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International Journal of Elementary Education
Published by Universitas Pendidikan Ganesha
ISSN : 25797158     EISSN : 25496050     DOI : https://doi.org/10.23887/ijee.v6i2.46019
Core Subject : Health, Education, Social,
Health Professions Mathematics Public Health Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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Search results for , issue "Vol 8 No 1 (2024): February" : 20 Documents clear
The Ability of Prospective Elementary School Teachers in Developing Civics Learning Modules in Elementary Schools Kasim, Indri Rahmawati; Kawuryan, Sekar Purbarini; Saptono, Bambang; Fathurrohman; Adiwardana, Muh Rifqienur; Herawati, Yuli
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.68471

Abstract

The curriculum serves as the objective to guide education. Teaching modules are designs or instructional tools that are based on the curriculum and are used to meet established competency standards. It underscores the importance for educators to use teaching modules when developing lessons. The aims of this study is to analyze the ability of students enrolled in an elementary teacher education program to develop a Civics teaching module for elementary schools. This research is of a qualitative descriptive type, with data collection methods including observation, questionnaires, and documentation, employed in this qualitative study. The subjects in this study are 47 sixth-semester students from class 6E, comprising 7 male students and 40 female students from 12 groups selected based on their ability to develop teaching modules categorized as very good, good, fair, and less good. The research instrument uses an interval scale questionnaire of the Likert scale type. The results of PGSD students' ability in developing curriculum-based teaching modules were obtained after calculating each group's score based on the assessment rubric for each component. The overall percentage result is 80.70%, which falls into the "Good" category. Based on the research results, it can be concluded that the majority of students have good abilities in developing Civic Education teaching modules in elementary schools according to the indicators of the Free Curriculum teaching modules.
Ethnopedagogy-based Thematic Modules to Improve the Understanding and Cultural Literacy of Elementary School Students Dafit, Febrina; Ramadan , Zaka Hadikusuma; Anggriani, Mitha Dwi
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.68537

Abstract

The decline in students' local cultural knowledge and the decline in the level of understanding of students' concepts in thematic learning are problems that need to be overcome. This study aimed to develop a thematic learning module based on ethnopedagogy to enhance understanding and cultural literacy of the fifth-grade elementary school students. This research utilized an R&D method adopting the ADDIE model, which consisted of five stages (Analysis, Design, Development, Implementation, and Evaluation). The instrument used to collect data in this study was a questionnaire. This questionnaire was given to several experts, such as the design experts, material experts, and language experts, to see the feasibility of the module as well as the teachers’ and students’ responses to see the practicality of the module. Then, a test and a questionnaire were administered to examine the effect of the ethnopedagogy-based thematic learning module on students' understanding and cultural literacy. The data were then analyzed both qualitatively and quantitatively. Furthermore, the effectiveness of the module was analyzed using Multivariate Analysis of Variance (Manova). This study suggested that the ethnopedagogy-based thematic learning module fulfilled the very feasible criteria with an average score of 93.61% from the design validator, 93.26% from the material validator, and 91% from the language validator. Furthermore, from the response given by the teachers, a score of 92.65% was obtained with a very attractive category. Then, the small-scale trial conducted on students obtained a score of 96.67% with a very attractive category. Apart from that, the thematic learning module based on ethnopedagogy was also able to improve the understanding and cultural literacy of the fifth-grade elementary school students, as proven by the results of the product effectiveness test using the Manova test which obtained a significance value of 0.00 < 0.05.
Diagnosing Elementary School Students' Representation of Light Concept Through the Five-tier Diagnostic Test Adi, Yogi Kuncoro; Widodo, Ari; Sopandi, Wahyu; Muslim
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.68967

Abstract

Elementary school students do not yet have a scientific understanding of light. For example, they represent vision as the process of objects being hit by light and the eye being automatically able to see them. Their verbal and visual representations present irrelevance to scientific beliefs. Students need to understand science more comprehensively through multiple-representation learning. The relevant diagnostic tests are needed to find out student multiple-representation profiles. However, diagnostic tests identifying multiple-representation profiles of elementary school students are still rare. This paper aims to communicate the results of development, validity, and reliability, as well as trials of the five-tier diagnostic test (5TDT) in measuring multiple representations of elementary school students about light concepts. The 5TDT is a developed version of the four-tier where there are answer choices and reasons and the level of student confidence in answering both. A package of 15 questions was developed, tested for readability by elementary school teachers and students, and then piloted. Two hundred twenty-seven elementary school students who had studied the concept of light attempted this test. Internal validity was submitted to five experts and showed valid results with several improvement notes. Meanwhile, the results of statistical tests on external validity and reliability show that the five-tier diagnostic test is valid and reliable. The five-tier diagnostic test can measure the diversity of students' representation of their ideas regarding the light concept with more precision. It is shown that they are dominating the Lack of Representation (LOR) level of 39% and Misconception (MIS) level of 31%.
Teaching Materials Based on Ethnomathematics of Muaro Jambi Temple Maryono; Sastrawati, Eka; Budiono, Hendra; Destrinelli
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.69688

Abstract

The mathematics teaching materials teachers use are complex for students to understand, and there needs to be elements of cultural content. Based on this, this research aims to develop flat-building teaching materials based on the ethnomathematics of Muaro Jambi Temple. This type of research is development research using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The methods used to collect data are observation, interviews, questionnaires, and tests. The instruments used to collect data were questionnaire sheets and test questions. The validation stage is divided into two stages: validation 1 by three experts (material, design, and language) and validation 2 by the teacher to see the practicality of the teaching materials. The data analysis technique uses qualitative and quantitative descriptive analysis. The research results showed that the validation of material experts with presentations was 83.5%, design experts 86.7%, and language experts 85.2%. The teacher's practicality test obtained 77%, and the student's response to the teaching materials obtained a presentation of 90%. The validation results show that the teaching materials developed are efficient in the mathematics learning process and meet valid and practical criteria. It was concluded that the Muaro Jambi Temple ethnomathematics-based flat building teaching materials were suitable for learning.
Learning in the Merdeka Curriculum: Elementary School Teachers' Understanding of Differentiated Learning Witraguna, Kadek Yudista; Setiawati, Gusti Ayu Dewi; Wahyuni, Ni Nyoman Tri; Jaya, I Ketut Manik Asta; Mediani, Ni Kadek Ari Anggreni
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.69779

Abstract

The Merdeka Curriculum is designed to overcome post-pandemic educational challenges. The Merdeka Curriculum provides students to carry out learning activities freely, which means that they can think independently, innovative, learn autonomously, and be creative. To support The Merdeka Curriculum implementation in teaching, teachers can apply differentiated learning where students can study subjects according to their abilities, preferences, and needs. However, the enthusiasm of teachers in implementing the Merdeka Curriculum is not matched with equitable training on differentiated learning. Therefore, the purpose of this research is to obtain an overview of differentiated learning understanding on elementary school teachers in the context of Merdeka Curriculum. This research is a qualitative descriptive study. The data was collected by administering questionnaires to the principals and teachers from 14 elementary schools. The questionnaires were used to measure elementary school teachers' understanding of differentiated learning, while interviews were conducted to obtain additional information regarding elementary school teachers' comprehension of differentiated learning. The data obtained is then analyzed descriptively. This study revealed that many elementary school teachers do not understand well about differentiated learning due to a lack of training and mentoring. Teachers improve their Merdeka Curriculum and differentiated learning understanding independently through the "Merdeka Mengajar" Platform. Only a few teachers apply differentiated learning because of their lack understanding. They have strong motivation to learn differentiated learning, which is inhibited by many tasks as classroom and homeroom teachers.
Investigation Effects Digital Literacy on Primary Student Attitude in Indonesia Yasa, Arnelia Dwi; Rahayu, Sri; Handayanto, Supriyono Koes; Ekawati, Ratna
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.70413

Abstract

The rapid development of technology has brought significant changes in education at all school levels. To improve the quality of learning, the utilization of Information and Communication Technology (ICT) is becoming increasingly important. This study aims to evaluate students' digital literacy profile and investigate the impact of digital literacy dimensions on students' attitudes towards using ICT for learning. This study utilized mixed methods of the sequential explanatory type, with data collected through a survey of 415 students in Malang, Indonesia. Data was collected through a questionnaire with 17 attributes representing attitude and digital literacy variables. Data analysis included descriptive statistics to assess the level of attitude and digital literacy and regression analysis to examine the influence of digital literacy on students' attitudes in utilizing ICT. In addition, semi-structured interviews with twelve participants were conducted to confirm the findings regarding the level of attitudes and digital literacy. Results from the survey and interviews showed that students' attitudes toward ICT utilization received the highest score, followed by the social-emotional, technical, and cognitive dimensions. Regression test results revealed that technical, social-emotional, and cognitive variables significantly influenced students' attitudes toward ICT.
The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students Shegefandini, Mutiara; Sari, Elok Fariha
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.73764

Abstract

The problem that often occurs is that studying mathematics in elementary school seems boring, resulting in low learning outcomes. This research aims to analyze the application of the Talking Stick learning model to improve mathematics learning outcomes in fourth-grade elementary school students. This type of research is quantitative research. This research uses a non-equivalent control group essay method with a quasy-experimental type. The subjects of this research were 27 grade IV elementary school students, consisting of 13 male students and 14 female students. The data collection methods used in this research are observation, interviews, tests and observation sheets. The instruments used to collect data were observation sheets and test questions. The techniques used to analyze the data are qualitative descriptive analysis techniques and quantitative and inferential statistics. The research results show that applying the Talking Stick learning model, which pays attention to the number of members in each group, can improve the mathematics learning outcomes of fourth-grade elementary school students. In the initial test, six students (22%) got a score of 76; in the previous pretest results of the application of Talking Stick learning, there were nine students (33%). After the implementation of Talking Stick learning, 26 students out of the total got scores above the KKM. The t-test results also show differences in mathematics learning outcomes after implementing the Talking Stick learning model. It was concluded that the Talking Stick learning model can be used in mathematics learning.
Implementation of Brain-Based Learning Approach to Increase Mathematics Learning Interest and Outcomes of Third-Grade Students Pratama, Annisa Febriana Maulida; Ratnaningrum, Ika
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.73818

Abstract

The low interest of students is caused by a less innovative approach, which makes students feel bored with learning mathematics. Low student interest in learning also has an impact on students' low mathematics learning outcomes. Based on this, this research aims to analyze the application of the brain-based learning approach to increase interest and learning outcomes in mathematics for grade III elementary school students. This type of research is qualitative research. The research method used in the quantitative research design is the ex post facto method. The population in this study was all 26 class III students. The sample for this research was all class III elementary school students, totaling 26 students. The methods used to collect data are interviews, questionnaires, documentation, and tests. The instrument used in this research was a questionnaire sheet. The data analysis technique in this research is a statistical analysis using the SPSS computer application. The results of this research show an increase in interest and learning outcomes after implementing the Brain-Based Learning (BBL) approach in mathematics learning. It was concluded that the Brain-Based Learning (BBL) approach can significantly increase interest and learning outcomes in elementary school students.
Utilization of Smart Cards in Integer Operations Material to Improve Junior High School Students' Understanding Ahsan, Jauhari Fadil; Avita, Dwi; Sumaji
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.74401

Abstract

The problem currently occurring is that there are still many students who consider mathematics to be a complicated science because mathematics is abstract. This has an impact on student interest in learning and low learning outcomes. Therefore, this research aims to analyze the effect of using learning in the form of smart cards in increasing students' understanding of integer operations. This type of research is quantitative research using quasi-experimental methods. The research design was a pre-experimental experimental design with a one-group pretest post-test design. The research subjects were junior high school students with 21 students. The methods used to collect data are observation and tests. The instrument used to analyze data is a test question sheet. The technique used to analyze data is inferential statistics. The data analysis technique in this research uses the t-test and hypothesis testing. This research found that the average student score increased after implementing smart card media in the learning process. In contrast, at the pretest, students only got an average score of 50.24, and after implementing smart card media, the average student score on the post-test was 72.62. This research also found a significant influence between the use of smart card media and students' understanding of integer operations. It was concluded that smart card media can improve junior high school students' understanding of integer operations.
Ethnomathematics Integrated Student Worksheet on Area Measurement Material Improves Elementary School Students' Creative Thinking Ability Novelita, Nevi; Fauzan, Ahmad; Yerizon; Fitria, Yanti; Devian, Lora
International Journal of Elementary Education Vol 8 No 1 (2024): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i1.74807

Abstract

The problem in learning mathematics is the low ability to think creatively. Students are less able to produce innovative ideas to overcome new problems. This research aims to develop a valid and practical integrated ethnomathematics student worksheet. The type of research used in this research is development research. The research model used is the Plomp model, which divides the development stage into three phases: the initial investigation, development, and assessment. The subjects of this research were one mathematics material expert, 1 Indonesian language expert, and one art expert, as well as three teachers as a test of media practicality. The trial subjects for this research consisted of individual trials consisting of 3 students and small group trials consisting of 9 students. The methods used to collect data are observation, interviews, questionnaires, and tests. The instruments used to collect data were questionnaires and tests. Data analysis techniques are carried out qualitatively and quantitatively, as well as inferential statistics. The results of this research are validation results of 3.63 with a very valid category. The students' practicality results were 93.05 in the very practical category. The students' practical results were 96.04 in the very practical category. The t-test results show an influence of the Ethnomathematics Integrated Student Worksheet on Extensive Measurement Material on students' creative thinking abilities. It was concluded that the Student Worksheet integrated Ethnomathematics in data area measurement material was very valid and very practical, so it was suitable for use in learning in the fourth grade of elementary school.

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