Integrasi Teknologi Digital Dalam Pembelajaran Tematik Terpadu Model Webbed Untuk Mengatasi Kesulitan Belajar Siswa Di Sekolah Dasar: Kajian Sistematis
Integration Of Digital Technology in the Webbed Model to Overcome Learning Difficulties of Elementary School Students: A Systematic Review
DOI:
https://doi.org/10.53866/jimi.v6i4.1575Keywords:
Model Webbed, teknologi digital, kesulitan belajar, pembelajaran tematik terpadu, sekolah dasar, kajian literatur sistematisAbstract
Tujuan – Penelitian ini mensintesis bukti mengenai kesulitan belajar dalam pembelajaran tematik terpadu di sekolah dasar, menelaah penggunaan teknologi digital, dan mengusulkan kerangka integrasinya dalam model Webbed.
Desain/metodologi/pendekatan – Kajian literatur sistematis ini dilaporkan mengikuti PRISMA 2020 dan PRISMA-S. Penelusuran laman penerbit dan jurnal pada 25 Oktober 2026 mencakup publikasi periode 2021–2026. Satu penilai menyaring 70 rekaman unik dan menetapkan 13 studi inti: tiga mengenai kesulitan belajar, tujuh mengenai teknologi digital, dan tiga mengenai model Webbed. Penilaian menggunakan daftar periksa adaptasi lima butir, disertai sintesis naratif; 17 sumber tambahan mendukung metode dan teori.
Temuan – Kesulitan mencakup pemahaman konsep lintas muatan, keterlibatan dan konsentrasi, serta keterampilan dasar membaca dan berhitung. Teknologi digital menunjukkan hasil menjanjikan terutama pada luaran proksi berupa capaian kognitif dan motivasi. Bukti langsung terbatas pada satu intervensi membaca; sebuah tinjauan mengenai peserta didik penyandang disabilitas menilai bukti yang dikajinya lemah. Tidak ada studi inti yang menguji pembelajaran Webbed berbantuan teknologi digital untuk menangani kesulitan belajar.
Keterbatasan penelitian/implikasi – Penelusuran berbasis web, penyaringan oleh satu penilai, dan terbatasnya bukti langsung membatasi kesimpulan. Kerangka usulan memerlukan validasi melalui penelitian berbasis desain, kuasi-eksperimen, atau penelitian tindakan kelas.
Implikasi praktis – Guru dapat menggunakan enam tahap, yaitu perencanaan, diagnosis, pembelajaran lintas muatan, penguatan, remedial, dan refleksi, sebagai panduan sementara untuk merancang dan mengevaluasi pembelajaran.
Orisinalitas/nilai – Kajian menghubungkan tiga kelompok bukti untuk mengusulkan kerangka pembelajaran Webbed berbantuan teknologi digital yang belum divalidasi. Sintesis menunjukkan kelayakan konseptual tanpa membuktikan efektivitasnya.
References
Adam, N. F., Pramono, S. E., Yulianto, A., Subali, B., & Widiarti, N. (2025). Smart Learning from a Young Age : A Systematic Review of Digital Technology Integration for Cognitive Development. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 11(2), 921. https://doi.org/10.33394/jk.v11i2.15666
Akman, E., & Çakır, R. (2023). The Effect of Educational Virtual Reality Game on Primary School Students’ Achievement and Engagement in Mathematics. Interactive Learning Environments, 31(3), 1467–1484. https://doi.org/10.1080/10494820.2020.1841800
Arifa, A. F., Zayyana, A., Barokah, I. S., Izzatillah, D. K., & Kamal, R. (2026). Model Pembelajaran Terpadu dan Relevansinya dalam Mewujudkan Pembelajaran Tematik di Sekolah Dasar : Systematic Literature Review. Jurnal Pendidikan Tambusai, 10(2), 16639–16646. https://doi.org/10.31004/jptam.v10i2.40651
Betancur-Chicué, V., & García-Valcárcel Muñoz-Repiso, A. (2023). Aplicación De Los Principios De La Teoría Cognitiva Del Aprendizaje Multimedia Al Diseño de Situaciones De Aprendizaje Y Escenarios De Formación. Education in the Knowledge Society (EKS), 24, e30882. https://doi.org/10.14201/eks.30882
Cadime, I., Ribeiro, I., Cruz, J., Cosme, M. do C., Meira, D., Viana, F. L., & Santos, S. (2022). An Intervention in Reading Disabilities Using a Digital Tool During the COVID-19 Pandemic. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.862383
Dan, N. N., Trung, L. T. B. T., Nga, N. T., & Dung, T. M. (2024). Digital Game-Based Learning in Mathematics Education at Primary School Level: A Systematic Literature Review. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2423. https://doi.org/10.29333/ejmste/14377
Du, L., Tang, X., & Wang, J. (2025). Different Types of Textual Cues in Educational Animations: Effect on Science Learning Outcomes, Cognitive Load, and Self-Efficacy Among Elementary Students. Education and Information Technologies, 30(3), 3573–3596. https://doi.org/10.1007/s10639-024-12929-z
Erviana, V. Y., & Sepriansyah, Y. (2024). The Effectiveness of Virtual Reality Media on Primary School Students’ Learning Outcomes. International Journal of Elementary Education, 8(1), 141–149. https://doi.org/10.23887/ijee.v8i1.67734
Fairuzzabad, A., Maufiroh, U., & Susilawati, S. (2026). Implementasi Pembelajaran Tematik dalam Meningkatkan Hasil Belajar Kelas 1 di SD Islam Al-Azhar 56 Malang. Jurnal Ilmiah Profesi Pendidikan, 11(1), 7–13. https://doi.org/10.29303/jipp.v11i1.4427
Gabriel, T., & Börnert-Ringleb, M. (2023). The Intersection of Learning Difficulties and Behavior Problems A Scoping Review of Intervention Research. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1268904
Hanannika, L. K., & Sukartono, S. (2022). Penerapan Media Pembelajaran Berbasis TIK pada Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 6(4), 6379–6386. https://doi.org/10.31004/basicedu.v6i4.3269
Jelita, A., & Putra, E. D. (2021). Analisis Kesulitan Pembelajaran Tematik Pada Siswa Kelas IV Sekolah Dasar Negeri. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 13(2), 429–442. https://doi.org/10.37680/qalamuna.v13i2.1010
Jiménez Sierra, Á. A., Ortega Iglesias, J. M., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of The Teacher’s Technological Pedagogical Content Knowledge (TPACK) From the Lesson Study: A Systematic Review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1078913
Joshi, S. (2023). TPACK and Teachers’ Self-Efficacy: A Systematic Review. Canadian Journal of Learning and Technology, 49(2), 1–23. https://doi.org/10.21432/cjlt28280
Larasati, A., & Sukartono, S. (2022). Problematika Guru dalam Pembelajaran Tematik di Sekolah Dasar. Jurnal Basicedu, 6(3), 4517–4523. https://doi.org/10.31004/basicedu.v6i3.2866
Lynch, P., Singal, N., & Francis, G. A. (2024). Educational Technology for Learners with Disabilities in Primary School Settings in Low- and Middle-Income Countries: A Systematic Literature Review. Educational Review, 76(2), 405–431. https://doi.org/10.1080/00131911.2022.2035685
Marini, A., Nafisah, S., Sekaringtyas, T., Safitri, D., Lestari, I., Suntari, Y., Umasih, Sudrajat, A., & Iskandar, R. (2022). Mobile Augmented Reality Learning Media with Metaverse to Improve Student Learning Outcomes in Science Class. International Journal of Interactive Mobile Technologies (IJIM), 16(07), 99–115. https://doi.org/10.3991/ijim.v16i07.25727
Marni, Y., Erita, Y., & Fitria, Y. (2023). Implementasi Model Pembelajaran Terpadu Webbed di Sekolah Dasar. Pendas: Jurnal Ilmiah Pendidikan Dasar, 8(2), 691–701.
Nasution, A. R., Dalimunthe, N. A., & Siregar, R. N. (2025). Analisis Faktor Penyebab Kesulitan Siswa dalam Pembelajaran Tematik Terpadu di Kelas IV MIS Ujung Batu. Pendas: Jurnal Ilmiah Pendidikan Dasar, 10(4), 213–223. https://doi.org/10.23969/jp.v10i04.38970
Noetel, M., Griffith, S., Delaney, O., Harris, N. R., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2022). Multimedia Design for Learning: An Overview of Reviews With Meta-Meta-Analysis. Review of Educational Research, 92(3), 413–454. https://doi.org/10.3102/00346543211052329
Page, M. J., Mckenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-wilson, E., Mcdonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Paidicán Soto, M. Á., & Arredondo Herrera, P. A. (2023). The Technological Pedagogical Content Knowledge (TPACK) model in primary education: A literature review. Italian Journal of Educational Technology, 31(1), 57–76. https://doi.org/10.17471/2499-4324/1285
Putri, M., Kuntarto, E., & Alirmansyah, A. (2021). Analisis Kesulitan Belajar Siswa dalam Pembelajaran Daring di Era Pandemi (Studi Kasus pada Siswa Kelas III Sekolah Dasar). AULADUNA: Jurnal Pendidikan Dasar Islam, 8(1), 91. https://doi.org/10.24252/auladuna.v8i1a8.2021
Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., & Koffel, J. B. (2021). PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10, 39. https://doi.org/10.1186/s13643-020-01542-z
Russo, J., Kalogeropoulos, P., Bragg, L. A., & Heyeres, M. (2024). Non-Digital Games That Promote Mathematical Learning in Primary Years Students: A Systematic Review. Education Sciences, 14(2), 200. https://doi.org/10.3390/educsci14020200
Tesalonika, Desak Putu Parmiti, & I Gde Wawan Sudatha. (2022). Video Pembelajaran Menggunakan Model ADDIE pada Tematik Siswa Kelas III Sekolah Dasar. Jurnal Pedagogi Dan Pembelajaran, 5(3), 510–517. https://doi.org/10.23887/jp2.v5i3.52889
Triani, A., Zahra, A. N., Lestari, D., & Marini, A. (2023). Analisis Kesulitan Belajar Siswa dalam Pembelajaran Tematik pada Siswa Kelas V di Sekolah Dasar. Jurnal Pendidikan Dasar Dan Sosial Humaniora, 2(6), 757–766. https://doi.org/10.53625/jpdsh.v2i6.5443
Wu, J., Jiang, H., Long, L., & Zhang, X. (2024). Effects of AR mathematical picture books on primary school students’ geometric thinking, cognitive load and flow experience. Education and Information Technologies, 29(18), 24627–24652. https://doi.org/10.1007/s10639-024-12768-y
Yulianto, D., Situmeang, M. M., Astari, & Nurcahyo, R. (2026). Digital Game-Based Learning in Primary Mathematics: A Systematic Review and Meta-Analysis of Research Trends and Learning Outcomes. RANGE: Jurnal Pendidikan Matematika, 7(2), 497–531. https://doi.org/10.32938/jpm.v7i2.10225
Zainil, M., Kenedi, A. K., Rahmatina, Indrawati, T., & Handrianto, C. (2022). The Influence of a STEM-Based Digital Classroom Learning Model and High-Order Thinking Skills on the 21st-Century Skills of Elementary School Students in Indonesia. Journal of Education and E-Learning Research, 10(1), 29–35. https://doi.org/10.20448/jeelr.v10i1.4336
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Alfin Hijria Dewantari, Sunhaji
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
