Digital learning media in elementary science: stimulating or demotivating?

Abstract

Using digital learning material has revolutionized how we acquire knowledge and impart instruction. In elementary school, digital learning media has emerged as a captivating and pertinent subject, particularly in natural science. The potential of this media to enhance science learning and offer students a more engaging educational experience is significant. This research aims to comprehensively analyze the existing literature on using digital learning media in science education. The study employed the SLR (Systematic Literature Review) method, utilizing the 7P strategy. Data was collected by examining publications on digital learning media in science education published within the past decade, from 2010 to 2023. These articles were subsequently analyzed using the Miles and Huberman method. Essays derived from extensive qualitative systematic literature investigations published in prominent national and international magazines. An analysis was conducted on the search results from Google Scholar for the terms "digital media" and "science learning," "science digital media," "science learning in elementary schools," and "science digital media in elementary schools." The analysis centers on "the utilization of digital learning media in the context of science education." Retrieve scientific papers that are easily obtainable and have a minimum of 25 citations. These pieces must have a substantial length and be suitable for printing. To assess classroom behavior, they need to employ qualitative descriptive research. Harzing Publish or Perish retrieves articles. Multiple published studies have been systematically reviewed, revealing that many forms of digital media can be utilized in science learning activities. Digital learning media, such as photos, videos, simulations, and interactive games, are extensively used due to their ability to stimulate student motivation and curiosity towards the learning topic.