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All Journal Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar (JP3D)
Leonita Horman, Meisara
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Humanities Education Social Sciences Other

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Analisis Permasalahan Pembelajaran di Sekolah Dasar pada Abad 21: Suatu Tinjauan Filosofis, Pedagogis, Sosio Kultural, dan Psikologis Melalui Pendekatan Berdiferensiasi Herdi Pangkey, Richard Daniel; Asari Lengkong, Afrilia; Leonita Horman, Meisara; Ritsita Lengkong, Gloria
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.46131

Abstract

The problems of learning in primary schools in the 21st century have become increasingly complex, influenced by philosophical, pedagogical, socio-cultural, and psychological factors. From a philosophical perspective, education tends to be reduced to pragmatic academic goals, obscuring its essence as a process of humanization and character formation. Pedagogically, challenges arise from the gap in teachers’ competencies in dealing with digital-native learners who demand interactive, collaborative, and creative learning experiences. From a socio-cultural standpoint, globalization and technological advancement create a paradox—on the one hand, they expand access to information, but on the other hand, they can weaken local cultural identity and widen regional disparities. Psychologically, elementary students face pressures from academic demands, limited emotional support, and the negative effects of excessive gadget use. To address these issues, a differentiated teaching approach serves as a strategic alternative that aligns learning processes with students’ readiness, interests, and learning profiles. Through the integration of Lower Order Thinking Skills (LOTs) and Higher Order Thinking Skills (HOTs), this approach not only strengthens cognitive competence but also fosters students’ critical, creative, and reflective thinking in accordance with 21st-century learning demands. Thus, a multidimensional analysis combining the four perspectives and differentiated instruction underscores that solutions to elementary education challenges must be holistic, adaptive, and contextually grounded, enabling the formation of learners who are academically competent, psychologically healthy, and culturally rooted.
Kajian Sistematis Literatur Tentang Pengembangan Media dan Materi IPA Interaktif di Sekolah Dasar Berbasis Keterampilan Abad 21 Rorimpandey, Widdy H.F.; Kalengkongan, Jeane; Carolina Dien, Jini; Asari Lengkong, Afrilia; Leonita Horman, Meisara
Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar Vol 8 No 2 (2025): November
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/dikdas.v8i2.46133

Abstract

The development of 21st century education demands innovation in Science (IPA) learning at the elementary school level, emphasizing not only knowledge transfer but also the cultivation of critical thinking, creativity, collaboration, and communication skills. This study aims to systematically analyze the literature discussing the development of interactive science learning media and materials in elementary schools relevant to the enhancement of 21st century skills. The research employed a Systematic Literature Review (SLR) method consisting of identification, selection, analysis, and synthesis stages of scientific articles published between 2018 and 2024. Data sources were obtained from national and international databases such as Google Scholar, DOAJ, and Garuda. The findings indicate that the development of digital-based interactive media—such as Articulate Storyline, Educandy, Augmented Reality, and virtual laboratories—has a positive impact on students’ conceptual understanding, learning motivation, and scientific literacy. Furthermore, science materials designed using contextual and problem-based approaches were found to be effective in integrating 21st century skills. The main challenges identified include limited teacher competence in technology use, unequal digital infrastructure, and the lack of comprehensive evaluations based on 21st century competencies. This review recommends continuous teacher training, the development of student-centered learning media, and collaboration between educational institutions and technology developers to create innovative, adaptive, and skill-oriented science learning environments.
Co-Authors Asari Lengkong, Afrilia Carolina Dien, Jini Herdi Pangkey, Richard Daniel jeane kalengkongan Ritsita Lengkong, Gloria Rorimpandey, Widdy H.F.