DEVELOPMENT OF CHILDREN OF STATE ELEMENTARY SCHOOL AGE AND INTEGRATED ISLAMIC ELEMENTARY SCHOOL

Abstract

The development of elementary school-aged children is a crucial phase in the development of cognitive, social, emotional, and spiritual abilities that will determine an individual's future quality. The differences in the education systems between State Elementary Schools (SDN) and Integrated Islamic Elementary Schools (SDIT) significantly influence children's developmental characteristics. This study aims to comprehensively analyze the differences in the development of school-aged children in these two types of educational institutions, identify emerging problems, and formulate relevant and applicable solutions. This study used a literature review method by reviewing various national and international scientific journals published between 2020 and 2025. The analysis was conducted by grouping findings based on developmental aspects: cognitive, social, emotional, and spiritual. The study results indicate that elementary school students tend to excel academically, particularly in literacy and numeracy skills, due to the focus of learning oriented towards the national curriculum (Kemdikbud, 2021). Meanwhile, students at Islamic Elementary Schools (SDIT) demonstrated more balanced development between cognitive and affective aspects, particularly in the formation of religious character, discipline, and moral values through the integration of Islamic education into learning (Hidayat, 2022; Rahmawati, 2021). However, both types of schools face various problems, such as the lack of integration of character education in elementary schools (SDN), limited innovation in learning methods in Islamic Elementary Schools (SDIT), and disparities in teacher quality and family environmental influences (Sari & Putra, 2023). Solutions offered include strengthening character education based on a holistic curriculum, improving teacher competency through ongoing training, implementing innovative, student-centered learning methods, and increasing collaboration between schools and parents. Thus, this research makes an important contribution to the development of an integrative, balanced, and nurturing model of basic education that is oriented toward developing a generation that excels academically and has character.