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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 52 Documents
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STEM-Based Learning and Problem-Solving Skills in Primary Education Arjulayana
Ludi Litterarri Vol. 3 No. 2 (2026): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/fk0p1s88

Abstract

STEM-based learning has become a central pedagogical strategy for cultivating problem-solving skills among primary school students, yet the evidence base remains fragmented across disciplines, designs, and cultural settings. This study conducted a systematic literature review guided by the PRISMA protocol to synthesize findings from 25 empirical and conceptual studies published between 2021 and 2026. Articles were identified through Scopus, ERIC, ScienceDirect, SpringerLink, Google Scholar, and DOAJ, then screened and assessed for eligibility based on relevance to primary/elementary education, STEM-based intervention, and measured problem-solving outcomes. Thematic synthesis revealed that STEM-based learning models particularly project-based learning, problem-based learning, engineering-design activities, and educational robotics consistently enhance both cognitive problem-solving sub-skills (identifying problems, generating alternative solutions, evaluating outcomes) and accompanying dispositions such as collaboration, creativity, critical thinking, and entrepreneurial mindset. Implementation effectiveness was moderated by teacher scaffolding quality, authenticity of real-world problems, structured design cycles, and access to low-cost or robotics-based tools. Persistent gaps include limited attention to early-childhood and religious-based school settings, predominance of quasi-experimental designs restricting causal inference, and inconsistent measurement instruments. This review contributes an integrative conceptual model linking STEM pedagogical components to specific problem-solving sub-skills and proposes a contextualized implementation pathway for Indonesian elementary and madrasah classrooms, an area largely absent from the reviewed literature.
Teachers' Readiness for Artificial Intelligence Integration in Elementary Schools Citra Dewi
Ludi Litterarri Vol. 3 No. 2 (2026): Ludi Literarri - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/580j7373

Abstract

Artificial intelligence (AI) is increasingly positioned as a transformative force in basic education, yet elementary school teachers remain among the least studied groups in the AI-readiness literature, which has historically concentrated on secondary and higher-education contexts. This study presents a systematic literature review examining teachers' readiness for AI integration in elementary schools, synthesizing 25 empirical and review studies published between 2022 and 2026, identified through bibliographic screening and independent verification following PRISMA 2020 guidelines. The review addresses four interrelated readiness dimensions: knowledge and technical competency, psychological and attitudinal disposition, infrastructural and institutional support, and professional development needs. Findings show that elementary teachers consistently report lower AI familiarity, confidence, and usage rates than secondary counterparts, with readiness shaped less by demographic background than by access to contextually relevant training, leadership support, and clear ethical guidelines. Studies from Indonesia, Africa, the Middle East, and Southeast Asia reveal pronounced infrastructural disparities between urban and rural schools, while research from Europe and East Asia points to persistent psychological barriers such as AI anxiety despite stronger technological access. The review proposes an integrated readiness framework linking cognitive, affective, and institutional dimensions specific to the elementary context and identifies priorities for future research, including longitudinal designs and elementary-specific competency instruments. Findings carry direct implications for teacher-preparation programs, school leadership, and policy design supporting responsible AI adoption at the foundational level of education

Page 6 of 6 | Total Record : 52

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