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All Journal Harmonia: Journal of Research and Education Edukasi Jurnal Kreatif : Jurnal Kependidikan Dasar Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Prima Edukasia Jurnal Ilmiah Pendidikan Dasar Elementary School Teacher Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IRJE (Indonesian Research Journal in Education) JETL (Journal Of Education, Teaching and Learning) Joyful Learning Journal Visual Heritage: Jurnal Kreasi Seni dan Budaya Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Interdisciplinary Social Studies JAPI: Jurnal Akses Pengabdian Indonesia Jurnal Pendidikan Progresif
Ary, Deasylina da
Unknown Affiliation
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Teachers’ beliefs and strategies in facilitating children’s risky play: A systematic literature review Amanda, Rahma Yulista; Waluyo, Edi; Formen, Ali; Ary, Deasylina Da; Pranoto , Yuli Kurniawati Sugiyo
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.49659

Abstract

Risky play poses a dilemma for early childhood educators, raising concerns about children’s safety and institutional accountability. Teachers’ tolerance toward risky play is often influenced by their beliefs, confidence, and pedagogical competence. This study examines teachers’ beliefs and strategies in facilitating risky play through a Systematic Literature Review (SLR) guided by PRISMA procedures. Eleven empirical studies published between 2021 and 2025 were selected from major academic databases. The findings indicate that teachers employ strategies such as creating supportive environments, providing responsive supervision, offering physical and verbal scaffolding, explaining potential risks, and encouraging children’s autonomous exploration. Teachers’ beliefs significantly shape the implementation and sustainability of risky play practices. Educators with strong confidence in the developmental value of controlled risk tend to adopt facilitative roles rather than restrictive ones, enabling children to assess risks, build resilience, collaborate with peers, and develop independence. The review highlights the importance of strengthening teachers’ professional competence and institutional support to optimize meaningful risky play experiences.
Developing Narrative Flashcards Based on Education Through Art to Improve Elementary Students’ Learning Outcomes on Food Chains Azzahro, Ilma; Ary, Deasylina da
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 2 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i2.31206

Abstract

Appropriate instructional media are central to supporting elementary students’ conceptual understanding in science learning, particularly when the content requires learners to reason about invisible ecological relationships. This study developed and evaluated narrative flashcards based on the Education Through Art approach for fifth-grade instruction on food chains. A research and development design using the ADDIE model was employed. The participants were 22 fifth-grade students at SDN Kalijambe 01, Tarub, Tegal, Indonesia, together with one media expert, two material experts, one teacher, and student respondents involved in product validation and classroom implementation. Data were collected through expert-validation sheets, teacher and student response questionnaires, classroom observation, interviews, documentation, and pre-test and post-test learning-outcome measures. Descriptive percentage analysis was used to examine feasibility and practicality, while a paired-sample t-test and normalized gain analysis were used to examine learning improvement. The media expert validation score was 86.67%, while the two material expert scores were 88.57% and 92.38%, indicating that the product met very valid criteria. Teacher and student responses also indicated high practicality, with percentages of 88.57% and 83.81%, respectively. Students’ learning outcomes improved significantly after using the media, t(21) = -6.668, p < .001, with a mean gain of 18.64 points and an N-gain score of 0.3266, categorized as a moderate improvement. These findings suggest that narrative flashcards integrating visual art, storytelling, and ecological sequencing can support more meaningful and engaging food-chain learning in elementary science classrooms.
Co-Authors Agry, Feylosofia Putri Agus Cahyono Agustinus Arum Eka Nugroho, Agustinus Arum Eka Ali Formen Amanda, Rahma Yulista Andriani, Aldina Eka Annisa, Fairuz Arif Widagdo Ariyanti, Siti Eva Artasia, Monika Asih, Sri Sami Azzahro, Ilma DENI SETIAWAN Dewi, Anggi Pratami Edi Waluyo Farid Ahmadi Guntaris, Endik Hartono Hartono Iswara, Harum Sunya Kurniawan, Ragil Moh. Fathurrahman Nadia Sigi Prameswari Pramesti, Ardhya Pranoto , Yuli Kurniawati Sugiyo Prastuti, Kinanthi Wahyu Purwoko, Agus Puspitasari, Dina Sri Putri, Riska Yuliastanti Sunarto Sunarto Wulandari, Sarah Putri Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo