Systematic Literature Review (SLR) on ICT-Based Literacy and Numeracy Learning Design in Elementary Schools

Hanifah Hanifah; Dedi Supandi; Niswatun Khasanah; Enok Sadiah; Mohamad Syarief Abdullah

doi:10.55927/fjmr.v4i6.219

Authors

Hanifah Hanifah Universitas Pendidikan Ganesha
Dedi Supandi SMA Negeri 1 Setu
Niswatun Khasanah Universitas Indraprasta PGRI
Enok Sadiah Universitas Muhammadiyah Prof. Dr. Hamka
Mohamad Syarief Abdullah Sandigan College Inc

DOI:

https://doi.org/10.55927/fjmr.v4i6.219

Keywords:

Literacy, Numeracy, Information and Communication Technology, Elementary School, Systematic Literature Review

Abstract

This systematic literature review (SLR) examines the integration of Information and Communication Technology (ICT) in elementary school literacy and numeracy education, addressing its impact, challenges, and teacher roles. Analyzing 26 peer-reviewed articles (2018–2025) selected via PRISMA criteria, the study reveals that ICT enhances interactive learning, student engagement, and personalized instruction, outperforming traditional methods. Key tested variables included ICT tools (e.g., digital platforms, gamification), teacher competencies, and infrastructural barriers. Findings highlight infrastructure gaps and uneven teacher readiness as critical constraints. The study contributes to educational technology discourse by advocating for policy-supported teacher training and equitable resource allocation. Results underscore ICT’s transformative potential in foundational education, urging systemic collaboration to bridge implementation gaps.

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