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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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OPTIMIZING PROJECT-BASED LEARNING TO IMPROVE SOCIAL AWARENESS AMONG SENIOR HIGH SCHOOL STUDENTS Ernawati
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.v2i4.599

Abstract

This study aims to optimize Project-Based Learning (PBL) as a pedagogical approach to enhance social awareness among senior high school students. The research is grounded in the increasing need for education systems to promote not only academic achievement but also the development of civic responsibility, empathy, and ethical sensitivity. Employing a library research method, this study systematically analyzed recent literature from the past five years, focusing on PBL practices in diverse educational settings. The data were collected through thematic content analysis of scholarly articles, which were reviewed and categorized to identify key components and outcomes of PBL related to social awareness. Findings reveal that while PBL has consistently improved student skills in empathy, collaboration, and responsibility, outcomes such as civic knowledge and ethical sensitivity remain inconsistently addressed across implementations. A key novelty of this research lies in its development of a conceptual framework that integrates community-based tasks, structured student reflection, teacher facilitation, and school culture as interrelated variables that influence social-awareness development. Furthermore, the study contributes contextually by examining these elements within the Indonesian high school context, providing geographical and cultural diversity to existing PBL literature. The conclusion highlights that PBL, when purposefully designed and supported institutionally, can serve as an effective tool for fostering socially responsible learners. This research provides both theoretical and practical insights for educators, policymakers, and curriculum developers interested in leveraging PBL to meet global education goals related to citizenship and social competence.
ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOLS IN PHILIPPINES: A FOUNDATION FOR GLOBAL COMPETENCE Maria Grace E. Lucas
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.v2i4.600

Abstract

This study investigates the implementation of English language teaching (ELT) in Lao primary schools, with a particular focus on early-grade learners in rural and multilingual settings. The primary objective is to explore how national curriculum goals align with actual classroom practices, and to identify the enabling and constraining factors that shape English proficiency development in Grades 1–6. Employing a literature-based methodology, the research synthesizes findings from peer-reviewed journals, government documents, and international reports published within the last five years. Thematic analysis reveals persistent challenges including inadequate teacher training, limited instructional resources, and a lack of culturally responsive pedagogy—particularly in underserved areas. However, promising practices such as interactive learning, use of visual aids, and peer collaboration demonstrate potential when supported by adequate teacher preparedness. A key contribution of this study lies in its integration of global communicative competence into early ELT discourse in Philippines, shifting the narrative from basic literacy acquisition to one that includes intercultural awareness and global readiness. This perspective introduces a novel dimension in the context of Lao education, where most existing studies focus on secondary or tertiary levels. The research concludes that achieving effective English language education at the primary level in Philippines requires systemic reforms in teacher education, curricular support, and pedagogical innovation. By linking national education policy with global standards, the study provides actionable insights for stakeholders aiming to enhance early English instruction in similarly under-resourced and linguistically diverse contexts.
THE ROLE OF EDUCATIONAL MEDIA IN INCREASING INTEREST IN LEARNING MATHEMATICS IN ELEMENTARY SCHOOL Muhamnad Rofi' Anugroho Rino
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.v2i4.601

Abstract

This study investigates the role of educational media in enhancing elementary students’ interest in learning mathematics, a subject often perceived as abstract and disengaging at early educational levels. The primary objective is to explore which types of instructional media—such as digital games, interactive videos, and augmented reality—are most effective in fostering student interest and how contextual variables like teacher competence and infrastructure influence their effectiveness. Employing a library research method, this study systematically reviewed empirical studies from the last five years, utilizing thematic analysis to identify key patterns and gaps. The findings reveal that highly interactive media, particularly game-based and augmented reality tools, significantly increase students' enthusiasm and motivation toward mathematics when supported by relevant content and capable facilitation. A key novelty of this study lies in its emphasis on the affective outcomes of learning—specifically interest—rather than solely cognitive achievements, and in its integration of contextual factors often overlooked in previous studies. Additionally, the study contributes a conceptual framework connecting media types, classroom context, and sustained student interest. The results underscore the importance of aligning educational media with learners’ developmental needs and school environments to optimize engagement. In conclusion, the study provides a comprehensive foundation for future research and practical implementation, especially for educators and policymakers aiming to revitalize mathematics learning in primary education through technology-enhanced instruction.
THE USE OF TECHNOLOGY IN DISTANCE LEARNING IN ELEMENTARY SCHOOLS: A POST-PANDEMIC LITERATURE ANALYSIS Devi Melani; Rayi Anissai Rahma Puti Zahro
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.v2i4.602

Abstract

This study aims to analyze the use of technology in distance and blended learning in Indonesian elementary schools during the post-pandemic era, focusing on teacher readiness, infrastructure availability, student engagement, and home learning support. Employing a literature review method, this research systematically synthesizes studies published between 2020 and 2025 from Scopus, Google Scholar, and national academic repositories. The findings reveal significant disparities between urban and remote schools regarding digital literacy, internet stability, and access to learning devices. Urban schools demonstrate higher levels of teacher training, stable connectivity, and stronger parental support, resulting in higher student engagement and improved learning outcomes. Conversely, rural and remote schools struggle with limited infrastructure, inadequate teacher digital competence, and low parental involvement, which negatively affect learning quality. The novelty of this research lies in its integrative framework combining technology readiness, pedagogical adaptation, and socio-contextual equity at the elementary education level—a focus that remains underexplored in post-pandemic digital learning studies. Furthermore, the study contributes globally by highlighting how developing countries can transform emergency remote learning into sustainable hybrid models aligned with inclusive education principles. It concludes that successful implementation of distance learning in primary education requires holistic coordination between teachers, infrastructure providers, families, and policymakers. These findings provide valuable insights for educators and policymakers to design equitable, technology-driven learning systems capable of sustaining education quality in both urban and remote settings.

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