Trends in the Use of Interactive Digital Comics in Indonesian Language Learning for Lower-Grade Elementary Schools

Advancing Science Literacy Through Problem-Based Learning and Digital Interactive Media in Primary Education

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.

The Role of Instructional Media in Improving Mathematical Literacy Among Primary School Students: A Systematic Literature Review

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

English Teachers’ Perceptions of Essential Digital Literacy Skills and Implementation Challenges in Indonesian EFL Classrooms

Digital literacy has become a core condition of English language teaching (ELT) because teachers and students increasingly work with online information, multimodal media, digital platforms, and artificial intelligence. This study investigated the digital literacy skills that senior high school English teachers considered essential for supporting ELT and the challenges they encountered when employing those skills. A descriptive qualitative design was used with ten purposively selected English teachers from senior high schools in Jakarta. Data were generated through 19-question semi-structured interviews conducted online and face to face and analyzed thematically with ATLAS.ti supporting coding and data management. The analysis used Trilling and Fadel’s information, media, and technology literacy domains. Information literacy accounted for the largest share of coded responses (45.80%), followed by media literacy (27.54%) and technology literacy (26.67%). Teachers described information literacy as the basis for finding, checking, adapting, organizing, and ethically using digital resources; media literacy supported interpretation and multimodal design; and technology literacy enabled research, communication, collaboration, assessment, and content production. Four interrelated challenges were identified: limited access and infrastructure, insufficient training and uneven teacher competence, institutional and contextual barriers, and student-related and pedagogical issues. Effective digital literacy integration therefore depends on critical judgment, pedagogically aligned technology use, sustained professional learning, equitable access, and institutional support rather than devices alone.

Analysis of Students' Interest and Reading Passion in the Library

Reading interest among elementary school students remains a persistent challenge in Indonesian primary education, as reflected in the country's low PISA 2022 reading literacy score of 359 points. This study aims to identify the factors contributing to students' low reading interest and to examine the library service innovation strategies implemented to address them at Tanjung Mas Public Elementary School, East Ogan Komering Ulu Regency, South Sumatra. A qualitative case study design was employed, with data collected through in-depth interviews with the school principal, classroom teachers, the library administrator, and students, supplemented by structured observation and document analysis. Data were validated through source and technical triangulation and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings reveal that low reading interest is shaped by internal factors—including low reading motivation, inconsistent habits, limited reading fluency, and a preference for illustrated materials—and external factors, including manual library management, limited facilities, the absence of a dedicated librarian, low home reading support, and disconnected literacy program implementation. The school has responded through pre-lesson reading routines, reward-based motivation, curriculum-linked library visits, storytelling programs, and a peer literacy ambassador initiative. However, these strategies remain fragmented and insufficiently integrated. This study contributes evidence that reading interest is an institutionally mediated outcome and recommends the development of coherent, integrated library-based literacy systems as a prerequisite for sustainable reading culture in elementary schools.

Transforming English Speaking Instruction Through Digital Technology Integration: A Systematic Literature Review

The findings showed that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction in language learning, and indicate that technology selection should be aligned with specific learning objectives while maintaining the essential role of human interaction.

The Impact of Interactive Media on History Learning in Secondary Schools: A Systematic Literature Review