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All Journal Journal of Geoscience, Engineering, Environment, and Technology International Journal of Elementary Education JURNAL SAINTIS Journal for Lesson and Learning Studies Indonesian Journal Of Educational Research and Review Ezra Science Bulletin MERDEKA: Jurnal Ilmiah Multidisiplin
Elizar
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Journal : Journal for Lesson and Learning Studies

 1 
Empowering Elementary Students Through the Kampus Mengajar Program: Literacy and Numeracy Insights Apriliatini, Vivi; Elizar
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.86847

Abstract

Higher education in Indonesia faces challenges in producing graduates who align with contemporary needs, particularly in enhancing fundamental skills among elementary school students. The Merdeka Belajar Kampus Merdeka (MBKM) initiative seeks to foster flexible and relevant learning. This study aims to analyze the contributions of the fifth cohort of the Kampus Mengajar program in developing students' literacy and numeracy skills. A qualitative approach was employed, utilizing observation and documentation methods for data collection. The subjects were fifth-grade elementary school students, and data analysis was conducted descriptively by categorizing findings based on literacy and numeracy indicators. The results demonstrate that the Kampus Mengajar program positively contributes through activities such as reading corners and a 15-minute literacy program before formal learning sessions. These activities successfully increased students' reading interest, concentration, vocabulary expansion, and critical thinking. Moreover, pre-test results from the Minimum Competency Assessment (AKM) revealed that most students achieved basic literacy competency, providing valuable insights for teachers in designing more focused learning. In conclusion, the Kampus Mengajar program has a significant impact on improving students' literacy and numeracy skills. Recommendations include expanding collaboration with local governments, non-governmental organizations, and donors to provide more adequate resources.
Fostering Reading Habits: The Impact of the Reading Corner Program in Elementary Schools Apriyani, Reni; Elizar
Journal for Lesson and Learning Studies Vol. 7 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v7i3.87996

Abstract

Reading interest among students remains a significant challenge in education, particularly at the elementary level. This study aims to evaluate the role of university students participating in the Teaching Campus Program in fostering students' reading interest through the development of the Reading Corner initiative. A qualitative approach was employed, utilizing methods such as observation, in-depth interviews, focus group discussions, and document analysis to gather comprehensive data. The findings revealed that the Reading Corner Program had a substantial impact on increasing students' reading interest. Prior to the program's implementation, only 20% of students actively engaged in reading activities, but this figure surged to 98% after the program was introduced. The program's success was attributed to the provision of books aligned with students' interests, interactive reading activities, and the integration of literacy practices into the learning process. Despite challenges such as limited school facilities, the program successfully created an engaging learning environment that actively encouraged student participation. The study concludes that the Reading Corner Program effectively promotes a reading culture among students while maximizing the role of university students in literacy development. These findings underscore the importance of similar initiatives to strengthen student literacy as part of a sustainable strategy for improving educational quality.
Implementing a Differentiation Approach in Teaching to Accommodate Diverse Learning Styles of Primary School Students : A Systematic Literature Review Putri, Kharisma; Elizar
Journal for Lesson and Learning Studies Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i1.89659

Abstract

The differentiated learning approach is able to accommodate the diverse learning needs and preferences of students in order to improve learning outcomes and critical thinking skills. This study aims to explore the implementation of differentiation through the adjustment of learning content, processes, and products based on visual, auditory, and kinesthetic learning styles. This research uses the Systematic Literature Review (SLR) method with the subject being relevant literature, collected through Google Scholar and classroom observation. The data were analyzed through five stages of systematic literature selection. In the initial stage, 90,600 documents related to “differentiation” were found. Selection by publication year (2019-2023) reduced the number of documents to 18,000. The addition of the keyword “learning style” narrowed down the documents to 1,820. The next stage used the additional keyword “elementary school students,” resulting in 259 documents. In the final stage, the data was further filtered until 9 documents remained which were analyzed in depth. This study found three main points related to the effectiveness of differentiated learning. First, the implementation of differentiation significantly improved students' collaboration skills and academic results. Second, the success of implementation was influenced by variations in visual, auditory, and kinesthetic learning styles, so teaching strategies needed to be adapted to the dominant style in the classroom. Third, differentiation has a positive impact on critical thinking skills, surpassing the results of traditional methods. These findings confirm that differentiated instruction creates an inclusive and adaptive learning environment to meet the diverse needs of students.
The Effectiveness of STEAM Learning Model Implementation in Primary School Students' IPAS Learning: A Systematic Literature Review Muntazah, Adinda; Elizar; Berta Apriza; Irawan Suprapto
Journal for Lesson and Learning Studies Vol. 8 No. 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i1.89722

Abstract

Learning in elementary schools still lacks innovative approaches that integrate various disciplines contextually. The STEAM model has the potential to be a solution, and this study aims to analyze its effectiveness in IPAS learning through a Systematic Literature Review (SLR) approach. Literature searches were conducted through the Google Scholar database with a phased approach. The first stage using the keyword “Learning Model” resulted in 314,000 documents. The addition of the keyword “STEAM” in the second stage narrowed the results to 6,640 documents. The third stage adding the keyword “IPAS” yielded 270 documents, while the fourth stage adding the keyword “Elementary School” filtered the results to 246 documents. After strict selection based on the inclusion criteria, 7 relevant articles were obtained for further analysis. The results showed that the STEAM model significantly improved students' critical thinking skills, higher order thinking skills and learning outcomes. In addition, this approach provides in-depth, relevant and contextualized learning experiences, supporting students' holistic development. The implication of this research is the importance of developing a curriculum that supports the systematic and consistent implementation of the STEAM model in primary schools. In addition, teacher training is needed to improve competence in implementing this approach in order to maximize its impact on learning quality. The STEAM model can also be the basis for developing educational policies that are oriented towards the demands of 21st century learning.
Analysis of the Effectiveness of Using Problem Based Learning (PBL) Model in Social Studies Learning in Elementary School: A Systematic Literature Review Sari, Novita; Elizar; Sumarno
Journal for Lesson and Learning Studies Vol. 8 No. 2 (2025): July
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jlls.v8i2.92709

Abstract

The Problem-Based Learning (PBL) model is a teaching method that focuses on solving real-life problems to enhance students’ engagement and understanding in the learning process. In elementary social studies learning, PBL is implemented to develop students’ critical thinking, analytical, and collaborative skills. This study aims to evaluate the effectiveness of the PBL model in elementary social studies learning using a Systematic Literature Review (SLR) approach. The SLR method was employed to collect and analyze relevant studies published between 2019 and 2024. From 101,000 articles identified, nine key studies were screened and analyzed in depth through the stages of identification, screening, eligibility, inclusion, and data synthesis. The findings reveal that implementing the PBL model in social studies learning significantly improves students’ conceptual understanding, motivation, learning outcomes, and critical thinking skills. Moreover, this model encourages active participation and helps students comprehend social studies concepts in more authentic contexts. The results imply the need for systematic integration of PBL in elementary social studies learning to foster active engagement and higher-order thinking skills. Teachers are encouraged to enhance their competence in designing contextual problem-based scenarios, while policymakers should support professional development related to innovative learning models such as PBL. Furthermore, this study provides a foundation for future research exploring the effectiveness of PBL in developing students’ 21st-century skills and social character.
Co-Authors Agus, Firdaus Ali, Mujahid Alwiah, Sy. Sarah Anas Puri, Anas Anggreana, Vella Apriliatini, Vivi Apriyani, Reni Berta Apriza Berta Apriza D.M Priyantha Wedagama Deru Pratama, Muhammad Dharmowijoyo, Dimas B.E. Diondo Simatupang, Ismon febby yolanda Febriani, Sonia Ferly Oktavia Genta Putra, Komang Alit Harianto, Hengky Husnul Kausarian I Made Agus Ariawan I Putu Chandra Wibawa Illahi, Rendi kurnia Irawan Suprapto Khairudin Lubis, Azhar Liza Evianti Tanjung Munandar, Edo Muntazah, Adinda Novita Sari Pocut Faradina , Meutia Pratiwi, Agustin Adelia Sisca Putri, Kharisma Putri, Siti Anisa R Rohmani Sapitri Sri Hartati Dewi Sumarno Sumarno Sumarno Syahminan, Mohammad Syahminan, Mohd Ulum, M Bustanul Yasinta Mahendra, Yasinta