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All Journal PIJAR: Jurnal Pendidikan dan Pengajaran AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam
Ritonga, Nurhayati
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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The Ontology of Digital Literacy in Evaluating the Credibility of Internet-Based Learning Resources for Elementry School Students Nasution, Nurhidayah; Ritonga, Nurhayati; Handayani, Rini; Muliyani E pulungan, Ifrah; Siregar, Pahri
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 3: Mei-Juni 2026 (In Progress Mei 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i3.590

Abstract

This article is motivated by the increasing use of the internet as a learning resource for elementary school students who do not yet fully possess the ability to evaluate the accuracy of information. Ontologically, digital literacy is not only understood as the technical ability to use devices, but also as a critical awareness of the nature of information, its sources, and its validity. The purpose of this study is to analyze the concept of the ontology of digital literacy in helping elementary school students assess the accuracy of information from internet-based sources. The method used is qualitative research with a Systematic Literature Review (SLR) approach. Data were obtained from scientific journals, books, and relevant educational policy documents. The results show that ontology-based digital literacy emphasizes an understanding of the existence of information, its origins, and the criteria of truth involving aspects of logic, source credibility, and information context. These findings indicate that students equipped with ontological understanding tend to be more critical in distinguishing between hoax and factual information. The conclusion of this study is that the integration of an ontological approach in digital literacy is essential for developing critical thinking skills from an early age. The implication is that teachers need to develop learning strategies that not only focus on the use of technology but also on the critical evaluation of digital information
The Ontology of Digital Literacy in Evaluating the Credibility of Internet-Based Learning Resources for Elementry School Students Nasution, Nurhidayah; Ritonga, Nurhayati; Handayani, Rini; Muliyani E pulungan, Ifrah; Siregar, Pahri
AL GHAZALI: Jurnal Pendidikan dan Pemikiran Islam Vol. 6 No. 3: Mei-Juni 2026 (In Progress Mei 2026)
Publisher : Sekolah Tinggi Agama Islam Al-Jami Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69900/ag.v6i3.590

Abstract

This article is motivated by the increasing use of the internet as a learning resource for elementary school students who do not yet fully possess the ability to evaluate the accuracy of information. Ontologically, digital literacy is not only understood as the technical ability to use devices, but also as a critical awareness of the nature of information, its sources, and its validity. The purpose of this study is to analyze the concept of the ontology of digital literacy in helping elementary school students assess the accuracy of information from internet-based sources. The method used is qualitative research with a Systematic Literature Review (SLR) approach. Data were obtained from scientific journals, books, and relevant educational policy documents. The results show that ontology-based digital literacy emphasizes an understanding of the existence of information, its origins, and the criteria of truth involving aspects of logic, source credibility, and information context. These findings indicate that students equipped with ontological understanding tend to be more critical in distinguishing between hoax and factual information. The conclusion of this study is that the integration of an ontological approach in digital literacy is essential for developing critical thinking skills from an early age. The implication is that teachers need to develop learning strategies that not only focus on the use of technology but also on the critical evaluation of digital information
Math Anxiety Pada Murid Sekolah Dasar: Studi Sytematic Literature Review Terhadap Faktor Penyebab Dan Strategi Intervensi Ritonga, Nurhayati; Nurhidayah Nasution; Rini Handayani; Almira Amir
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1571

Abstract

Math Anxiety adalah merupakan salah satu hambatan afektif yang signifikan dalam pembelajaran matematika pada sekolah dasar. Math Anxiety dapat memengaruhi prestasi akademik, dan berdampak pada kepercayaan diri serta motivasi belajar pada murid. Artikel ini bertujuan guna mengkaji faktor-faktor penyebab Math Anxiety serta strategi intervensi yang dapat diterapkan di sekolah dasar. Metode yang digunakan adalah SLR dengan menganalisis hasil riset dari jurnal terindeks Sinta dan Scopus. Hasil kajian menunjukkan bahwa Math Anxiety dipengaruhi oleh faktor internal (rendahnya kepercayaan diri dan pengalaman negatif belajar) serta faktor eksternal (metode pembelajaran kurang variatif dan lingkungan kelas yang tidak mendukung). Sementara itu, strategi intervensi efektif, seperti pendekatan pedagogi yang inovatif dan dukungan psikologis, serta manajemen kelas yang positif. Berdasarkan temuan ini, dapat disimpulkan bahwa Math Anxiety pada murid sekolah dasar bersifat multidimensional dan memerlukan intervensi holistik yang melibatkan aspek pedagogis, emosional dan juga lingkungan belajar guna membuat pembelajaran matematika lebih inklusif dan menyenangkan.
Co-Authors Almira Amir Muliyani E pulungan, Ifrah Nasution, Nurhidayah Nurhidayah Nasution Rini Handayani Siregar, Pahri