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All Journal 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
Rokayah, Eroh
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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The Use of Mini Project-Based Learning Media to Develop Collaboration Skills in First Grade Students at SDN Tanjungsari Rokayah, Eroh; Sopandi, Wahyu; Hendriawan, Deri; Paridah, Nur
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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21st century learning requires mastery of collaboration skills as part of the 4C competencies (critical thinking, creativity, collaboration, communication) that are important for future learning success. However, initial observations at SDN Tanjungsari in Pabuaran District show that first-grade students remain passive and struggle to collaborate effectively in completing group tasks, highlighting the need for improved learning strategies. This study aims to analyze the improvement of students' collaboration skills through the use of mini-project-based learning media designed in accordance with the principles of social constructivism, where knowledge is built through interaction and cooperation among students. The research method used is quantitative with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 25 first-grade students. Data were collected using a collaboration skills observation sheet and analyzed using a paired sample t-test. The results showed a significantincrease in students' collaboration skills after the implementation of mini-project media, with the average score increasing from 63.4 to 82.8 (p < 0.05). These findings confirm that simple and contextual project activities, such as creating collages and posters with environmental themes, are effective in fosteringresponsibility, communication, and cooperation. The implications of this study emphasize the importance of applying a mini-project-based learning approach as a strategy for integrating collaborative values from the elementary school level in order to realize active, meaningful, and participatory 21st-century learning.
The Effect of the STEAM Learning Model on Problem-Solving Skills in Science Education for Third-Grade Students at SDN Kamasan 1 Paridah, Nur; Sopandi, Wahyu; Nurulpaik, Iik; Fitriani, Yulianti; Rokayah, Eroh
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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Science and Social Studies (IPAS) learning in elementary schools plays a crucial role in developing students’ critical and problem-solving abilities. However, preliminary observations at SDN Kamasan 1, Cinangka District, revealed that third-grade students still struggle to identify problems and design contextual solutions in IPAS learning activities. This study aims to determine the effect of the STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model on students’ problem solving skills. The research employed a quasi-experimental design with a non-equivalent control group, involving 52 students divided into an experimental class (n = 26) and a control class (n = 26). The experimental class received learning through the STEAM model, while the control class used conventional learning. Data were collected through problem-solving tests and observation sheets, and analyzed using an independent sample t-test. The results showed that the mean posttest score of the experimental class (M = 84.12, SD = 6.45) was significantly higher than that of the control class (M = 72.31, SD = 7.28), with t(50) = 6.42, p < 0.001. The effect size (Cohen’s d = 1.15) indicated a strong influence of the STEAM model on students’ problem-solving skills. These findings suggest that the STEAM learning model effectively enhances students’ ability to connect IPAS concepts to real-life situations, promoting creativity and collaboration in 21st-century learning contexts.
Co-Authors Iik Nurulpaik Paridah, Nur Wahyu Sopandi Yulianti Fitriani