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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 7 Documents
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Search results for , issue "Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational" : 7 Documents clear
IMPLEMENTATION OF DIFFERENTIATED LEARNING THROUGH THE TEACHING AT THE RIGHT LEVEL (TARL) APPROACH IN FIFTH GRADE SCIENCE LESSONS AT SDN LENTENG AGUNG 07 PAGI Anandea Nabilah Rizqy; Fauziyah Fadel Wardani; Nazilah Izhar Nursy; Putri Nadia; Sumiati
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.577

Abstract

This study aims to describe the implementation of differentiated learning through the Teaching at the Right Level (TaRL) approach in the 5th-grade science subject at SDN Lenteng Agung 07 Pagi. The study used a quantitative descriptive method with data collection techniques including observation, interviews, and documentation with the 5th-grade science teacher and all students. The data were analyzed using descriptive statistics to assess the implementation of differentiation across four main aspects: content, process, product, and learning environment. The results showed that all 14 indicators of differentiated learning were implemented 100%. Teachers adjust the material based on diagnostic assessments, carry out different learning activities according to students' abilities, provide a variety of learning product formats, and create a flexible and inclusive learning environment. The conclusion of the research states that the TaRL approach is implemented very well because all elements of differentiation are fully achieved, making science learning more adaptive, equitable, and capable of meeting the learning needs of each student.
CONTEXTUAL APPROACH IN MATHEMATICS LEARNING FOR ELEMENTARY SCHOOL CHILDREN Sainab; Herna
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.588

Abstract

This study aims to investigate the implementation of a contextual teaching and learning (CTL) approach in elementary mathematics education by integrating real-life contexts, multimedia, and teacher scaffolding to enhance students’ conceptual understanding, reasoning, and communication skills. Employing a literature review method, the research systematically analyzes findings from peer-reviewed journals published within the last five years, focusing on empirical studies related to contextual-based mathematics instruction. The review reveals that CTL significantly improves student engagement, motivation, and problem-solving abilities when mathematical tasks are meaningfully connected to everyday life. Furthermore, the study identifies critical implementation variables—such as teacher readiness, instructional media, classroom size, and access to technology—that moderate the effectiveness of contextual strategies. The novelty of this research lies in its synthesis of CTL, multimedia, and differentiated instruction, offering a scalable instructional model tailored to varied learner needs and classroom contexts. It also highlights the role of teacher facilitation and digital tools as key enablers in delivering impactful contextual learning experiences. The study concludes that contextualized mathematics instruction, when designed and implemented thoughtfully, holds strong potential to make mathematics more meaningful, inclusive, and sustainable for elementary students. These findings offer valuable insights for educators, policymakers, and curriculum developers seeking to promote student-centered, context-aware mathematics education.
NUMERACY LITERACY IN ELEMENTARY EDUCATION: A LITERATURE-BASED ANALYSIS OF STRATEGIES TO ENHANCE STUDENTS' FOUNDATIONAL COMPETENCIES Juita Sari
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.610

Abstract

This study aims to explore and synthesize various strategies used to enhance numeracy literacy in elementary education, focusing on strengthening students’ foundational competencies. Recognizing the increasing demand for integrated skills in 21st-century education, the research adopts a literature-based method by reviewing empirical studies and theoretical papers from the last five years. The literature was gathered from reputable databases such as Scopus, DOAJ, and Google Scholar, using specific inclusion criteria that emphasize elementary-level interventions combining numeracy and literacy skills. The analysis reveals five dominant strategy categories: digital media integration, Realistic Mathematics Education (RME), project-based learning, textual problem-solving, and cross-curricular integration. These approaches were found to improve student engagement, comprehension, and problem-solving abilities; however, their success is highly dependent on contextual factors like teacher readiness, infrastructure availability, and student reading proficiency. The novelty of this research lies in its conceptual framing of numeracy literacy as an integrated skillset, as well as in its development of a strategic taxonomy tailored for primary-level education, which has not been extensively addressed in previous literature. Moreover, the study identifies implementation gaps and proposes a comprehensive framework that links strategy types with enabling conditions. In conclusion, this research provides actionable insights for educators, policymakers, and curriculum developers by mapping effective, scalable approaches to integrate literacy and numeracy in elementary learning environments. The findings contribute both theoretically and practically to the global discourse on improving foundational learning outcomes.
THE INTEGRATION OF ENGLISH INTO MYANMAR’S NATIONAL CURRICULUM: A CRITICAL REVIEW Ana Mae Monteza
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.611

Abstract

This study investigates the structural and pedagogical challenges in integrating English into Myanmar's national curriculum by employing a longitudinal mixed-methods design. The research aims to explore how secondary school teachers across urban and rural contexts implement the communicative, integrated English curriculum, particularly through the lens of Technological Pedagogical Content Knowledge (TPACK). Data were collected over a one-year period through classroom observations, teacher interviews, student assessments, and policy document analysis. Findings reveal a significant gap between curriculum policy and classroom practice, largely influenced by limited teacher training, unequal access to technological resources, and disparities between urban and rural school settings. Despite curriculum reform initiatives promoting communicative competence and academic literacy, traditional teacher-centered approaches remain dominant. A key contribution of this research lies in its integration of TPACK and academic literacy into a holistic analytical model—rarely applied in Myanmar's multilingual and socioeconomically diverse context. The study further identifies inconsistencies in instructional materials and assessment practices across schools, underscoring the need for contextualized standardization. This research contributes a novel framework for English curriculum reform that connects national policy, teacher agency, and learner diversity, offering valuable insights for policymakers and education stakeholders in similar developing country settings. In conclusion, the study highlights that the success of English integration depends on systemic collaboration, continuous professional development, and adaptive policy implementation tailored to local contexts.
THE INTEGRATION OF EDUCATIONAL GAMES IN MATHEMATICS LEARNING AT PRIMARY SCHOOLS Airich Angel Mahinay
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.612

Abstract

This study aims to explore and compare the effectiveness of digital and non-digital educational games in enhancing primary school students' mathematics learning outcomes. Employing a literature review method, the research systematically examines peer-reviewed studies from the past five years to identify trends, gaps, and implications in the integration of game-based learning (GBL) in primary mathematics instruction. The analysis focuses on several key variables including game format, curriculum alignment, teacher readiness, student motivation, and retention of mathematical understanding. The findings indicate that while both digital and non-digital games have positive impacts, non-digital games tend to produce higher effect sizes, especially in resource-limited classroom contexts. The study also reveals that successful implementation is influenced by factors such as game design quality, pedagogical integration, and the teacher’s role in facilitating learning. This research presents novelty by offering a comparative analysis of game formats, examining medium-term learning retention, and situating the discussion within an under-researched cultural context—Indonesian primary education. Furthermore, it considers how individual learner characteristics and instructional design features interact to influence outcomes. The study concludes that game-based learning in mathematics is most effective when implemented systematically, aligned with curriculum objectives, and supported by well-prepared educators. These findings contribute practical insights for educators, policymakers, and curriculum developers globally, especially those seeking to adapt game-based strategies within diverse and resource-constrained settings. Future research is encouraged to apply longitudinal and mixed-method designs to further validate the long-term impact of educational games in mathematics learning environments.
STRENGTHENING ANTI-CORRUPTION EDUCATION FOR HIGH SCHOOL STUDENTS THROUGH THE INTEGRATION OF INTEGRITY VALUES IN CIVICS EDUCATION Uma.S
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.613

Abstract

This study aims to examine how integrity values can be effectively integrated into the Civics Education (PPKn) curriculum to strengthen anti-corruption education among senior high school students in Indonesia. Using a qualitative library research method, this study systematically reviewed and synthesized recent literature, educational policy documents, and national curriculum frameworks published within the last five years. The findings reveal that although integrity values such as honesty, responsibility, and fairness are mentioned in curriculum standards, their actual implementation in teaching practices, assessment tools, and school culture remains fragmented and inconsistent. Teachers often lack specific training in anti-corruption pedagogy, and existing assessments tend to focus on cognitive knowledge rather than ethical reasoning or behavioral outcomes. This study introduces a novel approach by linking curriculum content, teaching strategies, assessments, and institutional support into a cohesive framework for embedding integrity education in PPKn lessons. Unlike previous studies that treat anti-corruption education as a separate module or focus only on elementary levels, this research focuses specifically on the high school context and subject-specific integration. The study concludes that a comprehensive integration strategy—including curriculum revision, teacher capacity building, ethical assessment tools, and supportive school leadership—is essential to transforming integrity values from abstract policy into lived student behavior. The findings offer theoretical and practical contributions that are relevant not only to Indonesia but also to other educational systems seeking to institutionalize anti-corruption education through civic learning.
SCIENCE EDUCATION IN SOMALIA: FOSTERING CHILDREN'S EARLY CONNECTION WITH NATURE Manojkumar J
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 2 (2025): November: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i2.614

Abstract

This study aims to investigate the impact of nature-based science education on primary school children in Somalia, focusing on both their scientific inquiry skills and development of ecological identity. The research employs a systematic literature review methodology, synthesizing empirical and theoretical studies published in the last five years, including interventions, outdoor learning programs, and teacher-mediated strategies. Data were collected from peer-reviewed journals and analyzed through descriptive statistics and thematic synthesis to identify key factors influencing learning outcomes, such as teacher preparation, resource availability, and culturally contextualized activity design. The findings indicate that structured nature-based activities significantly enhance children’s observation, hypothesis formulation, problem-solving abilities, and their connection to the natural environment. Teacher facilitation and the integration of local ecological contexts were found to be critical moderators for achieving meaningful gains. This study contributes novel insights by focusing on an under-researched, low-resource setting while linking inquiry skill development with ecological identity formation, offering a culturally and contextually relevant perspective rarely addressed in the literature. Furthermore, it provides actionable guidance for educators and policymakers on implementing effective outdoor science programs in resource-constrained primary schools. In conclusion, the research demonstrates that embedding nature in science education is not merely supplementary but fundamental to promoting scientific literacy and sustainable environmental awareness among children. These insights have implications for global educational practice, particularly in regions facing environmental and infrastructural challenges, suggesting that contextually adapted, nature-infused curricula can yield significant cognitive and affective benefits in early science education.

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