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All Journal Jurnal el-Huda: Jurnal Pendidikan, Sosial, dan Keagamaan
Abraem Prayenta Sinulingga
Universitas Negeri Medan
Religion Education Social Sciences

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Implementation of Learning Models to Improve Students English Language Abilities Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 01 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i01.346

Abstract

This study examines the implementation of bilingual learning models in improving elementary school students’ English language abilities through a qualitative descriptive approach based on a literature review. The study analyzes 15 relevant journal articles published between 2014 and 2024, selected using criteria of relevance to bilingual learning, elementary education context, and empirical findings on language skill development. Data were analyzed using thematic analysis, including data reduction, categorization, and synthesis of recurring patterns across studies. The results reveal several consistent findings. First, bilingual learning implemented through translanguaging, gradual language exposure, and the integration of Indonesian (L1) and English (L2) significantly improves students’ listening and speaking skills. Second, interactive strategies such as games, songs, visual media, and guided speaking activities increase student participation, motivation, and confidence. Third, bilingual learning not only enhances linguistic competence but also contributes to cognitive development, including critical thinking, working memory, and cognitive flexibility. However, the effectiveness of implementation is influenced by teacher competence, availability of learning media, and variation in students’ initial abilities. The novelty of this study lies in providing a synthesized conceptual model of bilingual learning implementation that integrates linguistic, cognitive, and pedagogical dimensions within elementary education contexts. The findings imply that bilingual learning should be designed systematically through structured language transition, interactive strategies, and continuous teacher development. This study contributes to the development of bilingual learning theory, particularly in translanguaging practices, and offers practical guidance for teachers and curriculum developers in designing effective English learning in elementary schools.
Implementation of Bilingual Learning to Support Student’s English Language Abilities in Elementary Schools: A Narrative Literature Review Tiarnita Maria Sarjani Br. Siregar; Sevvi Khadijah; Jopani Ramadhani; Siti Sarah Harahap; Abraem Prayenta Sinulingga
Jurnal el-Huda Vol. 17 No. 02 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i02.347

Abstract

Bilingual learning that combines Indonesian and English is increasingly used in elementary schools, yet its implementation and outcomes are often described in general terms. This article reviews the literature on how bilingual learning is implemented in elementary schools, which teaching strategies are associated with students’ English skills, and which challenges are reported. The study used a qualitative descriptive narrative literature review of 23 sources (books and journal articles) published between 1978 and 2025. Sources were selected for their relevance to bilingual learning, English language skills, and the elementary school level, and were analyzed thematically. The reviewed literature indicates that gradual language alternation, translanguaging, simple English classroom instructions, visual media, songs, games, and guided speaking activities are commonly associated with greater exposure to English, participation, and confidence, particularly in vocabulary, listening, and speaking. Cognitive benefits are also reported, but they appear to depend on adequate support for both languages. The challenges identified include uneven teacher English proficiency, differences in students’ initial abilities, and limited teaching materials. These findings suggest that bilingual learning requires careful planning, teacher training, adequate resources, and family support. Because the evidence comes from a limited and varied set of sources, it should not be generalized without further empirical research.
Internalisasi Nilai Pancasila sebagai Landasan Etika Digital: Kajian Konseptual dalam Pendidikan Sri Rahayu Simanullang; Aprilia Hutabarat; Kaisyah Abellia Riadi; Putri Olivia Munthe; Abraem Prayenta Sinulingga; Yobel Tarigan; Anugrah Setiawan
Jurnal el-Huda Vol. 17 No. 02 (2026): Jurnal el-Huda
Publisher : LP2M, Institut Agama Islam Qamarul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59702/el-huda.v17i02.450

Abstract

Perkembangan teknologi digital menghadirkan tantangan etika dalam interaksi daring, seperti penyebaran informasi yang tidak terverifikasi, ujaran kebencian, dan perundungan siber. Meskipun nilai-nilai Pancasila kerap diposisikan sebagai landasan moral dalam kehidupan bermasyarakat, hubungan konseptual antara proses internalisasi nilai, pembentukan etika digital, dan peran pendidikan masih perlu dijelaskan secara lebih terarah. Artikel ini bertujuan menganalisis hubungan internalisasi nilai Pancasila dengan pembentukan etika digital dalam konteks pendidikan. Penelitian menggunakan metode studi kepustakaan dengan pendekatan deskriptif kualitatif melalui penelaahan buku, jurnal ilmiah, artikel penelitian, dan publikasi akademik yang relevan. Informasi dari literatur dikelompokkan berdasarkan tema internalisasi nilai Pancasila, etika digital, tantangan penerapan nilai, dan strategi penguatannya, kemudian dibandingkan untuk menyusun sintesis konseptual. Hasil kajian mengarah pada pemetaan hubungan antara nilai Pancasila sebagai landasan normatif, proses internalisasi melalui pendidikan dan pembiasaan, serta perilaku digital yang mencerminkan tanggung jawab, penghormatan terhadap perbedaan, kejujuran, dan pengendalian diri. Literasi digital dan dukungan lingkungan keluarga serta pendidikan diposisikan sebagai faktor pendukung, sedangkan arus informasi yang tidak terverifikasi dan lemahnya pengendalian diri menjadi tantangan penerapannya. Secara konseptual, artikel ini menawarkan kerangka hubungan antara nilai Pancasila, proses internalisasi, faktor pendukung, dan perilaku etis di ruang digital. Kerangka tersebut dapat menjadi landasan bagi pengembangan pembelajaran etika digital berbasis nilai Pancasila, tetapi penerapannya masih memerlukan pengujian empiris.
Co-Authors Anugrah Setiawan Aprilia Hutabarat Jopani Ramadhani Kaisyah Abellia Riadi Putri Olivia Munthe Sevvi Khadijah Siti Sarah Harahap Sri Rahayu Simanullang Tiarnita Maria Sarjani Br. Siregar Yobel Tarigan