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Ludi Litterarri
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30479983     DOI : https://doi.org/10.62872/jcc3x181
Core Subject : Education,
Education
The journal publishes original articles on current issues and trends occurring internationally in : Learning models, learning media, teaching materials, school management, teacher management, elementary school curriculum, basic school learning (natural science, social science, mathematics, language, civics, religion, sports and arts).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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Edutainment in Elementary Education: Fun Learning Strategies for the Digital Generation Nur Wahuni
Ludi Litterarri Vol. 2 No. 4 (2026): Ludi Literarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/tab50m89

Abstract

Edutainment, the integration of education and entertainment, has emerged as a significant pedagogical framework in elementary education, particularly as classrooms increasingly serve a generation of learners who are native users of digital technologies. This literature review examines how edutainment strategies, including digital game-based learning (DGBL), gamification, artificial intelligence (AI)-powered tutoring, interactive multimedia, digital storytelling, and augmented reality (AR), can enhance learning motivation, engagement, and academic achievement among primary school students. The review synthesizes evidence from 38 peer-reviewed studies and meta-analyses published between 2021 and 2025. Findings indicate that edutainment interventions produce meaningful effect sizes across multiple subject areas, with particular strength in STEM domains (d = 0.57–0.70) and affective outcomes such as motivation and engagement. The study further identifies key implementation barriers, including infrastructure limitations, teacher competency gaps, and curriculum alignment challenges, and proposes evidence-based recommendations to guide practitioners and policymakers. The paper concludes that thoughtfully designed edutainment environments, when grounded in constructivist and self-determination theories, can transform elementary classrooms into dynamic, learner-centered spaces that meet the cognitive and emotional needs of digital-generation students.
Interactive Learning Media in Primary Education: Transforming Student Learning Methods in Elementary Schools Nur Wahyuni
Ludi Litterarri Vol. 2 No. 4 (2026): Ludi Literarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/wd2hek59

Abstract

This study presents a systematic literature review examining the transformative role of interactive learning media in elementary education across multiple dimensions—motivation, engagement, critical thinking, and academic outcomes. Utilizing 40 peer-reviewed journals published between 2021 and 2025, the review synthesizes evidence on digital game-based learning, augmented and virtual reality, animation-based video, e-modules, AI-powered adaptive platforms, and multimedia applications in primary school settings. Findings indicate that interactive media consistently outperforms traditional instructional methods in fostering student engagement (87% vs. 52%) and learning motivation (82% vs. 48%). AI-adaptive platforms yield the highest average learning outcome improvement at 35.8%, while augmented reality applications demonstrate the strongest gains in spatial and conceptual understanding. Despite these benefits, challenges persist regarding teacher digital literacy, infrastructural equity, and content quality alignment with curriculum standards. This review contributes a consolidated, evidence-based framework for practitioners and policymakers seeking to leverage interactive learning media for 21st-century elementary education
Cognitive Transformation Through Deep Learning: An Empirical Study on Strengthening Numerical Reasoning in Students at Madrasah Ibtidaiyah Negeri 13 Pidie Jaya Muhibuddin Muhibuddin; Khairunnisak Khairunnisak
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/za3hbd06

Abstract

This study investigates the effect of the deep learning pedagogical approach on the numerical reasoning ability of fifth-grade students at Madrasah Ibtidaiyah Negeri 13 Pidie Jaya. The research is motivated by the widespread phenomenon of low student performance on mathematics problems requiring higher-order thinking skills (HOTS). A quasi-experimental design with a nonequivalent control group was employed. The study involved 52 students divided into an experimental group (n=26) and a control group (n=26). The instrument consisted of a 20-item structured essay test of numerical reasoning covering five reasoning dimensions: pattern recognition, quantitative relationships, numerical argumentation, contextual transfer, and estimation. Data were analyzed using paired t-tests and N-Gain Scores based on Hake’s (1999) formula. Results indicate that the deep learning approach significantly improved students’ numerical reasoning (p<0.05), with an average N-Gain of 0.67, classified as moderate-to-high. These findings suggest that deep learning strategies emphasizing conceptual connections, open-ended questioning, and metacognitive reflection are capable of building a stronger mathematical thinking foundation compared to conventional instruction
The Effectiveness of Gamification in Learning on Increasing Students' Engagement of Fifth Grade Elementary Students Safrudin Sahmadan; Dewi Anggreini
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/3jmww341

Abstract

This study examines the effectiveness of gamification in learning to increase student engagement among fifth-grade elementary school students. Gamification, the integration of game elements such as points, badges, leaderboards, and rewards into non-game learning contexts, has gained growing attention as a pedagogical strategy to foster motivation and active participation. This research employed a quasi-experimental design with a pre-test and post-test control group, involving 60 fifth-grade students from two classes. The experimental group received gamified instruction using digital platforms over six weeks, while the control group followed conventional learning. Data were collected through student engagement questionnaires, observation checklists, and learning outcome tests. Results indicated a statistically significant improvement in student engagement in the experimental group (p < 0.05), with higher scores in behavioral, emotional, and cognitive dimensions. Students demonstrated increased enthusiasm, persistence, and collaborative behaviors. These findings suggest that gamification is an effective strategy for enhancing student engagement in elementary education, offering implications for curriculum design and classroom practice
The Effect of Digital Learning Applications on Literacy Skills of Junior High School Students Sarah Rahayu; Maria Kristina Manuputty; Yonas Tangdiesak; Arni Sobon Radha; Ahmad Husin
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xc3a7351

Abstract

The rapid proliferation of digital technologies has transformed educational landscapes globally, making digital learning applications an increasingly central tool in classroom instruction. This study examined the effect of digital learning applications on the literacy skills of junior high school students, with a specific focus on reading comprehension, digital literacy competencies, and overall learning motivation. Employing a quasi-experimental design with pre- and post-test measurements across intervention and control groups (n = 120 students from two public junior high schools in Central Java, Indonesia), the study implemented three application types: a mobile reading platform, an augmented reality vocabulary tool, and a blended e-module system, over a ten-week period. Results indicated statistically significant improvements in reading comprehension scores (p < .001, d = 0.68), digital literacy indices (p < .001, d = 0.61), and learning motivation (p < .01, d = 0.54) in the intervention group compared to controls. Multivariate regression confirmed that application type, frequency of use, and teacher scaffolding were the strongest predictors of literacy gains. These findings affirm that purposefully designed digital learning applications, when embedded within structured pedagogical frameworks, substantially enhance junior high school students literacy skills and digital competencies. Implications for curriculum designers, classroom teachers, and policymakers are discussed
The Effect of Interactive Video-Based Learning Media on Motivation and Learning Outcomes of Junior High School Students Santhy Naomi Jembormase; Leny Afia Lekahena; Benony Tamaela; Ahmad Husin
Ludi Litterarri Vol. 3 No. 1 (2026): Ludi Literarri - May
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/zvedb787

Abstract

Interactive video-based learning media has gained substantial attention as a pedagogical tool capable of enhancing student engagement, motivation, and academic achievement in secondary education. This study investigated the effect of interactive video-based learning media on the motivation and learning outcomes of junior high school students in Bandung, West Java, Indonesia. A quasi-experimental pre-test post-test design was employed with 120 Grade VIII students assigned to either an intervention group (n = 60) receiving structured interactive video media over eight weeks, or a control group (n = 60) receiving conventional instruction. Data were collected using a validated motivation scale (25 items, alpha = .81) and a curriculum-aligned achievement test (40 items, r = .79). Non-parametric Wilcoxon signed-rank and Mann-Whitney U tests confirmed statistically significant improvements in learning motivation (d = 0.72, p < .001) and learning outcomes (d = 0.69, p < .001) in the intervention group, with no significant changes observed in the control group. Multivariate regression identified interactive video use, frequency of viewing, and teacher facilitation as the strongest predictors of improvement. Findings affirm that purposefully designed interactive video media, when integrated within structured instructional frameworks, meaningfully enhances both affective and cognitive dimensions of junior high school student learning
The Impact of Online and Hybrid Learning on Elementary Students’ Foundational Skills in the Post-Pandemic Era Nur Wahyuni
Ludi Litterarri Vol. 2 No. 4 (2026): Ludi Literarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/94wfk927

Abstract

The COVID-19 pandemic disrupted elementary education globally and raised concerns regarding the decline of students’ foundational skills, particularly literacy and numeracy. In the post-pandemic era, many schools continue to implement online or hybrid learning models, creating the need for empirical evaluation of their impact on elementary students’ academic and non-cognitive development. This study aims to analyze the influence of online and hybrid learning on foundational skills in the post-pandemic context. A quasi-experimental comparative design was employed involving three groups: face-to-face, fully online, and hybrid learning formats. Data were collected through standardized literacy and numeracy tests, motivation questionnaires, classroom observations, and interviews with teachers and parents. Quantitative data were analyzed using ANOVA and effect size calculations, while qualitative data were examined through thematic analysis. The findings indicate that fully online learning tends to be associated with lower foundational skill outcomes, particularly in mathematics, while hybrid learning demonstrates moderate-to-high performance when supported by effective instructional design and meaningful teacher–student interaction. Face-to-face learning remains the most effective for early-grade foundational development. In conclusion, the effectiveness of online and hybrid learning depends on pedagogical quality, contextual support, and equitable access, emphasizing the need for carefully structured hybrid models in post-pandemic elementary education
Digital Native Children In Elementary Education: Transformation Of Learning Behavior In Generation Alpha Risza Presty Rumani
Ludi Litterarri Vol. 2 No. 4 (2026): Ludi Literarri - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/2xqaab60

Abstract

The emergence of Generation Alpha as digital native children poses transformative challenges and opportunities for elementary education worldwide. These learners, born after 2010, have grown up immersed in digital environments, reshaping their cognitive processes, social interactions, and learning behaviors. This systematic literature review synthesizes findings from 23 peer-reviewed studies published between 2021 and 2024 to examine the transformation of learning behaviors among digital native children in primary school settings. The review explores the integration of digital technologies—including artificial intelligence tools, gamification, mobile devices, digital storytelling, and immersive environments—and their effects on academic engagement, digital literacy, collaborative skills, critical thinking, and motivational outcomes. Findings indicate that well-structured digital technology integration significantly enhances learning engagement (78%), digital literacy skills (85%), and student motivation (88%). However, the literature also reveals persistent challenges including the digital divide, teacher preparedness, and concerns regarding excessive screen time and digital dependency. This review contributes a synthesized framework for understanding how schools can responsibly support Generation Alpha's learning potential while addressing socio-cultural and equity concerns in the digital age

Page 5 of 5 | Total Record : 48

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