Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Smart: Journal of Multidisciplinary Educationa
Juang Kurniawan
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
A LITERATURE REVIEW ON THE TEACHING OF INDONESIAN LANGUAGE IN ELEMENTARY SCHOOLS: APPROACHES, METHODS, AND PRACTICAL IMPLICATIONS Juang Kurniawan
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.607

Abstract

This study aims to analyze the instructional approaches, methods, and contextual factors that influence the teaching of Indonesian language in elementary schools through a comprehensive literature review. Using a qualitative library research method, the study systematically reviewed academic publications from the last five years, focusing on peer-reviewed articles, empirical studies, and theoretical papers related to Indonesian language instruction. The analysis highlights the increasing adoption of student-centered methods such as contextual teaching, scaffolded literacy, and digital integration—particularly through Computer-Assisted Language Learning (CALL)—which have shown positive impacts on vocabulary development, reading comprehension, and writing fluency. However, the study also identifies significant challenges, including limited teacher training, disparities in technological infrastructure, and the linguistic diversity of students, especially in rural and multilingual school contexts. The novelty of this research lies in its integrative perspective: it does not only map teaching strategies, but also considers how instructional effectiveness is shaped by the interaction between pedagogy, digital readiness, teacher competence, and school context. Furthermore, the study provides differentiated insights that move beyond “one-size-fits-all” recommendations, offering targeted implications for various school settings. In conclusion, the findings suggest that effective Indonesian language instruction requires a flexible, context-responsive framework that aligns curriculum, method, and teacher capacity to student needs. These results are expected to inform future research, educational policy, and instructional design practices in the context of primary language education in Indonesia.
A LITERATURE REVIEW ON TEACHER STRATEGIES TO ENHANCE SPEAKING SKILLS OF ELEMENTARY SCHOOL STUDENTS IN INDONESIAN LANGUAGE EDUCATION Juang Kurniawan
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.595

Abstract

This study aims to identify and synthesize effective teacher strategies in enhancing the speaking skills of elementary school students within Indonesian language learning contexts. Given the limited attention to speaking instruction in mother-tongue education, especially at the primary level, this research employs a literature review method by analyzing 20 peer-reviewed articles published in the last five years. The data were collected through systematic searching, screening, and thematic analysis across major academic databases. The findings reveal that scaffolding, storytelling, role play, group discussion, and digital media are the most frequently used strategies. Among these, scaffolding and storytelling consistently show high effectiveness in developing fluency, confidence, and vocabulary. The study’s novelty lies in its comprehensive mapping of teaching strategies according to grade levels, task types, and speaking components, offering a practical guide for educators. It also highlights the emerging role of digital tools in supporting vocabulary enrichment and interactive engagement in Bahasa Indonesia classes. Furthermore, this research fills a gap by focusing specifically on speaking instruction in elementary Bahasa Indonesia education, which is often underrepresented in the literature. The conclusion affirms that a combination of context-sensitive strategies—tailored to learners' developmental stages and supported by technology where appropriate—can significantly improve speaking outcomes. The results contribute both theoretical and practical insights for teachers, curriculum developers, and educational policymakers seeking to strengthen foundational communication skills in local language instruction.
THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING MODEL IN PRIMARY EDUCATION: AN EMPIRICAL LITERATURE ANALYSIS Ronald Candy S. Lasaten; Juang Kurniawan
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.v2i4.598

Abstract

This study aims to investigate the implementation of the Problem-Based Learning (PBL) model in primary education by analyzing its fidelity, contextual adaptation, and impact on various learning outcomes. Employing a literature review method, this research synthesizes findings from 30 peer-reviewed studies published in the last five years, focusing on the effectiveness and challenges of PBL in elementary school settings. Data were collected through systematic screening of journal databases and analyzed using thematic synthesis to identify recurring themes and research gaps. Results indicate that while PBL is widely reported to enhance students’ cognitive performance, there is limited focus on its impact on affective, social, and metacognitive domains. Furthermore, the findings reveal significant variability in implementation fidelity and a lack of alignment between PBL and national curriculum demands, especially in low-resource classrooms. This study presents a novel contribution by combining implementation fidelity with learner readiness and contextual constraints to offer a comprehensive understanding of PBL in primary education. Unlike previous studies that focused narrowly on test outcomes, this research emphasizes long-term learning transfer and inclusive instructional practices. In conclusion, successful application of PBL requires not only strong teacher preparation but also adaptive frameworks that respond to classroom realities. The study advocates for more holistic evaluation tools and recommends targeted teacher development programs to scale up PBL sustainably across diverse educational systems.
Co-Authors Ronald Candy S. Lasaten