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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. 2 (2024): November: Smart: Journal of Multidisciplinary Educational" : 5 Documents clear
INNOVATIVE TEACHING STRATEGIES TO IMPROVE LEARNING OUTCOMES IN ELEMENTARY SCHOOLS Devi Melani
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.487

Abstract

This study aims to identify and analyze innovative teaching strategies applied by elementary school teachers to improve student learning outcomes. Traditional teacher-centered approaches are increasingly inadequate in developing 21st-century skills such as critical thinking, collaboration, and problem-solving. Therefore, participatory and contextual teaching strategies are urgently needed to foster meaningful and active learning. A descriptive qualitative method was employed, using classroom observations, semi-structured interviews, and document analysis. The study was conducted at three semi-urban elementary schools (fictitious): SD Negeri Kreativa, SD Negeri Cendekia Bangunrejo, and SD Negeri Harapan Bangsa. Respondents included 9 classroom teachers (grades IV–VI), 3 school principals, and 45 students who directly participated in the observed learning processes. The findings indicate that the implementation of strategies such as project-based learning and problem-based learning positively affected students’ motivation, conceptual understanding, and social skills. Nevertheless, several structural challenges were identified, including time constraints, lack of teacher training, and administrative workload, which hindered consistent implementation. The novelty of this study lies in its micro-contextual approach at the elementary level, systematically linking innovative teaching strategies with measurable improvements in learning outcomes and 21st-century competencies. This research recommends strengthening institutional support and building teacher capacity to ensure the sustainability of pedagogical innovation in primary education.
ART AS A LANGUAGE OF CHILDHOOD: EDUCATIONAL PRACTICES IN PRIMARY SCHOOLS IN INDIA Prashant S. Mothe
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.587

Abstract

This study investigates the role of art as a “language of childhood” in Indian primary schools, aiming to understand how children use art to express emotions, cultural identity, and abstract ideas while supporting cross-disciplinary learning. Employing a literature-based research method, the study synthesizes recent peer-reviewed journal articles, policy documents, and empirical studies from 2019–2025 to examine art integration practices, teacher preparedness, and resource disparities across urban, rural, and semi-urban schools. The findings reveal that urban private schools exhibit higher student engagement and creativity due to better access to trained teachers and materials, while rural government schools face significant challenges related to infrastructure, limited teacher training, and curriculum constraints. The study also identifies culturally responsive approaches and the innovative use of local art materials as key strategies for promoting equitable access and enhancing expressive learning across diverse contexts. The novelty of the research lies in framing art not merely as a curricular subject but as a systemic medium for cognitive, emotional, and socio-cultural development, emphasizing its potential as a cross-disciplinary pedagogical tool. Additionally, the study highlights the importance of teacher professional development, resource allocation, and contextual adaptation to maximize the impact of art in primary education. In conclusion, this research contributes both conceptual and practical insights, demonstrating that art serves as an essential language through which children learn, communicate, and construct meaning, offering valuable implications for educators, policymakers, and curriculum designers seeking to enhance creativity and holistic development in primary education worldwide.
TEACHERS’ STRATEGIES IN ENHANCING STUDENTS’ WRITING SKILLS IN ELEMENTARY SCHOOL Laura Melati
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.589

Abstract

This study aims to explore and synthesize teacher strategies that effectively enhance elementary students’ writing skills, focusing on both instructional practices and motivational factors. Employing a literature review method, the research systematically analyzed recent peer-reviewed articles published between 2020 and 2025 from databases such as ERIC, Scopus, and Google Scholar. The findings reveal that strategies such as scaffolding, teacher feedback, peer review, and genre-based instruction are among the most frequently implemented and effective approaches in elementary writing instruction. These strategies contribute to improving students’ cognitive processes in writing while fostering greater motivation and engagement in the classroom. The novelty of this study lies in its focus on teacher-led implementation, the integration of motivational perspectives, and the underexplored dimensions of sustainability and teacher beliefs in strategy adaptation. It also emphasizes the practical reality of writing instruction in diverse, multilingual classrooms, where teachers serve as both instructors and decision-makers. The review highlights a critical gap in current research—namely, the lack of longitudinal studies that track how writing strategies evolve over time and how teacher reflections influence their sustained application. In conclusion, this study contributes to global discourse by offering a more holistic and practical framework for enhancing elementary writing instruction, while also providing implications for teacher professional development and curriculum reform. Its relevance extends beyond national contexts, supporting international educational goals of improving foundational literacy skills in the early years of schooling.
THE ROLE OF HISTORY EDUCATION IN SHAPING THE CRITICAL AWARENESS OF GENERATION Z IN SENIOR HIGH SCHOOLS Ernawati
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.591

Abstract

This study aims to examine how history education in senior high schools can foster critical awareness among Generation Z students by aligning pedagogical practices with their cognitive and digital characteristics. Employing a library research method, the study analyzed over 30 recent scholarly sources from the last five years, focusing on themes such as digital literacy, historical thinking, student engagement, and curriculum relevance. The findings indicate that while digital tool integration and interactive methods are frequently emphasized, their practical implementation remains inconsistent due to teacher readiness, curriculum constraints, and limited scaffolding for critical reflection. A major contribution of this research lies in its conceptual novelty: it bridges the domains of history education, Generation Z learning behavior, and digital pedagogical practices, offering a framework to interpret how these elements shape students' ability to question historical narratives and link past events to contemporary issues. Unlike previous studies that treat digital engagement or historical knowledge in isolation, this study synthesizes these dimensions into a unified approach to developing critical historical consciousness. The research also proposes a diagnostic model that can inform future empirical assessments and guide teacher professional development. In conclusion, this study highlights the urgent need for a transformative shift in history education toward inquiry-based, student-centered, and digitally responsive teaching. This shift is essential to empower Generation Z as reflective, analytical, and civically engaged citizens in a complex digital world.
THE ROLE OF DIGITAL MEDIA IN DEVELOPING CIVIC LITERACY AMONG HIGH SCHOOL STUDENTS IN THE ERA OF SOCIAL TRANSFORMATION Sheik Mohamed S.H; Sam Hermansyah
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 2 (2024): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i2.592

Abstract

This study aims to explore the role of digital media in fostering civic literacy among high school students in the context of ongoing social transformation. As youth increasingly engage with digital platforms, this research seeks to understand how these technologies can be pedagogically leveraged to enhance students’ civic knowledge, critical thinking, and participatory skills. Employing a structured literature review as the primary method, the study systematically analyzes scholarly sources published between 2020 and 2025 to synthesize findings on the intersection of digital literacy and civic education. Results reveal that digital media—when used with intentional pedagogical design—can significantly improve civic awareness, ethical reasoning, and active engagement among students. However, disparities in access, teacher readiness, and curriculum integration remain persistent challenges. The novelty of this study lies in its integrated approach: positioning digital media not merely as a technological tool, but as a civic space that requires guided participation and critical engagement. It also contributes methodologically by offering a thematic synthesis of recent empirical findings specific to high school learners, a group often overlooked in digital citizenship discourse. The study concludes that fostering meaningful digital citizenship requires more than digital access; it demands targeted strategies that align media use with civic goals. Findings from this research are expected to inform educators, policymakers, and curriculum developers in designing inclusive and transformative civic education models suitable for 21st-century learners.

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