Salamah, Insih Wilujeng, Muthmainah
This study explores the impact of e-learning on learning outcomes, challenges, and the development of digital and collaborative skills among elementary school students through a systematic literature review (SLR). Using PRISMA guidelines, a comprehensive search of Scopus-indexed studies published between 2019 and 2024 was conducted on the basis of predefined inclusion criteria, including relevance to elementary education, full-text availability, and assessment of e-learning impacts. A total of 38 articles were analyzed to provide a detailed overview of the topic. The review included studies from various countries to ensure diverse perspectives on the implementation of e-learning. The findings highlight that e-learning enhances academic performance through flexible and personalized learning approaches, while integrating technologies such as gamification, augmented reality (AR), and virtual reality (VR) fosters engagement, motivation, and higher-order thinking skills. However, some challenges, such as inadequate infrastructure, limited teacher training, and reduced interpersonal interactions, impede its effectiveness, particularly in regions with limited technological access. Additionally, e-learning facilitates the development of students’ digital literacy and collaboration skills through interactive and project-based methods. Even so, disparities in access and content quality underline the need for hybrid models that combine digital tools with face‒face interactions to bridge these gaps. This study emphasizes the importance of strategic planning, investment in infrastructure, and ongoing teacher training to address barriers. Future studies are expected to explore the long-term impacts of hybrid learning models and the role of emerging technologies in enhancing elementary education. © 2026, Malque Publishing. All rights reserved.
Departement of Doctoral of Basic Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Mathematics and Natural Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Faculty of Education, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
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