Journal of Teaching and Learning in Elementary Education
Journal of Teaching and Learning in Elementary Education (JTLEE) is an international peer-reviewed journal interested in any aspect related to teaching and learning in elementary education. JTLEE invites lectures, researchers, teacher educators, university students (Master and Doctoral), and elementary school teachers who want to publish their research reports or literature review articles. JTLEE receives manuscripts on all aspects that have international relevance. This Journal invites original empirical research, theoretical or methodological contributions, literature reviews, meta-analyses, comparative or historical studies on the topics related to elementary education such as: 1. Teaching and Learning Mathematics for Elementary School 2. Teaching and Learning Science for Elementary School 3. Teaching and Learning Social Science for Elementary School 4. Teaching and Learning Language and Literature for Elementary School 5. Teaching and Learning Art and Music for Elementary School 6. Elementary teachers and pre-service teachers’ knowledge 7. Teaching and Learning STEM for Elementary School 8. Theory and Practice in learning and teaching in elementary education 9. Classroom management in Elementary School
Articles
288 Documents
<![CDATA[What Matters to Students’ Success in Mathematics? The Case of Fractions ]]>
<![CDATA[Carl Winsløw]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i2.7204
<![CDATA[Fractions are at the transition between everyday arithmetic and algebra, and there is hardly any domain of mathematics – not least when it comes to applied mathematics – where fractions do not appear. What is actual the significance of this subject in elementary education and beyond? In what sense are teachers a key to students’ learning in this area? What must teachers in elementary school know about it? What systemic conditions are important or even necessary to teachers’ and students’ success in teaching and learning fractions? What kind of research can enlighten us on these matters?]]>
<![CDATA[Evaluation Instruments of Dance Learning Outcomes Based on Theory of Multiple Intelligences in Elementary School ]]>
<![CDATA[Heni Siswantari]]>;
<![CDATA[Anugrah Maretha]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i2.7851
<![CDATA[This evaluation instrument is an instrument that emphasizes multiple intelligences that are used to assess the process and results of dance learning. This study aims to develop and find out the quality of evaluation instruments for dance learning outcomes based on multiple intelligences in elementary school students. This research is a type of Research and Development (RnD) development research using ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development models. This research was tested on the fourth grade teachers of a private Islamic elementary school in Bantul City. Data collection techniques using expert validation sheets and teacher assessment sheets, then analyzed using quantitative data and qualitative data. The results of this study indicate that research and development has been carried out using the ADDIE model. The results of the assessment of learning experts get a value of 92.5 in the excellent category, material experts get a score of 94 in the excellent category, the evaluation expert gets a score of 77.5 in the good category, and the teacher's test scores 95 in the excellent category. Thus the average of all ratings scored 93.83 in the excellent category. Based on the test, the validity of the questions met the valid criteria. The reliability of multiple choice questions was 0.58 with sufficient criteria and description of 0.67 with sufficient criteria. So the instrument for evaluating dance learning outcomes based on multiple intelligences has good quality.]]>
<![CDATA[The Comparison of Elementary Educational Curriculum between Indonesia and Finland ]]>
<![CDATA[Moch. Yusuf Efendi]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i1.6642
<![CDATA[Indonesia's education system is still not able to fully answer the needs and global challenges for the future. The program of equity and improvement of education quality is a prominent problem in Indonesia. Meanwhile, the number of people at the age of primary education not included in the national education system is still very high. The education environment in Indonesia is still faced with a variety of internal problems that are fundamental and complex. In addition, the Indonesian people still face a number of problems from the basic education to higher education. The quality of education in Indonesia is still far from being expected. It is different from Finland. The government and people realize that a strong commitment to build and develop a national education system is a key determinant of the success of the state to maintain its survival as a small, resource-limited nation living in extreme and less friendly conditions. The development of the nation and nation stands on the pillars of innovation-based education and research and is fully supported by all components of the nation. This paper is expected to be an inspiration for readers to improve the quality of education in Indonesia.The method used is to use a comparative method with a literature review in which the literature related to the topics of the problem is collected, grouped, analyzed and formulated to obtain the differences that are then selected for development into the education curriculum in Indonesia. From the comparative methodology, there are several findings and can be applied in the curriculum of primary schools in Indonesia such as the education system, the implemented curriculum, and the teaching innovation and teachers.]]>
<![CDATA[Primary School Students’ Discipline through Scouting ]]>
<![CDATA[M. Jaya Adi Putra]]>;
<![CDATA[Vira Hermaya]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i1.7819
<![CDATA[The research aims to determine the discipline of students through scouting. This type of research is quantitative research with a correlational approach. The population used in this study were 81 Scouting students. Sampling using a saturated sampling technique. The instruments used in this study were scouting questionnaires. Data were analyzed using statistical analysis techniques, namely using the correlation test, significance test and test coefficient of determination. Based on the results of data processing it can be seen that student discipline is in a fairly good category with a percentage of 66.67% and scouting is in a fairly good category with a percentage of 66.67%. Based on the results of testing the hypothesis it is known that the discipline of students through scouting is 0.398. Based on the results of significant tests obtained t-test value of 3.853. Then based on the test results of the determinant coefficient, there is the influence of the contribution among variables at 15.8%. This means that there is a scouting contribution of 15.8% towards student discipline, while 84.2% is influenced by other factors not examined in this study.]]>
<![CDATA[Why Do Students Need to Establish Ecoliteracy? ]]>
<![CDATA[Eddy Noviana]]>;
<![CDATA[Supentri Supentri]]>;
<![CDATA[Rahmatul Hidayati]]>;
<![CDATA[Muhammad Nailu Huda]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v1i2.5874
<![CDATA[This survey research aimed at determining the ecological intelligence level ofstudents. It involved 120 fourth grade students of elementary school. Thefindings revealed that the students‟ intelligence level, with an average score of77.48, was classified in „high‟ category. In addition, other aspects were alsoclassified into the „high‟ category with an average score on attitude aspect of78.19, skill aspect of 77.69, and participation aspect of 76.56. To conclude, theecological intelligence of the fourth grade elementary school students wasclassified in „high‟ category.]]>
<![CDATA[Identifying Pupils’ Mental Model of the Day and Night Concept ]]>
<![CDATA[T Aci Parlina]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Mahmud Alpusari]]>;
<![CDATA[Eddy Noviana]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i2.7573
<![CDATA[Many students and even teachers still cannot recognize the relevance of the model to build physical knowledge. The study of mental representations built by students in their interactions with the world, phenomena and artifacts, is an important line of research in science education. Therefore, it is not surprising that analogies play an important role in science education, because the construction of students in mental models of abstract phenomena must be rooted in some existing or previous experiences, to interpret more complex ideas. The purpose of this study is to investigate mental models elementary school students against the phenomenon of day and night. This research is quantitative descriptive. The research subjects were 20 students in grade six. The results showed that 20% of students had a low mental model (LMM), 45% of students had a moderate mental model (MMM), and 35% of students had a high mental model (HMM). Based on the results of the study it can be said that, (1) 20% of students cannot explain the concepts scientifically and students' understanding is at the level of symbolic representation. (2) 45% of students cannot explain the causes of a phenomenon, student understanding is at the level of macrocospic representation, (3) and 35% of students have concepts with understanding based on real-life observations with scientific concepts learned at school and students' understanding is at the level of representation of microcosms.]]>
<![CDATA[Elementary Teachers’ Knowledge on Fraction Multiplication: An Anthropological Theory of the Didactic Approach ]]>
<![CDATA[Zetra Hainul Putra]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i1.6964
<![CDATA[This study aims to evaluate Indonesian in-service elementary teachers’ knowledge on fraction by their responses to contextual problems on multiplication of a fraction by a whole number (O1) and multiplication of a fraction by a fraction (O2). Fifty Indonesian in-service elementary teachers from Elementary School for Teacher Education study program, University of Riau, participated in this research in 2015. This research is based on anthropological theory of the didactic (ATD), in particular praxeology, as a framework to analyse the data. The result showed that only 22% of Indonesian in-service elementary teachers have a satisfactory relation to O1 and 64% of them have succeeded on the problems related to O2.]]>
<![CDATA[Fifth Grade Students’ Logical Thinking in Mathematics ]]>
<![CDATA[Rani Syafitri]]>;
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Eddy Noviana]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i2.7840
<![CDATA[The purpose of this study was to investigate fifth-grade students’ logical thinking in mathematics. Their logical thinking skills were categorized based on five levels, namely very low, low, medium, high and very high. This study used descriptive quantitative method, and it was conducted with 123 fifth-grade students from a public elementary school in Pekanbaru, Riau, Indonesia. The instruments used to collect data were logical thinking ability tests consisting of short answer tasks and mathematical reasoning for the given answers. The results of this study indicated that students have very low logical thinking within the average score of 22.76%. More than half of students could not give correct answers to the given tasks and also could not provide reasoning to their answers. The implication of this study is that teachers, teacher educators, curriculum developers, and government need to develop learning instruction that support students’ logical thinking in facing challenges in 21st century life.]]>
<![CDATA[Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedia ]]>
<![CDATA[Nurmi Nurmi]]>;
<![CDATA[Hadi Putra]]>;
<![CDATA[Penti Nursida]]>;
<![CDATA[Khoiro Mahbubah]]>;
<![CDATA[Neni Hermita]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v1i2.5882
<![CDATA[This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.]]>
<![CDATA[The Comparison of Elementary Curriculum Education between Indonesia and Singapore ]]>
<![CDATA[Moch. Yusuf Efendi]]>;
<![CDATA[Nancy Lien Hsi]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i1.7323
<![CDATA[Indonesia and Singapore, despite having very different approaches to basic education, both perform highly in standardized testing and are respected internationally for their education systems. However, there are many obstacles that should be solved and evaluated so as to provide a solid foundation for students to pursue higher education. Based on this reality, a curriculum comparison needs to be done with countries that already have the best quality education system in this regard Singapore. The objective of the paper is to obtain a summary of the comparison of the curriculum development between Indonesia and Singapore. Indonesia has made several changes in its educational curriculum. The method used is to use a comparative method with a literature review. Indonesia always in low position in international assessment although many things are done to improve the rank of Indonesia. PISA 2015 results positioned Indonesian students in the lowest order. On the contrary, many countries in Southeast Asia are in the top position, such as Singapore which has the best position in Southeast Asia and even on the world level, Singapore is in the top position compared to Indonesia lower than PISA 2015 result shows that the dominance of countries in East Asia. From this study, there are several findings can be adopted in the curriculum of primary schools in Indonesia such as: 1) The application of a uniform curriculum in each school, 2) The function of teachers in preparing their students graduation and 3) The use of instructional media and emphasis on mastery of learning materials. The advantages of this study are: 1) The school can apply the curriculum from the government without ignoring local wisdom, 2) The teachers are able to prepare the students` preparation earlier, and 3) The teachers can prepare them self to be skill full in operating Information Communication and Technology (ICT) devices.]]>
