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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 54 Documents
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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.
REIMAGINING CHARACTER EDUCATION: INTEGRATING DIGITAL VALUES LEARNING IN ELEMENTARY SCHOOLS Sheik Mohamed S.H; Sam Hermansyah
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.603

Abstract

This study aims to explore the integration of digital tools in values education to support character development among elementary school students. In response to the increasing demand for 21st-century moral competencies, this research conducts a systematic literature review focusing on strategies, challenges, and innovations in digital-based character education. Using qualitative content analysis of 22 peer-reviewed articles published between 2020 and 2025, the study identifies recurring patterns and contextual differences in the implementation of values learning across various countries. The findings highlight that approaches such as digital storytelling, gamified moral tasks, and project-based learning significantly foster student engagement, empathy, and ethical reasoning. However, key challenges remain, including inadequate teacher training, culturally irrelevant content, and limited infrastructure. The novelty of this research lies in its ecosystemic perspective, proposing a holistic framework that links pedagogy, technology, school culture, and local wisdom into one cohesive character education model. Unlike previous studies that isolate digital literacy from moral development, this research emphasizes participatory learning and student co-creation of values-based digital content. The study also introduces the concept of “contextual moral engagement,” where values are integrated into students’ daily lives through culturally grounded digital practices. In conclusion, digital integration in values education should move beyond tool-based interventions toward holistic, culture-sensitive, and participatory frameworks that empower students as moral agents in the digital age.
ENHANCING ELEMENTARY SCHOOL STUDENTS’ UNDERSTANDING OF BASIC MATHEMATICAL CONCEPTS Maureen Joanna Finny
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.604

Abstract

This study aims to strengthen elementary students’ conceptual understanding of basic mathematical concepts through an integrated instructional framework that combines concrete and virtual manipulatives, culturally contextualized learning tasks, and teacher-focused pedagogical content knowledge development. Using a library-based research method, the study systematically collected, evaluated, and synthesized empirical findings from the last five years to construct a theoretically grounded and evidence-based model for enhancing conceptual learning. The reviewed studies demonstrate that multimodal manipulatives significantly support students’ ability to form relational mathematical understanding, leading to higher post-test scores, improved retention, and better transfer to new contexts. Additionally, the analysis highlights that teacher conceptual pedagogical knowledge plays a critical mediating role, as classrooms led by well-prepared teachers show deeper mathematical discourse, reduced misconceptions, and more meaningful engagement. The novelty of this study lies in its dual-path approach, which simultaneously targets student learning through representational scaffolding and teacher learning through concept-focused professional development—an integration rarely addressed in early-grade mathematics research. Furthermore, the cultural embedding of mathematical tasks offers a contextually relevant contribution that responds to global calls for inclusive and locally meaningful mathematics instruction. Overall, the study proposes a comprehensive and scalable instructional model that can be adapted across diverse educational settings. In conclusion, the synthesis reveals that combining multimodal manipulatives, culturally responsive design, and strengthened teacher knowledge provides a powerful foundation for improving early numeracy and fostering long-term conceptual understanding in elementary mathematics.
AN EXPLORATION OF SRI LANKA’S TROPICAL ENVIRONMENT THROUGH PRIMARY SCHOOL SCIENCE EDUCATION Prashant S. Mothe
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.605

Abstract

This study aims to explore the integration of Sri Lanka’s tropical environment into primary school science education to enhance students’ scientific reasoning, environmental literacy, and engagement. The research employs a literature-based methodology, systematically reviewing recent empirical studies, curriculum documents, and educational reports to synthesize existing knowledge, identify gaps, and propose context-rich, place-based instructional strategies. Data analysis involved thematic coding of teacher practices, curriculum integration, and student learning outcomes, with findings summarized in tables and visualized in Figure 2 to illustrate patterns of engagement, observational skills, conceptual understanding, and environmental awareness. Results indicate that while primary school teachers recognize the value of local environmental contexts, actual classroom implementation remains limited due to insufficient professional development, resource constraints, and content-driven curricula. Nevertheless, the review demonstrates that even partial integration of tropical ecosystems significantly improves students’ inquiry skills, conceptual understanding, and environmental attitudes. The novelty of this study lies in its focus on primary education within tropical island contexts, combining curriculum alignment, teacher professional development, and ecosystem-based learning into a coherent instructional framework, which is largely absent in previous literature. Additionally, this research develops a validated instrument for assessing student outcomes in place-based science learning, offering both conceptual and practical contributions. The findings emphasize the importance of experiential, context-driven learning and provide a scalable model for enhancing science education in biodiverse regions. In conclusion, integrating local tropical ecosystems into primary science curricula not only improves cognitive and affective learning outcomes but also fosters environmental stewardship and a sense of place, offering practical implications for educators, curriculum designers, and policymakers in Sri Lanka and other tropical contexts.
A LITERATURE REVIEW ON THE TEACHING OF INDONESIAN LANGUAGE IN ELEMENTARY SCHOOLS: APPROACHES, METHODS, AND PRACTICAL IMPLICATIONS Juang Kurniawan
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.607

Abstract

This study aims to analyze the instructional approaches, methods, and contextual factors that influence the teaching of Indonesian language in elementary schools through a comprehensive literature review. Using a qualitative library research method, the study systematically reviewed academic publications from the last five years, focusing on peer-reviewed articles, empirical studies, and theoretical papers related to Indonesian language instruction. The analysis highlights the increasing adoption of student-centered methods such as contextual teaching, scaffolded literacy, and digital integration—particularly through Computer-Assisted Language Learning (CALL)—which have shown positive impacts on vocabulary development, reading comprehension, and writing fluency. However, the study also identifies significant challenges, including limited teacher training, disparities in technological infrastructure, and the linguistic diversity of students, especially in rural and multilingual school contexts. The novelty of this research lies in its integrative perspective: it does not only map teaching strategies, but also considers how instructional effectiveness is shaped by the interaction between pedagogy, digital readiness, teacher competence, and school context. Furthermore, the study provides differentiated insights that move beyond “one-size-fits-all” recommendations, offering targeted implications for various school settings. In conclusion, the findings suggest that effective Indonesian language instruction requires a flexible, context-responsive framework that aligns curriculum, method, and teacher capacity to student needs. These results are expected to inform future research, educational policy, and instructional design practices in the context of primary language education in Indonesia.
TEACHING THE INDONESIAN LANGUAGE IN PRIMARY SCHOOLS: A LITERATURE REVIEW ON STRATEGIES AND CHALLENGES Destiara Andini Ulandari
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.608

Abstract

This study aims to explore and synthesize the strategies and challenges in teaching the Indonesian language at the primary school level through a systematic literature review method. Drawing upon selected empirical and theoretical sources published between 2020 and 2025, the review critically examines various instructional approaches, including contextual teaching, literacy-based media, interactive reading aloud, and technology-enhanced learning, within the framework of the Kurikulum Merdeka. The data were collected from reputable academic databases using structured search criteria and analyzed thematically. The findings reveal that while several innovative strategies have proven effective—particularly in enhancing literacy, engagement, and communication skills—numerous challenges persist, such as limited teacher training, inadequate teaching materials, and the linguistic diversity of students. The novelty of this research lies in its integrative analysis, which combines pedagogical models with contextual variables (e.g., urban-rural divide, multilingual classrooms) and policy shifts, offering a more comprehensive perspective than previous reviews. It also highlights under-researched areas and underscores the importance of aligning strategy implementation with teacher competence and local school conditions. In conclusion, the study provides a holistic view of Indonesian language instruction at the elementary level and emphasizes the need for systemic support, especially in under-resourced environments. These insights are valuable not only for Indonesian educators and policymakers but also for other multilingual education systems seeking effective models of primary language instruction.
THE IMPLEMENTATION OF STEM EDUCATION IN ELEMENTARY SCHOOLS: A LITERATURE REVIEW ON ITS POTENTIAL AND CHALLENGES Sugeng
SMART: Journal of Multidisciplinary Educational Vol. 3 No. 1 (2025): August: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v3i1.609

Abstract

This study aims to examine the implementation of STEM (Science, Technology, Engineering, and Mathematics) education in elementary schools, focusing on identifying potentials, barriers, and novel approaches to enhance student engagement and learning outcomes. A systematic literature review method was employed, collecting peer-reviewed journal articles, conference proceedings, and relevant reports published in the last five years (2019–2025) from databases such as Scopus, Web of Science, and ERIC. Data were analyzed using thematic synthesis, coding key elements such as teacher preparedness, student attitudes, curriculum integration, resource availability, and contextual factors, followed by the development of an integrative framework for STEM implementation. The findings indicate that teacher readiness, limited instructional materials, curriculum rigidity, and policy misalignment remain major barriers, while innovative pedagogical practices, early exposure to STEM, and student-centered approaches represent significant potentials for enhancing elementary STEM education. The study also identifies gaps in current research, particularly the lack of integrative models that link student attitudes, teacher capacity, and contextual readiness, as well as the underrepresentation of rural and under-resourced schools in STEM research. The novelty of this research lies in proposing a comprehensive, adaptable framework that combines these elements to guide effective STEM implementation in elementary classrooms, especially in diverse socio-economic settings. In conclusion, integrating teacher development, student motivation, and contextual support into STEM planning is critical to achieving sustainable and equitable outcomes, providing actionable insights for educators, policymakers, and curriculum developers globally.
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.

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