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All Journal PROSIDING SEMINAR NASIONAL Biogenesis: Jurnal Ilmiah Biologi JURNAL ISTEK Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran EDUHUMANIORA: Jurnal Pendidikan Dasar DWIJA CENDEKIA: Jurnal Riset Pedagogik PAEDAGOGIA Jurnal SOLMA Pendas : Jurnah Ilmiah Pendidikan Dasar JTAM (Jurnal Teori dan Aplikasi Matematika) Natural: Jurnal Ilmiah Pendidikan IPA Jurnal Basicedu Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education Jurnal Perspektif KOLOKIUM: Jurnal Pendidikan Luar Sekolah Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Pasundan International of Community Services Journal (PICS-J) 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 Evaluation in Education (JEE) Jurnal Kajian Pembelajaran dan Keilmuan Jurnal Abdi Panca Marga Inovasi Matematika (Inomatika) Jurnal Educative: Journal of Educational Studies Jurnal Basicedu Journal of Innovation and Research in Primary Education Prima Magistra: Jurnal Ilmiah Kependidikan Journal of Environment and Sustainability Education Jurnal Penelitian Pendidikan Indonesia Teaching, Learning, and Development Lensa Pendas Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Women, Education, and Social Welfare Prosiding Seminar Nasional Pengabdian Masyarakat Inovasi Kurikulum
Yeni Yuniarti, Yeni
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Challenges of Elementary School Management Strategies in The Implementation of Deep Learning Oktafiyana, Fitri; Yuniarti, Yeni
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Twenty-first-century education demands a paradigm shift from the mere transfer of knowledge toward the cultivation of critical, creative, collaborative, and communicative thinking skills. The deep learning approach is regarded as a relevant framework to address these demands. However, the reality in elementary schools reveals a significant gap between modern learning expectations and managerial readiness, which remains dominated by administrative and bureaucratic practices. This study aims to analyze the challenges of elementary school management strategies in implementing deep learning and to identify potential solutions. A Systematic Literature Review (SLR) with a descriptive approach was employed, consisting of the stages of identification, selection, analysis, and synthesis of 20 national and international articles published between 2018 and 2025. The findings indicate that the primary challenges lie in unclear strategic direction, limited managerial competence, weak communication, and an individualistic school culture. The study concludes that adaptive, evidence-based management strategies supported by collaborative leadership and the active participation of all school members are essential to fostering a reflective and innovative culture that promotes effective and sustainable deep learning.
Reconceptualizing Cultural Character Education: Integrating Futuristic Pedagogy for Generation Alpha's Local Cultural Preservation Yunita Yasmin Istiqomah; Yusuf Tri Herlambang; Yeni Yuniarti
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2703

Abstract

Generation Alpha, born entirely within the digital ecosystem, faces unprecedented challenges in maintaining connection to local cultural heritage while navigating technology-saturated learning environments. This study explores how futuristic pedagogy can effectively cultivate love for local culture among Generation Alpha students in elementary education. A systematic literature review analyzed 47 peer-reviewed publications from 2020-2025, employing purposive sampling and Miles and Huberman's analytical framework comprising data collection, presentation, reduction, and conclusion drawing. Three critical findings emerged: futuristic pedagogy encompasses six interconnected elements balancing technological competencies with character development; Generation Alpha exhibits seven distinctive characteristics including productive global-local cultural tension; and technology-enhanced strategies, particularly augmented reality applications, effectively bridge digital engagement with cultural authenticity. Analysis revealed that successful cultural character education requires intentional integration of immersive technologies, gamified learning, digital storytelling, and collaborative projects that position students as cultural co-creators.  The findings reconceptualize cultural character education as digitally mediated process requiring strategic integration of technological, cultural, and developmental dimensions. While technology contributes to cultural displacement, appropriately designed digital learning experiences can serve as powerful tools for cultural preservation. Future research should conduct longitudinal studies establishing causal relationships and investigate adaptations for diverse Indonesian contexts.
STUDENT LITERACY TRANSFORMATION IN THE DIGITAL AGE: THE EFFECT OF DISCOVERY BASED READING WITH LEVELED BOOKS ON CRITICAL READING COMPREHENSION Nandia Kiranti; Yeni Yuniarti; Dinie Anggraeni Dewi
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6608

Abstract

This research was conducted to address various problems of low levels of critical reading comprehension skills of students. Reading comprehension is a reading activity that aims to obtain information contained in the reading text. This research is motivated by the low level of reading ability, especially in reading comprehension. This study aims to determine the effect of the discovery-based reading method on the critical reading comprehension skills of elementary school students. The method used is a quasi-experimental design with the Matching-Only Pre-test-Post-test Control Group Design, involving fifth-grade students in two schools in Bandung Regency. The average pre-test of the experimental class is 52.0833 and the post-test of the experimental class is 88.7500 so that in the experimental class there is an increase. The average pre-test value of the control class is 37.4000 and the post-test of the control class is 76.9000 so that in the control class there is an increase. The highest score in the post-test of the experimental class was 100 and the lowest score in the post-test of the experimental class was 80. The highest score in the post-test of the control class was 82.5 and the lowest score in the post-test of the control class was 65. There was no difference in the influence of critical reading comprehension ability between those using the discovery-based reading method and those using the SQ3R method.
THE DARK SIDE OF SCHOOL LIFE: AN ANALYSIS OF ELEMENTARY SCHOOL STUDENT BEHAVIOR THAT THREATENS THE LEARNING ENVIRONMENT Raya Amanda Nur Islami; Yeni Yuniarti
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6613

Abstract

Deviant behavior in elementary schools such as bullying, harassment, and verbal or physical aggression reflects a moral crisis and weak social control within the learning environment. This study employs a Systematic Literature Review (SLR) with a qualitative approach to analyze forms of deviant student behavior that threaten the school climate, identify their causal factors, and formulate effective prevention strategies. Thematic analysis of national and international studies reveals that such behavior is influenced by internal factors, including low emotional intelligence, empathy, and learning motivation, as well as external factors, such as authoritarian parenting, negative peer environments, and weak school supervision. These behaviors negatively impact academic achievement, psychological well-being, and students’ social adjustment. Effective prevention requires collaboration among schools, families, and communities through social-emotional learning programs, teacher training in behavior management, safe reporting mechanisms, and strict anti-bullying policies. The findings have practical implications for teachers and policymakers in Indonesia to strengthen character education, empathy, and moral reasoning within the curriculum and to promote a safe, inclusive, and supportive school environment.
EDUCATIONAL PHILOSOPHY AS A FOUNDATIONAL FRAMEWORK FOR THE CHARACTER DEVELOPMENT OF ELEMENTARY SCHOOL STUDENTS Ajeng Tri Agustini; Yusuf Tri Herlambang; Yeni Yuniarti
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.7048

Abstract

Character formation among elementary school students has become a crucial necessity amid the challenges of the digital era. Schools, families, and communities play a significant role in shaping children’s morality; therefore, a clear philosophical foundation is required to guide the process of character education. This study aims to examine the role of educational philosophy as a basis for the development of moral and ethical values in elementary school students through a review of recent literature. The method employed was a Systematic Literature Review of national and international articles published between 2022 and 2025, selected through the PRISMA stages. The findings indicate that character education is effective when moral values are integrated into the curriculum, teachers act as moral exemplars, active learning is implemented, and families as well as the school environment provide consistent support. Educational philosophy offers a conceptual direction that assists teachers in adjusting learning strategies to the students’ contextual conditions. In conclusion, character education becomes more meaningful when it is grounded in philosophical principles that emphasize values, reflection, and authentic learning experiences.
IMPLEMENTATION OF DEEP LEARNING, LEARNING ENGAGEMENT, AND EMOTIONAL REGULATION ON THE IMPROVEMENT OF CRITICAL THINKING AND COLLABORATION AMONG ELEMENTARY SCHOOL STUDENTS : english Riska Novianty; Yeni Yuniarti
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7244

Abstract

Contemporary education faces substantial challenges in preparing elementary students for twenty-first century competencies, necessitating transformative pedagogical approaches beyond conventional instruction. This quasi-experimental investigation examined the influence of deep learning pedagogy on critical thinking abilities and collaborative competencies among fifth-grade elementary students, by student engagement and emotional regulation hypothesized as mediating mechanisms. Forty participants were systematically allocated into experimental and control cohorts, receiving deep learning intervention and conventional instruction respectively across an eight-week duration. Quantitative analysis utilizing ANCOVA revealed statistically significant enhancement in critical thinking (F = 58.743, p < 0.001, partial η² = 0.614) and collaboration (F = 52.186, p < 0.001, partial η² = 0.586) inside of the experimental cohort. Path analysis confirmed partial mediation effects, by student engagement mediating 42.8% of critical thinking variance and 40.3% of collaboration variance, while emotional regulation mediated 29.9% and 31.2% respectively. Structural equation modeling demonstrated acceptable model fit (CFI = 0.942, RMSEA = 0.068), explaining 71.3% of critical thinking variance and 68.7% of collaboration variance. Qualitative observations documented progressive transformation in classroom discourse patterns, collaborative behaviors, and metacognitive awareness. Findings provide empirical substantiation for deep learning implementation in elementary contexts, highlighting interconnected roles of behavioral participation, emotional investment, cognitive strategy deployment, and affective regulation in fostering higher-order thinking and interpersonal competencies essential for future-ready learners. This is an open access article under the CC–BY-SA license.
Preservice Teachers’ Readiness in Implementing Differentiated Science Learning of Independent Curriculum Ainie, Irna Nurul; Yuniarti, Yeni; Sukardi, Rendi Restiana
PAEDAGOGIA Vol 26, No 2 (2023): PAEDAGOGIA Jilid 26 No 2 (2023)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v26i2.75923

Abstract

This research is motivated by integrating natural and social sciences into science lessons of independent curriculum. This change significantly impacts the preservice teachers’ readiness in elementary school to implement science learning through an independent curriculum. This research investigates the preservice teachers’ readiness to teach natural sciences in an independent curriculum. This descriptive study involves eight elementary school preservice teachers from one of the LPTK in Bandung. The eight preservice teachers were selected based on purposive sampling. The instrument used in this study was a validated self-efficacy questionnaire. The data obtained were analyzed using descriptive statistics. The findings from this study indicate that preservice elementary school teachers are not fully prepared to be able to implement differentiated science learning. The results of the further investigation showed that this was due to the incomplete understanding of preservice elementary school teachers regarding pedagogical aspects, one of which was curriculum changes. The perceptions of preservice elementary school teachers about the diversity of student characteristics are also not by the principles of differentiated learning. This study concludes that preservice elementary school teachers need further information regarding the idea of an independent curriculum in differentiated science learning and guidance in preparing and implementing the lesson. Comprehensive understanding and differentiated science learning practices of independent curriculum need to be provided to preservice elementary school teachers. Therefore, this content needs to be taught to preservice elementary school teachers at LPTK.
Ecopedagogy for Equitable Green Skills Development in School Education: A Systematic Literature Review Fitri Sholihah; Yusuf Tri Herlambang; Yeni Yuniarti
Women, Education, and Social Welfare Vol. 3 No. 2 (2026): April - June 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i2.637

Abstract

Environmental disruption requires school education to develop green skills that combine ecological literacy, systems thinking, collaboration, and action. This systematic literature review synthesizes how ecopedagogic approaches support equitable green-skills development and identifies reporting gaps relevant to inclusive education and social welfare. Following a PRISMA 2020-aligned protocol, the review examined an author-supplied corpus of 100 records retrieved from Scopus and Google Scholar for 2021–2026. After duplicate removal, title–abstract screening, and full-text eligibility assessment, 15 studies were included. Thematic synthesis identified five recurring pathways: critical and relational inquiry, interdisciplinary curriculum integration, place-based and outdoor learning, action-oriented projects, and critically mediated digital learning. Reported outcomes clustered around ecological literacy, critical and systems thinking, participation, collaboration, and environmental responsibility. However, gender-disaggregated outcomes and intersectional access conditions were seldom reported, preventing a defensible synthesis of differential benefits for girls, women, or other marginalized groups. The review proposes an Equity-Responsive Ecopedagogic Pathway framework linking pedagogy, green-skill outcomes, and reporting requirements.
Evaluasi usability media pembelajaran digital pada pembelajaran siklus air: perspektif guru sekolah dasar Devi Hadi Puspita; Yunus Abidin; Dede Trie Kurniawan; Yeni Yuniarti
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020267070

Abstract

Penelitian ini bertujuan untuk mengevaluasi tingkat usability media pembelajaran digital yang digunakan dalam pembelajran siklus air di Kelas V Sekolah Dasar pada tiga wilayah di Provinsi Jawa Barat, dengan menerapkan System Usability Scale (SUS) sebagai instrumen pengukuran yang telah divalidasi. Penelitian menggunakan pendekatan kualitif deskriptif dengan melibatkan 80 guru kelas V dari 34 Sekolah Dasar di Kabupaten Sumedang, Kabupaten Bandung, dan Kota Bandung, yang dipilih melalui purposive sampling berdasarkan kriteria telah menggunakan media tersebut dalam pembelajran siklus air. Instrumen SUS versi Bahasa Indonesia (Sharfina & Santoso, 2016) yang digunakan menunjukkan reliabilitas tinggi (Cronvach’s alpha = 0,826) untuk konteks penelitian ini. Hasil menunjukkan skor rata-rata SUS sebesar 73, 34, lebih tinggi dari acuan internasional (68), dan termasuk kategori “baik” (Grade B-Acceptable). Namun klasifikasi Net Promoter Score (NPS) menjunjukkan mayoritas responden berada pada kategori passive, mengindikasikan tingkat usability yang dapat diterima namun belum disertai antusiasme pengguna yang tinggi. Temuan ini melengkapi studi usability media berbasis web sejenis dengan menghadirkan bukti spesifik pada konteks materi siklus air dan menegaskan bahwa skor usability yang baik tidak selalu berbanding lurus dengan loyalitas pengguna, sehingga pengembangan media pembelajaran digital berikutnya perlu memperhatikan keterlibatan emosional pengguna, tidak hanya kemudahan teknis.
Development of Interactive Learning Media on Simple Flat Buildings Material "BADANA" for Students Grade III Elementary School Novia Sari; Yeni Yuniarti
Jurnal Inovasi Matematika Vol. 5 No. 2 (2023): Inovasi Matematika
Publisher : Pendidikan Matematika Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/inomatika.v5i2.389

Abstract

The purpose of this research is to produce a product from the design of interactive learning media articulating the "BADANA" storyline. This study describes the feasibility of media resulting from the validation of material experts, media experts, and linguists. Furthermore, the response of teachers and students as users of the use of interactive learning media "BADANA". The model used is the ADDIE model which includes five stages including analysis, design, development, implementation, and evaluation. Furthermore, for the subject of this study, namely class III students one of SD Negeri in Sindanglaya. The feasibility of this interactive learning media resulted in that the percentage of assessments from material experts was 100% in the "Very Feasible" category, from media experts it was 96.1% in the "Very Feasible" category and from linguists it was 91.6% in the "Very Feasible" category. While the percentage of responses from teachers was 93.7% in the "Very Feasible" category, indicating that this interactive learning media can be used by students. After students used interactive learning media in field trials, student responses were in the "Very Feasible" category with a percentage of 95.9%. Therefore the interactive media articulate storyline "BADANA" can be used as an alternative in the learning process which can overcome the lack of interest of students when learning mathematics, especially on flat material and its properties.
Co-Authors Adlawan, Hendely A. Adriansyah, Muhammad Irfan Agi Hamdani Agil Nanggala Agung Rozali Ai Sutini Ai Sutini Ainie, Irna Nurul Ajeng Tri Agustini Aljamaliah, Syifa Nailul Muna Anantanukulwong, Roseleena Andini, Aurelya Putri Andrea, Herdya Vita Angoy, Raisalam D. Ani Hendriyani Anisa, Nur Sya’ban Apriliana, Erna Arifin , Muh. Husen Arifin, Husen Arumi, Defitri Tria Asep Ahyar AYU RAHMAWATI Bima, Muhammad Zidan Arya Burieva Kibrio Ergashevna Cahyo, Septian Dwi Charlotte Ambat Harun Choiriyah, Umatul Cucu Suryana Dallyono, Ruswan Dede Margo Irianto, Dede Margo Dede Trie Kurniawan Deti Rostika, Deti Devi Hadi Puspita Devi Rahmawati, Devi Dewi, Dinie Anggraeni Dewi, Pambayun Wardani Candra Dian Rinjani Ekasari, Lintang Analisa Endah Silawati Endah Silawati Eri Yusron Fitri Oktafiyana Fitri Sholihah Fully Rakhmayanti Hamel, Sabhine Octaviani Hana Yunansah Hazirah, Alifah Huda, Almas Noor Idah Mujahidah Indiyani, Nidya Ayu Indradewa, Rhian Indriani Indriani Ine Nuril Azizah Ishmahani Sobarningsih Istiqomah, Yunita Yasmin Iswaningtias, Arinta Dwi Jatiningtyas, Raras Juniarti, Tri Mugni Kaltsum, Labibah Salwa Karmilah, Lilah Katri, Anggita Manon Khusna, Nashikhatul Kirani, Della Nur Kiranti, Nandia Kistianingrum, Vershanda Dwi Kusuma, Azizah Maghfirani Larassati, Enggar Leby, Lebyana Norma Belinda Listiyana, Asmi Mahadini, Najwa Maharani, Desvita Eka Mardiani, Tisca Margaretha Sri Yuliariatiningsih Margo Irianto, Dede Martina Andrene Michael Mega Laeni Megawanti, Priarti Mirawati, Mirawati Mohamad Agus Salim Muhammad Zaki Fadilah Muliasari, Desiani Natalina Mulyani, Tresna Sri Mu’arifah, Maulida Putri Naila Kurnia Restu Nandia Kiranti Nisa, Silmi Awalyatun Novi Yanthi Novia Sari Noviyanti, Aisa Fahmi Nugraheni, Anggun Nugraheni, Eva Dwi Nur Halimah Nurfaizah, Desta Ariani Nurhidayatulloh Nurhidayatulloh Nuri Noviyanti Nurihsan, Achmad Juntika Nurohmah, Lutfiana NURUL ANNISA Odah, Ai Oktafiyana, Fitri Pambudi, Sulistyo Pawestri, Syarifah Anjani Pramesti, Angger Winsi Pratiwi, Intan Aprilianti Pratiwi, Tiara Putri Primastuti, Anggun Kirana Pujiyati, Anisa Putri, Nadilla Dwita Putri, Shianindra Rahmani Rachmania, Setyaningsih Rahayu, Erni Rahayu, Shinta Dwi Rahmadiyani, Alya Rahman Wahid Rahmawati, Halizah Rahmawati, Rosita Rakhmayanti, Fully Raya Amanda Nur Islami Rikayana, Askha Egyta Riska Novianty Rismawati, Ismi Risna, Atikah Rizal Maulana Hasby, Rizal Maulana rohaetul Rosaliana, Mela Safitri, Kurnia Ajeng Salshabila, Lucyanna Septiani, Tria Setianingrum, Fitri Shafira, Alya Hanna Sikijip, Fabian bin Fredrick P Siti Supriyanti Somantri, Diki Sri Maryanti Sukardi, Rendi Restiana Sukawan, Intan Afiyah Sundari, Amala Syifa Hasna Fauziyah Timtim Siti Mariam Tita Mulyati, Tita Tri Falah Nur Huda Tri Falah Nurhuda Triana Lestari Ulhaq, Dhiya Vichaully, Yessi Widaningsih, Resmi Wijayanti, Mia Wijayanto, Rifqy Winalda, Tirza Winti Ananthia Wulandari, Rifka Yadi, Nofri Yona Wahyuningsih, Yona Yunita Yasmin Istiqomah Yunus Abidin Yusuf Tri Herlambang Yusuf Tri Herlambang, Yusuf Tri Zayadi, Nur Hidayah Binti