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Surayanah Surayanah
State University of Malang, Indonesia
Education

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Local Potential-Based Edupreneurship as a Space for Fostering Student Dignity Alfi Mayasari; Annisa Anggun Luqmana; Dina Nur Abidah; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Local potential-based edupreneurship plays a strategic role in fostering secondary students' mental health and character by boosting self-confidence and restoring student dignity. The success of this process relies on contextual learning environments that transform negative social stigma into meaningful learning experiences. This study aims to describe and analyze the utilization of sugarcane-based edupreneurship as a space for fostering student dignity and self-confidence at MA Hidayatul Husna, Kediri Regency. A qualitative descriptive approach was employed, involving the madrasa principal, teachers, and students as informants. Data collected through observation, interviews, and documentation were analyzed using data reduction, data display, and conclusion drawing. Results indicate that sugarcane-based edupreneurship reconstructs student dignity through creative commodity utilization, mastery experiences, teamwork, and an empowering school environment. Supported by high student entrepreneurial interest (69.3%), direct involvement in processing and marketing local products overcame initial low self-confidence (36%), successfully eroding social stigma-induced shame and fostering local identity pride. The findings suggest that strengthening self-confidence and restoring dignity through edupreneurship requires schools to consistently integrate local environmental potential, real-world learning experiences, independent character building, and sustained social support.
Teacher Strategies for Accommodating Differences in Student Abilities and Learning Needs through an Educational Psychology Approach in Elementary Schools Dina Nur Abidah; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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The diversity of students' abilities and learning needs is a factor that teachers must consider when conducting instruction in elementary schools. Each student possesses unique characteristics regarding cognitive abilities, learning styles, emotional states, social interactions, and the pace at which they grasp material. This study aims to describe and analyze teacher strategies for accommodating these differences through an educational psychology approach in an elementary school setting. A descriptive qualitative approach was employed, with the study conducted at UPT SD Negeri Gedog 02. Data were gathered through observation, teacher interviews, and documentation, and subsequently analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicate that teachers identify students' abilities and learning needs through initial assessments, information from previous teachers, and continuous observation during instruction. Strategies implemented include individualized approaches, additional guidance, adjusted communication styles, varied teaching methods, the use of visual and digital media, group learning, hands-on practice, and the provision of supportive feedback. Teachers also provide gradual support to students facing difficulties and ensure equitable opportunities for student participation. The application of these strategies helps create a learning environment that is more adaptive to the diversity of student abilities and needs. Thus, an educational psychology approach serves as a foundation for teachers to understand individual differences and determine appropriate instructional strategies to support the cognitive, social, and emotional development of elementary school students.
Teachers’ Readiness to Implement IPAS Instruction Under the Merdeka Curriculum at SDN Bendo 1 Blitar City Rifatul Mahfida; Surayanah Surayanah; Sabita Nuzulu Rohmah; Khairunisa Nur Haslinda; Chelindra Qoiatul Mafaza
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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The implementation of Natural and Social Sciences (IPAS) instruction in the Merdeka Curriculum requires teachers to be prepared to understand the characteristics of the instruction, plan teaching materials, conduct lessons, and overcome various challenges during the implementation process. This study aims to describe teachers’ readiness to implement IPAS instruction under the Merdeka Curriculum at SDN Bendo 1 Blitar City. The study employed a qualitative approach with a descriptive design. Data were collected through interviews, observations, and document analysis, involving fourth-grade teachers as research informants. Data validity was verified through triangulation of methods, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers possess a fairly good level of initial readiness to implement IPAS-based learning, as demonstrated by their understanding of Learning Outcomes (CP), Learning Objective Sequences (ATP), and teaching modules, as well as their ability to apply contextual learning that actively engages students. Teachers also utilize technology and professional communities as sources of support in preparing lessons. However, the implementation of IPAS instruction still faces several challenges, particularly in integrating science and social studies content, developing teaching materials independently, implementing authentic assessments, accommodating the diversity of student characteristics, and optimizing learning resources. Thus, while teachers’ readiness to implement IPAS instruction has improved, it still requires the strengthening of pedagogical and professional competencies, as well as ongoing support from schools, to ensure that the implementation of IPAS instruction under the Merdeka Curriculum can proceed optimally.
Implementation of STAD-Type Cooperative Learning to Support Student Engagement and Understanding of Natural Sciences Among Third-Grade Students at SDN 2 Kepanjenlor Najin Fadila Foresta; Surayanah Surayanah; Intan Ardian Wardhani; Kamila Salma Farikha; Najwa Pasha Ramadhani
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Teaching Natural Teaching Natural and Social Sciences (IPAS) in elementary school requires instructional strategies that can encourage student engagement while supporting their understanding of the material being studied. This study aims to describe the implementation of the Student Teams Achievement Division (STAD) cooperative learning strategy in supporting student engagement and understanding of IPAS among third-grade students at SDN 2 Kepanjenlor. The study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews, and documentation, involving third- grade teachers and students as sources of information. Data validity was verified through triangulation of techniques and sources, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that STAD-type cooperative learning was implemented through the presentation of material, the formation of heterogeneous groups, group discussion and collaboration activities, the presentation of discussion results, and the provision of evaluations and rewards. The application of this learning method provided opportunities for students to actively engage, discuss, exchange opinions, and help one another in understanding the IPAS material. The results of observations and interviews also showed that students responded positively to group learning activities and demonstrated greater engagement during the learning process. Thus, the implementation of STAD-type cooperative learning can serve as an alternative learning strategy that supports student activity, interaction, and understanding in IPAS learning in elementary school.
Utilizing Social Media and Local Wisdom-Based Educational Vlogs at Serut Dam to Enhance Understanding of Energy Transformation Concepts Annisa Anggun Luqmana; Dina Nur Abidah; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Science and Social Studies (IPAS) instruction in elementary schools plays a crucial role in building conceptual understanding through real-world experiences. However, 60% of students still struggle to grasp the abstract concept of energy transformation, and 72% report feeling bored by lecture-based teaching. This study aims to analyze the use of educational vlogs—based on the local potential of the Serut Dam and distributed via social media—to enhance students' understanding of energy transformation concepts. A qualitative descriptive approach was employed, involving fourth-grade teachers and students from SDN 1, 2, and 3 Sananwetan, Blitar City. Data were collected through observation, interviews, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion drawing. The results indicate that the educational vlogs—developed using the SERUT framework (Investigate, Explore, Design, Upload, Broadcast/Test)—successfully provided a concrete visualization of the process of converting water energy into electricity via turbines and generators. This digital storytelling approach improved both conceptual understanding and active student engagement. Furthermore, publication on Instagram (garnering 2,131 views) and TikTok expanded access to flexible, independent learning. The findings suggest that improving scientific understanding requires the integration of local potential, multimedia, and sustained digital dissemination.
STAD-Type Cooperative Learning in Ipas: A Qualitative Study of Third-Year Pupils’ Engagement and Understanding Dhiya Nasywa; Surayanah Surayanah; Martha Eka Ayu Pratiwi; Nezhatian Adi Firmansyah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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The teaching of Natural and Social Sciences (IPAS) in primary schools requires teaching strategies that provide opportunities for pupils to participate actively whilst supporting their understanding of the subject matter. This study aims to describe the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning method and its contribution to fostering active participation and understanding of IPAS among Year 3 primary school pupils. The study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews and documentation, involving Year 3 teachers and pupils as research informants. Data validity was checked through triangulation of sources and techniques, whilst data analysis was carried out through the stages of data reduction, data presentation and drawing conclusions. The results of the study indicate that the STAD cooperative learning method was implemented through the presentation of material, the formation of heterogeneous groups, group discussion and collaboration activities, the presentation of discussion outcomes, individual assessment, and the awarding of recognition. The application of STAD provided space for pupils to engage in discussion, express their opinions, collaborate, and help one another in understanding the material. Interaction amongst pupils during group activities also supports the process of clarifying and reinforcing their understanding of the IPAS material. Pupils demonstrated positive responses and a high level of engagement whilst participating in group learning activities. Consequently, the STAD cooperative learning approach can serve as an alternative learning strategy that fosters pupil activity, interaction and understanding in IPAS learning at primary school level.
Implementation of Character Education for Grade IV Students of SDN Jatinom 01 From The Perspective of Three Centers of Education Rifatul Mahfida; Surayanah Surayanah; Afina Nilna Muna; Cherin Denis Fera Cantika
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Character education is an important part of elementary education whose implementation is not only the responsibility of schools but also requires collaboration with families and the community as part of the Three Centers of Education (Tripusat Pendidikan). This study aims to describe the implementation of character education for fourth-grade students at SDN Jatinom 01 from the perspective of the Three Centers of Education and to identify the connections and challenges encountered in its implementation. The study employed a qualitative descriptive case study approach. Data were collected through observation, interviews with the fourth-grade homeroom teacher, and documentation of character education activities. Data were analyzed using an interactive model involving data reduction, data presentation, and conclusion drawing, while validity was ensured through technical triangulation. The results indicate that character education was implemented through the integration of character values into learning, daily habits, teacher role modeling, collaborative activities, and student responsibilities. The character values developed include religiosity, responsibility, honesty, cooperation, discipline, and environmental awareness. School– family connections were established through communication between teachers and parents via WhatsApp groups and face-to-face meetings to support students’ academic and behavioral development. However, the continuity of character education between school and home remains challenging because school practices are not consistently reinforced within families. Community involvement in character education has also not been fully optimized. The findings indicate that character education has been integrated into various school activities, but stronger collaboration among schools, families, and the community is needed to ensure consistent character development across students’ different learning environments.
Changes In Pupils’ Behaviour Through Character-Building Programmes In Primary Schools: An Analysis of Discipline, Responsibility, Religiosity and Politeness Dhiya Nasywa; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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The development of character in primary school pupils requires an ongoing process through consistent experiences and habit-forming activities. Character-building programmes are one of the strategies schools use to help pupils internalise positive values so that these develop into part of their everyday behaviour. This study aims to describe the implementation of character-building programmes and to analyse changes in pupils’ behaviour in terms of discipline, responsibility, religious devotion and politeness. The study employed a descriptive qualitative approach and was conducted at the Sawentar 04 State Primary School. Data were collected through observation, interviews with the headteacher and class teachers, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the character- building programme was implemented through ‘Pagi Ceria’ (Cheerful Mornings), religious practices, line-up activities, class contracts, the practice of asking for permission, cleanliness activities, the awarding of rewards and educational consequences, as well as character- based extracurricular activities. The consistent implementation of the programme demonstrated positive developments in pupils’ behaviour. A transformation in discipline was evident in the increased orderliness of pupils in participating in school activities and adhering to rules. A sense of responsibility developed through an awareness of completing tasks, looking after personal belongings, and maintaining a clean environment. Religious devotion was strengthened through the habit of praying and participating in religious activities, whilst politeness developed through the habit of greeting others, asking for permission, using polite language, and respecting teachers and peers. The research findings indicate that the transformation of pupils’ behaviour occurs gradually through a process of habit formation, role modelling, reinforcement, supervision and environmental support. Thus, a character- building programme implemented consistently can serve as a strategy for reinforcing positive behaviour among primary school pupils.
Application of Educational Psychology Foundations in Teacher-Student Interactions in Elementary Schools: Strategies for Building Self-Confidence and a Positive Learning Environment Dina Nur Abidah; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Applying the foundations of educational psychology is crucial for fostering learning interactions that align with the characteristics and developmental needs of elementary school students. A teacher's understanding of students' varying abilities, personalities, emotional states, and social needs serves as a basis for building self-confidence and creating a positive learning environment. This study aims to describe the application of educational psychology principles in teacher-student interactions and to analyze the strategies teachers use to build self-confidence and a positive learning environment in elementary schools. A descriptive qualitative approach was employed, with the study conducted at UPT SD Negeri Gedog 02. Data were gathered through observation, teacher interviews, and documentation, and subsequently analyzed using data reduction, data presentation, and conclusion-drawing stages. The findings indicate that educational psychology principles are applied by identifying student characteristics through initial assessments and continuous observation, tailoring communication to students' conditions, providing supportive feedback, and utilizing individualized approaches. Strategies to build self-confidence are implemented gradually by offering opportunities to perform, practicing the expression of opinions, acknowledging effort, and engaging in group learning. A positive learning environment is fostered through respectful interactions, bullying prevention, educational conflict resolution, and the use of varied, active learning methods. These practices create a sense of psychological safety that encourages students to be more self-confident, willing to express their views, and actively engaged in learning. Thus, applying educational psychology principles to teacher-student interactions plays a vital role in creating a learning experience that supports the balanced cognitive, social, and emotional development of students.
The Implementation of Flashcards in Deep Learning Based English Language Instruction to Support Memory Recall Among Elementary School Students Najin Fadila Foresta; Surayanah Surayanah; Nabilah Khoirrun Nisak; Mahmada Assyifa; Nada Aulia Nur'aini
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Vocabulary recall is one of the key aspects of English language learning in elementary school. The use of learning media that aligns with students’ developmental characteristics is necessary to support the processes of information storage and retrieval. This study aims to describe the implementation of deep learning-based flashcards in supporting elementary school students’ English vocabulary recall. The study employed a qualitative approach with a case study design conducted at SDN 1 Pakisrejo, Blitar Regency. Data were collected through observation, interviews, and documentation, involving the principal, teachers, and students as information sources. Data validity was verified through source and technique triangulation, while data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results showed that flashcards were implemented through guessing games involving pictures and vocabulary, which encouraged students’ active engagement in learning. The combination of pictures and words on the flashcards helped students associate visual information with English vocabulary, while the guessing activities provided students with opportunities to recall previously learned information. Students showed enthusiasm and positive responses and stated that the use of images on the flashcards helped them remember vocabulary. Thus, flashcards can serve as a practical, interactive, and cost-effective alternative learning medium to support the recall of English vocabulary and create an active and enjoyable learning experience as part of deep learning.
Co-Authors Afina Nilna Muna Alfi Mayasari Annisa Anggun Luqmana Chelindra Qoiatul Mafaza Cherin Denis Fera Cantika Dhiya Nasywa Dina Nur Abidah Intan Ardian Wardhani Kamila Salma Farikha Khairunisa Nur Haslinda Mahmada Assyifa Martha Eka Ayu Pratiwi Nabilah Khoirrun Nisak Nada Aulia Nur'aini Najin Fadila Foresta Najwa Pasha Ramadhani Nezhatian Adi Firmansyah Rifatul Mahfida Sabita Nuzulu Rohmah