Case Study-Based Learning Planning Strategies to Enhance Student Engagement in Elementary Schools: A Literature Review

Muhammad Sirodjuddin; Purnawirawansa Putra; Muhammad Basyaruddin; Risdah Lenah; Tiyas prastiwi; Ulfa Khasanah

doi:10.59024/atmosfer.v4i2.1759

Authors

Muhammad Sirodjuddin Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Purnawirawansa Putra Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Muhammad Basyaruddin Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Risdah Lenah Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Tiyas prastiwi Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat
Ulfa Khasanah Sekolah Tinggi Ilmu Tarbiyah Yayasan Pendidikan Islam Lahat

DOI:

https://doi.org/10.59024/atmosfer.v4i2.1759

Keywords:

Case-Based Learning, Collaborative Learning, Critical Thinking, Elementary Education, Student Engagement

Abstract

Student engagement remains a critical determinant of academic success in elementary education, yet traditional instructional approaches often fail to sustain meaningful participation. This narrative literature review synthesizes contemporary evidence (2020–2026) on the strategic planning of Case-Based Learning (CBL) and its impact on multidimensional student engagement in primary schools. Using Google Scholar as the primary database, peer-reviewed studies were screened and thematically analyzed to identify core planning components, engagement outcomes, and contextual implementation factors. The synthesis revealed five essential instructional design elements: developmentally appropriate case selection, structured scaffolding, explicit curriculum alignment, adequate temporal allocation, and authentic assessment. Empirical findings consistently demonstrate that well-planned CBL significantly enhances behavioral participation, cognitive deepening, and affective motivation among elementary learners. However, implementation success is heavily moderated by teacher pedagogical competence, institutional support, and adaptive resource utilization. These findings underscore the necessity of integrating CBL planning frameworks into teacher professional development and curriculum design. Ultimately, strategically designed case-based instruction offers a transformative pathway to reinvigorate elementary classrooms, though sustained adoption requires targeted training, flexible policies, and further longitudinal research on engagement trajectories in primary education.

References

Alfarabi, A., & Widodo, H. (2023). Pembelajaran PAI di sekolah inklusi (Studi kasus di SDN 04 Bejen Karanganyar). Action Research Literate, 7(12), 240–243. https://doi.org/10.46799/arl.v7i12.226

Amelia, D., & Rusman, R. (2022). Sintesis indikator lingkungan belajar konstruktivis sebagai instrumen evaluasi implementasi kurikulum ilmu pengetahuan alam. Edukatif: Jurnal Ilmu Pendidikan, 4(4), 5794–5803. https://doi.org/10.31004/edukatif.v4i4.3203

Asani, S. N. (2023). Systematic literature review efektivitas media pembelajaran IPA berbasis Android dalam meningkatkan kemampuan berpikir kritis siswa SD. Indonesian Journal of Intellectual Publication, 3(2), 17–23. https://doi.org/10.51577/ijipublication.v3i2.358

Attalina, S. N. C., Efendi, A., Niswah, N., & Nugroho, V. A. (2024). Efektivitas media pembelajaran berbasis virtual reality (VR) untuk meningkatkan kemampuan pemahaman materi pada siswa sekolah dasar. Jurnal Tunas Bangsa, 11(1), 31–43. https://doi.org/10.46244/tunasbangsa.v11i1.2599

Guntara, F. (2022). Nilai-nilai budaya lokal nelayan Pabbagang Parepare sebagai sumber belajar kontekstual untuk penanaman pendidikan karakter. El-Fakhru, 1(2). https://doi.org/10.46870/elfakhru.v1i2.217

Johnson, R. M., & Finch, J. E. (2024). Academic achievement and engagement during the transition to middle childhood: Comparisons by learning disability status. Learning Disability Quarterly, 48(1), 37–50. https://doi.org/10.1177/07319487241288222

Li, C., Zhang, X., Lin, J., Dong, Y., Zhang, J., & Tong, Z. (2022). Social-emotional classroom climate and academic achievement for Chinese elementary students: The roles of convergent and divergent thinking. School Psychology International, 44(3), 301–325. https://doi.org/10.1177/01430343221128825

Miftahurrohmah, M., Muslim, S., Wiyanto, T., Rijanto, T., & Cholik, M. (2024). Hybrid learning sebagai alternatif model pembelajaran elektronika dasar di SMK Al Azhar Azzayyadiyah. Syntax Literate: Jurnal Ilmiah Indonesia, 7(1), 1203–1211. https://doi.org/10.36418/syntax-literate.v7i1.2957

Nasrullah, N., Mulbar, U., Irwan, I., Rosidah, & Alimuddin, A. (2023). Pendampingan guru SD dalam penulisan soal matematika berbasis konteks. Jurnal Pengabdian Masyarakat, 1(3), 207–212. https://doi.org/10.61255/vokatekjpm.v1i3.189

Sahronih, S., Suryono, T., Maemuna, S., & Hasanah, D. (2023). Integrasi teknologi augmented reality berbasis model SAMR (Substitution, Augmentation, Modification, Redefinition) dalam pembelajaran IPA sekolah dasar. Prima Magistra: Jurnal Ilmiah Kependidikan, 4(4), 619–629. https://doi.org/10.37478/jpm.v4i4.3230

Saracostti, M., Miranda-Zapata, E., Guzmán, P., Schnettler, B., Concha-Salgado, A., Toro, X. D., Lara, L., & Galdames, I. S. (2025). Exploring school engagement and academic outcomes over time: The role of contextual factors in Chile. Psychology in the Schools, 62(9), 3257–3272. https://doi.org/10.1002/pits.23538

Simanjuntak, H. G. I., Bachri, B. S., & Maureen, I. Y. (2024). Pengaruh case based learning menggunakan Cisco Packet Tracer terhadap kemampuan berpikir kreatif siswa kelas XI di SMAK Untung Suropati Krian. Edukasia, 5(1), 1149–1156. https://doi.org/10.62775/edukasia.v5i1.994

Widhi, T. A. (2022). Peningkatan pemahaman konsep menguraikan dan menyusun bilangan dengan metode matematika realistik dalam pengembangan Kurmer di kelas I SDN Bendogerit 2 Kota Blitar. Edukasia: Jurnal Pendidikan dan Pembelajaran, 3(3), 653–660. https://doi.org/10.62775/edukasia.v3i3.175

Widyanto, I. P., & Vienlentia, R. (2022). Peningkatan kemampuan berpikir kritis dan hasil belajar peserta didik menggunakan student centered learning. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 7(4), 149–156. https://doi.org/10.17977/jptpp.v7i4.15215

Yang, D., Cai, Z., Wang, C., Zhang, C., Chen, P., & Huang, R. (2023). Not all engaged students are alike: Patterns of engagement and burnout among elementary students using a person-centered approach. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01071-z

Yayuk, E., Restian, A., & Ekowati, D. W. (2023). Literasi numerasi dalam kerangka Kurikulum Merdeka berbasis art education. International Journal of Community Service Learning, 7(2), 228–238. https://doi.org/10.23887/ijcsl.v7i2.56278

Yu, X., Chen, Y., Yang, C., Yang, X., Chen, X., & Dang, X. (2022). How does parental involvement matter for children's academic achievement during school closure in primary school? British Journal of Educational Psychology, 92(4), 1621–1637. https://doi.org/10.1111/bjep.12526

Zai, Y., & Larosa, S. (2024). Contextual teaching learning pada pembelajaran pendidikan agama Kristen sebagai strategi mencapai pengalaman spiritual. Manthano: Jurnal Pendidikan Kristen, 3(1), 25–36. https://doi.org/10.55967/manthano.v3i1.61

Zaitunah, Z., & Yanto, Y. (2023). Paradigma pembelajaran sosial konstruktivistik Zaid Sulaiman Al-Udwan dalam Al-Naẓariyah Al-Bināiyah Al-Ijtimāiyah wa Tathbiqātihā fī Al-Tadrīs. Al-Qalam: Jurnal Kajian Islam dan Pendidikan, 15(1), 86–100. https://doi.org/10.47435/al-qalam.v15i1.1764