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All Journal PIONIR: Jurnal Pendidikan Jurnal Manajemen & Supervisi Pendidikan MANAJERIAL JPK (Jurnal Pancasila dan Kewarganegaraan) JITTER (Jurnal Ilmiah Teknologi Informasi Terapan) Edunesia : jurnal Ilmiah Pendidikan Didaktika: Jurnal Kependidikan 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 Journal of Innovation and Research in Primary Education Journal of Indonesian Primary School Indonesian Journal of Education and Social Humanities
Iik Nurulpaik
Universitas Pendidikan Indonesia
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Social Sciences Other

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Application of STEAM Project Based Learning Model to Improve Mathematical Creativity of Sixth Grade Students at SDN Binong, Pamarayan Novia, Gita; Sopandi, Wahyu; Nurulpaik, Iik; Ulfah, Maria
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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Abstract

Mathematics learning in elementary schools is often still oriented towards final results and calculation skills alone, rather than the creative thinking process of students. Phenomena in the field show that most students experience difficulties when faced with contextual problems that require flexible and innovative thinking. This indicates that procedural learning has not been able to foster creativity and mathematical imagination. To address this challenge, this study aims to examine the effectiveness of project-based STEAM learning in improving the mathematical creativity of sixth-grade students at SDN Binong Elementary School in Pamarayan District. The study uses a quantitative approach with a one group pretest-posttest design, involving 28 students. The instruments used are mathematical creativity tests and learning activity observation sheets. The results of the analysis using a paired t-test showed a significant increase in students' mathematical creativity, with a pretest average score of 60.7 and a posttest average score of 84.2 (t = 9.03; p < 0.05). The most prominent improvement occurred in the aspects of originality and flexibility of thinking. These results indicate that project-based STEAM learning is able to transform the classroom into a space for exploring ideas, fostering the courage to innovate, and developing creative thinking skills in the context of real life.
The Effect of the STEAM Learning Model on Problem-Solving Skills in Science Education for Third-Grade Students at SDN Kamasan 1 Paridah, Nur; Sopandi, Wahyu; Nurulpaik, Iik; Fitriani, Yulianti; Rokayah, Eroh
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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Abstract

Science and Social Studies (IPAS) learning in elementary schools plays a crucial role in developing students’ critical and problem-solving abilities. However, preliminary observations at SDN Kamasan 1, Cinangka District, revealed that third-grade students still struggle to identify problems and design contextual solutions in IPAS learning activities. This study aims to determine the effect of the STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model on students’ problem solving skills. The research employed a quasi-experimental design with a non-equivalent control group, involving 52 students divided into an experimental class (n = 26) and a control class (n = 26). The experimental class received learning through the STEAM model, while the control class used conventional learning. Data were collected through problem-solving tests and observation sheets, and analyzed using an independent sample t-test. The results showed that the mean posttest score of the experimental class (M = 84.12, SD = 6.45) was significantly higher than that of the control class (M = 72.31, SD = 7.28), with t(50) = 6.42, p < 0.001. The effect size (Cohen’s d = 1.15) indicated a strong influence of the STEAM model on students’ problem-solving skills. These findings suggest that the STEAM learning model effectively enhances students’ ability to connect IPAS concepts to real-life situations, promoting creativity and collaboration in 21st-century learning contexts.
DIGITAL ANIMATION IN PANCASILA EDUCATION LEARNING: POWTOON MEDIA INNOVATION TO ENHANCE CIVIC KNOWLEDGE AND UNITY VALUES IN ELEMENTARY SCHOOL STUDENTS Bahar, Viona Savira; Nurulpaik, Iik; Suprianto, Oki
PIONIR: JURNAL PENDIDIKAN Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i1.33507

Abstract

This study aims to analyze the differences in civic knowledge between students using Powtoon digital animation media and students learning through conventional methods, as well as to measure the effectiveness of Powtoon media in improving civic knowledge and the value of unity in elementary school students. The research uses a quantitative approach with a quasi-experimental design of the non-equivalent control group type. The research subjects are the fourth-grade students of SDN Sempu 1, consisting of class IV A as the experimental group and class IV B as the control group. The research instruments are learning outcome tests and student attitude observation sheets. Data were analyzed using the Shapiro-Wilk normality test, Levene's Test for homogeneity, t-tests, and Cohen's d effect size. The research results show a significant difference between students' civic knowledge before and after learning using Powtoon media, with a significance value of p < 0.05. The effect size value of 0.83 indicates that using Powtoon media has a large impact on improving civic knowledge and unity values. Additionally, the observation results indicate that student attitudes and engagement are in the very good category. Thus, Powtoon digital animation media is effectively used as an innovative learning medium in Pancasila Education lessons in elementary school. Keywords: Elementary Education, Civic Knowledge, Digital Animation, Powtoon  
Implementing Differentiated Learning in the Merdeka Curriculum at Upper Elementary Level: Teachers’ Constraints and Adaptive Strategies Muhammad Sulthon Fadil; Iik Nurulpaik
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1663

Abstract

Differentiated learning constitutes a fundamental component of the Independent Curriculum that realizes responsive instruction toward student diversity. Its implementation in grade VI poses complex challenges that require adaptive strategies. This study analyzes the constraints and strategies teachers employ in implementing differentiated learning within the Independent Curriculum for grade VI in an elementary school. This qualitative descriptive research involved two grade VI teachers, the principal, and the curriculum coordinator at SDN Serang 20, Serang City. Data were collected through interviews, classroom observations, and document analysis. Findings indicate that differentiation practices predominantly occur in the learning process through flexible grouping and individual mentoring, while content and product differentiation remain limited. Main constraints include non-operational conceptual understanding, limited planning time, high student ability heterogeneity, infrastructure limitations, and administrative burden. Teachers develop adaptive strategies through continuous independent learning, collaborative learning community, simplified teaching modules, flexible grouping, intensive individual mentoring, and creativity in creating simple learning media. Institutional support through learning communities and collaborative leadership is a key success factor.
The Effect of Digital Storytelling on Elementary School Students' Reading Literacy: An Experimental Research Arni Rizkiah; Iik Nurulpaik; Neneng Sri Wulan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.861

Abstract

In the digital era, cultivating early reading literacy requires innovative pedagogical approaches that move beyond traditional print-based methods. While digital storytelling has emerged as a promising tool, empirical evidence regarding its specific efficacy in primary school settings remains limited. This study aims to examine the effect of digital storytelling on the reading literacy of elementary school students. Utilizing a quantitative approach with a quasi-experimental design, this research involved 36 students from SD Negeri Kalibuntu, who were divided into an experimental group and a control group. Data on students' reading literacy were systematically gathered using structured observation techniques. The collected data were analyzed using descriptive statistics evaluating individual acquisition scores and classical averages based on a categorization table and inferential parametric statistics via independent and paired-sample t-tests.The findings demonstrated that digital storytelling exerts a highly positive and statistically significant effect on elementary school students' reading literacy. This is evidenced by a substantial increase in the experimental group's average literacy score from a pre-test baseline of 60.17 (low category) to a post-test peak of 92.34 (very high category). Furthermore, the experimental group's post-test literacy score (M = 92.34) significantly outperformed the control group (M = 65.61, low category), with inferential analysis confirming a high statistical significance (p < 0.000). These results indicate that integrating multimedia narratives enhances cognitive engagement and textual comprehension in young learners. Consequently, this study underscores that digital storytelling serves as a potent pedagogical alternative to mitigate low reading literacy, offering critical insights for primary school educators.
Impact of Quizizz-Based Gamification in Improving Elementary School Students' Reading Literacy Dini Sugiarti; Iik Nurulpaik; Asep Deni Gustiana
Indonesian Journal of Education and Social Humanities Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/ijesh.v3i2.864

Abstract

Cultivating reading literacy in elementary education is increasingly challenging amid the distractions of the digital era, necessitating innovative, highly engaging pedagogical interventions. While digital gamification shows promise in student engagement, empirical research mapping the direct impact of platform-specific gamified assessment tools such as Quizizz on structural reading literacy outcomes remains limited. This study aims to test the effect of Quizizz-based gamification on improving elementary school students' reading literacy. Adopting a quantitative quasi-experimental design, this study involved 60 fifth-grade students, strictly assigned to an experimental class (utilizing Quizizz-based gamification) and a control class (utilizing conventional instruction). Reading literacy levels were measured via a validated assessment framework and structurally analyzed using descriptive statistics alongside paired and independent sample t-tests. The empirical results indicate that Quizizz-based gamification exerts a profoundly positive and significant effect on students' reading literacy. The experimental group demonstrated an exponential increase in mean reading literacy scores, rising from a pre-treatment baseline of 60.13 (low category) to an impressive 93.68 (very high category) post-treatment. Conversely, the control group’s post-test mean only reached 67.26 (low category), reinforcing the definitive pedagogical superiority of the gamified approach (p < 0.05). Consequently, Quizizz-based gamification serves as a highly viable pedagogical alternative to mitigate low reading literacy among elementary students. These findings offer critical insights for educators seeking to leverage game-based mechanics to transform passive reading exercises into interactive, low-stakes competitive learning environments.
Co-Authors Adriweri, Erza Arni Rizkiah Asep Deni Gustiana Asep Suryana Bahar, Viona Savira Bakti, Rani Citra Mutia Dini Sugiarti Encep Supriatna Hasbullah Hasbullah Hernawati Hesti Wulandari Johar Permana Julianti, Reka M. Mirfani, Aceng Maria Ulfah Marpian, Marpian Marselina, Linda Mubarok Somantri Muhammad Sulthon Fadil Neneng Sri Wulan Neris Peri Ardiansyah Novia, Gita Paridah, Nur Rizkiah, Arni Rokayah, Eroh Siti Halimah SUGIARTI, DINI Suprianto, Oki Triwahyuni, Ida Wahyu Sopandi Wawan Purmana Yulianti Fitriani