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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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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.
DIGITAL AND DIALOGIC PEDAGOGIES IN BRAZIL’S ELEMENTARY CLASSROOMS: TOWARD TRANSFORMATIVE LEARNING Dennison J., Evans
SMART: Journal of Multidisciplinary Educational Vol. 1 No. 4 (2024): May: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v1i4.485

Abstract

This study aims to identify and analyze innovative strategies to bridge learning gaps in literacy and numeracy among primary school students in rural Ghana. The focus is on instructional practices that integrate level-based teaching, contextual learning materials, and the active involvement of community and low-tech digital tools. A descriptive qualitative approach was employed, involving two primary schools located in Techiman North and Ahafo Ano South East Districts. A total of 52 participants—including teachers, students, and community facilitators—were engaged. Data were collected through classroom observations, semi-structured interviews, and analysis of student learning documents, and were thematically analyzed. The findings indicate that grouping students by proficiency in numeracy and literacy led to an average improvement of 26% in numeracy scores among lower-level students over six weeks. The use of culturally relevant reading materials and folklore enhanced reading motivation and improved students' narrative writing skills. In addition, mobile library programs and local audio-book activities increased the frequency and quality of student reading engagement. The novelty of this study lies in its integration of contextual pedagogy with low-tech interventions such as a WhatsApp-based AI tutor. This hybrid model shows strong potential for replication in other low-resource settings globally, offering a scalable and sustainable approach to improving foundational learning equity.
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.
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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