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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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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.
THE IMPLEMENTATION OF THE ENGLISH CURRICULUM IN PUBLIC SCHOOLS IN BANGLADESH: BETWEEN THEORY AND PRACTICE Airich Angel Mahinay; Prashant S . Mothe
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.593

Abstract

This study investigates the implementation of the English curriculum in public secondary schools in Bangladesh, with a specific focus on the gap between policy and classroom practice. The primary objective is to explore how contextual factors—such as teacher preparedness, material availability, classroom conditions, and sociolinguistic diversity—influence the successful enactment of communicative language teaching (CLT) as outlined in the national curriculum. Employing a literature-based research method, this study systematically reviews empirical studies published in the last five years, using thematic content analysis and meta-synthesis to identify key implementation challenges and patterns. The findings reveal that curriculum goals often fail to translate into practice due to systemic barriers, particularly in rural and under-resourced regions, where teachers lack adequate training, materials are outdated or irrelevant, and classroom environments are not conducive to communicative engagement. A notable contribution of this research lies in its novelty: it introduces a comparative perspective between urban and rural school contexts, adopts a longitudinal framework to assess sustainability over time, and explicitly links implementation practices with student communicative outcomes—an area previously underexplored. These insights provide a more nuanced, context-sensitive understanding of the English curriculum landscape in Bangladesh. The study concludes that meaningful reform must go beyond curriculum design and address systemic inequalities, teacher development, and localized support mechanisms. The implications of this research extend beyond the Bangladeshi context, offering applicable insights for similar EFL education systems in the Global South striving to implement communicative curriculum reform in resource-constrained settings.
DIGITALIZATION MEETS TRADITION: A FRAMEWORK FOR LOCALIZED MORAL EDUCATION IN PRIMARY SCHOOLS Fadilah
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.594

Abstract

This study aims to explore the integration of local wisdom into digital character education frameworks for primary school students. Grounded in the increasing urgency to harmonize global digital pedagogy with indigenous values, the research employs a library research method through a systematic literature review of 28 peer-reviewed journal articles published within the last five years. The analysis identifies effective practices, challenges, and opportunities in blending cultural heritage with digital instruction. Findings reveal that localized moral education—delivered via digital storytelling, culturally relevant gamification, and teacher-facilitated interactive media—fosters deeper value internalization and enhances student engagement. Moreover, the study highlights significant enabling factors, including community involvement, digital teacher competence, and institutional flexibility, while acknowledging barriers such as limited infrastructure and lack of culturally grounded digital resources. The novelty of this study lies in its proposed conceptual framework that bridges traditional character-building narratives with technology-enhanced education, offering a scalable and culturally adaptive solution. By positioning local wisdom not as a counterforce to technology but as a foundation for meaningful moral learning, the research contributes to global discourses on culturally responsive pedagogy. In conclusion, the integration of tradition and digital innovation is not only feasible but essential for fostering ethical and civic-minded students in the 21st century. The resulting framework is expected to be adaptable for diverse educational systems seeking to preserve cultural identity while embracing digital advancement.
A LITERATURE REVIEW ON TEACHER STRATEGIES TO ENHANCE SPEAKING SKILLS OF ELEMENTARY SCHOOL STUDENTS IN INDONESIAN LANGUAGE EDUCATION Juang Kurniawan
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.595

Abstract

This study aims to identify and synthesize effective teacher strategies in enhancing the speaking skills of elementary school students within Indonesian language learning contexts. Given the limited attention to speaking instruction in mother-tongue education, especially at the primary level, this research employs a literature review method by analyzing 20 peer-reviewed articles published in the last five years. The data were collected through systematic searching, screening, and thematic analysis across major academic databases. The findings reveal that scaffolding, storytelling, role play, group discussion, and digital media are the most frequently used strategies. Among these, scaffolding and storytelling consistently show high effectiveness in developing fluency, confidence, and vocabulary. The study’s novelty lies in its comprehensive mapping of teaching strategies according to grade levels, task types, and speaking components, offering a practical guide for educators. It also highlights the emerging role of digital tools in supporting vocabulary enrichment and interactive engagement in Bahasa Indonesia classes. Furthermore, this research fills a gap by focusing specifically on speaking instruction in elementary Bahasa Indonesia education, which is often underrepresented in the literature. The conclusion affirms that a combination of context-sensitive strategies—tailored to learners' developmental stages and supported by technology where appropriate—can significantly improve speaking outcomes. The results contribute both theoretical and practical insights for teachers, curriculum developers, and educational policymakers seeking to strengthen foundational communication skills in local language instruction.
INNOVATIVE APPROACHES TO TEACHING NATURAL SCIENCE IN CAMBODIAN PRIMARY EDUCATION Maria Grace E. Lucas
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.596

Abstract

primary education, focusing on the integration of inquiry-based learning, technology-enhanced instruction, and culturally responsive pedagogy. The research employs a literature-based method, systematically reviewing peer-reviewed journal articles, conference papers, and institutional reports published within the last five years. Data were collected through structured searches using keywords such as “primary science education,” “innovative teaching,” “Cambodia,” “inquiry-based learning,” and “ICT in classrooms,” followed by thematic content analysis to identify patterns, gaps, and effective strategies. The findings indicate that inquiry-based activities and the use of digital tools enhance student engagement, conceptual understanding, and scientific literacy. Teacher preparedness, pedagogical content knowledge, school infrastructure, and contextual adaptation significantly mediate the successful implementation of these methods. The study identifies a research gap in applying these integrated approaches at the primary level in low-resource, culturally diverse contexts such as Cambodia, where challenges include limited materials, multi-grade classrooms, and insufficient ICT access. The novelty of this research lies in proposing a context-sensitive framework that combines technology, inquiry, and cultural responsiveness tailored to primary school settings, offering both theoretical contributions and practical guidance for policymakers, educators, and curriculum developers. Overall, the study concludes that sustainable improvements in primary science education require systemic coordination of pedagogy, technology, and cultural adaptation, providing a model applicable not only in Cambodia but also in similar global contexts. These insights contribute to the broader discourse on early science education innovation and strategies to enhance scientific literacy in low-resource environments.
DIFFERENTIATED INSTRUCTION APPROACHES FOR ELEMENTARY SCHOOL STUDENTS: A REVIEW OF CURRENT EDUCATIONAL LITERATURE Muhammad Raka Anantama; Muhammad Reza Azizu Romadhon
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 3 (2025): February: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i3.597

Abstract

This study aims to explore the implementation and effectiveness of differentiated instruction (DI) strategies in elementary education, with particular emphasis on addressing diverse student needs across multiple subjects and classroom contexts. The research employs a systematic literature review methodology, synthesizing peer-reviewed studies published within the last five years to identify trends, challenges, and outcomes associated with DI in primary schools. Key findings indicate that formative assessment, structured teacher planning, flexible grouping, and tailored instructional materials significantly enhance student engagement, learning outcomes, and inclusivity. However, persistent challenges include limited teacher training, insufficient time for lesson preparation, lack of institutional support, and resource constraints, which often impede optimal DI implementation. This study contributes novelty by providing a cross-curricular, multi-dimensional perspective, integrating teacher planning, student products, and engagement measures into a cohesive framework, and examining DI in both mainstream and under-resourced elementary contexts. The results highlight the critical role of teacher professional development and school support structures in sustaining DI practices, offering insights into how differentiated strategies can be systematically applied to improve equity and learning outcomes globally. In conclusion, differentiated instruction represents a promising approach for enhancing educational quality and student-centered learning in primary classrooms; its effective implementation requires both pedagogical competence and institutional facilitation, and the findings of this study offer actionable guidance for teachers, policymakers, and curriculum designers.
THE IMPLEMENTATION OF THE PROBLEM-BASED LEARNING MODEL IN PRIMARY EDUCATION: AN EMPIRICAL LITERATURE ANALYSIS Ronald Candy S. Lasaten; Juang Kurniawan
SMART: Journal of Multidisciplinary Educational Vol. 2 No. 4 (2025): May: Smart: Journal of Multidisciplinary Educational
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/smart.v2i4.598

Abstract

This study aims to investigate the implementation of the Problem-Based Learning (PBL) model in primary education by analyzing its fidelity, contextual adaptation, and impact on various learning outcomes. Employing a literature review method, this research synthesizes findings from 30 peer-reviewed studies published in the last five years, focusing on the effectiveness and challenges of PBL in elementary school settings. Data were collected through systematic screening of journal databases and analyzed using thematic synthesis to identify recurring themes and research gaps. Results indicate that while PBL is widely reported to enhance students’ cognitive performance, there is limited focus on its impact on affective, social, and metacognitive domains. Furthermore, the findings reveal significant variability in implementation fidelity and a lack of alignment between PBL and national curriculum demands, especially in low-resource classrooms. This study presents a novel contribution by combining implementation fidelity with learner readiness and contextual constraints to offer a comprehensive understanding of PBL in primary education. Unlike previous studies that focused narrowly on test outcomes, this research emphasizes long-term learning transfer and inclusive instructional practices. In conclusion, successful application of PBL requires not only strong teacher preparation but also adaptive frameworks that respond to classroom realities. The study advocates for more holistic evaluation tools and recommends targeted teacher development programs to scale up PBL sustainably across diverse educational systems.

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