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All Journal Jurnal Gantang Union: Jurnal Ilmiah Pendidikan Matematika SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora el-Ibtidaiy: Journal of Primary Education Journal of Teaching and Learning in Elementary Education Jurnal Spirits Indonesian Journal on Learning and Advanced Education (IJOLAE) Journal of English Language and Pedagogy Journal Of Academia In English Educations (JADEs) World Psychology Tuladha : Jurnal Pendidikan Dasar Profesi Pendidikan Dasar JERIT: Journal of Educational Research and Innovation Technology Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Jurnal Pendidikan Progresif ASEAN Journal of Educational Research and Technology
Sulaimon, Jamiu Temitope
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Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Enhancing Effective Learning among Children in Nursery and Primary Schools: Exploring Methodological Approaches Iliasu, Femi Samuel; Hakeem, Nafiu Ayodeji; Sulaimon, Jamiu Temitope
Journal Of Teaching And Learning In Elementary Education Vol 7, No 2 (2024)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jtlee.v7i2.8099

Abstract

Education is crucial for national development, positively impacting socio-cultural, political, economic, and human aspects of nation-building. This research explores strategies to enhance effective learning among children in nursery and primary schools within Ilorin South Local Government, Kwara State, Nigeria. The study employed a descriptive survey method, involving 100 respondents from 10 selected schools. Data were collected using a structured questionnaire, validated by experts with a reliability index of 0.72. The findings revealed that effective teaching methods included the play way method, educative rhymes, teacher demonstrations, and storytelling, while music was less effective. Major obstacles identified were the high cost of modern equipment, inadequate teacher training, young age of pupils, inadequate school facilities, lack of experience in handling children, poor teacher remuneration, and lack of interest from teachers. However, the lack of in-service teacher training was not a significant obstacle. It is recommended that schools be equipped with adequate facilities and employ qualified teachers. Additionally, diverse teaching methods should be used to effectively enhance learning in nursery and primary schools. Involving parents in contributing resources to school care centers is also suggested to support the development of these educational institutions.
The Effect of Multimodal Digital English Book for Self-Learning in Elementary School Khosiyono, Banun Havifah Cahyo; Sulaimon, Jamiu Temitope
JADEs Journal of Academia in English Education Vol 5 No 2 (2024): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v5i2.9819

Abstract

The use of multimodal digital teaching methods for English has grown significantly. A small number of researchers, meanwhile, have looked at how elementary school students feel learning to tell stories in digital form using English as a second language. To bridge the gap, this study reports the effect of Digital Story Telling for Self-Learning of English in Elementary School. This research method uses experimental design using a control and experimental group. The research participants are 40 third-grade students from two elementary schools in Indonesia using random sampling technique. The results show that there is a significant influence of the use of multimodal digital English books with self-learning to learn English. According to the study, elementary school students can improve their self-learning and learn English by participating in multimodal digital English book.
Development of teaching materials for trigonometric function graphs based on ICT and Tri-N for face-to-face and distance learning Hera, Cicilia Jaga; Arcana, I Nyoman; Kusumaningrum, Betty; Sulaimon, Jamiu Temitope
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.17079

Abstract

The objectives of this research are to produce Tri-N and ICT-based teaching materials suitable for Face-to-Face Learning (FFL), create ICT and Tri-N-based teaching materials tailored for Distance Learning (DL), and evaluate the effectiveness and applicability of these materials across FFL and DL settings. The study contributes to academic discourse by demonstrating the efficacy of Tri-N and ICT-based teaching materials in enhancing mathematics instruction, particularly in the topic of Trigonometric Function Graphs. Using the ADDIE paradigm, which includes the phases of Analysis, Design, Development, Implementation, and Evaluation, the study employs the Research and Development (R&D) approach. The participants of the study consist of 36 Class X MIPA-2 students engaged in FFL and 36 Class X MIPA-1 students participating in DL at SMA Negeri 5 Yogyakarta. Learning outcomes evaluations, validation questionnaires, and answer questionnaires are some of the data collection techniques. To guarantee thorough review, the analysis combines qualitative and quantitative methodologies. The study's outcomes include the development of ICT and Tri-N-based teaching materials, such as learning videos, PowerPoint presentations, and handouts, with a primary focus on Trigonometric Function Graphs. These materials are made accessible through YouTube, with the link provided for broader dissemination. Expert assessments indicate high validity of the teaching materials, and student responses reflect positive reception and favorable average scores. The findings underscore the potential of these materials to enhance mathematics instruction in high school settings. It is recommended that educators integrate these resources into their teaching practices. Future research should investigate the application of ICT and Tri-N-based teaching materials across a broader range of subjects to further expand their impact on educational practices.
Effect of flipped classroom models with creative game activities on pupils' mathematics achievement Usluoğlu, Büşra; Sulaimon, Jamiu Temitope; Toptaş, Veli; Wijayanti, Palupi Sri
Jurnal Gantang Vol 10 No 1 (2025): Jurnal Gantang
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jg.v10i1.7252

Abstract

This study examined the effect of the flipped classroom model and creative mathematics activities and games on mathematics achievement. Two equivalent 4th-grade students from a public school in Kırıkkale, Turkey, were randomly selected to create experimental and control groups. The experimental group consisted of 25 students, while the control group consisted of 27 students. Before the application, a mathematics achievement test prepared by the curriculum was applied to both groups, while Mathematics game videos following the curriculum were ready for the experimental group. Then, application studies were carried out with the experimental group for 4 weeks. Meanwhile, no intervention was made in the control group, and their traditional teaching continued. At the end of 4 weeks, the mathematics achievement test was re-administered to both groups, and the results were compared. While the difference between the experimental group's pre- and posttest mean scores is 16,68, the difference between the control group's pre and posttest mean scores is 6,37. As a result, it was concluded that creative games and activities combined with the flipped classroom model increased mathematics achievement. The study recommended designing creative activities with the flipped classroom model to increase success in other courses, such as mathematics.
Analysis of Social-Emotional Influences on the Language Development of Primary School Children Khosiyono, Banun Havifah Cahyo; Al Adib, Amin; Sulaimon, Jamiu Temitope
World Psychology Vol. 4 No. 1 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v3i3.879

Abstract

Rapid child development at primary school age involves language, emotional, and social development. Factors that influence us are the family environment and primary school. This study aims to analyze social-emotional influences on the language development of primary school children. This type of research is a qualitative case study. The participants are primary school children and teachers. Data collection for this study used observation and teacher interviews. The results of this study indicate that the language, emotional, and social development of primary school-aged children happens quickly.  Every youngster develops differently from the next.  This growth can be influenced by a variety of circumstances, such as the home and school environment.  Teachers can use the study of this development as a guide to implement learning in classrooms and identify issues that arise there.   The implications of this study are that it might help educators solve issues with learning and child development.
Enhancing Effective Learning among Children in Nursery and Primary Schools: Exploring Methodological Approaches Femi, Iliasu Samuel; Hakeem, Nafiu Ayodeji; Sulaimon, Jamiu Temitope
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 7 No. 2 (2024): August 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Education is crucial for national development, positively impacting socio-cultural, political, economic, and human aspects of nation-building. This research explores strategies to enhance effective learning among children in nursery and primary schools within Ilorin South Local Government, Kwara State, Nigeria. The study employed a descriptive survey method,involving 100 respondents from 10 selected schools. Data were collected using a structured questionnaire, validated by experts with a reliability index of 0.72. The findings revealed that effective teaching methods included the play way method, educative rhymes, teacher demonstrations, and storytelling, while music was less effective. Major obstacles identified were the high cost of modern equipment, inadequate teacher training, young age of pupils, inadequate school facilities, lack of experience in handling children, poor teacher remuneration, and lack of interest from teachers. However, the lack of in-service teacher training was not a significant obstacle. It is recommended that schools be equipped withadequate facilities and employ qualified teachers. Additionally, diverse teaching methods should be used to effectively enhance learning in nursery and primary schools. Involving parents in contributing resources to school care centers is also suggested to support the development of these educational institutions.
Navigating the Digital Era: AI's Influence on Educational Quality Management Adeoye, Moses Adeleke; Obi, Sabina Nwakaego; Sulaimon, Jamiu Temitope; Yusuf, Jamilla
JERIT: Journal of Educational Research and Innovation Technology Vol. 2 No. 1 (2025): June
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jerit.v2i1.18

Abstract

Artificial Intelligence (AI) has a major impact on the world of education, both positively and negatively. Positively, AI can increase the efficiency and personalization of learning. This technology enables adaptive learning systems that adjust materials and learning speeds according to student needs. Teachers are also helped by the existence of automatic evaluation systems, analysis of student learning data, and virtual assistants to answer student questions in real-time. In addition, AI can expand access to education through intelligent and interactive online platforms, reaching even remote areas. However, there are also challenges and negative impacts. Reliance on technology can reduce social interaction and the role of teachers as primary educators. Not all students or schools have access to adequate devices and internet connections, which can widen the educational gap. On the ethical side, AI raises concerns about data privacy and the potential for algorithmic bias in assessments or recommendations. This study explores the impact of Artificial Intelligence (AI) on education quality management. It highlights the challenges faced by traditional systems in a rapidly digitizing world and explores key AI technologies such as data analytics, personalized learning platforms, and administrative efficiency tools. The paper also discusses how AI can enhance existing quality management frameworks by encouraging continuous improvement models and promoting stakeholder engagement. It critically examines ethical considerations of AI integration, acknowledging potential bias and privacy concerns. It also discusses barriers to implementation such as resource constraints and resistance to change. It proposes recommendations for future policy development and responsible implementation of AI, including establishing guidelines for the ethical use of AI, prioritizing data privacy, and fostering a culture of continuous learning and adaptation. It emphasizes the need for a proactive approach to integrating AI into educational quality management.
Exploring the Cognitive and Social Benefits of Bubble Blowing Activities in Early Childhood Development: A Thought Experiment Approach Adeoye, Moses Adeleke; Sulaimon, Jamiu Temitope; Peters, Olorunjeedalo Anu
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 6 No. 1 (2025): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v6i1.3109

Abstract

Play is universally recognised as a vital aspect of early childhood development, yet specific activities, such as bubble blowing, remain underexplored in the literature. This research investigates bubble-blowing's cognitive, social, and emotional impacts on young children, providing empirical evidence to support integrating such activities into early childhood curricula. Utilising a thought-experimental approach, the study engaged educators and parents in reflective discussions about children's experiences and observations during bubble-blowing activities. The findings reveal that bubble blowing significantly enhances cognitive skills, including problem-solving and critical thinking, as children explore scientific concepts through hands-on experimentation. Socially, the activity fosters collaboration, communication, and conflict resolution, demonstrating that structured and unstructured play can yield substantial social benefits. Emotionally, children express various feelings, from joy to frustration, contributing to their emotional regulation and resilience. In conclusion, bubble blowing is an effective tool for promoting holistic development in early childhood. This research contributes to the existing body of literature by providing specific insights into the developmental benefits of targeted play activity, emphasising the need for educators and parents to prioritise play-based learning. By highlighting the multifaceted advantages of bubble-blowing, the study advocates for its inclusion in educational settings, ultimately enhancing the quality of early childhood education and fostering well-rounded development in young children.
Deep Learning Applications in Primary Education: A Systematic Literature Review of Emerging Trends, Challenges, and Opportunities Adi Saputra, Ricki Fahma; Ridha, Muhammad; Sulaimon, Jamiu Temitope
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1785-1810

Abstract

Deep Learning Applications in Primary Education: A Systematic Literature Review of Emerging Trends, Challenges, and Opportunities. Objectives: Despite significant advances in healthcare and finance, Deep Learning (DL) remains underutilized in primary education, with only about 12% of AI-related studies focusing on K–6. Given the formative role of early schooling in cognitive and social development, this systematic review analyzed recent empirical studies to identify key trends, challenges, and opportunities in applying DL to primary education. Methods: Following the PRISMA 2020 guidelines, 21 studies published between 2021 and 2025 across 11 countries were analyzed using a structured coding sheet and further examined with bibliometric mapping, Microsoft Excel, and Python-based visualization tools. The review included diverse sources focusing on DL use cases across global primary education systems. Findings: The findings reveal a global increase in DL adoption, led by China and South Korea, with growing contributions from Indonesia, India, and the Philippines. Convolutional Neural Networks (CNNs), Recurrent Neural Networks (RNNs), Generative Adversarial Networks (GANs), and transformer-based models are among the most commonly applied architectures to tasks such as personalized learning, early detection of learning difficulties, assessment automation, and curriculum development. However, there are still problems in the context of ethical concerns, including data privacy, algorithmic bias, and equity of access. Technical barriers involve dataset complexity, model generalization, and resource limitations, while pedagogical issues center on aligning DL applications with developmental needs and classroom realities. Despite these obstacles, DL demonstrates significant potential to enhance personalization, foster engagement, and support holistic educational outcomes. Conclusion: This review contributes a strategic roadmap for integrating DL in primary education by balancing innovation with pedagogy and ethics. Future research should prioritize cross-disciplinary collaboration, greater geographic diversity, and improvements in scalability and interpretability to ensure DL supports equitable, future-ready learning. Keywords: deep learning, primary education, personalized learning, systematic literature review, educational technology.
Exploration of Parents’ Involvement in Their Children’s Education Obafemi, Kayode Ezecheal; Obafemi, Taiye Olayinka; Sulaimon, Jamiu Temitope; Yakubu, Francis Moodu
ASEAN Journal of Educational Research and Technology Vol 2, No 3 (2023): AJERT: VOLUME 2, ISSUE 3, December 2023
Publisher : Bumi Publikasi Nusantara

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

Abstract

This study explored parents’ involvement in their children’s education in Ilorin West Local Government Area of Kwara State, Nigeria. A descriptive research design was adopted. A total of 216 parents were selected using a multi-stage sampling technique. Validated and reliably tested research instrument using Questionnaire on Parents’ Involvement in their Children’s Education (QPICE) was used. The reliability index of QPICE (r = 0.78) was determined using the test-retest method. One research question and one hypothesis were raised and formulated respectively to guide the study. Data were analyzed using percentage, mean, and t-test. The findings of the study revealed that the level of parents’ involvement in their children’s education was low. Also, there was a significant difference in parents’ involvement in their children’s education based on gender. It was concluded that the level of parents’ involvement in their children’s education was low. The study recommended that parents should be more involved in their children’s education
Co-Authors Adeoye, Moses Adeleke Adi Saputra, Ricki Fahma Aguilar, Mark Gabriel Wagan Agus, Wira Tunggul Segara Al Adib, Amin Anatri Desstya Chamboko-Mpotaringa, Mavis Femi, Iliasu Samuel Fitriani, Arbania Gbadeyanka , Taofeeq Akolade Hakeem, Nafiu Ayodeji Hera, Cicilia Jaga I Nyoman Arcana Iliasu, Femi Samuel Ima Widyastuti, Ima Khosiyono, Banun Havifah Cahyo Kolade, Aysha Olapeju Kolawole, Joshua Kusumaningrum, Betty Manditereza, Blandina Muhammad Ilham Syarif Muhammad Ridha Mundilarno Mundilarno, Mundilarno Nanik Supriani Nzuza, Zakhele Dennis Obafemi, Kayode Ezecheal Obafemi, Taiye Olayinka Obi, Sabina Nwakaego Oluwafemi, Folarin Moruf Pahlawan, Ressa Palupi Sri Wijayanti, Palupi Sri Peters, Olorunjeedalo Anu Reni Rosari Shuiabu, Garba Situmorang, Dominikus David Biondi Sumaryono Toptaş, Veli Uchechukwu, Kalu Usluoğlu, Büşra Wihana Kirana Jaya Wulandari, Dika Yakub, Karatu Ibrahim Yakubu, Francis Moodu Yusuf, Jamilla Yusuf, Muiz Olanrewaju