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All Journal J-Simbol: Jurnal Magister Pendidikan Bahasa dan Sastra Indonesia Pedagogia: Jurnal Pendidikan ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Journal of English Language Teaching and Linguistics Jurnal Inovasi Pendidikan Dasar Jurnal Pendidikan Edutama SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme SABDAMAS PAKAR Pendidikan Jurnal Math-UMB.EDU These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Basicedu Tsaqofah: Jurnal Penelitian Guru Indonesia Journal of Innovation and Research in Primary Education CIVIC SOCIETY RESEARCH and EDUCATION: Jurnal Pendidikan Pancasila dan Kewarganegaraan Scholarly Journal of Elementary School Neraca: Jurnal Ekonomi, Manajemen dan Akuntansi Retorika: Jurnal Komunikasi, Sosial dan Ilmu Politik Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research
Puspita, Ari Metalin Ika
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Analysis of the Need for P3-Based BIPA Teaching Materials for KPDI Comprehension Reading Skills in Mindanao, Philippines Riski, Yunia Tiara; Istiq’faroh, Nurul; Sukartiningsih, Wahyu; Muhimmah, Hitta Alfi; Puspita, Ari Metalin Ika; Huda, Muhammad Nur
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1201

Abstract

This study aims to describe the condition of the teaching materials of the Indonesian Basic Education Course (KPDI) and the needs of BIPA (Indonesian for Foreign Speakers) teaching materials for KPDI students in Mindanao, Philippines. This research method is a descriptive research type in the initial stage of defining the 4D model development research. Data collection techniques include interviews, non-participant observations, and literature studies. Interviews were conducted with students, teachers of the Indonesian School of Davao (SID), and staff of the Consulate General of the Republic of Indonesia (KJRI) Davao City. The results of the study showed that the main obstacles were the limited availability of relevant teaching materials and the lack of tutors with a strong Indonesian background. Reading comprehension skills, especially vocabulary, need to be improved. Priority topics of teaching materials include introductions, home environment, transportation, and school activities. Teaching materials must be easily accessible, independently studied, and interesting, and integrate the values ​​of the Pancasila Student Profile (P3) to strengthen Indonesian values. This is important for students who will continue their education at the Indonesian School Abroad (SILN). These findings highlight the need for contextual, accessible BIPA materials relevant to students’ environments and integrated with Pancasila values to support language skills and global readiness.
Implementation of Social Emotional Learning In Elementary Schools Within the Merdeka Curriculum Agustina, Olida Diah; Nasution, Nasution; Gunansyah, Ganes; Mariana, Neni; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1216

Abstract

Social Emotional Learning (SEL) in elementary schools has become a vital approach to enhancing students' holistic development, particularly within the framework of the Merdeka Curriculum. This study aims to identify the implementation strategies, outcomes, and key factors of successful SEL programs in elementary education. Using a systematic literature review of 20 selected articles out of 157, and following the PRISMA method, this study explores patterns and themes related to SEL integration. The findings reveal that SEL is effectively integrated across various subjects and supported by the development of specific SEL-based learning models. Teachers play a central role in the implementation process. The review highlights significant improvements in students’ self-awareness, self-management, and social awareness, along with academic achievements and reductions in negative behaviors. However, few studies reported specific quantitative outcomes, although one study noted a 15% increase in classroom engagement following SEL-based instruction. This study recommends strengthening supportive education policies, offering continuous professional development for teachers, and developing reliable assessment tools to measure SEL competencies effectively.
Implementation of the Project-Based Learning Model to Enhance Collaborative Skills of Elementary School Students Listiana, Dicky; Puspita, Ari Metalin Ika; Setyowati, Raden Roro Nanik; Istiq'faroh, Nurul; Gunansyah, Ganes
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1218

Abstract

This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model in developing collaborative skills among elementary school students. The research is guided by the question: How effective is the Project-Based Learning model in enhancing elementary students’ collaborative skills? A systematic literature review (SLR) was conducted, examining 15 peer-reviewed articles published between 2021 and 2024. Analysis revealed that 86.7% of the reviewed studies reported that PjBL significantly improves students' communication, teamwork, and shared responsibility. Key success factors include the design of contextual projects, structured learning stages, and supportive learning environments. Identified challenges include limited instructional time, group management difficulties, and varying student competencies. Recommended strategies to overcome these issues include scaffolding techniques, improved group dynamics, and comprehensive assessment tools. Furthermore, the integration of PjBL with local cultural values and alignment with the Merdeka Curriculum further supports its effectiveness in fostering collaboration. In conclusion, PjBL is a promising model for developing collaborative skills in elementary education settings.
Exploring Ethnopedagogy Through The “Manten Tebu” Dance to Enhance Character Education in Elementary School Students Fitri, Hidayatul; Puspita, Ari Metalin Ika; Mariana, Neni
Journal of Innovation and Research in Primary Education Vol. 4 No. 2 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i2.1227

Abstract

This study explores the implementation of ethnopedagogy through the traditional dance “Manten Tebu” as a medium for character education in elementary schools. Inspired by the local ritual “Buka Giling” from PG Lestari in Patianrowo, Nganjuk, the “Manten Tebu” dance represents cultural values that are deeply rooted in the local community’s traditions. Using a qualitative descriptive approach with ethnographic methods, this research involved cultural experts, dance trainers, teachers, and elementary students. Data were collected through participatory observation, in-depth interviews, and document analysis. The study reveals that the dance serves not only as a cultural expression but also as an effective learning tool for internalizing character values such as religiosity, discipline, cooperation, mutual assistance (gotong royong), and responsibility. These values are reflected in the symbolic movements of the dance and the collaborative learning process. Students engage actively and meaningfully while simultaneously developing a deeper understanding of their cultural identity. Furthermore, the integration of local wisdom into the curriculum supports the preservation of cultural heritage amidst the challenges of globalization. This research contributes to the discourse on culturally responsive education and highlights the importance of developing pedagogical strategies that are rooted in local culture. The findings suggest that ethnopedagogy can be a powerful approach to strengthening character education while maintaining the relevance of traditional values in modern educational contexts.
The Role of Social Media in the Formation of Language Politeness of Elementary School Students Siswanto, Bambang Edi; Wahida, Siska Nur; Habibie, Ramadhan Kurnia; Ika Puspita, Ari Metalin
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.7016

Abstract

This study aims to describe the role of social media in forming language politeness in elementary school students. The type of research used is a qualitative approach with data sources from students, teachers, and parents. The location of the research was carried out at SDN Semampirejo, Lamongan Regency. Data collection techniques use observation, interviews, and documentation. This model emphasizes that data analysis in qualitative research takes place in a cycle and consists of three main stages: data reduction, data presentation, and drawing conclusions/verification. The results of the study show that social media has a complex influence on students' language politeness. Students tend to maintain language politeness when communicating with teachers and parents, but in interaction with peers, the use of language is more relaxed and follows digital trends. Schools have tried to teach language norms and ethics, but the main challenge is how to shape those habits in student interactions on social media. Environmental factors, including the roles of teachers, parents, and peers, have a major influence on students' communication patterns. In addition, indications of negative behavior, such as profanity and sarcasm in online communication, were found, indicating the importance of further supervision. This study concludes that social media has a dual role in the formation of language politeness. Therefore, collaboration is needed between schools, families, and the surrounding environment to instill the values of politeness in students' digital communication.
Transformation of Numeracy Learning through Ethnoliteration Approach and Deep Learning Strategies in the Society 5.0 Era Dwiyani, Eryka; Nursalim, Mochamad; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1417

Abstract

This research aims to develop and test the effectiveness of ethnoliteracy-based numeracy learning tools that are integrated with deep learning strategies in a pedagogical context in the context of multicultural elementary schools in Nganjuk Regency. Using the ADDIE model Research and Development (R&D) approach, the research was conducted in three schools with different local cultural backgrounds. Data was collected through participatory observation, in-depth interviews, numeracy tests, and document analysis. The results of the study showed that the learning tools developed were able to improve students' understanding of numeracy concepts with an average score increase of 24.3 points. In addition, there was an increase in positive attitudes towards mathematics, with a decrease in boredom from 42% to 12%, as well as an increase in metacognition scores from 2.3 to 3.9 (on a scale of 5). Contextualizing material through local culture has been shown to increase the relevance of student learning and engagement, which is reflected in the 96% attendance rate and the number of critical questions students ask. Despite obstacles such as limited learning resources and digital access constraints, the adaptation of teachers and students is able to overcome these challenges effectively. This study concludes that the integration of ethnoliteracy and pedagogical deep learning strategies significantly improves students' cognitive, affective, and participatory aspects in numeracy learning. The implication of these findings is the need to develop contextual learning based on local culture to improve the quality of numeracy education in multicultural primary schools.
Local Character Values in Remo Dance Extracurricular Activities: Efforts to Cultivate Cultural Appreciation in Primary School Students Tupriya; Puspita, Ari Metalin Ika; Istiq'faroh, Nurul; Purwoko, Budi
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1526

Abstract

This qualitative descriptive study aims to explore the embodiment of local character values through Remo dance extracurricular activities at SDN Wonokusumo I/40 Surabaya. As a traditional East Javanese dance rich in philosophical and cultural elements, Remo dance serves as an effective pedagogical tool for character education at the primary level. Data were obtained through observation, interviews, and documentation, involving school principals, dance teachers, coaches, and students as key informants. The study applied triangulation of sources and techniques to ensure data validity and reliability. The findings indicate that Remo dance extracurricular activities significantly contribute to the development of students’ character values, including discipline, responsibility, self-confidence, cooperation, and cultural appreciation. Students actively engaged in the learning process demonstrated not only technical mastery of the dance but also internalized moral and social values inherent in the practice. Participation in dance practices and public performances fostered emotional expression, respect for tradition, and a sense of collective pride among learners. Furthermore, the study reveals that the integration of local cultural content through extracurricular activities enhances contextual learning, aligns with the Merdeka Curriculum, and supports national education goals in Indonesia. Despite challenges such as limited resources and time constraints, the commitment of educators and students sustained the continuity and quality of the program. This research highlights the relevance of utilizing traditional arts like Remo dance in educational settings as a culturally responsive approach to character building. It encourages schools to incorporate local wisdom in extracurricular activities to strengthen students’ identity and national cultural values. The study recommends expanding similar programs in other schools to promote cultural sustainability and character development holistically.
Exploring Students’ Self-Confidence Through Problem Identification: A Case Study of Fourth-Grade Learners at SD Negeri 1 Kepanjen, Malang Rahmawati, Rina; Muhimmah, Hitta Alfi; Puspita, Ari Metalin Ika
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1532

Abstract

This study explores the self-confidence of fourth-grade students through the lens of problem identification in a primary school learning environment. The research was conducted at SD Negeri 1 Kepanjen, located in Malang Regency, East Java, Indonesia. The purpose of the study was to analyze the factors that affect students' self-confidence and to identify potential strategies to improve it within classroom settings. Using a qualitative descriptive method, data were collected through interviews, observations, and document analysis. Participants included students, teachers, and school staff who provided insight into the emotional and behavioral patterns observed in daily learning activities. The findings revealed four main themes influencing students’ self-confidence: fear of making mistakes, teacher-student interaction, peer influence, and the presence of a supportive learning environment. Students who experienced emotional security, constructive feedback, and empathetic relationships with both teachers and peers demonstrated higher levels of self-confidence. In contrast, those exposed to criticism, neglect, or social pressure exhibited avoidance behavior and reluctance to engage. The study also confirmed that mentoring-based learning approaches and inclusive classroom cultures are effective in enhancing students’ confidence and readiness to participate. This research highlights the importance of addressing emotional and social dynamics in elementary education. Self-confidence is not only a psychological trait but a socially constructed behavior influenced by relationships and environmental factors. Educators should focus on building supportive ecosystems that encourage risk-taking, emotional resilience, and academic engagement. Ultimately, this study suggests that fostering self-confidence requires coordinated efforts between teachers, peers, and parents to create a positive, responsive, and empowering learning experience for every student.
Integrating Ludruk Art Culture in Elementary Pancasila Education: A Needs Analysis Chusniyah, Nafidatul; Setyowati, Raden Roro Nanik; Puspita, Ari Metalin Ika; Solihin, Annas
Journal of Innovation and Research in Primary Education Vol. 4 No. 3 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i3.1575

Abstract

Learning Pancasila Education in elementary schools has an important role in instilling national values from an early age. However, in practice, this learning is still dominated by conventional methods that do not associate the material with the local culture. One of the cultural potentials that can be integrated into learning is the art of ludruk, which is full of Pancasila values such as mutual cooperation, deliberation, and justice. This study aims to analyze the need for the development of textbooks based on ludruk culture to increase the effectiveness of Pancasila Education learning in elementary schools. This study uses a qualitative method with data collection techniques through in-depth interviews, participatory observations, and documentation studies. The research was conducted at SDN Tambak Wedi 508 Surabaya with 2 Pancasila Education teachers, 1 principal, and 40 students from grades IV and V as participants. The results of the study show that learning is still centered on standard textbooks without the integration of local culture. Teachers face limitations in relevant teaching materials, while students have difficulty understanding the values of Pancasila concretely. However, observations indicate that student engagement significantly improves when ludruk cultural elements are introduced, especially in discussions related to mutual cooperation and justice. In conclusion, the development of ludruk-based textbooks is very necessary to increase students' understanding of Pancasila values while preserving local culture. The recommended textbook should be contextual, interactive, and designed as a supplemental resource that aligns with the current elementary curriculum.
Penerapan Culturally Responsive Teaching untuk Mengeksplorasi Karakter Bermasyarakat pada Siswa Sekolah Dasar Herlina, Siti; Puspita, Ari Metalin Ika; Muhimmah, Hitta Alfi
PAKAR Pendidikan Vol 23 No 2 (2025): Published in July 2025
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pakar.v23i2.806

Abstract

This study was motivated by a government programme called the 7 Great Habits of Indonesian Children in Primary Schools, one of which is social skills. One way for students to understand the character values inherent in social skills is through a culturally responsive teaching approach. The concept of culturally responsive teaching can accommodate and nurture the character values of a social system. The purpose of this study is to describe the application of culturally responsive teaching in exploring community values and implementing them in elementary school students. The approach used in this study is a descriptive qualitative one, involving interviews with four teachers and observations conducted with students at SD Negeri Mulyoagung, which were analysed using a thematic approach. The results of this study indicate that the application of culturally responsive teaching in primary school learning enables both teachers and students to explore their surrounding culture and incorporate it into social values such as mutual assistance, mutual respect, tolerance, justice, equality, environmental responsibility, and joy. This is because, in its implementation, learning integrated with culturally responsive teaching enables students to interact more with their peers and environment and integrate various diversities into a harmonious whole.
Co-Authors Achmad Zaini Agus Budi Santosa Agustin, Kartika Putri Agustina, Olida Diah Alfi Muhimmah, Hitta Andhani, Bercha Wahyudi Ayulea Annam, Muhammad Ariani, Puput Arianti, Rosmalinda Eka Arryant , Radhif Audina, Selly Eka Augustia, Amanda Diskafrida Baihaqi, Ahmad Rizal Basuki, Yudi Budi Purwoko Chusniyah, Nafidatul Dwiyani, Eryka Fa'urachmad, Setyo Irman Febrianto, Rohmat Febriyanti, Olivia Dwi Femita Adelina, Femita Fie Dzikry, Lataniya Firdasari, Agnes Fitri, Hidayatul Ganes Gunansyah Gunasyah, Ganes Habibie, Ramadhan Kurnia Hasan, Wilujeng Dewi Latiifah Hasasah, Nadiatul Helda Kusuma Wardani, Helda Kusuma Hendrik Pandu Paksi, Hendrik Pandu Herlina, Siti Huda, Muhammad Nur Irwanaputri, Naisyifa Zahra Istiq'faroh, Nurul Istiq’faroh, Nurul Junita, Fitri Karimullah, Muhammad Reza Kartikasari, Angelina Dwi Keisha Z, Nurlalita Koes, Mahabillah Kustiyaningsih, Ira Dwi Listiana, Dicky Mintohari, Mintohari Mochamad Nursalim Muhimmah, Hitta Alfi Nailatul, Ghaziyah Nanda William Nasution Nasution Neni Mariana Ningrum, Fiki Surya Novitasari, Laily Nura Aziza, Ella Rahma Nurmalasari, Wahyu Oktafia, Alifatus Pujiyati, Lilik Rachmadani, Febilia Ceril Rahmadhanti, Karina Oktavia Rahmatika, Tyas Rina Rahmawati, Rina Riski, Yunia Tiara Safitri, Furi Sri Rahayu Wulan Setyowati, Raden Roro Nanik Siswanto, Bambang Edi Solihin, Annas Sri Lestari Subekti, Catur Pamungkas Hari Syanis, Putri Fiisyatil Huludah As Tsani, Adinda Farichatus Tupriya Udin Syaefudin Saud Udin Syaefudin Saud, Udin Syaefudin Umami, Siti Riska Vicky Dwi Wicaksono Vismania S. Damaianti, Vismania S. Wahida, Siska Nur WAHYU SUKARTININGSIH Wijoyanto, Danang Windarti, Wiwik Zaenal Abidin Zahra, Naurah Salsabila Az Zya, Riefqya Wifdhama