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Ismira Ismira
Pendidikan Dasar, Universitas Adzkia
Humanities Education Mathematics Social Sciences

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Integrating Indigenous Cultural Values into Character Education: An Implementation Model for Elementary Schools Steti Jelita; Hafiz Hidayat; Ismira Ismira
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3626

Abstract

The erosion of local cultural values in contemporary society has raised serious concerns about the moral and character development of young learners in Indonesia. This study aimed to investigate the implementation of Serayo local wisdom as a strategy for strengthening student character at SDN 113/III Sako Dua. A descriptive qualitative approach was employed, with teachers and students serving as research informants. Data were gathered through observation, in-depth interviews, and documentation, and subsequently analyzed using the Miles, Huberman, and Saldana interactive model. The findings revealed that Serayo local wisdom values—encompassing mutual cooperation, respect for elders, social solidarity, and environmental stewardship—were systematically integrated into classroom learning, school culture, and daily routines. These practices demonstrably reinforced students' honesty, responsibility, and social sensitivity. The study concludes that culturally rooted instructional approaches serve as an effective and sustainable foundation for character education in elementary schools. These findings imply that local wisdom-based learning models can be systematically developed and replicated across diverse cultural contexts in Indonesia, offering a practical framework for educators and policymakers seeking culturally responsive approaches to character education.
Contextual Teaching and Learning with Video Media Effects on Creativity and Learning Outcomes Mutiara Fatimah; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3632

Abstract

Traditional instructional approaches in elementary education often fail to contextualize learning within students' real-world experiences, resulting in diminished engagement and limited creative development. This study aimed to examine the effects of Contextual Teaching and Learning (CTL) integrated with video media on the creativity and learning outcomes of fifth-grade students at Sekolah Dasar Negeri 200/III Pondok Beringin. A quantitative experimental design was employed, utilizing a pretest-posttest control group structure. The research sample consisted of all fifth-grade students selected through total sampling, with one class assigned as the experimental group and one class as the control group. Data were gathered through a validated learning outcome test and a student creativity questionnaire, both developed based on established dimensions of creative thinking. Statistical analyses using independent samples t-tests and analysis of covariance revealed that the experimental group exposed to CTL with video media demonstrated significantly higher posttest creativity scores and academic learning outcomes compared to the control group. These findings suggest that contextualizing instruction through real-world connections and dynamic visual media substantially enhances both creative thinking and academic achievement among elementary school students, underscoring the importance of integrating contextual and multimedia-based strategies in elementary education.
Digital-Enhanced Collaborative Learning: Integrating the STAD Model with Canva to Improve Interest and Social Studies Outcomes Rode Putra; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3635

Abstract

Effective social studies instruction at the elementary level requires both engaging cooperative learning structures and visually stimulating instructional media. This study aimed to analyze the effects of the Student Teams-Achievement Divisions (STAD) cooperative learning model integrated with the Canva application on students' learning interest and social studies learning outcomes. A quantitative quasi-experimental pretest-posttest control-group design was employed, with 43 fifth-grade students at SD Negeri 41/III Koto Beringin as research subjects, comprising 22 students in the experimental group and 21 in the control group. Data were gathered using a validated learning interest questionnaire and a learning achievement test, then analyzed using independent-samples t-tests, N-gain scores, and descriptive statistics. The results showed that students in the STAD-Canva treatment group demonstrated significantly higher learning interest and academic achievement compared to those receiving conventional instruction (t = 5.34, p < .05), with an N-gain index of 0.68 (moderate-high category) in the experimental group versus 0.41 (moderate category) in the control group. These findings indicate that combining STAD with Canva as a visual media tool constitutes an effective and replicable strategy for enhancing elementary social studies education, particularly in contexts where low-cost digital tools can be integrated within structured cooperative frameworks.
The Effect of Digital Administration Training on the Work Speed of Elementary School Teachers: An Experimental Study in Kerinci Regency Erianto Eka Putra; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3639

Abstract

Digital transformation in educational administration has intensified demands on teachers to perform administrative tasks more efficiently, yet empirical evidence on the effectiveness of structured digital administration training remains limited in the elementary school context. This study aims to analyze the effect of digital administration training on the work speed and digital skill proficiency of elementary school teachers at SD Negeri institutions in Kayu Aro Sub-district, Kerinci Regency. A quantitative explanatory research design was employed with a sample of 72 teachers selected through total sampling. Data were collected using a validated pre- and post-training performance assessment instrument—the Composite Efficiency Index (CEI)—and a 30-item structured questionnaire, and analyzed using paired-samples t-tests and simple and multiple linear regression. The findings reveal that mean CEI scores increased significantly from 54.3 to 76.8 — representing a 41.4% improvement over baseline — with a large effect size (Cohen's d = 1.69). Digital administration training significantly predicted post-training work speed (β = 0.624, p < 0.001, R² = 0.389) and digital skill proficiency (β = 0.581, p < 0.001). The combined regression model explained 51.3% of the variance in post-training work speed (F = 45.62, p < 0.001). These results affirm that structured, contextually aligned digital training is an effective instrument for improving teachers' administrative performance.
Co-Authors Erianto Eka Putra Hafiz Hidayat Mutiara Fatimah Rode Putra Steti Jelita