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INDONESIA
Jurnal Prima Edukasia
Published by Universitas Negeri Yogyakarta
ISSN : 23384743     EISSN : 24609927     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 365 Documents
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Systematic literature review: The use of digital learning media to improve reading literacy among elementary school students Dhea Shalsabila; Agung Hartoyo; Yulis Jamiah; Amrazi Zakso; Siti Halidjah
Jurnal Prima Edukasia Vol. 14 No. 3 (2026): September 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

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Abstract

This study aims to examine the effectiveness of digital learning media in improving elementary school students' reading literacy through a systematic literature review (SLR). A total of 22 relevant peer-reviewed journal articles with Digital Object Identifiers (DOIs) were systematically analyzed based on predetermined inclusion criteria. The findings indicate that digital learning media consistently contribute positively to the improvement of students' reading literacy, including reading comprehension, reading fluency, and text interpretation skills. Furthermore, the use of digital media enhances students' learning motivation and active engagement in classroom activities. Among the various types of digital learning media, digital storytelling, interactive e-books, and digital comics were identified as the most effective because they successfully integrate visual and verbal elements to support meaningful learning experiences. Nevertheless, the implementation of digital learning media continues to face several challenges, including limited technological infrastructure, insufficient teachers' digital competencies, and the potential for student distraction. Therefore, comprehensive strategies are required to optimize the integration of digital media into literacy instruction. This study contributes to the growing body of knowledge regarding the effectiveness of digital learning media and provides a theoretical foundation for developing more innovative reading literacy instruction in elementary schools. Keywords: reading literacy, digital learning media, elementary school, systematic literature review, learning effectiveness
The use of realistic mathematics education to teach measurement concepts in elementary school: A systematic literature review Ruri Wahyuningsih; Yulis Jamiah; Marinu Waruwu; Ahmad Yani; Agung Hartoyo
Jurnal Prima Edukasia Vol. 14 No. 3 (2026): September 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

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Abstract

Measurement is a core part of elementary mathematics, connecting mathematical ideas with quantities and situations students encounter in daily life. Realistic Mathematics Education (RME) offers a contextual alternative, one that grounds mathematical ideas in meaningful situations and active student engagement. This study set out to systematically review how RME and Pendidikan Matematika Realistik Indonesia (PMRI) have been used to teach measurement concepts in elementary school. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework, with literature searched through Google Scholar and Scopus for studies published between 2020 and 2026. After identification, screening, eligibility assessment, and inclusion, 18 empirical studies were retained for the final synthesis. Most of the included studies were conducted in Indonesia and concentrated on Grade IV students. Area emerged as the most frequently studied measurement topic, followed by weight and perimeter. The synthesis identified recurring patterns of contextual learning, active mathematical engagement, learning trajectories, and the use of instructional representations and media to support conceptual development. The reviewed studies reported evidence concerning conceptual understanding, learning achievement, mathematical problem-solving, measurement strategies, and the development of RME-based learning materials, although these findings varied according to research design, measurement topic, and outcome measure. Even so, measurement estimation and several other measurement domains received limited research attention, and international evidence remained scarce. Overall, the synthesized evidence indicates that RME/PMRI provides a framework for organizing elementary measurement learning around meaningful contexts, active mathematical engagement, progressive mathematization, and teacher-guided formalization, rather than constituting a single standardized intervention. Future research should broaden the range of measurement domains studied, strengthen comparative research designs, and examine how specific RME components contribute to long-term conceptual understanding and transfer.
Literature review: The effect of local wisdom-based digital learning media on elementary school students’ critical thinking skills Ajeng Kartini; Hairida Hairida; Rini Muharini; Aunurrahman; Erlina
Jurnal Prima Edukasia Vol. 14 No. 3 (2026): September 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

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Abstract

Local wisdom-based digital learning media have drawn interest as a strategy to provide context-based learning and foster elementary students’ critical thinking, yet the evidence remains unclear across types of digital media, forms of local wisdom, and learning contexts. This study collated empirical evidence to answer three questions: what types of digital learning media have been used, what forms of local wisdom have been integrated, and how these media have been reported to influence elementary students’ critical thinking. A Systematic Literature Review (SLR) guided by the PRISMA 2020 statement was conducted. Publications from 2020 to 2026 were identified in Google Scholar and Scopus and screened using inclusion and exclusion criteria, resulting in 20 empirical articles that were synthesized narratively. E-modules and interactive multimedia were the most common media, followed by digital comics, e-books, flipbooks, educational games, augmented reality, mobile applications, and others. Local wisdom appeared as cultural ceremonies, performances, cultural heritage, social values, ecological knowledge, production activities, and community contexts. Across studies, local wisdom-based digital media were reported to contribute positively to students’ critical thinking, although the effects varied with media type, instructional strategy, indicators, and assessment procedures, and the evidence was limited by heterogeneous designs and small samples. This review contributes a synthesized overview of how forms of local wisdom are integrated into digital media and how their reported contributions to critical thinking vary across learning contexts.
Digital media in guidance and counseling services for elementary students’ development: A systematic literature review Nurbani; Aunurrahman; Amrazi Zakso; Muhammad Asrori; Marinu Waruwu
Jurnal Prima Edukasia Vol. 14 No. 3 (2026): September 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

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Abstract

The integration of digital media into guidance and counseling (G&C) services has created new opportunities to support the developmental needs of elementary school students, yet evidence on the types of media used, the developmental outcomes supported, and the conditions influencing implementation remains fragmented. This systematic literature review synthesized empirical evidence on the integration of digital media into elementary school G&C services, following the PRISMA 2020 framework. Literature published between 2020 and 2026 was identified through Scopus, Garuda, Sinta-indexed journals, Google Scholar, and journal repositories. After screening and eligibility assessment, 15 empirical studies were included and analyzed using qualitative content analysis and thematic synthesis according to digital media types, developmental domains, and implementation conditions. Audiovisual and animated media were the most frequently reported formats, followed by interactive and mobile applications, while e-comics, digital storytelling, websites, virtual media, and augmented reality represented emerging forms. The studies addressed personal-emotional, social-behavioral, character, career, and linguistic development. Several reported positive developmental changes, but much of the evidence concerned media validity, practicality, usability, and implementation rather than controlled evidence of effectiveness. Accessibility, technological infrastructure, teacher and counselor readiness, user acceptance, and stakeholder support emerged as key implementation conditions. Digital media may support elementary G&C services when matched with developmental needs and implementation contexts, but current evidence does not support broad claims of effectiveness, so digital tools are best used as complementary, human-guided components of services. Future research should employ larger samples, controlled and longitudinal designs, and systematic evaluation of implementation and sustainability.
Development of google sites-based interactive learning media integrated with the STAD model for fourth-grade elementary school Pancasila education Hanafa Putri Ferdinal; Zelhendri Zen; Muhammadi Muhammadi; Leni Zahara
Jurnal Prima Edukasia Vol. 14 No. 3 (2026): September 2026
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

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Abstract

The limited use of interactive digital learning media in elementary schools may reduce students’ engagement and make conceptual learning in Pancasila Education more challenging. This study aimed to develop an interactive learning medium based on Google Sites integrated with the Student Teams Achievement Division (STAD) learning model for fourth-grade Pancasila Education. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted in two elementary schools in Danau Kerinci Barat District, Kerinci Regency. The product trial involved 15 fourth-grade students and one teacher, while the implementation stage involved 12 students and one teacher. Data were collected through observations, interviews, questionnaires, tests, and documentation. The developed media was validated by three experts in material, media, and language, while its practicality was assessed by teachers and students. The validity and practicality data were analyzed using descriptive percentage analysis, while the effectiveness of the media was assessed using the Normalized Gain (N-Gain) score. The results indicated that the developed media achieved a very valid category, with an average validity score of 91.70%, and was considered very practical based on teachers’ and students’ assessments. The average N-Gain score of 85.93% was categorized as high, indicating substantial improvement in students’ learning outcomes. The contribution of this study lies in integrating Google Sites with the STAD learning model within a single interactive learning environment, enabling digital media to support not only the presentation of Pancasila Education content but also structured group activities, discussion, individual learning responsibility, and learning assessment for fourth-grade elementary school students.

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