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Smart: Journal of Multidisciplinary Educationa
Published by CV Fahr Publishing
ISSN : -     EISSN : 30253497     DOI : https://doi.org/10.61677/smart.v1i2.98
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice
The journal publishes writings on: Early childhood education programs Elementary School Education Language and Literature Education Social and Humanities Law and Citizenship Natural Science and Technology Art and Design The Journal also publishes review articles and book reviews with the above themes.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational" : 5 Documents clear
SCIENCE AND CHILDREN: APPROACHES TO SCIENCE EDUCATION IN INDIAN PRIMARY SCHOOLS Nirmala M
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.582

Abstract

This study aims to investigate the implementation of inquiry‑based science education (IBSE) in Indian primary schools and to examine the role of culturally responsive pedagogy (CRT) in enhancing children’s scientific understanding, engagement, and curiosity. Using a library‑based research method, the study systematically reviewed peer‑reviewed journal articles, policy documents, and curriculum frameworks published within the last five years, focusing on primary school contexts in India. Data were collected through a structured literature search and analyzed using thematic synthesis, categorizing findings into themes such as teacher readiness, classroom resources, language diversity, and integration of culturally relevant practices. The results indicate that IBSE is widely advocated but inconsistently implemented due to constraints such as large class sizes, limited material resources, and inadequate teacher training. Furthermore, classrooms that integrate culturally relevant content and vernacular support demonstrate higher student engagement and better conceptual understanding. The study’s novelty lies in its combined focus on primary education, inquiry‑based pedagogy, and culturally responsive teaching within the Indian context, bridging gaps between policy recommendations and actual classroom practices. These findings contribute theoretical and practical insights for educators, policymakers, and curriculum developers, offering evidence‑based guidance to enhance science education in diverse and resource‑varied settings. In conclusion, the study highlights that effective primary science education requires the integration of pedagogical innovation with cultural contextualization, emphasizing the importance of teacher professional development, curriculum adaptation, and resource support to improve educational equity and learning outcomes in Indian elementary schools.
ENGAGING MATHEMATICS LEARNING STRATEGIES FOR ELEMENTARY SCHOOL STUDENTS Devi Melani
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.583

Abstract

This study aims to investigate effective and enjoyable mathematics learning strategies for elementary school students, focusing on how such approaches can enhance both conceptual understanding and affective engagement. Utilizing a library research method, the study systematically reviews and synthesizes relevant literature from the past five years, drawing from peer-reviewed journal articles, books, and academic reports. The results identify six key strategies—game-based learning, use of manipulatives, storytelling, collaborative group tasks, digital simulations, and mathematics contextualized through local culture—as having significant cognitive and emotional impacts. Among these, game-based and contextual strategies demonstrated the highest gains in student engagement and achievement. The novelty of this research lies in its comprehensive integration of multiple strategy types within a socio-cultural and pedagogical framework, while also emphasizing the role of teacher implementation fidelity in successful strategy adoption. Unlike previous studies that often focus on single interventions or short-term outcomes, this study proposes a holistic, student-centered, and contextually responsive instructional approach. The findings support the assertion that enjoyable learning is not a pedagogical luxury, but a necessity for fostering mathematical literacy and motivation in young learners. In conclusion, the study provides strong theoretical and practical justification for embedding fun-based, culturally relevant, and multi-modal strategies in elementary mathematics classrooms, while also offering a conceptual foundation for future empirical research and curriculum development.
INTEGRATING LOCAL WISDOM IN DIGITAL CHARACTER EDUCATION FOR PRIMARY LEARNERS Dewi Sawitri
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.584

Abstract

This study explores the integration of local wisdom into digital character education for primary school learners, addressing the gap between technological innovation and culturally grounded moral instruction. The objective is to develop a conceptual framework that bridges traditional values with modern learning platforms, promoting ethical development in digital-era classrooms. Using a systematic library research method, this study reviewed 22 peer-reviewed articles and educational reports from 2020 to 2025 across Southeast Asia and other culturally diverse regions. Thematic analysis revealed five dominant strategies in digital values education: digital storytelling, gamified ethical simulations, project-based learning, value-oriented animations, and student-created digital content. The study identified major challenges such as limited teacher competence in digital pedagogy and a lack of localized content, countered by support systems including parent engagement and cultural content adaptation. The novelty of this research lies in its ecosystemic framework that positions learners as active co-creators of moral knowledge, combining cultural narratives with participatory digital tools. Unlike prior models that treat moral instruction as curriculum-driven, this approach emphasizes collaboration between schools, families, and communities in the digital learning process. Findings suggest that digital character education is most effective when it is both technologically engaging and culturally relevant. In conclusion, integrating local wisdom with digital tools offers a promising direction for holistic character formation and global citizenship education in the 21st century.
CHARACTER DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS THROUGH VALUES EDUCATION: A LITERATURE REVIEW Anantama, Raka
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.585

Abstract

This study aims to analyze and synthesize recent literature on character development in elementary school students through values education. Using a qualitative library research method, the study reviewed 22 peer-reviewed articles published between 2020 and 2025, selected through thematic relevance, educational context, and methodological clarity. Data were collected from international educational databases and analyzed through thematic coding to identify recurring strategies, challenges, and theoretical foundations. The findings reveal that values education is most effective when integrated holistically into school culture, classroom pedagogy, and teacher modeling. Common implementation strategies include thematic learning, project-based models, and character reinforcement through extracurricular activities. However, consistent barriers persist, such as lack of teacher training, insufficient character assessment tools, and external influences from digital media and home environments. The novelty of this research lies in its emphasis on the digital–pedagogical–cultural integration of values education in elementary settings, while also proposing a conceptual framework for ecosystemic character development. The study also highlights the limited research addressing early-grade learners (Grades 1–3) and the potential of participatory character-building approaches. In conclusion, the review confirms the importance of values education in shaping student character but underscores the need for systemic alignment, contextual adaptation, and long-term monitoring to ensure its effectiveness in modern school settings. These insights are expected to inform educational stakeholders in designing sustainable, culturally-responsive, and digitally literate character education programs for primary students.
SOCIAL STUDIES LEARNING MODELS THAT FOSTER SOCIAL LITERACY AND CIVIC ENGAGEMENT AMONG HIGH SCHOOL STUDENTS Rasyid Lafahrozi Pramudita
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 1 (2024): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i1.586

Abstract

This study aims to develop an integrated IPS learning model that strengthens social literacy and civic engagement among senior high school students in Indonesia, addressing the persistent gap between social understanding and active participation. Using a library research design, this study systematically analyzed peer-reviewed articles, policy documents, and empirical studies published within the last five years to identify pedagogical strategies proven effective in promoting social-civic competencies. The findings reveal that learning models incorporating inquiry-based approaches, dialogic interaction, digital citizenship tools, and experiential civic tasks significantly enhance students’ ability to interpret social issues, construct arguments, and participate in community-oriented activities. The results also indicate that traditional content-focused social studies (IPS) instruction remains insufficient for building the higher-order thinking and participatory skills needed in contemporary citizenship education. The novelty of this study lies in its formulation of a unified, context-responsive IPS model that synthesizes social literacy development with civic engagement outcomes, bridging theoretical and practical components often treated separately in previous research. Furthermore, the proposed model integrates technological and experiential elements to align with the civic demands of the digital era. Overall, this research contributes to global discussions on transformative civic education by offering a scalable and adaptable framework that can prepare students to become informed, critical, and responsible citizens. The study concludes that the integrated IPS model provides a promising direction for enhancing civic learning in diverse educational contexts and underscores the need for participatory, reflective, and digitally enriched social studies pedagogy.

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