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All Journal Jurnal Educatio FKIP UNMA Didaktika: Jurnal Kependidikan
Chingngaihmuan Ngaihte
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Land Pollution and Environmental Preservation Efforts in Elementary School Education Chingngaihmuan Ngaihte; Maretha Dellarosa; Ganes Gunansyah
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3583

Abstract

Land pollution is a growing environmental concern that impacts soil quality, biodiversity, and human health on a global and local scale. This study investigated the efficacy of a structured environmental education intervention in increasing Grade 5 students' understanding of land contamination and environmental awareness. The intervention was carried out in an elementary school in Surabaya and included video-based instruction, guided discussions, worksheet tasks, collaborative poster making, and written comments. Data were collected and analysed descriptively using worksheet scores, poster assessments, classroom observations, and student reflections. The findings revealed that most students had a strong to exceptional understanding of essential concepts relevant to land contamination, such as its sources, impacts, and prevention measures. Based on worksheet results, twelve out of fourteen students demonstrated good or excellent mastery, whereas poster activities revealed consistent group competence in communicating environmental ideas. Students excelled in organised tasks like true-false and fill-in-the-blank questions, whereas open-ended responses revealed variable levels of written expression. Reflection data revealed improved knowledge and personal responsibility for environmental cleaning. These findings indicate that even a brief, classroom-based intervention can effectively improve primary school pupils' cognitive comprehension and environmental attitudes, emphasising the importance of environmental education in fostering sustainable conduct from an early age.
A Bullying and Peer Victimisation in Elementary Schools: Teachers’ Perspectives Chingngaihmuan Ngaihte; Raden RoRo Nanik Setyowati; Putri Rachmadyanti
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18739

Abstract

Bullying and peer victimisation are important social concerns in elementary school settings, with potential implications for students’ emotional well-being, social interaction, and participation in learning activities. This study aimed to explore teachers’ perceptions regarding the forms, causes, impacts, and prevention strategies associated with bullying among elementary school students. A qualitative descriptive approach was used, comprising semi-structured interviews with four elementary school teachers teaching Grades 2–5 at a private elementary school in Surabaya, Indonesia. Teachers perceived verbal bullying as the most commonly reported form, while physical and social or relational forms were also described. They identified several perceived contributing factors, including students’ family backgrounds, lack of parental attention, peer influence, emotional difficulties, social media exposure, and limited empathy. Teachers generally described victims as shy, passive, less confident, socially isolated, or perceived as different from their peers. Teachers also described role-play, classroom discussion, teamwork, character education, individual guidance, and parental involvement as approaches they considered useful for addressing bullying and supporting empathy among students. These findings represent the perceptions and experiences of four teachers within one private elementary school and should not be interpreted as evidence of the measured effectiveness of these approaches. The study provides contextual insight into teachers’ perspectives on bullying and the approaches they use to promote supportive and respectful classroom environments.
Co-Authors Ganes Gunansyah Maretha Dellarosa Putri Rachmadyanti Raden Roro Nanik Setyowati