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All Journal Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran EDUHUMANIORA: Jurnal Pendidikan Dasar PAEDAGOGIA Pendas : Jurnah Ilmiah Pendidikan Dasar Atthulab: Islamic Religion Teaching and Learning Journal JURNAL PENDIDIKAN TAMBUSAI Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education Holistika : Jurnal Ilmiah PGSD Attractive : Innovative Education Journal PROGRES PENDIDIKAN SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran 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 Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Indo-MathEdu Intellectuals Journal Jurnal Edukasi Citra Olahraga Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia JGK (Jurnal Guru Kita) JS (Jurnal Sekolah) Equator Science Journal (ESJ) Lensa Pendas Jurnal Edukasi Citra Olahraga Lentera Negeri
Dede Margo Irianto, Dede Margo
Universitas Pendidikan Indonesia, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Investigates The Implementation of Kinesthetic Intelligence-based Thematic Learning: A Case Study in Elementary School's Second-Grade Sofian Gunawan; Muhammad Syifa; Dede Margo Irianto; Rendi Restiana Sukardi
Equator Science Journal Vol. 1 No. 1 (2023): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v1i1.2

Abstract

Kinesthetic intelligence-based thematic learning is a theme learning approach where learning activities entail more movement and physical activity (kinesthetic) using an active learning paradigm. The fact that each learner has a unique learning and information-capture potential serves as motivation for applying this knowledge. Therefore, it is crucial for teachers to present their lessons in unique and original ways so that students will readily accept them. Applying kinesthetic intelligence-based theme learning has a number of benefits, including making it simpler to directly explain subject to kids because learning includes students' physical abilities. This study aims to characterize learning, how learning is put into practice, and how thematic learning based on kinesthetic intelligence is evaluated in Baros Mandiri 3 Elementary School's second grade. A case study research design was chosen as the research methodology in this study. employing observation and interviewing as data collection methods. The findings of this study are recommendations for (1) kinesthetic intelligence-based learning planning, which comprises, and (2) kinesthetic intelligence-based theme learning implementation. (3) Kinesthetic intelligence class 2-based evaluation of thematic learning, which involves formative and daily evaluation.
The Effectiveness of Mnemonic Device Techniques in Improving Long-Term Memory in Learning in Elementary Schools: A Literature Review Delima Tuesday Siagian; Nining Maida; Dede Margo Irianto; Rendi Restiana Sukardi
Equator Science Journal Vol. 1 No. 1 (2023): Equator Science Journal (ESJ)
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/esj.v1i1.4

Abstract

In a variety of disciplines taught in elementary schools, which frequently need substantial memorizing, the use of mnemonic device techniques has shown to be helpful in facilitating learning and strengthening long-term memory. This study intends to investigate how well various mnemonic device techniques and their theoretical foundations work to improve long-term memory. A literature review methodology was used to create the accumulated findings by analyzing pertinent study results, journal articles, and literature reviews that covered the studied designs. The results of this study show that mnemonic device strategies can help primary school pupils improve their long-term memory. A variety of techniques are included in the mnemonic device techniques, including (1) rhyme, (2) abbreviations, (3) peg word system, (4) loci method, and (5) keyword system. Students can maximize their brains' encoding and retrieval processes, which will boost memory retention, by using the proper mnemonic strategy during the learning process. This helps students remember and retain the information they have learnt. In conclusion, using mnemonic device approaches in primary school instruction can greatly aid pupils in developing long-term memory. As they provide useful tools to aid the learning process and improve students' memory of crucial knowledge, educators and practitioners are encouraged to incorporate these strategies into their teaching practices. The use of mnemonic techniques by students can help them overcome the difficulties associated with memorization and improve their overall learning outcomes.
Intergenerational Learning Dynamics and the Perspective Transformation of Generation Alpha Students toward Generation Z Student Teachers Ayu Rahmawati; Triana Lestari; Dede Margo Irianto
PAEDAGOGIA Vol 29, No 2 (2026): PAEDAGOGIA Jilid 29 No 2 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i2.119105

Abstract

The interaction between Generation Alpha students and Generation Z student teachers creates new relational dynamics that may influence how students perceive communication, closeness, and authority in learning. Although this phenomenon is becoming increasingly common in elementary schools, it has rarely been studied from the students’ perspective. This study aims to explore Generation Alpha students’ responses to intergenerational interactions in elementary schools. Using a qualitative Interpretative Phenomenological Analysis (IPA) approach within an interpretivist paradigm, the study observed six fifth-grade students and involved student teachers as informants. Data were collected through eight weeks of non-participant observation and semi-structured interviews, and were subsequently analyzed using NVivo through the stages of compiling, disassembling, reassembling, interpreting, and concluding. The data analysis yielded three key themes: (1) Generation Z student teachers are perceived as egalitarian, supportive, and approachable figures; (2) social-emotional attachment enhances students’ comfort, participation, and engagement; and (3) intensive closeness shifts the boundaries of the formal teacher–student relationship into a friendship-like relationship, thereby transforming the meaning of authority in the classroom. The findings indicate that intergenerational relationships reshape pedagogical relations in elementary schools. Understanding these dynamics is important for schools, student teachers, and teacher education programs in developing mentoring strategies and policies that balance relational closeness with pedagogical authority.
Pengembangan Modul Refleksi Implementasi Metode Gasing Berbasis Pendekatan Multimodalitas sebagai Upaya Continuing Professional Development bagi Guru Eriya Gusmara; Dede Margo Irianto; Prihantini
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.2350

Abstract

This study aims to develop a reflection module for the implementation of the GASING method based on a multimodal approach as an effort to support teachers’ Continuing Professional Development (CPD). This research employed a qualitative descriptive approach supported by quantitative data, involving 100 school teachers who are familiar with or have implemented the GASING method. Data were collected through open-ended and closed questionnaires exploring teachers’ understanding of GASING principles, mastery of instructional steps, materials perceived as most difficult, the level of classroom implementation, encountered obstacles, school support, module needs, attitudes toward the GASING method, and suggestions for further development. Data analysis was conducted descriptively through frequency and percentage distributions as well as thematic categorization. The findings indicate that the majority of teachers demonstrate a moderate level of understanding of GASING principles and mastery of its instructional procedures, with varying levels of classroom implementation. The main challenges in implementing the method are related to the limited availability of teaching aids, time constraints in classroom instruction, and both students’ and teachers’ levels of understanding. Teachers generally expressed positive attitudes toward the GASING method and demonstrated a strong need for a reflection module that is comprehensive, interactive, and structured in progressive stages, supported by multimodal media such as instructional videos and practical guides. These findings highlight the urgency of developing a multimodal-based reflection module for the implementation of the GASING method as a contextual, sustainable, and practice-oriented professional learning resource to strengthen the implementation of teachers’ CPD in a more meaningful way.
Decision-making as a mediator: how principals’ growth mindset and emotional intelligence shape school climate Neneng Rostika; Dede Margo Irianto; Ai Sutini
Lentera Negeri Vol. 7 No. 1 (2026): Lentera Negeri
Publisher : Indonesian Institute For Counseling, Education and Therapy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/993690

Abstract

This study examines the effects of school principals’ growth mindset and emotional intelligence on decision-making and their implications for elementary school climate. A quantitative survey involved 297 civil-service teachers, comprising 208 Government Employees with Work Agreements (PPPK) and 89 Civil Servants (PNS), from public elementary schools in Region I of Sumedang Regency, Indonesia. Respondents were selected through non-probability quota sampling. Data were collected using five-point Likert-scale questionnaires measuring growth mindset, emotional intelligence, decision-making, and school climate and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. The measurement model showed satisfactory reliability and validity, with Cronbach’s alpha of 0.753–0.862, AVE of 0.591–0.759, and composite reliability of 0.831–0.907. Growth mindset significantly and positively affected decision-making (β = 0.189, t = 3.247, p = 0.001), as did emotional intelligence (β = 0.761, t = 13.245, p < 0.001). Decision-making strongly and significantly influenced school climate (β = 0.917, t = 60.677, p < 0.001) and mediated the effects of growth mindset and emotional intelligence on school climate. The model explained 87.3% of decision-making and 84.1% of school climate variance. These findings underscore the importance of strengthening principals’ psychological capacities to support effective leadership and a positive school climate.
Co-Authors Afina, Nazzila Hasya Agi Hamdani Agung Rozali Ahmad Solihin Ai Sutini Ai Sutini, Ai Aljamaliah, Syifa Nailul Arif Sarifudin Asep Ahyar Ayu Rahmawati Cahyani, Sekar Ayu Cucu Suryana Dede Trie Kurniawan Delima Tuesday Siagian Eriya Gusmara Evi Setianingsih Fani Widia Putri Fazrul Prasetya Nur Fahrozy Furi Furnamasari, Yayang Hana Yunansah Ishmahani Sobarningsih Julianne Uswatun Hasanah M Nizan Solehudin Maghfiroh, Sindy Maulana, Abdul Holik Maulani, Muhammad Yunus Mega Laeni Muhammad Syifa Muna Aljamaliah , S. Nailul Naila Kurnia Restu Neneng Rostika Nining Maida Nisa, Silmi Awalyatun Nurihsan, Achmad Juntika Nursidik, Ismail Prihantini Prihantini Putri Sofiatul Maola Putri, Dipta Afrilia Rachmi Nursifa Yahya Rahman Wahid Rini Apriyani Rostika, Neneng Septiani, Tria Shela Andri Mauliddina Siti Fadia Nurul Fitri Siti Rohmah Sofian Gunawan Sofyan Iskandar, Sofyan Sukardi, Rendi Restiana Teni Marliyani Tita Mulyati, Tita Triana Lestari Wahdini Rohmah Jaelani Wiwit Mulyasari yayang karlina Yeni Yuniarti, Yeni Yona Wahyuningsih, Yona Yunus Abidin Yusuf Tri Herlambang, Yusuf Tri