Jul 2026· Indonesian Journal of Elementary Education and Teaching Innovation· Vol 5, pp. 118-130· 0 citations
Abstract
Low mathematical literacy among Indonesian students and the diverse use of instructional media in elementary schools indicate the need for a comprehensive synthesis of research related to the effectiveness of instructional media. However, previous studies have focused mainly on specific cases and certain types of media, resulting in a limited understanding of the most effective media in supporting mathematical literacy. Therefore, this study aims to identify, analyze, and synthesize empirical evidence regarding the effectiveness of instructional media in improving mathematical literacy among elementary school students in Indonesia. This study employed a Systematic Literature Review (SLR) approach based on the PRISMA 2020 protocol, which includes four stages: identification, screening, eligibility, and inclusion. Data were collected through Google Scholar because this database provides broad coverage of national scientific publications and facilitates the retrieval of studies related to elementary education in Indonesia. The search was conducted using predetermined keywords, and the inclusion criteria covered articles published between 2015–2025 in Sinta 1–3 indexed journals, written by Indonesian authors, focused on elementary education, and discussing instructional media in the context of mathematical literacy. A total of seven Indonesian-language articles published between 2018–2025, predominantly using Research and Development (R&D) and quasi-experimental methods, met the inclusion criteria and were systematically analyzed. The findings indicate that various types of instructional media, including computer-based, audio-visual, graphic, printed, manipulative, and digital game-based media, positively affect students’ mathematical literacy. Synthesized findings show that visual, interactive, and contextual media tend to be more effective in improving reasoning, problem-solving, and the application of mathematical concepts. Among these, audio-visual media, particularly HOTS-based and STEAM-integrated videos, demonstrated the most prominent impact by connecting abstract concepts with real-life situations. In addition, culturally based media and digital games enhanced student engagement and supported meaningful learning experiences
Reading literacy among Indonesian elementary school students remains relatively low, as reflected in Indonesia’s PISA 2022 reading score of 359, which is considerably below the OECD average. This condition underscores the urgent need for innovative, technology-based learning media, including interactive digital comics. Despite the increasing number of studies on digital learning media, systematic evidence specifically addressing interactive digital comics in Indonesian language learning for lower-grade elementary students remains limited. This study aimed to identify research trends, examine learning effectiveness, and map the strengths, limitations, and research gaps related to interactive digital comics published between 2020 and 2025. This study employed a Systematic Literature Review (SLR) using the PRISMA 2020 framework. Literature was collected from Google Scholar, Scopus, and ERIC databases. From 800 identified articles, 30 studies met the inclusion criteria after screening, eligibility assessment, and quality evaluation using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic and narrative synthesis, supported by bibliometric mapping using VOSviewer. The findings revealed a significant increase in studies on interactive digital comics after 2021, particularly on Android- and web-based platforms integrated with multimedia features. Most studies reported positive effects on reading comprehension, vocabulary mastery, learning motivation, and student engagement. However, research gaps remain in longitudinal studies, large-scale experiments, local cultural integration, and the assessment of affective learning. Interactive digital comics demonstrate strong potential as multimodal learning media for elementary language education.
Indah Aviolita Herawati, A. Cahyani, S. Sudarmin et al.· Journal of Innovation and Re...· 0 citations
Improving learning outcomes in elementary education requires a comprehensive understanding of multiple educational factors that contribute to effective teaching and learning. This study aims to systematically synthesize empirical evidence regarding teacher competence, instructional media, and learning motivation in relation to elementary school students’ learning outcomes through a Systematic Literature Review (SLR). The review followed the PRISMA 2020 guidelines, encompassing the stages of identification, screening, eligibility assessment, and inclusion. Literature was retrieved from Scopus, SINTA, and Google Scholar, yielding 145 records, of which 20 empirical studies published between 2020 and 2025 met the predefined inclusion criteria and were included in the qualitative synthesis. The findings were analyzed using thematic synthesis and organized into four recurring themes: teacher competence, instructional media, learning motivation, and competence–media integration. The synthesis indicates that teacher competence is consistently associated with instructional quality, while interactive instructional media support students’ engagement and conceptual understanding when integrated appropriately into classroom practices. Learning motivation is frequently reported as an important learner-related factor associated with participation, persistence, and academic achievement. However, variations across studies suggest that these relationships are influenced by differences in educational contexts, instructional approaches, and methodological designs. This review contributes by integrating fragmented empirical evidence into an integrative conceptual framework that organizes recurring research patterns and contextual relationships among the reviewed variables. The findings provide theoretical guidance for future research and practical implications for teacher professional development, instructional innovation, and educational policy aimed at improving elementary school learning outcomes.
Low Integrated Science and Social Studies (IPAS) literacy in Indonesian elementary schools, evidenced by Indonesia's 67th-place ranking in PISA 2022 science, reflects persistent inadequacies in conventional, teacher-centered instruction. This study employed a Systematic Literature Review (SLR) design guided by the PRISMA 2020 protocol. Searches were conducted across three databases (Google Scholar, Garuda, and DOAJ) using structured keyword combinations in Indonesian and English. From an initial pool of 550 records, 12 empirical articles published between 2022 and 2025 met the inclusion criteria and were analyzed using thematic and comparative qualitative synthesis. All 12 studies reported positive outcomes on at least one IPAS literacy indicator following the integration of Problem-Based Learning (PBL) with interactive digital media, including Android-based applications, Canva, interactive e-books, and PowerPoint-assisted digital worksheets. Student learning motivation increased significantly in one study (mean score: 3.0 to 4.5 out of 5), and two R&D studies confirmed media feasibility through expert validation. PBL–interactive media integration consistently enhances conceptual understanding, higher-order thinking, and scientific communication, supporting constructivist and cognitive load theoretical frameworks. This review provides the first comprehensive synthesis focused specifically on elementary-level IPAS literacy, offering evidence-based guidance for educators and policymakers while recommending future longitudinal experimental studies across diverse contexts.
Neni Ruzahayu, Ni Nyoman Kurnia Wati, Ni Rai Vivien Pitriani· Journal of Innovation and Re...· 0 citations
The development of the digital era requires junior high school students to evaluate information, identify bias, and interpret texts critically, yet language learning often remains focused on basic comprehension. This systematic literature review synthesizes evidence on the concepts, pedagogical strategies, implementation contexts, and assessment approaches used to develop critical literacy among junior high school students in language learning. Studies published from 2020 to 2026 were searched across Scopus, Web of Science, ERIC, ScienceDirect, Taylor & Francis Online, and Google Scholar using predefined Boolean terms. Study selection followed PRISMA 2020 procedures, with independent screening by two reviewers and thematic synthesis of the 12 studies reported in the final review set; methodological quality was appraised using CASP for qualitative studies and JBI tools for quantitative studies. The synthesis indicates that critical literacy is most consistently supported by contextual and active-learning approaches, including problem- or project-based and collaborative learning, critical reading, digital and multimodal texts, and higher-order-thinking-oriented assessment. However, evidence is heterogeneous across language settings, study designs, samples, and assessment tools, limiting direct comparison and transferability. Teacher competence and contextual adaptation emerged as recurrent implementation conditions. The review concludes that critical literacy should be integrated through evidence-based, context-sensitive language pedagogy, while future studies should strengthen methodological consistency, longitudinal evidence, and standardized assessment.
Switia Dewi Quraisyin, E. Leiliyanti, Siti Gomo Attas· JPI: Jurnal Pustaka Indonesi...· 0 citations
This systematic review examines gamification as a teaching strategy that can enhance the teaching-learning processes of literacy by making them more dynamic, participatory, and meaningful for students in General Basic Education (EGB). The objective of this study is to analyze the contributions of gamification as a teaching strategy for strengthening literacy. It was conducted using the PRISMA methodology, involving an exhaustive literature search in academic databases such as Scielo, Latindex, and Scopus, considering publications from 2020 to 2026. Initially, 582 articles were identified; after applying the inclusion and exclusion criteria, the screening process, and the eligibility assessment, 15 relevant scientific articles were selected for the final analysis. The results highlight that gamification increases interest, motivation, active participation, critical thinking, and meaningful learning, thereby promoting the development of skills such as reading comprehension, written production, and other communication competencies. Furthermore, both international and national studies agree that the proper implementation of strategies requires adequate instructional planning and teacher training. In conclusion, gamification is an effective and relevant instructional strategy for strengthening literacy, providing scientific evidence that supports its incorporation into academic processes and its contribution to a transformative and inclusive education.
Diana Elizabeth Marcalla Bajaña, B. P. Pinto Ayala, Madeline María Alvia Rodríguez et al.· Sage Sphere Multidisciplinar...· 0 citations
Mathematical communication skills are among the most important skills in mathematics education, helping students convey ideas, explain their thought processes, and represent concepts mathematically. The development of these skills remains a focus of various studies in mathematics education. The purpose of this study is to systematically analyze research trends regarding the application of the PBL model to students’ mathematical communication skills. This study employed a Systematic Literature Review (SLR) method with a qualitative descriptive approach and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search was conducted via the Google Scholar database using the Publish or Perish version 8 application to identify publications from 2022 to 2026. From an initial search yielding 600 articles, 16 articles that met the inclusion and exclusion criteria were selected for analysis. The data were analyzed descriptively through a process of extraction, categorization, and synthesis based on educational level, instructional content, research methods, and research findings. The results indicate that the majority of studies on the application of the PBL model to mathematical communication skills were conducted at the junior high school level, accounting for 56% of the total. Regarding research methods, quantitative methods were the most prevalent, particularly quasi-experimental designs, which accounted for 62%. The variety of instructional materials used was also quite diverse. Overall, the research findings indicate that the implementation of the PBL model effectively improves students’ mathematical communication skills. Additionally, several studies also show that the use of instructional media in PBL can enhance student engagement and support the process of mathematical communication in the classroom. Thus, the PBL model can be considered one of the relevant instructional models to help develop students’ mathematical communication skills.
Melisha Dwi Pangesty Wijaya, M. Putra, Adi Ihsan Imami· JUPIKA: JURNAL PENDIDIKAN MA...· 0 citations