outcomes Muhammad Marwazi
Journal of Scientific Studies and Multidisciplinary Research 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/jssmr.v3i1.222

Abstract

Elementary mathematics learning outcomes are shaped by cognitive, affective, and instructional conditions, yet previous studies have often examined numeracy literacy, learning motivation, instructional media, and learning models separately. This literature review aimed to synthesize evidence on the contributions of these four dimensions and develop an integrated understanding of their relationships with elementary students’ mathematics learning outcomes. A qualitative integrative literature review was conducted using 32 journal studies published between 2021 and 2025, covering international, national, and local Indonesian contexts. Studies were selected based on their relevance to at least one of the four dimensions and elementary mathematics learning outcomes. Data were organized in a literature matrix and analyzed through thematic content analysis and comparative synthesis. The findings indicate that numeracy literacy functions as a cognitive foundation for mathematical interpretation, reasoning, contextual application, and problem-solving. Learning motivation supports engagement, persistence, and active participation, while instructional media facilitate representation, exploration, and access to abstract mathematical concepts. Learning models organize opportunities for interaction, reasoning, application, and problem-solving. The critical synthesis shows that these factors are complementary rather than isolated predictors, with active mathematical engagement emerging as a central mechanism connecting learner capacities and instructional conditions to learning outcomes. The review concludes that elementary mathematics achievement is better understood through an integrated framework that aligns cognitive competence, motivation, instructional representations, and pedagogical organization. Future research should empirically test these interactions across diverse elementary contexts.
Digital Literacy, the Use of Educational Technology, Student Engagement, and Learning Quality in Elementary and Islamic Elementary Education Muhammad Marwazi
Journal of Scientific Studies and Multidisciplinary Research Vol. 2 No. 4 (2025): December
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v2i4.223

Abstract

Digital transformation in elementary education has increased the importance of digital literacy and educational technology, yet previous studies have often examined digital literacy, technology use, student engagement, and learning quality as separate dimensions. This study aimed to synthesize the relationships among these four dimensions in elementary and Islamic elementary education and to identify contextual factors shaping their interaction. A qualitative literature review was conducted using 40 selected scholarly studies published within the most recent ten-year period, 2017–2026, covering international, national, and local Indonesian contexts. Relevant literature was identified according to its alignment with digital literacy, educational technology, student engagement, learning quality, and elementary or Islamic elementary education. Data were organized through a literature-recording matrix and analyzed thematically by comparing findings across studies. The results indicate that digital literacy provides a foundational capacity for meaningful and responsible educational technology use, extending beyond basic operational skills to critical evaluation, information management, communication, and digital participation. Educational technology supports behavioral, cognitive, emotional, and social engagement and can contribute to learning quality when integrated with appropriate pedagogy, learning objectives, and student needs. The synthesis further identifies student engagement as an important process connecting purposeful technology use with learning quality, while teacher competence, motivation, infrastructure, learning environment, and parental support shape this relationship. The study concludes that digital transformation should be understood as an interconnected pedagogical process rather than technology adoption alone, providing an integrated framework for strengthening learning in elementary and Islamic elementary education.
Comparative Literature Review of Concrete Learning Media, Student Learning Interest, and Mathematical Reasoning in Elementary and Madrasah Ibtidaiyah Mathematics Education Muhammad Marwazi
Journal of Scientific Studies and Multidisciplinary Research Vol. 2 No. 3 (2025): March
Publisher : Formad English Foundation NTB Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67028/jssmr.v2i3.224

Abstract

Elementary mathematics learning requires instructional approaches that connect abstract concepts with meaningful student experiences. However, research on concrete learning media, student learning interest, and mathematical reasoning has often examined these dimensions separately, limiting an integrated understanding across elementary schools (SD) and Madrasah Ibtidaiyah (MI). This study aimed to critically synthesize the relationships among concrete learning media, student learning interest, and mathematical reasoning and to compare patterns across SD and MI contexts. A qualitative comparative and integrative literature review was conducted using 35 research articles published between 2014 and 2024. Data were collected through systematic identification, screening, and extraction of relevant studies and analyzed using thematic analysis and comparative synthesis. The findings indicate that concrete learning media support meaningful mathematical experiences by enabling students to explore, represent, compare, and connect abstract concepts with observable activities. Learning interest emerged as an engagement-related factor that supports attention, participation, and persistence, while mathematical reasoning represented a higher-order outcome associated with opportunities to explain relationships, identify patterns, and justify solutions. The integrated synthesis suggests a conceptual pathway from concrete learning experiences to engagement and sustained mathematical participation, which creates conditions for mathematical reasoning. Similarities were evident across SD and MI, although implementation varied according to instructional and contextual conditions. The study contributes an integrated conceptual framework for understanding instructional, learner, and outcome dimensions in elementary mathematics education.
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