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All Journal Jurnal Pendidikan dan Pengajaran Mimbar PGSD Undiksha EDUSAINS JINOP (Jurnal Inovasi Pembelajaran) Mimbar Sekolah Dasar Tarbawi : Jurnal Ilmu Pendidikan PENDIPA Journal of Science Education Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Basicedu Journal of Psychology and Instructions International Journal of Elementary Education Jurnal Ilmiah Sekolah Dasar Jurnal Komunikasi Pendidikan Eksponen Journal of Science and Education (JSE) Sinar Sang Surya: Jurnal Pusat Pengabdian kepada Masyarakat IJORER : International Journal of Recent Educational Research International Journal of Multidisciplinary: Applied Business and Education Research Journal for Lesson and Learning Studies Indonesian Journal Of Educational Research and Review Jurnal Basicedu NEAR: Jurnal Pengabdian kepada Masyarakat International Journal of Multidisciplinary Approach Research and Science Pengabdian Kepada Masyarakat Cendekia International Journal of Multidisciplinary Reseach Jurnal Abdimas Nusantara Pedagogy Review
R Rohmani
Universitas Muhammadiyah Kotabumi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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The Effectiveness of Using Interactive Animation Media in Enhancing Interest in Science Learning in Primary Schools: Systematic Literature Review Salma Khairunnisa; Rohmani Rohmani
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp233-244

Abstract

Science learning in elementary schools is still dominated by conventional teacher-centered methods, which often result in low student motivation, boredom, and limited active participation in the learning process. However, science is a subject that contains many abstract concepts and therefore requires more engaging, interactive, and student-friendly learning media to support better understanding. This study aims to analyze the effectiveness of interactive animation media in improving students’ interest in learning science at the elementary school level based on previous research. The method used is a Systematic Literature Review (SLR) guided by the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. Data were collected through literature searches in the Google Scholar and SINTA databases covering publications from 2021 to 2025. The search was conducted using the keywords “interactive animation media,” “learning interest,” “science learning,” and “elementary school.” The selected articles were then screened based on inclusion and exclusion criteria, resulting in 10 relevant studies for further analysis. The findings show that interactive animation media effectively increase students’ attention, interest, participation, and enthusiasm in science learning. In addition, this media helps visualize abstract concepts in more concrete forms, making them easier for elementary school students to understand. The implications of this study indicate that interactive animation media can be used as an effective alternative learning tool to improve the quality of science learning; therefore, teachers should integrate it in a well-planned manner supported by adequate facilities and teacher training to ensure optimal implementation in the classroom. In conclusion, interactive animation media plays an important role in creating more effective, interactive, and enjoyable science learning in elementary schools. Keywords: interactive animation media, learning interest, science education, primary school.
Primary School Teachers’ Readiness to Address the Transformation of Science Education through Artificial Intelligence: A Systematic Literature Review Tia Nabela; Rohmani Rohmani
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp96-106

Abstract

Science education in elementary schools is still dominated by conventional methods, which are thus unable to optimally foster student engagement and conceptual understanding. Advances in Artificial Intelligence (AI) offer opportunities to transform learning into a more interactive and adaptive experience; however, its success depends heavily on teacher readiness. This study aims to describe and analyze elementary school teachers’ readiness in facing the transformation of science learning based on Artificial Intelligence (AI), including aspects of attitudes, competencies, and the ability to integrate AI technology into the learning process. The method used was a Systematic Literature Review (SLR) through the PRISMA approach, with the search process utilizing a combination of keywords (“Science Education” OR “Science Learning”), (“Artificial Intelligence” OR “AI”), (“Teacher Readiness” OR “Teacher Competence”), and (“Elementary School” OR “Primary School”) in the Scopus database from 2021–2025, resulting in 10 relevant and high-quality articles after the selection process. The results showed that teachers generally have positive attitudes, high interest, and strong acceptance of AI use in science learning, as it is considered capable of fostering more interactive, innovative, and student-centered learning processes in the digital era. However, teachers’ readiness in terms of technical and pedagogical competencies remains at a moderate and uneven level, particularly in operating AI technology and integrating it effectively into learning activities. In addition, limited digital literacy, lack of training, and inadequate infrastructure were identified as the main challenges, indicating the need to strengthen teachers’ competencies and provide adequate facilities to optimize AI implementation in science learning. This study highlights the importance of improving teachers’ digital competencies and providing technological support to ensure that AI is applied more effectively and optimally in science learning. Keywords: teachers’ readiness, artificial intelligence, elementary school, systematic literature review.
Analysis of the Effectiveness of Diorama in Visualizing Science Concepts and Fostering Creative Thinking Skills Among Elementary School Students: A Systematic Literature Review Lingling Diliyanti; Rohmani Rohmani
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp245-255

Abstract

Science teaching in primary schools often faces challenges in explaining abstract material, making it difficult for pupils to fully grasp the concepts. One medium that can aid in visualizing these concepts is the diorama, a three-dimensional display that presents objects or events in miniature, resembling real-life conditions. This study aims to explore the use of dioramas to visualize science concepts and their relationship to the development of creative thinking skills in primary school pupils. The method used in this study is a Systematic Literature Review (SLR) conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. The research stages include identification, screening, eligibility assessment, and article inclusion. Data were obtained through a search of scientific articles in the Google Scholar database covering the publication period 2021–2025 using relevant keywords. The articles found were then selected based on inclusion and exclusion criteria, resulting in several articles suitable for further analysis. Subsequently, the articles were analyzed descriptively to identify patterns of findings regarding the use of dioramas in science learning in primary schools. The study's findings indicate that dioramas play a positive role in helping pupils understand abstract science concepts more concretely. Furthermore, dioramas enhance pupil engagement through activities such as observation, discussion, and the expression of ideas. The diorama supports the development of flexible thinking, original ideas, and the ability to elaborate on them. Several studies also indicate that integrating dioramas with project-based learning yields more optimal results in enhancing pupils’ creativity. The implications of this research suggest that dioramas can serve as an effective alternative teaching method to improve the quality of science education in primary schools, both in terms of conceptual understanding and the development of pupils’ creative thinking skills. Keywords: Diorama media, Elementary school science, Creative thinking skills.
Augmented Reality in Elementary Science Education: A Systematic Review of Inquiry-Based Learning, Challenges, and Opportunities Bintang Ghany Wedari; Rohmani Rohmani
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp256-268

Abstract

Digital transformation in education demands learning innovations that can increase student engagement and understanding in a more interactive manner. In the context of science learning in elementary schools, integrating Augmented Reality (AR) into Inquiry-Based Learning (IBL) is a potential approach to support the visualization of abstract concepts and exploration-based learning activities. This study aims to analyze research trends, implementation challenges, and opportunities for AR integration in inquiry-based science learning in elementary schools using a Systematic Literature Review (SLR). The study was conducted in accordance with the PRISMA 2020 protocol for articles published between 2021 and 2025. The initial search process yielded 424 articles from the Scopus and Google Scholar databases. These were then selected based on inclusion and exclusion criteria, resulting in 10 final articles, which were analyzed using a qualitative thematic analysis approach. The results show that AR integration in IBL can improve learning motivation, conceptual understanding, and 21st-century skills of elementary school students, especially critical thinking, creativity, collaboration, and communication. In addition, AR has been proven to support every stage of inquiry learning, from orientation and conceptualization to investigation and discussion, culminating in a conclusion, through interactive visualization and a more immersive learning experience. However, the implementation of AR still faces various challenges, such as limited infrastructure, device readiness, teacher competency, and the potential to increase students' cognitive load if instructional design is not appropriate. This study confirms that the success of AR integration in inquiry-based science learning is determined not only by technological sophistication but also by the suitability of the pedagogical design to the characteristics of elementary school students. Therefore, continuous teacher training, the development of more intuitive AR applications, and adequate infrastructure support are needed to optimize the implementation of AR in elementary education. Keywords: Augmented reality, Inquiry-based learning, Elementary school science.
The Effectiveness of Augmented Reality in Improving Elementary School Students' Science Literacy: A Systematic Literature Review Rizka Septiana; Rohmani Rohmani
Pedagogy Review Vol 5, No 3 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i3.pp350-364

Abstract

Science literacy among primary school pupils remains low, largely due to conventional teaching approaches and challenges in understanding abstract scientific concepts. Augmented Reality (AR) provides an interactive and engaging learning experience that helps make these concepts more concrete. Although numerous studies have highlighted the potential of AR in science education, systematic reviews examining its effectiveness in improving science literacy among primary school pupils are still limited. This study aims to analyze the effectiveness of AR in improving primary school pupils’ science literacy, identify the characteristics of existing research, and examine the challenges of its implementation in learning. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines. Data were obtained from the Google Scholar and Scopus databases for the period 2021–2025 using the keywords “Augmented Reality” and “science literacy” and “primary school”. Inclusion criteria included research articles relevant to the topic, focusing on primary school pupils, available in full text, and indexed in Scopus or at least SINTA 3. Following the process of identifying, screening, and selecting articles, 10 articles that met the criteria were identified and systematically analyzed. Data were extracted using a pre-defined extraction form capturing details such as study design, AR type, sample characteristics, measured variables, and key findings. Subsequently, extracted data were synthesized using thematic analysis to identify recurring patterns, challenges, and optimal implementation strategies across the selected studies. The results indicate that AR is effective in improving students’ science literacy by enhancing their understanding of scientific concepts, motivation and engagement in learning, scientific process skills, and 21st-century skills, which include critical thinking, creativity, collaboration, and communication (the 4Cs). Furthermore, the effect of AR tends to be more optimal when integrated with innovative learning models, such as inquiry-based and discovery learning. However, the implementation of AR still faces several challenges. These include limitations in technological facilities and teacher competence. Consequently, AR is a promising teaching tool for supporting the science literacy of primary school pupils and, as such, requires support in the form of adequate facilities and professional development for teachers.Keywords: Augmented reality, Scientific literacy, Elementary school, Systematic literature review
Trends in Implementing the Make a Match Learning Model in Improving Science Learning Outcomes in Indonesian Elementary Schools: A Systematic Literature Review Riana Safitri; Rohmani Rohmani
Pedagogy Review Vol 5, No 2 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i2.pp269-281

Abstract

This study aims to analyze the implementation trends of the Make a Match learning model in improving science learning outcomes among Indonesian elementary school students and to identify challenges and opportunities for its implementation in the digital era. This study used a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol to ensure a systematic, transparent, and replicable process. A literature search was conducted through Google Scholar and GARUDA databases for publications from 2021–2025 using the keywords “Make a Match,” “learning outcomes,” “science,” and “elementary school.” A total of 2,789 articles were initially identified, and after title screening, duplicate removal, abstract evaluation, and full-text assessment, 10 articles met the inclusion criteria and were further analyzed. Data extraction focused on the study design, sample characteristics, learning media, and students' cognitive, affective, and psychomotor learning outcomes. The quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT), which showed that most of the selected studies were categorized as high quality. The findings indicate that the Make a Match learning model consistently improves elementary school students' science learning outcomes. The results indicate that the Make a Match model contributes to improving science students' learning outcomes, with consistent positive trends observed across the reviewed studies. However, 90% of the reviewed studies still relied on conventional learning media such as physical cards and manual flashcards. Only one study explicitly integrated interactive digital electronic modules into the learning process. These findings indicate the need for further innovation in technology-based Make a Match learning models to support digital-generation learners in contemporary elementary education. Keywords: Make a Match, Learning Outcomes, Elementary School Science.
EFFECTIVENESS AND DESIGN OF DIGITAL GAME-BASED LEARNING FOR SCIENCE PROCESS SKILLS IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW Rohmani
International Journal of Multidisciplinary Reseach Vol. 2 No. 4 (2026): Agustus
Publisher : International Journal of Multidisciplinary Reseach

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Mastery of Science Process Skills (SPS) is a foundational competency in STEM higher education; however, conventional instructional methods consistently fail to facilitate deep engagement with complex and abstract scientific phenomena. This study aimed to evaluate the effectiveness of Digital Game-Based Learning (DGBL) in developing undergraduate students’ science process skills, and to identify the instructional design elements most critical to achieving these outcomes. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 protocol. Empirical articles were retrieved from Scopus and ScienceDirect (2021–2025) and appraised using the Mixed Methods Appraisal Tool (MMAT). A final corpus of 33 articles was synthesised. DGBL produced consistently positive and significant effects on higher-order science process skills, with synthesised effect sizes of Hedges’ g ≈ 0.65–0.82 for problem-solving, critical thinking, and scientific reasoning. Effects on lower-order skills were more modest (g ≈ 0.38–0.45). Adaptive scaffolding, immediate formative feedback, and precise Learning Mechanics–Game Mechanics (LM–GM) alignment were identified as the most influential design variables. Stealth assessment frameworks provided more objective and process-oriented evaluations than conventional instruments. DGBL grounded in robust pedagogical design effectively bridges the gap between abstract scientific theory and authentic inquiry-based practice. Future research should prioritise Generative AI integration, immersive technologies, and longitudinal studies tracking long-term SPS retention.
Co-Authors Agung Prihatmojo Ardiansyah Ardiasyah Asri Widia Ningrum Awinda, Wina badawi - Berta Apriza Berta Dinata, Karsoni Bintang Ghany Wedari Bunga Adelia Darwanto Darwanto Dewi, Novi Ayu Kristiana Dina Maulina Dwi Sari Ida Aflaha Elizar Elizar Elizar Enjelyca, Bunga Evi Haryani Fathia Azzahra Fathia Azzahra Haryadi, Rofiq Noorman Herpratiwi Herpratiwi I Wayan Distrik Ida Puspita Sari Junaidi Junaidi Junaidi Junaidi Khoirun Nisa’ Lestari, Rizky Lingling Diliyanti Maharani Zaniyati Mar'atus Sholihah Masitoh Masitoh Meliyana Meliyana Meutia Rachmatia Mirda Delita Mirdan Kurniawan Muhamad Suhardi Nanda Pambudi Purna Bayu Nugroho Putri, Siti Anisa Rahma santhika Rahmadina, Annisa Riana Safitri Rizka Septiana Rizkye Lestari Runa Iqlima Runa Iqlima Nur Azizah Salma Khairunnisa Sari, Ida Puspita Sholihah, Mar'atus Sri Widayati Sukarmin Sukarmin Suprapto, Irawan Tia Nabela Utami , Purie Nawa Utami, Purie Nawa Widha Sunarno Windo Dicky Irawan Yasinta Mahendra Yasinta Mahendra, Yasinta