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Candra Utama
State University of Malang, Indonesia
Education

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A PjBL-CRT Model for Elementary Schools: Impact on Critical Thinking Skills and Respiratory Health Awareness Rifqi Al Farizza; Candra Utama; Sa'dun Akbar; Shinta Aishnabila
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 pedagogical climate of elementary science education necessitates critical thinking skills to foster meaningful conceptual understanding. Preliminary interviews revealed that current instructional practices lack models and approaches capable of stimulating students' critical inquiry. This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) integrated with a Culturally Responsive Teaching (CRT) approach in enhancing the critical thinking skills of elementary students. A quantitative approach with a quasi-experimental non-equivalent control group design was employed. Data were collected through a critical thinking assessment consisting of five essay items. The instrument’s validity was verified using Aiken’s V, while content reliability was ensured through the percentage of agreement. Data analysis involved the independent sample t-test with a significance threshold of alpha < 0.05. Results indicated a substantial increase in post-test scores across both experimental and control groups, confirming a divergence in students' critical thinking levels. This finding was further substantiated by the independent sample t-test, yielding a probability value of 0.001 (p < 0.05), which signifies a highly significant statistical difference. Consequently, the integration of PjBL with a CRT approach is highly effective in advancing critical thinking skills within elementary.
Project-Based Learning and Student Involvement in Elementary School Science Learning: Systematic Literature Review Cindy Aprilia Angelina; Candra Utama
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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Student involvement is an important factor in the success of IPAS learning in elementary school. This study aims to synthesize the implications of Project-Based Learning (PjBL) on the behavioral, emotional, cognitive, and social involvement of students in elementary school/science learning. The study was conducted using the Systematic Literature Review referring to PRISMA 2020. Articles were searched on Google Scholar, ERIC, DOAJ, and ScienceDirect for the 2024-2025 publication range using the keywords project-based learning, student engagement, student engagement, IPAS learning, and SLR. After the identification, screening, eligibility, and inclusion process, the results of 12 studies were analyzed thematically. The results of the synthesis showed that PjBL tended to increase active participation, motivation, collaboration, creativity, critical thinking, and concept understanding, especially when the project was contextual and supported by scaffolding teachers. However, the findings need to be read carefully due to variations in research design, engagement instruments, and implementation contexts. This study provides implications for teachers to design a structured IPAS project that is structured, collaborative, and according to the development of elementary school students.
The Talking Stick Model for Strengthening Students’ Speaking Skills in Phase A: A Systematic Literature Review Revina Salsabila; Candra Utama
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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Speaking skills are a fundamental ability essential in Indonesian language learning in elementary school as they support students in conveying ideas, feelings, and opinions orally; however, empirical evidence regarding the effectiveness of the Talking Stick model in Phase A remains scattered and has not yet been integrated. This study aims to analyze the contribution of the Talking Stick model to strengthening students’ speaking skills in Phase A and to formulate implications for teaching practice and future research. The method used was a systematic literature review following the PRISMA 2020 and PRISMA-S guidelines through a search on Scopus, Web of Science, ERIC, DOAJ, and Garuda for publications from 2020 to 2025; from 406 initial records, 15 articles meeting the inclusion criteria were identified and analyzed using thematic narrative synthesis. The results of the study indicate that the Talking Stick model consistently enhances students’ oral participation, courage, self-confidence, verbal responses, and speaking performance, particularly when supported by visual or multimodal media such as pictures, pop-up books, mystery boxes, and audiovisual materials; furthermore, structured turn-taking procedures help create an active and interactive learning environment. In conclusion, the Talking Stick is relevant for strengthening students’ speaking skills in Phase A of elementary school; however, generalizing these findings requires caution, as most studies still focus on grades 3–5 and are dominated by action research and quasi- experimental designs. Implications: future research needs to employ stronger designs, a broader cross-school sample, and more detailed instrument reporting so that the effectiveness of the Talking Stick in Phase A can be understood more convincingly
Co-Authors Cindy Aprilia Angelina Revina Salsabila Rifqi Al Farizza Sa&#039;dun Akbar Shinta Aishnabila