Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

Emotional intelligence, self-regulated learning, and academic achievement in technology-mediated learning: a systematic literature review

2025-08-21T06:43:25+00:00

This study aims to synthesize empirical evidence on the role of emotional intelligence (EI) in supporting academic achievement within technology-mediated learning environments, addressing the current gap in fragmented findings and the lack of comprehensive reviews connecting EI with digital learning demands. Using the PRISMA 2020 protocol, a systematic literature review was conducted across Scopus, Web of Science, ERIC, and Google Scholar, covering empirical studies published between 2014 and 2024. From an initial pool of 500 records, 15 studies met the inclusion criteria and were analyzed thematically, with meta-analytic insights incorporated where effect-size data were available. The results indicate that EI enhances academic performance by strengthening self-regulated learning, motivation, emotional regulation, and collaborative engagement across online, blended, and asynchronous modalities. Challenges include inequitable digital access, insufficient teacher preparedness, and cultural constraints on emotional expression. The review contributes theoretically by proposing an integrated understanding of EI as both a cognitive facilitator and an affective buffer in digital learning ecosystems, highlighting its relevance for instructional design, teacher training, and policy development.

Mapping global trends in early literacy development research for third-grade primary school students: a bibliometric analysis

2025-12-09T07:42:14+00:00

This study aims to analyze the development and research trends of early reading and writing instruction for third-grade primary school students through a bibliometric approach. The research is grounded in the urgency to strengthen early literacy as the foundation of lifelong learning, as international assessments such as PIRLS 2021 show that Indonesian students’ reading comprehension remains below the global average. Using a quantitative descriptive design with bibliometric analysis, 141 relevant articles published between 2016 and 2025 were retrieved from the Scopus database. VOSviewer was used to visualize publication trends, author productivity, and keyword co-occurrence networks. The findings indicate a steady increase in research productivity since 2020, reflecting growing global attention to foundational literacy. Keyword mapping revealed four dominant thematic clusters: (1) basic literacy and reading–writing instruction; (2) instructional interventions and reading comprehension; (3) language development and phonological awareness; and (4) emerging empirical and evidence-based studies. These patterns signify a conceptual shift from descriptive studies toward more systematic, data-driven approaches. The scientific contribution of this study lies in providing the first comprehensive global mapping specifically focused on early reading and writing research for third-grade students, identifying thematic structures, revealing research gaps, and offering a replicable bibliometric framework for future literacy studies. Additionally, the findings provide evidence-based insights that can inform literacy policy development and strengthen instructional practices in Indonesia's primary education context.

An analysis of elementary students’ differential comprehension of fiction texts from Barrett’s perspective

2025-12-03T12:09:24+00:00

This study examines the levels of fiction text comprehension among fourth-grade primary school students in Surakarta, Indonesia, using Barrett’s Taxonomy as the analytical framework. A descriptive qualitative approach with a case study design was employed, and data were collected through reading comprehension tests, classroom observations, and interviews with students and teachers. The five levels of comprehension, literal, reorganization, inferential, evaluative, and appreciative, were assessed to map the range of students’ reading abilities. The findings show notable variation across comprehension levels. Literal comprehension achieved the highest score (91.35%, high category), indicating a strong ability to recall explicit information. In contrast, reorganization (40.73%) and inferential comprehension (43.20%) were categorized as low, suggesting difficulties in synthesizing information and interpreting implicit meaning. Evaluative comprehension was moderate (69.13%), while appreciative comprehension received the lowest score (35.79%), reflecting limited engagement with the emotional and aesthetic qualities of the text. Overall, the results indicate that although students demonstrate strong surface-level understanding, their higher-order cognitive and affective comprehension skills are underdeveloped. The study recommends instructional practices that extend beyond factual recall by fostering critical interpretation, reflective judgment, and deeper engagement with literary texts. The implications for curriculum design and classroom instruction are outlined to address these specific gaps in comprehension.

Transformation of Pancasila education learning through a joyful learning approach based on educational monopoly games in elementary schools

2025-12-09T07:47:33+00:00

This study is a classroom action research that examines the use of an educational monopoly game as a learning medium in Pancasila Education for elementary school students. The research employed a mixed-methods approach, combining qualitative descriptive analysis with quantitative data. The participants were 21 fifth-grade students of Muhammadiyah Nitikan Elementary School, Yogyakarta. Data were collected through observation, interviews, and evaluation tests, and analyzed using the Wilcoxon Signed Rank Test with IBM SPSS Statistics to measure differences in students’ learning outcomes and activeness between two learning cycles. The results showed significant improvements in both cognitive achievement and student participation, with a significance value of p < 0.001. Qualitative findings indicated that the joyful learning approach supported by the monopoly game created an engaging and interactive learning atmosphere, encouraged active participation, and helped students understand and reflect on Pancasila values through play. These findings suggest that the use of monopoly-based learning media is effective in improving learning outcomes and student engagement in Pancasila Education in accordance with the Merdeka Curriculum.

Implementation of the learning local wisdom values of the Baduy community to foster civic engagement

2025-10-07T11:20:34+00:00

This study aims to specifically examine how the local wisdom values of the Baduy community are integrated into Civic and Pancasila Education (PPKn) learning and to identify their concrete contributions to fostering students’ civic engagement. Employing a literature study approach, this research reviews and analyzes relevant national and international studies published between 2010 and 2025. The findings indicate that Baduy local wisdom, such as simplicity, honesty, obedience to customary rules (pikukuh), mutual cooperation, environmental awareness, and social solidarity, is systematically reflected in PPKn learning content and pedagogical practices. These values contribute to the development of students’ civic knowledge through contextual understanding of citizenship concepts, enhance civic skills through participatory learning activities such as deliberation and collective problem-solving, and strengthen civic dispositions by fostering responsibility, environmental care, and social participation. Furthermore, the integration of Baduy local wisdom makes PPKn learning more contextual, participatory, and culturally responsive. This study concludes that incorporating local wisdom into Civic and Pancasila Education not only supports cultural preservation but also concretely strengthens students’ civic engagement and Pancasila-based character in responding to contemporary democratic and global challenges.