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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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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.
Primary Teachers’ Perceptions of Augmented Reality for Teaching Balanced Nutrition with Ethnoscience Sukardi, Rendi Restiana; Yuniarti, Yeni; Laeni, Mega; Michael, Martina Andrene; Supriyanti, Siti; Mujahidah, Idah
PAEDAGOGIA Vol 28, No 2 (2025): PAEDAGOGIA Jilid 28 No 2 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i2.103411

Abstract

Nutritional challenges among Indonesian school-aged children persist due to limited nutrition literacy and the absence of structured, curriculum-integrated instruction. While food provision remains important, meaningful progress requires effective pedagogical strategies within primary education. However, teachers often lack access to government-endorsed, culturally relevant resources and targeted professional development. This qualitative study investigates the perceptions of six purposively selected primary teachers (three males, three females), trained in STEM and gamification, regarding the use of traditional Indonesian foods and Augmented Reality (AR) to support nutrition education. A descriptive research design was employed, with data collected through semi-structured interviews and non-participant classroom observations of science lessons incorporating game-based learning. Thematic coding and triangulation techniques enhanced analytical rigour and credibility. Findings suggest that teachers demonstrated a sound grasp of nutrient content in traditional foods—such as cassava and fish—and integrated these examples into science topics like digestion and body systems. While realia proved more effective with younger pupils, AR enabled older learners to visualise microscopic processes, including nutrient breakdown during cooking. Teachers perceived AR as fostering inquiry-based learning, promoting cultural authenticity, and aligning with Green-STEM values. They also acknowledged the influence of Generation Alpha’s digital habits and stressed the importance of age-appropriate, visually engaging approaches. This study concludes that culturally grounded AR resources, when combined with sustained teacher training, offer significant potential to enhance nutrition education in primary schools. Practical implications include the phased integration of AR-based ethnoscientific content into curricula, the use of gamified strategies to promote sustainable dietary behaviours, and further longitudinal research into the pedagogical impact of educational technology in nutrition learning. 
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): 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.
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