Jul 2026· Journal of Innovation and Research in Primary Education· Vol 5, pp. 5341-5352· 0 citations
Abstract
Innovative digital learning media has emerged as a promising strategy to address persistent low engagement and learning outcomes in elementary Science and Social Studies (IPAS) instruction. However, empirical findings remain fragmented and methodologically inconsistent across studies. This study employed a Systematic Literature Review (SLR) guided by the PRISMA framework. Articles were retrieved from Google Scholar, Garuda, and DOAJ using structured keyword combinations. From 58 initial records, 20 articles published between 2020–2026 met the inclusion criteria and were analyzed through thematic and comparative synthesis. Five categories of digital media were identified: digital flipbooks, Canva-based media, Smart Apps Creator, Google Sites, and HOTS-integrated multimedia. Ninety percent of included studies reported significant improvements in IPAS learning outcomes. Studies with higher interactivity also produced gains in students' creativity, indicating an affective–cognitive crossover effect. Digital media effectiveness is moderated by interactivity quality and pedagogical design rather than technological sophistication alone. Future research should employ multi-site experimental designs with longitudinal assessments to strengthen generalizability.
The findings indicate that digital media such as interactive multimedia, Quizizz, Kahoot, Liveworksheet, Google Sites, and Interactive Flat Panel are effective in improving students’ motivation to learn, active engagement, critical thinking skills, and understanding of IPAS concepts in elementary schools.
Putu Renti Anggreni, I. G. Suwindia, Ni Nyoman Kurnia Wati· El Midad· 0 citations
These findings carry significant implications for policy development: systematic digital competency programs and equitable technology infrastructure are essential prerequisites for sustainable integration of digital media in elementary IPAS learning.
Sabrina Budi, Ivayuni Listiani, Candra Dewi et al.· Premiere Educandum· 0 citations
It is indicated that both digital and non-digital media effectively enhance critical thinking skills, with no significant difference in their effectiveness, which implies that the choice between digital and non-digital methods should depend on factors such as accessibility, cost, and personal preference.
Sulistyono, Maulani Pradiana, Z. Abidin· Edubiologica· 0 citations
Implementing inclusive education in science classrooms requires instructional transformations that can accommodate diverse learning modalities. This study aims to analyze trends, challenges, and instructional innovations in inclusive science education, focusing on the Universal Design for Learning (UDL) framework and a...
E. Palupi, Sukinah, Ishartiwi· Jurnal Penelitian Pendidikan...· 0 citations
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...
F. Hasanah, S. Iriawan, Effy Mulyasari et al.· Primary Jurnal Pendidikan Gu...· 0 citations
The review indicates that digital reading outcomes are shaped by the interaction of learner competencies, cognitive demands, technological design, and institutional support rather than by the reading medium alone, and suggests that print and digital reading serve complementary functions.
A. Alkhalaf· International Journal of Lea...· 0 citations
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