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p-Index From 2020 - 2025
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All Journal Journal for Lesson and Learning Studies
Berta Apriza
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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 Implementing Project-Based Learning Models on Students' Critical Thinking Skills in Elementary Schools: A Systematic Literature Review Dinda Antika Putri; Sumarno; Berta Apriza; Asri widianingrum
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.v8i1.90392

Abstract

The low level of critical thinking skills among elementary school students has become a major challenge in meeting the demands of 21st-century competencies. This issue is exacerbated by the lack of learning models that actively engage students in solving real-world problems and making decisions based on analytical reasoning. This study aims to analyze the effectiveness of implementing the Project-Based Learning (PjBL) model in enhancing students’ critical thinking skills at the elementary level. A Systematic Literature Review (SLR) was conducted by collecting data from Google Scholar using specific keywords. The search yielded 12,900 documents, which were narrowed down to 249 articles, with 10 articles ultimately meeting the inclusion criteria for further analysis. The data were analyzed descriptively and qualitatively to identify the main findings related to the application of PjBL in improving critical thinking. The results indicate that PjBL is effective in developing students’ abilities to analyze, evaluate, and solve problems logically and creatively. Additionally, this model enhances students’ social skills, collaboration, and communication. The findings suggest that PjBL should be more widely implemented in elementary education as an innovative learning strategy capable of fostering 21st-century skills in a sustainable manner.
PENERAPAN MEDIA GAME KAHOOT TERHADAP HASIL BELAJAR MATEMATIKA DiSEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Pratiwi Nawawi, Widya; Berta Apriza; Purna Bayu Nugroho
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.v8i2.92261

Abstract

Many students experience difficulties and show low interest in learning mathematics. One possible solution to enhance students’ motivation and engagement is the use of interactive quiz-based game media such as Kahoot. This study aims to analyze the effectiveness of Kahoot in improving elementary school students’ mathematics learning outcomes. The method employed is a systematic literature review by examining scholarly articles published between 2020 and 2024, obtained through Google Scholar searches. From a total of 18,700 articles identified, a screening process based on inclusion criteria was conducted, resulting in 10 articles selected for review. Data were analyzed using a descriptive qualitative approach. The findings indicate that Kahoot is effective in strengthening the understanding of basic mathematical concepts and increasing students’ learning motivation. However, several limitations were identified, including unequal access to technology and students’ tendency to focus more on competition rather than comprehension of the material. Overall, the implementation of Kahoot creates enjoyable and interactive learning experiences, contributing positively to the improvement of mathematics learning outcomes. The implications of this study highlight that integrating interactive digital media into the learning process can enrich teaching strategies, although challenges related to technology access need to be addressed in future implementations.
Mathematics Learning Difficulties among Elementary School Students Fitri Yabashiru; Berta Apriza; Karsoni Berta Dinata
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.v8i2.94756

Abstract

Mathematics learning difficulties remain a significant challenge faced by many elementary school students. This issue directly impacts students' low academic achievement in mathematics. This study aims to identify and analyze in depth the various factors causing mathematics learning difficulties using a Systematic Literature Review (SLR) approach. A total of 10 relevant scientific articles were carefully selected based on specific inclusion criteria and analyzed using a thematic approach. The results of this study indicate that there are two main categories of causes of learning difficulties: internal and external factors. Internal factors include a lack of understanding of basic mathematical concepts, low motivation to learn, and excessive anxiety toward mathematics lessons. On the other hand, external factors involve the use of less varied teaching methods, limited learning media, and a lack of support from the surrounding environment, especially from parents. Based on these findings, it is concluded that it is important to apply a contextual, interactive, and student-centered learning approach tailored to students' characteristics and needs. Additionally, strong collaboration between teachers, parents, and school authorities is needed to create a conducive learning environment. The implications of this research indicate that interventions based on students' needs and teacher training in designing more effective learning strategies are essential to address the challenges in mathematics learning comprehensively.
Co-Authors Asri widianingrum Dinda Antika Putri Elizar Fitri Yabashiru Irawan Suprapto Karsoni Berta Dinata Mita Septiana Muntazah, Adinda Pratiwi Nawawi, Widya Purna Bayu Nugroho Sumarno Yasinta Mahendra, Yasinta