The Effectiveness of Information and Communication Technology in Science Learning in Elementary Schools

Dina Wardani; Tomi Hidayat; Merri Sri Hartati

doi:10.59535/05xhhx11

Authors

Dina Wardani Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author
Tomi Hidayat Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author
Merri Sri Hartati Master of Pedagogy Study Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Bengkulu, Indonesia Author

DOI:

https://doi.org/10.59535/05xhhx11

Keywords:

Learning Effectiveness, Inclusion, Science Process Skills, Information Communication Technology

Abstract

The purpose of this study is to explore and synthesize the latest empirical evidence (2020–2025) regarding the effectiveness of using Information and Communication Technology (ICT) in improving the quality of Natural Science (IPA) learning at the Elementary School (SD) level. Effectiveness evaluation was conducted multidimensionally, covering improvements in cognitive learning outcomes, the development of science process skills (SPS) as a psychomotor dimension, and affective impacts (motivation, engagement, and inclusion). This study followed a systematic protocol to ensure transparency and disclosure. The synthesis of studies indexed by Scopus and SINTA showed that ICT has significant and beneficial effects, especially when combined with constructivist learning models such as Problem-Based Learning (PBL) or Project-Based Learning (PjBL). Cognitively, ICT has been shown to substantially improve conceptual understanding (with a high N-gain score). Psychomotorically, simulation and immersive reality technology are very effective in training integrated SPS. In addition, ICT plays a crucial role in the affective dimension, serving as an inclusion tool that personalizes teaching, increases motivation, and supports the active participation of students with special educational needs (SENs). This study concludes that effective ICT implementation requires improving teachers' pedagogical competence in integrating interactive technologies (such as augmented reality, virtual reality, and artificial intelligence-based adaptive systems) with active learning strategies.

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