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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 al-Aulad: Journal of Islamic Primary Education 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 Teaching, Learning, and Development Lensa Pendas Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Women, Education, and Social Welfare Prosiding Seminar Nasional Pengabdian Masyarakat
Yeni Yuniarti, Yeni
Universitas Pendidikan Indonesia
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Transforming Student Literacy in the Digital Era: The Effect of Discovery-Based Reading with Leveled Books on Critical Reading Comprehension Kiranti, Nandia; 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

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Abstract

This research was motivated by the low level of critical reading comprehension skills among elementary school students, which reflects one of the indicators of low reading literacy in Indonesia as reported by the 2022 PISA study. Reading instruction in schools generally focuses more on reading fluency rather than on text comprehension. Therefore, it is necessary to apply learning methods that can enhance students’ critical thinking and reading comprehension skills, one of which is the discovery based reading (DbR) method supported by digital leveled books. The purpose of this study was to analyze the effect of the discovery based reading method on elementary school students’ critical reading comprehension skills and to compare it with the SQ3R method. The study employed a quasi experimental design using the Matching-Only Pre-test-Post-test Control Group Design. The research subjects consisted of 43 fifth-grade students from two elementary schools in Bandung Regency, divided into experimental and control groups. Data were collected through a critical reading comprehension test covering six critical thinking indicators and analyzed using normality, homogeneity, and t-test statistical tests to examine the hypotheses. The results showed a significant improvement in critical reading comprehension skills for both the experimental class using the discovery based reading method and thecontrol class using the SQ3R method. The average post-test score of the experimental class increased from 52.08 to 88.75, while that of the control class increased from 37.40 to 76.90. However, the gain test results indicated no significant difference between the two methods. In conclusion, both discovery based reading and SQ3R methods are effective in improving students’ critical reading comprehension skills. These methods can complement each other and be applied flexibly in Indonesian language learning to enhance students’ literacy and critical thinking skills in the digital era.
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

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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.
ICOST-IRI Integrasi Observasi Kelas Dan Tes Standar Dalam Evaluasi Pembelajaran Membaca Intensif Di Sekolah Dasar: Sebuah Pendekatan Mixed Methods: A Mixed Methods Approach Ginanjar, Dede Ginanjar; Yuniarti, Yeni; Sutini, Ai
Al-Aulad: Journal of Islamic Primary Education Vol. 9 No. 1 (2026): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

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Abstract

Intensive reading instruction plays a crucial role in developing elementary students’ basic literacy. However, its effectiveness is often inadequately evaluated due to limited instruments that capture both learning processes and outcomes. This study aims t o analyze the quality of intensive reading instruction through the integration of classroom observation and standardized tests as a holistic evaluation strategy. A mixed - methods approach with a convergent parallel design was employed, where qualitative and quantitative data were collected simultaneously, analyzed separately, and then integrated. Participants included 12 fifth - grade students and one teacher, selected through purposive sampling for the teacher and total sampling for students. Qualitative data were gathered via structured observations and semi - structured interviews, while quantitative data were obtained through standardized reading tests. Thematic analysis was used to identify patterns of interaction, reading strategies, and student engagement, while quantitative data were analyzed descriptively using averages and score distributions. The findings indicate that learning effectiveness is influenced by consistent reading strategies, clear objectives, and varied literacy activities. The integration of both data types provides a comprehensive and accurate evaluation of instructional quality, offering valuable insights for improving literacy practices in elementary education.
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.
Evaluating Mathematical Representation Competence Among Primary Students: Insights from the Post-Pandemic Learning Recovery Yuniarti, Yeni; Abidin, Yunus; Restu, Naila Kurnia
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1740

Abstract

Purpose of the study: The study aims to investigate not only the fundamental mathematical knowledge of primary school students but also their mathematical representation skills, as these are essential for applying mathematical concepts in everyday life. Methodology: A descriptive research design was employed without any treatment. The instrument included a test measuring representation skills through three indicators: forming equations or models from given representations, drawing diagrams to clarify and solve problems, and composing stories based on given representations. Secondary data were gathered through field notes and analysed using descriptive statistics, followed by triangulation with observation results. Main Findings: The findings reveal that students’ mathematical representation skills remain underdeveloped. The lowest performance was observed in the indicator involving drawing diagrams to support problem-solving. These results suggest a mismatch between students' learning needs and current instructional strategies, underscoring the need to implement differentiated and inclusive approaches to better support diverse learners. Novelty/Originality of this study: The study introduces a validated diagnostic test administered prior to the main assessment, ensuring the reliability and validity of the research results. This approach minimises bias and provides a more accurate portrayal of students' actual representation abilities, offering new insights into differentiated learning in mathematics education.
Analysis of elementary school students mathematical problem-solving abilities based on the IDEAL model stages Ahyar, Asep; Abidin, Yunus; Yuniarti, Yeni; Sutini, Ai; Ergashevna, Burieva Kibrio
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.116187

Abstract

The mathematical problem solving abilities of elementary school students still show variations in achievement at each stage of problem solving. This study aims to map the mathematical problem solving abilities of fourth-grade elementary school students based on the five stages of the IDEAL model (Identify, Define, Explore, Act, Look Back). The study used a quantitative descriptive approach with total sampling of 24 students. The instrument was a contextual problem solving test assessed using an analytical rubric on a scale of 0–4 at each stage. The scores were analyzed through average calculations and conversion of ability categories. The results showed that the Act (2.79) and Explore (2.54) stages were in the capable category, while the Identify (2.46) and Define (2.33) stages were in the sufficient category, and the Look Back (1.92) stage was the weakest aspect. Overall, most students were classified as capable, but weaknesses were still found in the stages of formulating information and verifying solutions. These findings emphasize the importance of strengthening reflective strategies in mathematics learning. This IDEAL stage-based competency mapping can serve as the basis for more systematic problem solving learning planning in elementary schools.
Co-Authors Adlawan, Hendely A. Adriansyah, Muhammad Irfan Agi Hamdani Agil Nanggala Agung Rozali Ahyar, Asep Ai Sutini Ai Sutini, Ai 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 AYU RAHMAWATI Bima, Muhammad Zidan Arya Cahyo, Septian Dwi Charlotte Ambat Harun Choiriyah, Umatul Cucu Suryana Dallyono, Ruswan Dede Margo Irianto, Dede Margo Dede Trie Kurniawan Deti Rostika, Deti Devi Rahmawati, Devi Dewi, Dinie Anggraeni Dewi, Pambayun Wardani Candra Dian Rinjani Ekasari, Lintang Analisa Endah Silawati Endah Silawati Ergashevna, Burieva Kibrio Eri Yusron Fitri Oktafiyana Fitri Sholihah Fully Rakhmayanti Ginanjar, Dede Ginanjar Hamel, Sabhine Octaviani Hana Yunansah Hazirah, Alifah Huda, Almas Noor Indiyani, Nidya Ayu Indradewa, Rhian Indriani Indriani 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 Laeni, Mega Larassati, Enggar Leby, Lebyana Norma Belinda Listiyana, Asmi Mahadini, Najwa Maharani, Desvita Eka Mardiani, Tisca Margaretha Sri Yuliariatiningsih Margo Irianto, Dede Megawanti, Priarti Michael, Martina Andrene Mirawati, Mirawati Mohamad Agus Salim Muhammad Zaki Fadilah Mujahidah, Idah 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 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 Restu, Naila Kurnia 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 Somantri, Diki Sri Maryanti Sukardi, Rendi Restiana Sukawan, Intan Afiyah Sundari, Amala Supriyanti, Siti 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