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All Journal Smart: Journal of Multidisciplinary Educationa Al-Masail: Journal of Islamic Studies
Devi Melani
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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THE USE OF INTERACTIVE TECHNOLOGY IN ISLAMIC EDUCATION AT ELEMENTARY SCHOOLS: IMPACT ON STUDENTS' MOTIVATION, PARTICIPATION, AND UNDERSTANDING Devi Melani
Al-Masail: Journal of Islamic Studies Vol. 1 No. 2 (2023): December: Al-Masail: Journal of Islamic Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/al-masail.v1i2.128

Abstract

This study aims to evaluate the impact of using interactive technology in Islamic Education (PAI) at elementary schools on students' motivation, participation, and understanding. Utilizing a mixed-method research design, data were collected through questionnaires, semi-structured interviews, and classroom observations. The results showed a significant increase in students' learning motivation from 60% to 85%, participation from 55% to 90%, and conceptual understanding from 58% to 87% after implementing interactive technology. Teachers reported that interactive learning media facilitated material delivery and increased student engagement. However, challenges such as inadequate facilities and teachers' technical skills need to be addressed to maximize the benefits of this technology. In conclusion, interactive technology can enhance the quality of PAI learning and shape better student character with proper support from various stakeholders
INNOVATIVE TEACHING STRATEGIES TO IMPROVE LEARNING OUTCOMES IN ELEMENTARY SCHOOLS Devi Melani
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.487

Abstract

This study aims to identify and analyze innovative teaching strategies applied by elementary school teachers to improve student learning outcomes. Traditional teacher-centered approaches are increasingly inadequate in developing 21st-century skills such as critical thinking, collaboration, and problem-solving. Therefore, participatory and contextual teaching strategies are urgently needed to foster meaningful and active learning. A descriptive qualitative method was employed, using classroom observations, semi-structured interviews, and document analysis. The study was conducted at three semi-urban elementary schools (fictitious): SD Negeri Kreativa, SD Negeri Cendekia Bangunrejo, and SD Negeri Harapan Bangsa. Respondents included 9 classroom teachers (grades IV–VI), 3 school principals, and 45 students who directly participated in the observed learning processes. The findings indicate that the implementation of strategies such as project-based learning and problem-based learning positively affected students’ motivation, conceptual understanding, and social skills. Nevertheless, several structural challenges were identified, including time constraints, lack of teacher training, and administrative workload, which hindered consistent implementation. The novelty of this study lies in its micro-contextual approach at the elementary level, systematically linking innovative teaching strategies with measurable improvements in learning outcomes and 21st-century competencies. This research recommends strengthening institutional support and building teacher capacity to ensure the sustainability of pedagogical innovation in primary education.
ENGAGING MATHEMATICS LEARNING STRATEGIES FOR ELEMENTARY SCHOOL STUDENTS Devi Melani
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.583

Abstract

This study aims to investigate effective and enjoyable mathematics learning strategies for elementary school students, focusing on how such approaches can enhance both conceptual understanding and affective engagement. Utilizing a library research method, the study systematically reviews and synthesizes relevant literature from the past five years, drawing from peer-reviewed journal articles, books, and academic reports. The results identify six key strategies—game-based learning, use of manipulatives, storytelling, collaborative group tasks, digital simulations, and mathematics contextualized through local culture—as having significant cognitive and emotional impacts. Among these, game-based and contextual strategies demonstrated the highest gains in student engagement and achievement. The novelty of this research lies in its comprehensive integration of multiple strategy types within a socio-cultural and pedagogical framework, while also emphasizing the role of teacher implementation fidelity in successful strategy adoption. Unlike previous studies that often focus on single interventions or short-term outcomes, this study proposes a holistic, student-centered, and contextually responsive instructional approach. The findings support the assertion that enjoyable learning is not a pedagogical luxury, but a necessity for fostering mathematical literacy and motivation in young learners. In conclusion, the study provides strong theoretical and practical justification for embedding fun-based, culturally relevant, and multi-modal strategies in elementary mathematics classrooms, while also offering a conceptual foundation for future empirical research and curriculum development.
THE USE OF TECHNOLOGY IN DISTANCE LEARNING IN ELEMENTARY SCHOOLS: A POST-PANDEMIC LITERATURE ANALYSIS Devi Melani; Rayi Anissai Rahma Puti Zahro
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 4 (2025): May: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i4.602

Abstract

This study aims to analyze the use of technology in distance and blended learning in Indonesian elementary schools during the post-pandemic era, focusing on teacher readiness, infrastructure availability, student engagement, and home learning support. Employing a literature review method, this research systematically synthesizes studies published between 2020 and 2025 from Scopus, Google Scholar, and national academic repositories. The findings reveal significant disparities between urban and remote schools regarding digital literacy, internet stability, and access to learning devices. Urban schools demonstrate higher levels of teacher training, stable connectivity, and stronger parental support, resulting in higher student engagement and improved learning outcomes. Conversely, rural and remote schools struggle with limited infrastructure, inadequate teacher digital competence, and low parental involvement, which negatively affect learning quality. The novelty of this research lies in its integrative framework combining technology readiness, pedagogical adaptation, and socio-contextual equity at the elementary education level—a focus that remains underexplored in post-pandemic digital learning studies. Furthermore, the study contributes globally by highlighting how developing countries can transform emergency remote learning into sustainable hybrid models aligned with inclusive education principles. It concludes that successful implementation of distance learning in primary education requires holistic coordination between teachers, infrastructure providers, families, and policymakers. These findings provide valuable insights for educators and policymakers to design equitable, technology-driven learning systems capable of sustaining education quality in both urban and remote settings.
Co-Authors Rayi Anissai Rahma Puti Zahro