International Journal of Elementary Education
The aim of the Journal of International Journal of Elementary Education is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The focus and scope of International Journal of Elementary Education includes the following topics at Elementary Education : Career development and training in education and learning : 1. Experiences in education and learning: 2. Experiences in education and learning research: 3. International projects in education and learning: 4. Pedagogical innovations in education and learning: 5. General issues in education and learning: 6. Computer supported collaborative work: 7. E-content management and development: 8. Educational software & serious games: 9. e-Learning: 10. Emerging technologies in education: Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.
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<![CDATA[Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model ]]>
<![CDATA[Atika Ulya Akmal]]>;
<![CDATA[Yohandri]]>;
<![CDATA[Abdul Razak]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.66570
<![CDATA[The 21st century skills are skills that really need to be developed to face the current digitalization era. Looking at the current conditions, students' 21st century skills are not very prominent and are not well developed so that students need new innovations that can support 4C skills. The purpose of this study was to analyze the 21st century skill profile of first semester Elementary School Teacher Study Program students in the elementary physics basic concepts course. This type of research is descriptive research. The sample of this research was 110 students selected with a specific purpose or by purposive sampling technique. The data collection techniques used are questionnaires, interviews, and observation. The data were analyzed using descriptive statistics which would show the percentage of the number of students per category. The results of this study indicate that for creative thinking skills, collaboration and communication the percentage of students is in the near standard category. As for creative thinking skills, the percentage of students is in the substandard category. This shows that students' 21st century skills still need to be improved. learning activities that facilitate the emergence of 21st century skills need to be carried out continuously or continuously so that students are accustomed to and achieve the desired standards. The conclusion of this study is that students' 21st century skill profiles in digital learning with CTL are in a status close to a good standard, except for creative thinking skills that still require some extra treatment to improve them.]]>
<![CDATA[Differentiated Learning Number Division Material Increases Elementary School Students' Interest and Learning Outcomes ]]>
<![CDATA[Supartiningsih, Endang]]>;
<![CDATA[Edi Wibowo, Setiawan]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.66879
<![CDATA[Students' low interest and learning outcomes in learning mathematics are due to the need for more application of varied learning models, so in the learning process, students are more unfocused. The research aims to analyze the effect of differentiated learning on the interests and learning outcomes of fourth-grade elementary school students. This research is classified as experimental with a non-equivalent control group design. The subjects involved in this research were fourth-grade elementary school students. Data collection in this research was carried out using observation, interviews, questionnaires, and tests. Data regarding learning interest is collected using a questionnaire, and learning outcomes are measured using multiple-choice tests and essays. The data obtained in this research was then analyzed using the multivariate analysis technique analysis of variance (Manova). The results of the data analysis show that the first hypothesis, namely the null hypothesis, is rejected, and the alternative hypothesis is accepted. Next, the second hypothesis, namely the null hypothesis, is rejected, and the alternative hypothesis is accepted. The calculated F significance number is less than 0.05 in the third hypothesis, so the null hypothesis is rejected, and Ha is accepted. Based on these results, differentiated learning positively influences the interest and learning outcomes of fourth-grade elementary school students in learning mathematics. Differentiated learning can increase fourth-grade elementary school students' interest and learning outcomes.]]>
<![CDATA[Improving Mastery of Indonesian Vocabulary through Music Mnemonic Method and Picture Cards in Elementary School ]]>
<![CDATA[wahdian, Agus]]>;
<![CDATA[Kusyairi]]>;
<![CDATA[M. Khoiri, M. Khoiri]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.67211
<![CDATA[At this time, the subject of Indonesian is not a compulsory subject in schools. However, mastering Indonesian vocabulary still requires more work for many students. The complex information in the linguistic rules of the language subject in Curriculum 2013 makes it difficult for students to memorize. This study aims to improve grade 4 Indonesian vocabulary mastery in elementary school through music mnemonic and picture card methods. The research design used was a quasi-experimental study with a between-subject design. The between-subject design is an experimental research design involving two or more groups given different treatments. The design used in this study was a pre-test-post-test control group design. The participants were 30 students aged 9-11 with Indonesian vocabulary mastery scores below the average. The results showed an increase in Indonesian vocabulary mastery through music mnemonic and picture card methods for grade 4 students in elementary school. The group with music mnemonics has the highest score due to the multimodality of various memorization methods that impact the chunking effect on working Memory so that new information can more easily enter the Long-Term Memory. It is concluded that the use of accrostic-type mnemonic techniques has a significant effect on students’ memory level. This study provides input to teachers and schools to combine several methods in providing learning in accordance with children's cognitive development stage.]]>
<![CDATA[SETS (Science, Environment, Technology, and Society) Based Disaster Learning on Elementary School Students' Disaster Literacy and Resilience ]]>
<![CDATA[Ruswanto]]>;
<![CDATA[Atmojo, Setyo Eko]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.67651
<![CDATA[This research is motivated by students' literacy and resilience to disasters, which are still relatively low. This study aims to analyze the impact of the SETS-based disaster learning model on disaster literacy and resilience of grade V elementary school students. The method used in this research is a quasi-experiment with a non-equivalent control group design. Literacy and resilience were collected by giving fifth-grade elementary school students questionnaires. The subjects involved consisted of 2 experimental classes totaling 74 students and 2 control classes totaling 88 students. The data collection technique used the questionnaire method, with the instrument tested for validation and instrument reliability. The data collection is the questionnaire method, with instruments tested for validation and reliability. Data analysis techniques used descriptive analysis tests, normality tests, homogeneity tests, and hypothesis testing, namely, the multivariate analysis of variance (Manova). The results showed that there was a significant difference in disaster literacy and resilience between students who studied using the SETS-based disaster learning model and students who studied with conventional learning models, so it can be concluded that the SETS-based disaster learning model has a positive impact on disaster literacy and resilience of grade fifth elementary school students.]]>
<![CDATA[Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies ]]>
<![CDATA[Kumala, Farida Nur]]>;
<![CDATA[Dwi Yasa, Arnelia]]>;
<![CDATA[Bin Haji Jait, Adam]]>;
<![CDATA[Aji Prasetya Wibawa]]>;
<![CDATA[Laily Hidayah]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.68611
<![CDATA[The PISA data results show that computational thinking abilities are still lacking. Computational thinking ability is influenced by gender. This research aims to analyze patterns of computational thinking skills of prospective elementary school teachers based on gender at 8 universities in Indonesia. In this research, the components of computational thinking skills analyzed are abstraction, algorithmic, decomposition, and pattern recognition. This research is a mix method research with research subjects as many as 234 prospective elementary school teachers at 8 higher educational institutions. The instruments used were test and interviews. The data analysis technique used is a quantitative data analysis technique using SEM PLS and for qualitative data analysis using miles and Huberman. The research results show that computational thinking skills are still low on the decomposition and pattern recognition components. Based on the SEM PLS test results, it shows that computational thinking abilities are related to gender. In general, the computational thinking ability of female students is slightly higher in all sub-indicators than men and there are differences in the pattern of computational thinking ability between male and female elementary school teacher prospective. The ability of prospective female elementary school teachers to answer in more detail and more structured, while the answers of male prospective teachers are shorter and less comprehensive. Recommendations for developing computational thinking skills by developing problem-based learning, contextual project-based learning and STEAM based learning.]]>
<![CDATA[Geometry Pop-Up Book Learning Media in Increasing Understanding of the Concept of Building Space in Students ]]>
<![CDATA[Aulia Eka, Aisyah]]>;
<![CDATA[Avita, Dwi]]>;
<![CDATA[Wahyudi]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.68714
<![CDATA[Media use in the learning process helps teaching and learning activities. Using media in the learning process makes it easier for students to understand the learning provided. However, if they do not utilize media in the learning process, students will become less active in learning activities because the material presented is less attractive. This research aims to analyze the effect of using the Pop-Up Book of Geometry learning media on class students' understanding of building space. A quantitative approach with quasi-experimental methods was used in this research. The population was all class IV ICC Pahang students, totaling 18. The data analysis technique uses the related sample t-test to test the hypothesis. The analysis of learning completeness showed an average pretest score of 43.61 and a posttest of 77.78. This research showed that based on the hypothesis test results, it was found that Pop Up Book learning media influenced the learning outcomes of class IV students. It was concluded that Pop Up Book learning media can improve the learning outcomes of fourth-grade elementary school students.]]>
<![CDATA[Modules Based on Technological Pedagogical Content Knowledge to Improve Elementary Students' Science Domain ]]>
<![CDATA[Faizal]]>;
<![CDATA[Khoirunnisa]]>;
<![CDATA[Hendra Budiono]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.69193
<![CDATA[The use of teaching modules based on technological pedagogical content knowledge has not been used to the maximum because teachers are still focused only on the theory. The purpose of this research is to produce a teaching module based on TPACK in order to improve the science domain of elementary school students. This research approach is a mix method with the type of Research and Development using the ADDIE development model. The qualification test covers the level of validity and practicality. Data collection tools use validity and practicality lifts. The data in this study is both quantitative and qualitative. The product validation results showed a validation rate of 94.29% for high validity categories. As for the media validity rate of 96% for High validity Categories, the material validation of 98% for higher validity, and the language validation for 88.89% for the High Validity Category. The practicality rate of 85.72% for the Good Practical Category, the teacher's response to 82% of the category was very Practical and the student's reply to 89.44% of the Category was Very Practice. The results of the research show that the teaching module based on technological pedagogical content knowledge (TPACK) to improve the science domain of elementary school students deserves to be used in the learning process.]]>
<![CDATA[Determinants of Parents' Decision to Choose Private Junior School ]]>
<![CDATA[Djazilan, Sukron]]>;
<![CDATA[Retnowati, Eli]]>;
<![CDATA[Masnawati, Eli]]>;
<![CDATA[Mardikaningsih, Rahayu]]>;
<![CDATA[Darmawan, Didit]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.69213
<![CDATA[Every parent prepares their children's future by providing a good education. Parents often choose private junior high schools over public ones because they are thought to provide a better education. It is driven by various factors ranging from teachers, the quality of school services, learning facilities, and the parents' social environment. This research aims to analyze the factors driving parents' decisions to choose private junior high schools. This type of research is quantitative. This research used 100 samples obtained through the purposive sampling technique. The research sample was parents who entrusted private junior high schools as their children's educational institutions. The data collection method uses a questionnaire. The data collection instrument uses a questionnaire sheet. The technique used to analyze data is inferential statistics. Research data was analyzed using multiple linear regression. The research results show that teacher quality significantly influences parents' decisions in choosing private junior high schools. This research also proves that there is a significant influence of service quality on parents' decisions to choose private junior high schools. Learning facilities have been proven to significantly influence parents' decisions to choose private junior high schools. Furthermore, this research also proves that the social environment influences parents to choose private junior high schools.]]>
<![CDATA[Project Based Assessment with a Phenomenon-Based Learning Approach on Achieving the Pancasila Student Profile in Elementary School ]]>
<![CDATA[Widiana, I Wayan]]>;
<![CDATA[Kristiantari, Maria Goreti Rini]]>;
<![CDATA[Widiani, Ni Komang]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.69642
<![CDATA[The Pancasila student profile is a description of the competencies that Indonesian students must have. This study aims to analyze the impact of project-based assessment with a phenomenon-based learning approach on achieving the Pancasila student profile in elementary school students. This research is experimental research using a quantitative approach. The research design used in this study was a nonequivalent post-test only control group design. The populations in this study were elementary school students spread across various regions, namely rural, suburban and urban areas. Determining the number of samples in this study was carried out using the Slovin formula with an error tolerance limit of 3%. Furthermore, sampling in this research was carried out using cluster random sampling techniques. Based on the results of the Independent Sample T-Test analysis using the IBM SPSS Statistics 21.0 for Windows program, a significance value (Sig. 2-tailed) was obtained of 0.000. Based on these results, it can be seen that the Sig. < 0.05. So, it can be concluded that H0 is rejected and Ha is accepted. In other words, there is a significant difference in the achievement of the Pancasila student profile in the group that was given treatment in the form of a project-based assessment with a phenomenon-based learning approach and those who were not treated in the form of a project-based assessment with a phenomenon-based learning approach. Thus, the use of project-based assessment with a phenomenon-based learning approach is effective in increasing students' achievement of the Pancasila Student Profile indicators.]]>
<![CDATA[Science E-Module Based on Ethnoscience ]]>
<![CDATA[Paul Telussa, Rivaldo]]>;
<![CDATA[Tamaela, Kevin Andrea]]>
<![CDATA[ International Journal of Elementary Education Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v7i4.70120
<![CDATA[Covid-19 has become an obstacle to the learning process in schools, impacting the availability of teaching materials used. Teachers are challenged to produce engaging and easily understandable electronic teaching materials that can integrate ethnoscience. This research aims to develop and test the feasibility of ethnoscience-based science e-modules. The research method used is Research & Development (R&D) with the Borg & Gall revised Sugiono model, which has been modified into 10 stages. The subjects in this study are content experts (2 people), media experts (1 person), and module testing on third-grade students at elementary school (5 people). Data collection methods used in this research are interviews and observations. Data analysis methods used in this research are descriptive statistics and qualitative analysis. The results of the research and development show that the developed ethnoscience-based science e-module is highly qualified, with an average product result reaching 98.07%, making it suitable for use. The implication of having ethnoscience-based science e-modules is that teachers can deliver learning more easily and understand the culture around them that is studied scientifically.]]>
