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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Sanseni Safitri
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TINJAUAN LITERATUR TENTANG PENDEKATAN HOLISTIK PENDIDIKAN DASAR DI ERA DIGITAL DAN IMPLIKASINYA TERHADAP SELF-REGULATED LEARNING GENERASI ALPHA Nurmeni Indratranovi; Sanseni Safitri; Suspita Nofa; Zelhendri Zel; Desyandri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.39714

Abstract

This study aims to analyze the relevance and implications of a holistic approach to elementary education in the digital era, with a particular focus on strengthening self-regulated learning (SRL) among Alpha Generation students. The urgency of this topic arises from the shifting learning characteristics of today’s elementary learners, who are highly immersed in digital technology, visually oriented, fast-paced, and require flexible and responsive learning environments. Using a systematic literature review method, this research analyzed 37 national and international articles published between 2015 and 2025. Data were collected from electronic databases such as Google Scholar, ERIC, DOAJ, and SINTA, followed by content analysis to identify patterns, themes, and key findings. The results show that holistic education integrated with digital learning contributes significantly to the development of cognitive, emotional, social, and spiritual competencies. Moreover, digital learning platforms provide opportunities for students to plan, monitor, and evaluate their learning processes independently, aligning with the core dimensions of SRL. The reviewed literature consistently indicates that the combination of holistic pedagogy and digital tools enhances students’ engagement, critical thinking, creativity, and autonomy. Findings from supporting data at SDN 25 Sungai Sirah Hilir further confirm that holistic-digital learning improves critical thinking skills with a moderate N-Gain score. Overall, this study highlights the importance of implementing holistic approaches in digital-based elementary education as a strategic effort to optimize SRL development for the Alpha Generation.
PENGARUH LITERASI SOSIOLOGI PENDIDIKAN GURU TERHADAP IMPLEMENTASI PEMBELAJARAN INKLUSIF BERDIFERENSIASI DAN HASIL BELAJAR SISWA SEKOLAH DASAR Rika Irawati; Sanseni Safitri; Yeni Karneli; Zelhendri Zen
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50670

Abstract

Educational sociology literacy is a foundational yet underexplored teacher competency that enables responsive, equitable instruction in diverse classrooms. This study examines the effect of teachers' educational sociology literacy on the implementation of differentiated inclusive learning, classroom diversity management, and student academic achievement in elementary schools. Grounded in Bourdieu's cultural capital theory and symbolic interactionism, a correlational survey design was employed involving 120 Grade IV–VI students from three elementary schools in Mentawai Regency, West Sumatra, selected through cluster random sampling. Data were gathered using a validated questionnaire (Cronbach's α = 0.87; CFA factor loadings > 0.50) and end-of-semester report card scores. Multiple regression analysis confirmed all classical assumption tests (Shapiro-Wilk normality p > 0.05; VIF = 1.23–1.87; Breusch-Pagan χ² = 4.21; p = 0.24). Results revealed that teachers' educational sociology literacy significantly predicted differentiated inclusive learning (β = 0.62; p < 0.001), diversity management (β = 0.54; p < 0.001), and student achievement (β = 0.48; p < 0.001), with the full model accounting for 64% of achievement variance (R² = 0.64; F(3,116) = 68.74; p < 0.001). Effect size qualified as large by Cohen's criterion (f² = 0.89). This study contributes a novel empirically validated framework linking sociological teacher literacy to Merdeka Curriculum-aligned differentiated instruction in archipelago contexts. Findings call for systematic integration of educational sociology into PGSD curricula and teacher professional development programs in high-diversity regions.
Co-Authors Desyandri Desyandri Nurmeni Indratranovi Rika Irawati Suspita Nofa Yeni Karneli Zelhendri Zel Zen, Zelhendri