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All Journal Journal of Educational Review and Research Jurnal of Information Technology and Society (JITS) Journal of Educational Technology Innovation and Applications Contemporary Education and Community Engagement As-Sulthan Journal of Education
Yeyen Febrilia
Universitas Muhammadiyah Bangka Belitung
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Evolution of Educational Technology Implementation in Elementary School: A Bibliometric Analysis of Scopus Publications from 2010 to 2025 Muhammad Ragil Kurniawan; Dedi Kuswandi; Otto Fajarianto; Yeyen Febrilia
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002200

Abstract

The increasing integration of technology in primary education has led to a rapid growth of scholarly publications on educational technology implementation across diverse contexts. However, this expanding body of literature remains fragmented, as it has not been comprehensively examined from an educational technology perspective. The absence of systematic mapping limits a holistic understanding of global research trends in this field. Therefore, this study aims to analyze trends in the implementation of educational technology in primary schools using a bibliometric approach based on Scopus-indexed publications. This study employs a bibliometric research design to systematically map long-term developments over a 25-year period (2000–2025). The methodological framework follows five stages: data retrieval, eligibility screening, data cleaning, bibliometric mapping, and statistical as well as network analysis. Data were collected using the keywords “educational technology” AND “elementary school” and analyzed using VOS viewer (version 1.6.20) and the Bibliometrics R package (version 5.0), with term harmonization applied to ensure analytical consistency. The findings reveal a steady increase in publications, with an annual growth rate of 6.08% and a high coefficient of determination (R² = 0.849), indicating that the field is in a growth phase approaching maturity. A total of 6,125 authors contributed, with an average of 3.74 co-authors per document and an international collaboration rate of 13.55%. Recent keywords highlight digital and AI technologies, while long-standing themes emphasize learning enhancement.
IMPLEMENTATION OF STEAM IN PLAY ACTIVITIES ON THE DEVELOPMENT STUDENTS IN THE PRE-OPERATIONAL STAGE Azka 'Afifah; Yeyen Febrilia; Sindy Sataroh; Ulyma Tahara Arisandi
As-Sulthan Journal of Education Vol. 3 No. 1 (2026): Januari
Publisher : As-Sulthan Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this qualitative study is to describe the implementation of STEAM education through play-based activities, especially making a fan from origami paper in the pre-operational stage. This study not only focus in outcomes but also in the learning process. This study showed the integration of each elements in STEAM based on play activity. The subject of this study are students in Grade 1 from one of the national school in Pangkalpinang who is in pre-operational stage. The data collected by observation, interview, and documentation. The researchers are in the class to observe the implementation. The interview conducted to students during the class. The documentation are the photos and videos of learning process. The data analyzed using Miles & Huberman Model such as data reduction, data display, conclusion. The results showed that implementation of STEAM through origami paper effectively bridges the gap between abstract mathematical concepts and concrete play. This study concludes that play-based STEAM implementation is effevtive in stimulating the cognitive and sensory motor of pre-operational stage.
EVALUATING THE IMPACT OF PROBLEM-BASED LEARNING ON MATHEMATICS ACHIEVEMENT Rifdatul Zahra; Asih Mardati; Yeyen Febrilia
Journal of Educational Review and Research Vol 9, No 1 (2026): VOLUME 9 NUMBER 1 JULY 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jerr.v9i1.9549

Abstract

Mathematics is often perceived as a challenging subject by many elementary school students due to its abstract nature and the limited use of contextual learning approaches. This study aimed to investigate the effect of Problem-Based Learning (PBL) on students' mathematics achievement in fraction topics. A quasi-experimental design with a non-equivalent control group was employed involving 36 fifth-grade students at SD Muhammadiyah Noyokerten. The participants were assigned to an experimental group receiving PBL instruction and a control group receiving conventional instruction. Data were collected using pretests and posttests and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The results indicated significant improvements in mathematics achievement in both groups, with the experimental group demonstrating a substantially greater increase in mean scores (from 53.33 to 82.22) than the control group (from 62.78 to 72.78). These findings suggest that Problem-Based Learning is associated with greater improvements in elementary students' mathematics achievement, particularly in learning fractions
Mapping Intellectual of Student Well-Being, Literacy, and Numeracy in Primary Education in the 21st Century Yeyen Febrilia; Azka ‘Afifah; Irpan Zuhri; Rahma Aini; Sindy Sataroh; Ulyma Tahara Arisandi
Contemporary Education and Community Engagement (CECE) Vol. 3 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/cece.v3i2.2268

Abstract

The increasing complexity of educational systems has intensified interest in understanding the relationships among student well-being, literacy, and numeracy in primary education. While literacy and numeracy are recognized as essential competencies for lifelong learning, growing evidence indicates that students’ psychological, emotional, and social well-being plays a critical role in shaping academic achievement and learning outcomes. Despite the expanding literature, a comprehensive overview of the intellectual structure and thematic evolution of this research area remains limited. Address this gap, this study conducted a bibliometric analysis of global research on student well-being, literacy, and numeracy in primary education using 144 Scopus-indexed publications published between 2011 and 2026. Data were analyzed using the Bibliometrix R Package and Biblioshiny, combining performance analysis and science mapping techniques, including publication trends, citation patterns, author productivity, source impact, institutional contributions, international collaboration, keyword co-occurrence, thematic evolution, co-citation networks, and bibliographic coupling. The results reveal a rapidly growing field with an annual growth rate of 21.25%. Australia emerged as the leading contributor, while Positive Psychology, Self-Determination Theory, Social-Emotional Learning, and school mental health formed the principal intellectual foundations. Thematic development demonstrates a transition from general well-being studies toward integrated investigations connecting psychological well-being with literacy achievement, numeracy development, educational resilience, and digital learning environments. Emerging research directions include digital well-being, learning analytics, and artificial intelligence in education. Based on these findings, the study proposes a Well-Being-Literacy-Numeracy Ecosystem Framework, positioning student well-being as a fundamental mechanism supporting literacy and numeracy development and promoting holistic educational success in primary education.
Interactive Quizzes and Games: Enhancing Speaking Skills in English Language Learning Hairul Hairul; Rahma Aini; Yeyen Febrilia
Jurnal Teknologi Informasi dan Masyarakat Vol 3 No 2 (2025): Journal of Information Technology and Society (JITS)
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/jits.v3i2.1435

Abstract

Developing EFL speaking remains challenging in many classroom contexts. This study examined the effect of interactive quizzes and games on eleventh-grade students’ speaking skills in an Indonesian Islamic boarding school. Using a pretest–posttest control group design, 30 students in two intact classes (n = 15 each) received four weeks (16 sessions) of either interactive quiz/game activities or traditional speaking instruction. Speaking performance (pronunciation, vocabulary, grammar, fluency, and accuracy) was assessed using equivalent pre- and post-speaking tests. Shapiro–Wilk tests confirmed normality of difference scores (p > .05). Both groups improved, but gains were larger in the experimental group (pre: M = 36.00, SD = 17.55; post: M = 86.33, SD = 11.10) than in the control group (pre: M = 36.67, SD = 14.96; post: M = 46.67, SD = 24.18). Groups were equivalent at baseline, t(28) = 0.112, p = .912. Posttest scores differed significantly, t(28) = −5.775, p < .001, d = 2.109, indicating a very large practical effect. These findings suggest that interactive quizzes and games can substantially enhance EFL speaking performance compared with conventional instruction.
Co-Authors Asih Mardati Azka 'Afifah Azka ‘Afifah Dedi Kuswandi Hairul Hairul Irpan Zuhri Muhammad Ragil Kurniawan Otto Fajarianto Rahma Aini Rifdatul Zahra Sindy Sataroh Ulyma Tahara Arisandi