This study aims to systematically synthesize empirical evidence on the effectiveness of Digital Game-Based Learning (DGBL) in elementary education, focusing on both academic achievement and affective learning outcomes. A systematic literature review was conducted following the PRISMA protocol to ensure methodological rigor and transparency. Peer-reviewed empirical articles published between 2021 and 2025 were retrieved from the Scopus database using pre-defined inclusion and exclusion criteria. The selection process involved identification, screening, eligibility assessment, and final inclusion stages, resulting in 20 eligible studies. Data were analyzed using thematic synthesis to identify recurring pedagogical patterns and trends in outcomes across studies. The validity of the review process was ensured through clearly defined selection criteria, consistent screening procedures, and cross-checking of extracted data. The findings reveal that effective DGBL implementation is strongly associated with pedagogical alignment, particularly the integration of explicit learning objectives into game mechanics, immediate and adaptive feedback, student-centered learning approaches, progressive scaffolding, and functional gamification elements. These features consistently contributed to improvements in students’ academic achievement, conceptual understanding, and learning retention. In the affective domain, learning motivation and student engagement emerged as the most prominently enhanced outcomes, followed by positive shifts in learning attitudes and self-efficacy. The most stable and consistent effects were observed in language-related subjects, upper elementary grades (Grades 4–6), and formal classroom settings. Overall, the findings indicate that DGBL's effectiveness depends more on instructional and pedagogical design than on technological complexity, highlighting the importance of pedagogically grounded game-based learning in elementary education.
Authentic assessment has emerged as an approach that bridges assessment practices with meaningful learning in elementary mathematics education. However, studies integrating task design, effectiveness, and research gaps remain limited. This study aims to systematically synthesize authentic assessment in elementary mathematics, focusing on task design, effectiveness, and future research directions. This research employs a Systematic Literature Review (SLR) guided by PRISMA. Articles were retrieved from Scopus using keywords related to authentic assessment and mathematics education. A total of 48 Scopus-indexed articles were identified, of which 15 were analyzed in depth according to inclusion criteria. Data were analyzed thematically and supported by bibliometric mapping using VOSviewer. The findings indicate that authentic assessment is commonly implemented through performance-based tasks, project-based assessment, portfolios, and rubric-based evaluation. These approaches are effective in enhancing students’ conceptual understanding, critical thinking, problem-solving skills, and engagement in learning. Moreover, authentic assessment provides comprehensive diagnostic information to support differentiated instruction. However, several gaps remain, including limited teacher competence in assessment design, low integration of technology, a lack of culturally responsive assessment, and the scarcity of longitudinal studies. The present study contributes by offering a comprehensive synthesis and proposing directions for developing more adaptive, inclusive, and technology-integrated authentic assessment models in elementary mathematics education.
The digital transformation of education represents a significant social shift that requires elementary school teachers to develop strong digital pedagogical competence. As schools increasingly integrate learning management systems into instructional practice, teachers play a central role in shaping how technology influences classroom interaction and learning processes. This study aimed to examine whether Google Classroom training was associated with changes in elementary school teachers' digital pedagogical competence within the broader context of educational digital transformation. A quasi-experimental one-group pretest-posttest design was employed involving 30 teachers from a public elementary school in East Java, Indonesia. Data were collected using a validated Likert-scale questionnaire and analyzed using descriptive statistics, the Shapiro-Wilk normality test, a paired-samples t-test, and Cohen's d effect size. The results revealed a statistically significant increase in competence scores after the training (p < .001) with a very large effect size (d = 2.60), interpreted using Cohen's conventional criteria (0.20 = small, 0.50 = medium, 0.80 = large). The study suggests that structured and pedagogically grounded Google Classroom training was associated with substantial gains in teachers' self-reported digital competence. These findings provide preliminary empirical evidence that targeted professional development may support teachers' readiness for digital learning environments in elementary education; however, because the study did not include a control group, the observed changes cannot be fully attributed to the training alone.
The development of critical thinking skills among pre-service elementary teachers remains a persistent challenge, particularly given the limited availability of instructional materials that explicitly integrate higher-order thinking processes into science instruction. While case-based learning (CBL) has been widely recognized as an effective pedagogical approach, its systematic integration into structured teaching materials in elementary teacher education contexts remains underexplored, especially in local Indonesian settings. This study aims to develop and evaluate the feasibility and effectiveness of CBL-oriented science teaching materials designed for pre-service elementary teachers. This research employed a Research and Development (R&D) design based on the Borg and Gall model, involving multiple stages of product validation and field testing. The participants consisted of undergraduate students from a Primary School Teacher Education program. The effectiveness of the developed materials was examined using a quasi-experimental design with pretest–posttest control groups. Data were collected through expert validation instruments, response questionnaires, and a critical thinking skills test, and analyzed using descriptive statistics, independent-sample t-tests, and normalized gain (N-gain) scores. The findings indicate that the developed CBL-based teaching materials are highly feasible, as demonstrated by expert validation scores across language, content, instructional design, and practitioner assessments, all categorized as “excellent.” Furthermore, the materials were effective in improving students’ critical thinking skills, as evidenced by a statistically significant difference between the experimental and control groups (p = 0.00 < .05) and a moderate learning gain. This study contributes to the field by providing empirically validated, context-specific instructional materials that integrate case-based learning into science education for pre-service elementary teachers. The findings highlight the potential of structured CBL materials to enhance critical thinking and support the preparation of future teachers capable of implementing higher-order thinking-oriented instruction in elementary classrooms.
21st-century skills are essential competencies that need to be developed from the elementary school level to prepare students for future challenges. This study aimed to explore the role of innovative learning in strengthening 21st-century skills among elementary school students within the context of the Merdeka Curriculum. This study employed a qualitative case study design. The participants consisted of three elementary school teachers from two districts in Bogor Regency, Indonesia, who had implemented innovative learning practices in their classrooms. Data were collected through open-ended questionnaires and thematically analyzed in NVivo 12 using the stages of open coding, axial coding, and selective coding. The findings revealed that innovative learning practices, such as project-based learning, problem-based learning, collaborative discussion, and the integration of digital media, contributed positively to strengthening students’ critical thinking, creativity, communication, collaboration, and problem-solving skills. Innovative learning also encouraged active student participation, increased students’ confidence, and created more meaningful and student-centered learning experiences. Teachers played an important role as facilitators, guiding students through collaborative, context-based learning activities. However, the implementation of innovative learning still faced several challenges, including limited learning facilities, time constraints, and differences in students’ learning abilities. This study concludes that innovative learning plays an important role in strengthening 21st-century skills in elementary schools and highlights the need for continuous teacher support, adequate learning facilities, and collaborative learning environments to sustain implementation.
