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Integrasi Teknologi Dalam Pembelajaran Paud: Dampaknya Terhadap Perkembangan Kognitif, Sosial, Dan Emosional Anak Nasution, Chindy Abelia; Ramadani, Egidia; Zahra, Khaira Laini; Ardila, Siti; Anggraini, Elya Siska
Jurnal Inovasi Penelitian Ilmu Pendidikan Indonesia Vol 2,No 1, Januari 2025
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/h7cgst17

Penelitian ini bertujuan untuk mengeksplorasi penggunaan teknologi dalam pembelajaran anak usia dini (PAUD) dengan fokus pada PAUD Sejahtera. Di era digital, pemanfaatan teknologi dalam pendidikan menjadi semakin penting. Para guru memanfaatkan berbagai perangkat teknologi untuk menciptakan pengalaman belajar yang interaktif dan menarik bagi anak-anak. Namun, integrasi teknologi ini juga menghadirkan berbagai tantangan, seperti kebutuhan untuk pengawasan yang lebih ketat, ketimpangan akses, serta pelatihan yang memadai bagi guru untuk memastikan teknologi digunakan sesuai dengan prinsip PAUD. Penelitian ini menggunakan pendekatan kualitatif dengan teknik wawancara sebagai metode pengumpulan data. Temuan penelitian menunjukkan bahwa teknologi dapat memberikan kontribusi positif terhadap perkembangan kognitif, sosial, dan emosional anak jika diterapkan dengan pengawasan yang tepat. Penelitian ini menekankan pentingnya kolaborasi antara guru dan orang tua untuk memaksimalkan manfaat teknologi tanpa mengorbankan kebutuhan anak untuk aktivitas fisik dan interaksi sosial.

Question Words Teaching Strategy in Grade 5 of SD Negeri 104267 Pegajahan Lubis, Fawwazatul Ulfa; Simanjuntak, Eva Betty; Zahra, Khaira Laini; Panggabean, Revalina; Nasution, Chindy Abelia; Turnip, Halimatu Zahra
Invention: Journal Research and Education Studies Volume 6 Nomor 2 Juli 2025
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v6i2.2543

English language education at SD Negeri 104267 Pegajahan emphasizes the importance of mastering question words such as “what,” “who,” “where,” “when,” “why,” and “how,” which form the basis for students' communication skills. This study aims to analyze the teaching strategies used by teachers and the challenges faced during the learning process. The method applied is qualitative descriptive, with data collection through in-depth interviews and literature review. The results of the study indicate that contextual and interactive teaching methods are effective in improving students' understanding of the use of question words. However, challenges remain, such as limited learning time and differences in students' abilities. It is hoped that teachers can integrate technology and implement project-based learning to increase students' motivation and engagement. With continued support, it is hoped that students will be able to communicate with greater confidence and effectiveness and be motivated to continue learning English in the future.

Question Words Teaching Strategy in Grade 5 of SD Negeri 104267 Pegajahan Lubis, Fawwazatul Ulfa; Simanjuntak, Eva Betty; Zahra, Khaira Laini; Panggabean, Revalina; Nasution, Chindy Abelia; Turnip, Halimatu Zahra
Invention: Journal Research and Education Studies Volume 6 Nomor 2 Juli 2025
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v6i2.2543

English language education at SD Negeri 104267 Pegajahan emphasizes the importance of mastering question words such as “what,” “who,” “where,” “when,” “why,” and “how,” which form the basis for students' communication skills. This study aims to analyze the teaching strategies used by teachers and the challenges faced during the learning process. The method applied is qualitative descriptive, with data collection through in-depth interviews and literature review. The results of the study indicate that contextual and interactive teaching methods are effective in improving students' understanding of the use of question words. However, challenges remain, such as limited learning time and differences in students' abilities. It is hoped that teachers can integrate technology and implement project-based learning to increase students' motivation and engagement. With continued support, it is hoped that students will be able to communicate with greater confidence and effectiveness and be motivated to continue learning English in the future.

Bold Basics of Social Studies in Elementary School Marhamah, Fitrah; Shofwah, Aqilah Nadya; Ramadhani, Citra Suci; Zahra, Khaira Laini; Lutfiah, Zahra Meida; Khairunnisa, Khairunnisa
International Journal Of Education, Social Studies, And Management (IJESSM) Vol. 5 No. 3 (2025): The International Journal of Education, Social Studies, and Management (IJESSM)
Publisher : LPPPIPublishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52121/ijessm.v5i3.889

Social Studies in elementary schools plays an important role in shaping students' character, knowledge, and social skills from an early age. This article examines the philosophical, sociological, pedagogical, and psychological foundations underlying the development of social studies in elementary schools through a literature review. The research was conducted by reviewing 20 recent academic sources (2020–2025) relevant to elementary school social studies education. The results show that the philosophical foundation determines the scope and objectives through ontological, epistemological, and axiological aspects. The sociological foundation highlights the relationship between the social studies curriculum and social dynamics and community needs. The pedagogical foundation focuses on learning strategies that are appropriate to the developmental characteristics of students. The psychological foundation ensures that learning is in line with children's cognitive, affective, and socio-emotional development. These findings emphasize the importance of a comprehensive approach based on the four foundations of education to realize contextual and meaningful social studies learning that supports the achievement of national education goals.

Effective Strategies for Implementing Remedial and Enrichment Learning Activities in Elementary Schools: A Literature Study Lutfiah, Zahra Meida; Ramadani, Citra Suci; Zahra, Khaira Laini; Ritonga, Rahmilawati
AMK : Abdi Masyarakat UIKA Vol. 5 No. 1 (2026): MARET
Publisher : Universitas Ibn Khaldun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/amk.v5i1.3152

Remedial and enrichment activities in elementary schools are an important step to ensure that every student has the opportunity to learn according to their abilities and needs. Through a literature study, this study summarizes various findings from journals, books, and research reports to capture how the concepts, implementation processes, challenges, and effective strategies of remedial and enrichment are applied at the basic level. The results of the study show that the most decisive initial step is to recognize students' learning difficulties through initial assessments, classroom observations, and portfolio analysis. In remedial activities, teachers need to develop a targeted improvement plan, utilize concrete media, provide guidance in small groups or through peer tutors, and conduct reassessments to see student progress. Meanwhile, enrichment can be provided by identifying students who demonstrate higher abilities, then engaging them in creative projects, mini-research, or interest-based activities that challenge higher-level thinking skills. Teachers play a very strategic role as planners, facilitators, as well as providers of emotional support. In the field, the implementation of these two programs is still constrained by limited time, large number of students, and lack of supporting resources. Therefore, strategies such as differentiated learning, the use of simple technology, and the implementation of project-based learning are recommended to increase effectiveness. This study is expected to be a practical reference for elementary school teachers in developing remedial and enrichment programs that are more adaptive, inclusive, and sustainable.

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