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All Journal Abdi Masyarakat UIKA Jurnal Pengabdian Nusantara Educational Journal
Rahmilawati Ritonga
Universitas Negeri Medan
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Self-Explanation as a Teaching Technique: Literature Review for Elementary School Education Fitrah Marhamah; Aqilah Nadya Shofwah; Cristin Novstasya Saragih; Rahmilawati Ritonga
Jurnal Pengabdian Nusantara Vol. 4 No. 2 (2026): APRIL
Publisher : Konsorsium Nasional Pengelola Jurnal Pengabdian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/jpn.v4i2.131

Abstract

Self-explanation is one of the learning techniques that gives space for students to explain the material content again with their own words, either orally or in writing. This technique is considered relevant for basic education because it can help children recognize their way of thinking, check their understanding, and strengthen the relationships between concepts. This article presents a literature review on the application of self-explanation in the context of learning in elementary schools based on research from the last five years. This literature study traces various national and international articles through a gradual selection process and thematic analysis to find patterns of findings related to the effectiveness of this technique. The results of the study show that self-explanation not only increases conceptual understanding, but also strengthens metacognitive abilities, learning independence, and the quality of student interaction with the material. This technique has proven relevant for various subjects, such as reading, mathematics, and science. This article is expected to provide a comprehensive picture of the potential of self-explanation as an alternative learning strategy that is more reflective and student-centered in elementary education.
Effective Strategies for Implementing Remedial and Enrichment Learning Activities in Elementary Schools: A Literature Study Zahra Meida Lutfiah; Citra Suci Ramadani; Khaira Laini Zahra; Rahmilawati Ritonga
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

Abstract

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.
Analysis of the Nature of Learning and Instruction in Elementary Schools Through a Literature Study Clara Noviantri Halawa; Fitri Sibarani; Amanda Daniela Naibaho; Chindy Abelia Nasution; Rahmilawati Ritonga
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.v5i1.3154

Abstract

This study aims to comprehensively analyze the nature of learning and instruction in elementary schools through a literature study approach. The review was conducted by examining various classical and modern learning theories, concepts of 21st-century learning, and the practical implications that emerge within the context of basic education. The data were obtained from academic books, national and international scientific journals, research reports, and various digital publications relevant to the topic. Based on the literature review, learning is understood as a complex process that results in changes in behavior, knowledge, skills, values, and attitudes through direct experience or social interaction. Effective instruction requires a paradigm shift from teacher-centered learning to student-centered learning, where teachers are no longer merely transmitters of information but act as facilitators, motivators, and guides in the learning process. The study also shows that the implementation of 21st-century learning in elementary schools demands the application of instructional strategies that stimulate critical thinking, creativity, collaboration, and digital literacy. Learning must be designed to accommodate the developmental needs of children, particularly because elementary students are at the concrete operational stage, requiring real and contextual learning experiences. This study emphasizes that instructional quality will improve when planning, implementation, and evaluation are developed based on a deep understanding of children’s learning characteristics. Thus, this literature study provides a comprehensive overview of the importance of understanding the nature of learning and instruction as the foundation for developing effective, relevant, and sustainable educational practices in elementary
Analisis Klasifikasi dan Pemilihan Strategi Pembelajaran dalam Meningkatkan Efektivitas Proses Belajar Mengajar Rahmilawati Ritonga; Yulia Habiba Hasibuan; Ida Romian Pasaribu; Halimatu Zahra Turnip; Hilwa Aufa Anggieta
Educational Journal Vol. 1 No. 2 (2026): JANUARI
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/azcmg807

Abstract

Efektivitas pembelajaran sangat ditentukan oleh kemampuan guru dalam memilih strategi, metode, dan media pembelajaran yang sesuai dengan karakteristik peserta didik. Beragam temuan penelitian menunjukkan bahwa strategi seperti pembelajaran aktif, kolaboratif, berbasis masalah, multi representasi, hingga pembelajaran berdiferensiasi dapat meningkatkan motivasi, partisipasi, serta hasil belajar siswa. Artikel ini bertujuan menganalisis klasifikasi media, pemilihan strategi, serta implementasinya dalam meningkatkan efektivitas proses pengajaran di sekolah dasar. Kajian pustaka diambil dari berbagai sumber ilmiah yang telah disediakan, termasuk penelitian terkait strategi pembelajaran, efektivitas model pembelajaran, strategi guru penggerak, dan penggunaan media pembelajaran. Hasil analisis menunjukkan bahwa pemilihan strategi pembelajaran harus mempertimbangkan tujuan pembelajaran, karakteristik siswa, konteks pembelajaran, serta kesesuaian media yang digunakan. Kesimpulannya, efektivitas proses belajar mengajar akan meningkat apabila guru mampu mengkombinasikan berbagai strategi pembelajaran secara tepat, fleksibel, dan terarah pada tujuan.
Co-Authors Amanda Daniela Naibaho Aqilah Nadya Shofwah Chindy Abelia Nasution Citra Suci Ramadani Clara Noviantri Halawa Cristin Novstasya Saragih Fitrah Marhamah Fitri Sibarani Halimatu Zahra Turnip Hilwa Aufa Anggieta Ida Romian Pasaribu Khaira Laini Zahra Yulia Habiba Hasibuan Zahra Meida Lutfiah