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[Primary School Teacher’s Views on the Purpose and Forms of Student Performance Assessment ]]>
<![CDATA[Niaoustas, Georgios]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.49334
<![CDATA[Assessment is a complex and dynamic process and an integral part of teaching and learning. It is an issue that concerns the state, educators and scientists, teachers, parents, and students. This study aims to analyze the views of primary school teachers. A questionnaire was used as the research method. The findings of the research revealed that most teachers agree with the assessment of student performance, considering it mostly a quality process that must move according to the described logic. They generally apply a Formative Assessment while applying a Diagnostic Assessment and Summa-tive Assessment depending on the time of the teaching process. The teachers also state that the assessment is primarily aimed at measuring the achieve-ment of the teaching objectives, feedback, identification of the learning dif-ficulties, and determination of the special inclinations/abilities of the students. The majority of the teachers of Aetoloakarnania who participated in the research, expressed a positive attitude toward the assessment of the student's performance. Teachers believe that the assessment of student performance from a pedagogical view-point is a qualitative process, during which all the parameters that influence it should be considered. They also argue that it should be aimed at controlling the student’s progress in relation to his or her previous performance, while at the same time recommending a process to measure the achievement of the teaching objectives.]]>
<![CDATA[Parental Perspective on Their Children’s English Learning for Elementary Students through English Drama Performance ]]>
<![CDATA[Aditya, Ego Agnes]]>;
<![CDATA[Nur 'Aini, Siti]]>;
<![CDATA[Senowarsito]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.51877
<![CDATA[Children’s education required support from their learning contexts, both at school and at home. Teachers and principals provided instructions and guidance at school, while parents provided indispensable support to their children’s education. Their perception and insight related to their children’s education were critical to their success. This qualitative study aimed to discover parental perspectives on elementary school children’s English drama performance and how their perspective was paramount to the success of their children’s learning. This study involved 42 parents of elementary school students. Data was collected using a self-report questionnaire and semi-structured interviews. Data was analysed using Interpretive phenomenological analysis (IPA). The results show that three co-related pillars were important to achieve learning objectives: students, teachers, and parents. To support their children, parents needed to respond and perceive how teachers educate their children. Collaboration between teachers and parents was indispensable. The findings suggest parental agreement that English drama performance improved their children’s English skills, despite the complication that came with the activities. In general, parents perceived English drama performance as an essential part of their children’s English skills development. The parental perspective helped English teachers set a better teaching technique to achieve the learning objectives, review, and consider the appropriate learning strategies for the following school year. Children’s education required support from their learning contexts, both at school and at home. Teachers and principals provided instructions and guidance at school, while parents provided indispensable support to their children’s education. Their perception and insight related to their children’s education were critical to their success. This qualitative study aimed to discover parental perspectives on elementary school children’s English drama performance and how their perspective was paramount to the success of their children’s learning. This study involved 42 parents of elementary school students. Data was collected using a self-report questionnaire and semi-structured interviews. Data was analysed using Interpretive phenomenological analysis (IPA). The results show that three co-related pillars were important to achieve learning objectives: students, teachers, and parents. To support their children, parents needed to respond and perceive how teachers educate their children. Collaboration between teachers and parents was indispensable. The findings suggest parental agreement that English drama performance improved their children’s English skills, despite the complication that came with the activities. In general, parents perceived English drama performance as an essential part of their children’s English skills development. The parental perspective helped English teachers set a better teaching technique to achieve the learning objectives, review, and consider the appropriate learning strategies for the following school year.]]>
<![CDATA[21st Century Skills Oriented Science Learning Worksheets for Elementary Schools ]]>
<![CDATA[Santiani, Ni Putu Ertha]]>;
<![CDATA[Parmiti, Desak Putu]]>;
<![CDATA[Werang, Basilius Redan]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.62868
<![CDATA[The low learning outcomes of science in grade V elementary schools require educators to innovate in developing learning tools. This study aims to develop LKPD oriented toward 21st-century skills that are valid and effective. This research uses the ADDIE model, which comprises five stages: Analysis, Design, Development, Implementation, and Evaluation. This study took the subject of 21st-century skills-oriented LKPD media, while the objects of development research were media content validity, student responses, teacher responses, and media effectiveness. This study utilizes qualitative and quantitative descriptive analysis methods. The data collection methods were observation, interviews, and performance tests to assess student products. The instruments used to collect data were interview guidelines, rating scale sheets, and performance guidelines to assess student products. The results of the media validity test obtained scores from media experts of 0.90 and material experts of 0.92, student responses of 94%, and teacher responses of 98% with very good predicate/qualification. These results align with the study objectives to obtain valid and effective LKPDs. It is concluded that the 21st-century skills-oriented LKPD on science content is declared valid and effective in learning to improve the science learning outcomes of fifth-grade elementary school students.]]>
<![CDATA[Website-Based Learning Media to Improve Elementary School Students’ Reproductive Health Literacy ]]>
<![CDATA[Mahiroh, Febby Faza]]>;
<![CDATA[Suryanti]]>;
<![CDATA[Azizah, Utiya]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.63786
<![CDATA[The significance of reproductive health literacy includes being able to complete every individual’s reproductive rights independently in making health decisions, improving empowerment to fulfill rights and obligations, and being fully accountable for the reproductive process to attain health. The present study aims to analyze the validity, practicability, and effectiveness of website learning medium in increasing reproductive health literacy. This study included 32 class VI elementary school students in the treatment group and 32 students in the control group. The development model employed four-dimensional. Data collection techniques by means of observation, questionnaires and written tests. The data were analyzed by descriptive quantitative. The media validation results yielded a 4 with a very valid category. On the practicality of the media, it was obtained 93% in the learning implementation process and students’ responses to the media with a score of 93% in the very practical category. The students’ learning outcomes increased with an average of 83.7 with an N-Gain value of 0,735 ≥ 0.3 in the high category. Thus, website-based learning media is declared feasible for increasing reproductive health literacy.]]>
<![CDATA[Implementation of Differentiated Learning to Enhance Elementary School Students' Mathematical Critical and Creative Thinking Skills ]]>
<![CDATA[Lestari, Fuji]]>;
<![CDATA[Alim, Jesi Alexander]]>;
<![CDATA[Noviyanti, Mery]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.64295
<![CDATA[The critical and creative thinking abilities of students are still low, with the greatest potential for development lying in mathematics education. This research aims to analyze the effectiveness of implementing differentiated instruction to enhance students' critical and creative thinking abilities. The study employs a quantitative design with a quasi-experimental two-group model, comprising an experimental group and a control group. The research participants consisted of 21 students in the experimental group and 21 students in the control group. Data collection instruments used were tests of critical and creative thinking. Data analysis techniques involved statistical tests, including tests for normality, homogeneity, and hypothesis testing on pre-test and post-test results. The outcomes of the N-Gain Score calculations indicate that the average N-Gain Score for critical thinking abilities in the experimental group is 61.1%, which falls into the category of moderately effective. On the other hand, the control group only reaches 29.7%, which falls into the category of ineffective. For creative thinking abilities, the average N-Gain Score in the experimental group is 59.2%, also falling into the moderately effective category, while the control group only achieves 45.3%, falling into the less effective category. Additionally, the results of student grouping based on learning abilities reveal that the post-test scores of critical and creative thinking abilities for students in the upper group are higher compared to students in the middle and lower groups within the experimental group.]]>
<![CDATA[The Implementation of Cambridge Curriculum in the International Elementary School ]]>
<![CDATA[Mustadi, Ali]]>;
<![CDATA[Junaidi, Adzra Diza]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.64803
<![CDATA[Development of the era affects education to keep on growing and its triggers schools for persist in being innovative, and one of the alternatives was using international curriculum, among others is Cambridge Curriculum. This research aims to analyze the implementation of the Cambridge Curriculum at International Elementary School from the school and class level in terms of the planning, implementation, and evaluation. It used the case study approach with the type of descriptive research design with the subject consisting of teachers, principals, curriculum teams, students, and Cambridge Curriculum subject classes. The data collection was conducted through interviews, observations, and documentation. The data validation was through triangulation and increased persistence using the interactive model data analysis technique. The results of this research indicate (1) there is an inter-teacher discussion forum entitled Curriculum Day, used in planning both levels of curriculum implementation and school-level evaluation, (2) implementation of the Cambridge Curriculum in the grade level is filled with hands on activities and uses sources and digital media such as Twinkl and Grammarly, and (3) besides the written test, there are non-written tests for learning evaluation such as I-STEAM EXPO and SLC, and the way of how Cambridge Curriculum’s implemented showed relevance between the development of education with their needs. This research concluded the implementation of Cambridge Curriculum in the school executed well for all stages in both levels and give advantages to the school’s development.]]>
<![CDATA[Financial Literacy Teaching Module Based on Social Inquiry Model in Elementary School Social Studies ]]>
<![CDATA[Darmayanti, Mela]]>;
<![CDATA[Khairunnisa, Aghni]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.65725
<![CDATA[This research is motivated by the importance of financial literacy. Financial literacy is one of the essential literacy of 21st-century skills that every individual in the world must master. Financial literacy needs to be taught to Elementary School (SD) students by integrating it into existing subjects. However, financial literacy education in Indonesia is rare, and elementary schools still need teaching modules to support financial literacy. The integration of financial literacy in elementary schools can positively impact students. The survey results prove that not all Indonesian people are well-literate. This research aims to develop financial literacy teaching module for elementary school students using the social inquiry learning model. This research used the Design and Development method with the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 4th-grade elementary school students, learning experts, learning media experts and 4th-grade teachers. Data collection techniques were carried out by filling out work logs and through expert validation. The data analysis technique used is qualitative and quantitative analysis. The teaching module is organized into seven sections: the concept of money (earning money concept), economic activities, budgeting, spending, saving, sharing, and business idea development exercises. The results of the study were the teaching module get validation ratings in the very good category. N-Gain is used to test the effectiveness and the results showed to be effective in the high category. It was concluded that this financial literacy teaching module based on social inquiry can improve the learning outcomes of elementary school students.]]>
<![CDATA[Interactive Learning Media Assisted by Adobe Flash to Improve Students’ Motivation and Story-reading Skills at the Third Grade of Elementary School ]]>
<![CDATA[Anggraini, Dinda Tri]]>;
<![CDATA[Mustadi, Ali]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.67646
<![CDATA[The absence of learning media that is appropriate to the objectives of learning reading skills is a problem that exists in elementary schools. Based on these problems, the motivation and story reading skills of students are low. This research aims to create interactive learning media assisted by Adobe Flash that is valid, feasible, and effective in increasing third-grade elementary school students' motivation and story-reading skills. The research method uses RnD with the ADDIE model development procedure. The research subjects included material and media experts, teachers and third grade elementary school students. Data collection used scales, questionnaires and tests. The data analysis technique is quantitative analysis which is explained by qualitative analysis. The research results were the average validation results by media experts 99.2%, material experts 73.75%, teacher responses 94.05% and student responses 97.31%. The independent t-test and MANOVA research results show significant differences and influence on motivation and story reading skills between students who use and do not use interactive learning media assisted by Adobe Flash. It was concluded that creating interactive learning media assisted by Adobe Flash that was valid, practical and effective could increase the motivation and story reading skills of third grade elementary school students.]]>
<![CDATA[The Effectiveness of Virtual Reality Media on Primary School Students' Learning Outcomes ]]>
<![CDATA[Erviana, Vera Yuli]]>;
<![CDATA[Sepriansyah, Y]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.67734
<![CDATA[The development of technology today has not been fully followed by various fields of human life, one of which is the world of education. There are still problems faced such as low student learning outcomes, this factor is due to some teachers not fully utilizing technology in the learning process. This study aims to analyze the effectiveness of virtual reality media on the learning outcomes of elementary school students. The type of research used in this study is quantitative with experimental methods. The type of experimental research used in this research is a Pre-Experimental Design with One-Group Pretest-Post-test type. The data collection techniques used were observation, tests, and documentation. The data analysis technique used was descriptive analysis and prerequisite test analysis. The results of this study obtained Pretest scores with an average score of 65.07. Then obtained an average Post-test of 86.03. From the results of the T-test conducted, significant results were obtained. This is evidenced by the Sig. (2- 2-tailed) of 0.000, where the Sig. value is <0.05, so Ha is accepted and Ho is rejected Based on the results obtained, it can be concluded that virtual reality media is effective on student learning outcomes.]]>
<![CDATA[Exploring the World of Numeracy: An Analysis of Third-Grade Elementary School Students ]]>
<![CDATA[Rediani, Ni Nyoman]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.68455
<![CDATA[Numeracy literacy is a crucial skill that students must master, as strong numeracy skills can support other forms of literacy. However, in some regions, numeracy skills are still at a relatively low level. This is the reason behind conducting research aimed at assessing the numeracy literacy skills of third-grade students in elementary schools. This research is of a quantitative descriptive nature, involving a sample of 32 subjects. Data collection methods include interviews, observations, and tests. The interactive data analysis model consists of three main steps: data reduction, data presentation, and drawing conclusions (verification). The research results indicate that students' numeracy literacy skills are in the low category. This is evident from the calculated scores of each student. The study also identifies, among the six components of numeracy literacy measured in this research, that the indicator requiring the most attention is the use of measurement tools, including topics such as length, time, area, and others. This condition is supported by findings from other methods, which reveal that teachers have relatively low awareness when it comes to using concrete teaching materials. This is one of the factors contributing to the low level of numeracy literacy skills.]]>
