Jurnal Fundadikdas (Fundamental Pendidikan Dasar)

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

Tue, 11 Nov 2025 00:00:00 +0000

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

Ninin Kurike R, Cica Yulia , Elih Sudiapermana , Rama Wijaya Abdul Rozak — Tue, 18 Nov 2025 00:00:00 +0000

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

Ayyas Yahya, Karsono Karsono, Naeliyatun 'Azizah — Tue, 11 Nov 2025 00:00:00 +0000

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 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.