Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Educational Insights Unnes Science Education Journal Journal of Education and Teacher Training Innovation (JETTI)
Moch Bayu Ibrahim S
Universitas Pamulang
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Effect of Mindfulness Learning on the Social-Emotional Skills of Students at Al Madinah Islamic Center Elementary School KKMB BSD South Tangerang Surasni Surasni; Achmad Sumali; Moch Bayu Ibrahim S
Journal of Education and Teacher Training Innovation Vol. 4 No. 1 (2026): Journal of Education and Teacher Training Innovation
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/pwwa6j55

Abstract

This study aimed to examine the effect of mindfulness-based learning on the social-emotional skills of elementary school students at SD Al Madinah Islamic Center KKMB BSD South Tangerang. The study employed a quantitative quasi-experimental design using a pre-test and post-test control group approach, supported by qualitative data from classroom observations and teacher interviews. The participants consisted of 64 elementary students divided into experimental and control groups. The experimental group received mindfulness-based learning interventions integrated into classroom activities for eight weeks, while the control group participated in conventional learning activities. Data were collected through social-emotional skill questionnaires, classroom observations, and teacher interviews. Quantitative data were analyzed using descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size analysis using IBM SPSS Statistics version 27, while qualitative findings were used to support the interpretation of students’ behavioral changes during the intervention process. The findings revealed that mindfulness-based learning significantly improved students’ social-emotional skills. The experimental group demonstrated a substantial increase in post-test scores compared to the control group. Statistical analysis showed a significance value of 0.000 (p < 0.05) with a large effect size (Cohen’s d = 1.87), indicating a strong effect of mindfulness-based learning on students’ social-emotional development. Supporting qualitative findings further indicated improvements in students’ emotional regulation, learning focus, self-control, and positive social interactions during classroom activities. The study also demonstrated that mindfulness practices were relevant and effectively implemented within the context of Islamic elementary education through activities such as breathing awareness, emotional reflection, and gratitude practice. This study concludes that mindfulness-based learning can serve as an innovative pedagogical approach to support elementary students’ social-emotional development and create more emotionally supportive classroom environments
Improving Children's Fine Motor Skills Through Multimodal Stamping Methods at RA Masyithoh 03 Kambangan Munadhiroh; Moch Bayu Ibrahim S
Educational Insights Vol. 3 No. 2 (2025): December 20025
Publisher : PT Ilmu Inovasi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58557/eduinsights.v3i2.134

Abstract

This study aims to describe the implementation of the multimodal stamping method to improve fine motor skills in early childhood at RA Masyithoh 03 Kambangan. The research used a qualitative case study approach through participatory observation, in-depth interviews with teachers and children, and visual documentation. The findings show that the multimodal stamping method, which combines visual, tactile, and kinesthetic modalities, created an engaging learning experience that effectively developed children’s fine motor skills. Children became more confident, creative, and independent in the stamping activities, while teachers played an important role as facilitators who encouraged exploration. Challenges such as limited materials and a lack of teacher training were addressed through effective collaboration between the school and parents. These findings align with active and holistic learning principles, as outlined in Vygotsky’s and Gardner’s theories. This study recommends that the multimodal stamping method be continuously developed and adapted in early childhood learning, as it not only enhances fine motor skills but also stimulates children’s creativity, social values, and cooperation. The approach provides a solid foundation for holistic child development, supporting their readiness for future academic and social environments.
Integrating STEM and SDGs in Elementary School: Fostering Environmental Awareness Through Practical Chemistry Krida Puji Rahayu; Moch Bayu Ibrahim S; Aisha Sami
Unnes Science Education Journal Vol. 15 No. 1 (2026): April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/usej.v15i1.41332

Abstract

This study examines the integration of Science, Technology, Engineering, and Mathematics (STEM) with the Sustainable Development Goals (SDGs) in elementary science learning, particularly within environmental chemistry contexts. In response to escalating global environmental challenges, elementary education plays a strategic role in fostering students’ environmental awareness and sustainable behavior from an early age. This research employs a systematic literature review (SLR) approach to analyze recent national and international studies published between 2020 and 2025 that investigate STEM-based learning aligned with SDGs. The selected studies include various hands-on and contextual learning activities, such as plastic waste recycling into paving blocks, composting organic waste, and the use of STEM-based digital learning materials. The results reveal that contextualizing chemistry concepts, including polymer properties, biodegradation, and waste management, through practical STEM projects significantly enhances students’ scientific literacy, critical thinking skills, and environmental care character. In addition, the integration of SDGs, particularly Goal 4 (Quality Education), Goal 12 (Responsible Consumption and Production), and Goal 13 (Climate Action), into elementary science curricula effectively promotes responsible environmental stewardship. These findings indicate that context-based and project-oriented STEM learning provides meaningful learning experiences that bridge scientific concepts with real-world environmental issues. This study concludes that the integration of STEM and SDGs through hands-on, contextual learning represents an effective pedagogical approach for strengthening environmental awareness in elementary education. Furthermore, this research contributes to the field of science education by offering a systematic synthesis of empirical evidence and proposing an integrated STEM–SDGs framework as a theoretically grounded model for enhancing scientific literacy and socio-environmental responsibility at the primary education level.
Co-Authors Achmad Sumali Aisha Sami Krida Puji Rahayu Munadhiroh Surasni Surasni