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All Journal JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Language Teaching and Education Journal of Dedicators Community Jurnal Basicedu Jurnal Pendidikan dan Konseling GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Ahsanta Jurnal Pendidikan Jurnal ABDIMAS (Pengabdian kepada Masyarakat) UBJ 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 International Journal of Engagement and Empowerment (IJE2) Jurnal Basicedu Abdi Bhara: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pendidikan dan Kebudayaan Nusantara Educational Journal of Bhayangkara (EDUKARYA)
Farhana, Husna
Universitas Bhayangkara Jakarta Raya,
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Elementary School Teacher's Competence in Technology Integration and Curriculum Comprehension Widiansyah, Apriyanti; Farhana, Husna; Maharbid, Dian Anggraeni
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The integration of information and communication technology (ICT) into education has become a crucial component of 21st-century teaching competencies. Elementary school teachers are now expected to develop adaptive skills in utilizing digital tools while demonstrating a comprehensive understanding of the current educational curriculum, particularly the Merdeka Curriculum implemented in Indonesia. This study aims to examine teachers’ competencies in adapting to technological advancements and their level of curriculum comprehension within the context of elementary education. Employing a descriptive qualitative design, data were collected through classroom observations, in-depth interviews, and document analysis. The findings reveal that most teachers have demonstrated adequate proficiency in employing digital learning tools, such as online learning platforms, interactive media, and technology-based presentation software. However, variations remain in teachers’ capacity to plan, implement, and evaluate technology-integrated instruction. Moreover, teachers’ understanding of the Merdeka Curriculum has improved through professional development programs, peer collaboration, and participation in learning communities. These results highlight the necessity of continuous professional training focused on both digital literacy and pedagogical competence to ensure effective, innovative, and contextually relevant learning experiences. Strengthening teachers’ technological and curricular expertise is therefore essential to achieving sustainable educational transformation aligned with national and global educational goals.
Ethnomathematics: Integrating a Perspective and Alternative to Build Numeracy Mindset Maharbid, Dian Anggraeni; Farhana, Husna; Widiasyahr, Apriyanti
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The persistent challenges in mathematics education, particularly low mathematical literacy and declining student motivation, necessitate innovative pedagogical approaches. This study exploresethnomathematics as an integrative perspective and alternative strategy to build a numeracy growth mindset among elementary students. Ethnomathematics, which recognizes the cultural dimensions of mathematical practices, offers contextual learning experiences that bridge abstract mathematical concepts with students' daily lives. This research examines how integrating ethnomathematics principles within Indonesia's Merdeka Curriculum can enhance numeracy competencies while fostering positive mathematical dispositions. Through analysis of traditional Indonesian cultural practices—including batik patterns, traditional architecture, games, and rituals—this study demonstrates how culturally-relevantmathematical contexts can transform learning environments and develop growth mindsets in numeracy. The findings suggest that ethnomathematics-based approaches address multiple challengessimultaneously: improving conceptual understanding through meaningful connections, increasing motivation through cultural relevance, and creating inclusive learning environments that support diverselearners. This research contributes to the growing body of evidence supporting culturally responsive mathematics education as a viable solution to numeracy problems in Indonesian education.
Creating Safe and Empowering Schools: Implementing the Human Security Framework as a Catalyst for Achieving the SDGs Farhana, Husna; Widiansyah, Apriyanti; Maharbid, Dian Anggraini
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The SDGs agenda emphasizes an inclusive and holistic development approach. Although SDG 4 (Quality Education) plays a key role, traditional approaches often focus solely on access and infrastructure, failing to address the multidimensional threats faced by school members. This studyproposes the Human Security framework, encompassing economic, food, health, environmental, personal, community, and political security, as an operational strategy to simultaneously advance theachievement of various SDG targets Based on a qualitative case study at SDN Bahagia 05 Bekasi, data was collected through observation, interviews, and document analysis. The results show that the implementation of human security was realized through programs such as: an anti-bullying system and counseling (SDGs 3,4,16), a healthy canteen and health education (SDGs 3,4), the Adiwiyata (environmentally-friendly school) program and inclusive classrooms (SDGs 4,11,13), peer mediation and parental participation (SDGs 4,16), scholarships and student entrepreneurship (SDGs 1,4,8), as well as guarantees of healthy food (SDGs 2,3,4) and political security (SDGs 4,5,10,16).integrating human security transforms schools into not only safe and comfortable learning environments but also empowering agents of change. This approach proves strategic for achieving not just SDG 4, but also for fostering progress in other goals such as poverty eradication, good health, gender equality, and peace. Therefore, a human security perspective needs to be adopted in national and local education policies
Co-Authors Ahmad Tohir Ali Mashari Anggi Larasati Anggun Mun Nia, Indah APRIYANTI WIDIANSYAH Aryanto, Sani Ayu Widya Fatmawati Aziz, Al’ Azizah Azahra, Azizah Baitika Arfah, Syahrina Dalilah, Evi Dariyanto, Dariyanto Decenni Amelia Delia, Delia Dwi Anisa Diba Catur Putri, Fara Ernawulan Syaodih Fara Diba Catur Putri Hafizah Hafizah Hafizah Hafizah Idrus Affandi Indah Putry Yeni Intan Kharismatun Nisya Ken Azzura Fernando Kilay, Yanry E Lukman Hakim Lutfah Auliya Karnama Maharbid, Dian Anggraeni Maharbid, Dian Anggraini Nana Supriatna Nana Supriatna Ningrum, Desy Tya Maya Nunuy Nurkaeti Nur Abda Qolbu, Ledy Thalia Nurkaeti, Nunuy Rahmat Saputra Risma Nuriyanti Rona Tumiur Mauli Carolin Simorangkir Sari, Pratiwi Nila Sheila Fitriana Siti Nurbayani Syifa, Mahda Vinna Ainun Zachroh Widiansyah , Apriyanti Widiasyahr, Apriyanti yohamintin, yohamintin Yosi Gumala Yuliana Putri Zahra Nur Amalina