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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 9 No 2 (2025): May" : 20 Documents clear
The Effectiveness of Character-Integrated Quantum Learning on Students' Learning Motivation in Early Childhood Science Courses Windayani, Ni Luh Ika; Widyasanti, Ni Putu
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.95790

Abstract

The issue of low student motivation in early childhood science education courses has become a major concern in improving the quality of higher education, particularly in Early Childhood Teacher Education (PGPAUD) programs. This study aims to examine the effectiveness of the Quantum Learning model integrated with character values in enhancing students’ learning motivation. A quantitative approach was employed using a quasi-experimental method with a pretest-posttest control group design. The participants consisted of 60 PGPAUD students at STAHN Mpu Kuturan Singaraja enrolled in the early childhood science course. The sample was randomly divided into two groups: an experimental group that received instruction through the Quantum Learning model with embedded character values (n=30), and a control group that received conventional instruction (n=30). A validated learning motivation scale was used as the research instrument. Data were analyzed using Analysis of Covariance (ANCOVA). The results revealed a significant difference in posttest motivation scores between the experimental and control groups (p < 0.001), with a Partial Eta Squared value of 0.843, indicating a large effect size. Meanwhile, pretest scores did not significantly affect posttest outcomes (p > 0.103). It can be concluded that the Quantum Learning model integrated with character values is effective in increasing students’ learning motivation. These findings imply the importance of incorporating character education into instructional models to improve the quality of future early childhood educators.
CodeSTEM: An Innovative Future Thinking-Based Coding Learning to Improve Students’ Computational Thinking Skills Rati, Ni Wayan; Tri Esaputra, I Nyoman
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.96261

Abstract

The lack of Computational Thinking skills and low motivation to learn coding in elementary schools pose a challenge in 21st-century education. This situation is exacerbated by the limited availability of innovative and contextual learning media that can support the development of these skills. This study aims to develop and test the effectiveness of the CodeSTEM learning platform based on coding with a Future Thinking approach to improve the Computational Thinking skills of seventh-grade elementary school students. The study uses a Research and Development (R&D) method with the ADDIE development model, which includes the stages of needs analysis, design, development, implementation, and evaluation. The needs analysis was conducted through literature review, observation, and interviews with teachers and students. Then, the platform was designed with interactive content that integrates Future Thinking and project-based learning. Product validation involved experts in content, design, and digital media to ensure theoretical and technical feasibility. Trials were conducted in stages: individual testing, small group testing, and field testing involving 28 fifth-grade elementary school students. Data were collected through observation, questionnaires, interviews, and pre-test and post-test assessments of Computational Thinking skills. Validation results showed that the product had very good feasibility, and the field test demonstrated significant improvement in students’ Computational Thinking abilities as well as positive responses to the media. This study contributes to the development of innovative and applicable digital learning media and serves as an effective alternative for coding education in elementary schools. Recommendations for further research include testing in broader contexts and developing offline features to overcome infrastructure limitations.
Exploring the Gamelan Harmony Website for Elementary School Students I Nyoman Jampel; Luh Nik Armini; Kade Sathya Gita Rismawan
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.96269

Abstract

Students' psychological well-being is a critical factor in supporting academic success. However, academic stress among elementary school students especially those in upper grades—is increasing, with few integrated interventions tailored to their emotional needs. This study aims to design and develop the Gamelan Harmony website, an artificial intelligence (AI)-based platform integrated with Balinese gamelan music, as an innovative medium to support student relaxation and reduce learning-related stress. This research adopts a Research and Development (R&D) approach using a simplified Borg and Gall development model, focusing on the initial product design phase. Data were collected through observation, interviews, and questionnaires involving 2 language experts, 2 content experts, 2 media experts, 1 teacher, and 9 students for individual and small group trials. Data were analyzed using descriptive quantitative methods. Expert validation results showed that Gamelan Harmony achieved a “very valid” rating, with average scores above 95%. Practicality tests also yielded “very practical” results, with scores ranging from 90% to 96%. These findings suggest that integrating AI with local cultural elements has the potential to offer an educational, adaptive, and contextually relevant solution for managing stress among elementary school students.
Exploring AI-based Engvit Applications for Vocational High School Students Dewa Putu Ramendra; Made Dharma Susena Suyasa; I Luh Meiyana Ariss Susanti
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.96275

Abstract

English language learning in vocational high schools (SMK) still faces various challenges, particularly in providing instructional media that accommodate diverse student learning styles and offer contextual, practical learning experiences. Conventional methods often fall short in simulating real-world situations, thus hindering the development of students’ communication skills. This study aims to develop and evaluate the feasibility of Engvit, a learning application based on Artificial Intelligence (AI) and Virtual Tour technology, designed to enhance vocational students’ English skills in an immersive and industry-relevant manner. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data collection techniques included expert validation, practicality questionnaires from teachers and students, and documentation. The validation results showed that Engvit received scores of 93.5% from language experts, 95.5% from content experts, and 97.0% from media experts, all categorized as highly valid. Practicality tests also yielded excellent results: 95% in individual trials, 96% in small group trials, and 90% from teacher assessments. These findings indicate that Engvit is a feasible, practical, and innovative learning tool capable of addressing the challenges of English language instruction in vocational schools in a more contextual and technologically adaptive way.
The Influence of the PQ4R Learning Method Assisted by Balinese Folk Story Texts on Elementary School Student Reading Comprehension Ability Primayana, Kadek Hengki; Dewi, Putu Yulia Angga
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.97000

Abstract

Elementary school students' reading comprehension skills are still relatively low, partly due to the limited variety of teaching methods used and the suboptimal integration of local content as learning media. This condition highlights the need for instructional strategies that can enhance student engagement and provide more meaningful understanding. This study aims to analyze the effect of the PQ4R learning method supported by Balinese folklore texts on the reading comprehension abilities of fourth-grade elementary school students. A quasi-experimental method was used to measure the effectiveness of the PQ4R learning model on reading comprehension skills. The sample consisted of 36 fourth-grade students. Based on the results obtained through a t-test using the SPSS program, a significance value (Sig) of 0.000 was obtained, which is smaller than the significance level of 0.05, indicating that Ho is rejected and Ha is accepted. Therefore, it can be concluded that there is a significant influence on reading comprehension ability between the group taught using the PQ4R method assisted by Balinese folklore texts and the group taught using conventional instruction. The implication of this research suggests that integrating the PQ4R method with Balinese folklore texts can serve as an effective alternative teaching strategy to improve students' reading comprehension while also supporting the preservation of local cultural values in the learning process.
The Impact of Project Based Learning Model with Articulate Storyline on Decimal Numbers Learning Outcomes of Students I Putu Suardipa; Trisniawati; Nirmayani, L. Heny; Ariyana, I Komang Sesara; Yudiana, I Kadek Edi
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.100317

Abstract

The research was motivated by the problem that students' mathematics learning outcomes, particularly in decimal number topics, remain unsatisfactory due to monotonous learning models and low engagement. This study was conducted to analyze whether there is a significant effect between students who receive treatment through the Articulate Storyline Assisted PjBL model and students who receive treatment through the conventional PjBL model. This quasi-experimental study used a pre-test post-test control group design and involved 186 fourth-grade students from elementary schools in Banjar District. Random sampling was applied to select 27 students from Grade IV Elementary School as the experimental group, and 15 students from Grade IV B of Banjar 2 Elementary School as the control group. Data collection techniques included observation, interviews, tests, and documentation. Statistical analysis using the t-test revealed that among the 32 students tested, the calculated t-value was 7.074, while the t-table value was 1.683. Therefore, it can be concluded that H₀ is rejected and H₁ is accepted, indicating a significant difference between the two groups.
Exploring the Impact of Problem-Based Learning and Curiosity on Enhancing Higher-Order Thinking Skills in Elementary Science Hanifah, Hanifah; Irdalisa, Irdalisa; Kosasih, Ahmad; Akbar, Budhi
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.86350

Abstract

High-order thinking skills (HOTS) are important skills that need to be developed early on. The Problem Based Learning (PBL) model as an active learning approach has the potential to improve students' HOTS by involving them in solving real-world problems. This study aims to evaluate the effectiveness of the Problem Based Learning (PBL) model and curiosity in improving high-order thinking skills (HOTS) of fifth-grade elementary school students, as well as to analyze the interaction of the two variables in supporting the development of students' cognitive skills. The research method applied is an experimental study with a 2 x 2 factorial design, involving two independent variables, namely the Problem Based Learning (PBL) model and curiosity, and one dependent variable, namely high-order thinking skills (HOTS). The sample used in this study was 68 fifth-grade students from two elementary schools in Jakarta who were randomly selected using the cluster random sampling technique. The data collection techniques used were through HOTS ability tests, curiosity questionnaires, and observations of the learning process. Data analysis was carried out using a two-way ANOVA test to identify the influence and interaction between variables. In conclusion, the Problem Based Learning (PBL) model is effective to be applied in learning to improve students' HOTS, especially if supported by a high sense of curiosity. This approach can create a more meaningful and relevant learning environment, and become one of the innovative strategies in efforts to improve the quality of learning at the elementary school.
Transforming Elementary School Students’ Science Literacy through Scratch-Based E-Modules Integrated with Islamic Value Ismail, Ismail; Moh. Wardi, Moh. Wardi
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.91708

Abstract

Science education at the elementary school level is an important foundation in forming students' initial understanding of the universe, as well as fostering critical thinking and problem-solving skills. This study aims to explore the effectiveness of Scratch-based e-modules integrated with Islamic values in improving students' scientific literacy. This study used a quasi-experimental design and quantitative methodology. The population of this study was all elementary school students totaling 197 students. Sampling was carried out by purposive sampling. Data collection used a test instrument designed to measure students' scientific literacy. The data analysis method used validity, reliability and hypothesis testing using the N-Gain test. The results of the study revealed that the use of Scratch-based e-modules combined with Islamic principles can improve students' conceptual understanding of science, this program helps them develop moral principles such as accountability and environmental awareness. These findings highlight the importance of contextual and comprehensive teaching strategies that combine technology with religious and cultural values. By presenting a learning model that can be applied in various cultural situations, these findings also add to knowledge in the field of education.
Application of the Problem-Based Learning (PBL) Model to Improving the Speaking Ability of Fifth-Grade Students Mansyur M; Karopak, Julsari
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.93240

Abstract

Undefined Learning that is still dominated by lecture methods causes students to become passive and unmotivated. As a result, students' speaking skills in Indonesian language subjects remain low. The purpose of this study is to improve the speaking skills of fifth-grade students through the application of the Problem-Based Learning model. This study is a classroom action research conducted in two cycles. The research subjects were 32 students. The research data consisted of two types, namely qualitative data using observation sheets of teacher and student activities, and quantitative data using student speaking tests. The percentage of KKTP achievement on the student speaking test in the first cycle was 52.63%, with an average of 62.93, where 24 students completed the test and 8 students did not complete it. In cycle II, the percentage of students' KKTP speaking test achievement was 84.21%, with an average of 81.32, where 30 students completed the test and 2 students did not. The Problem-Based Learning Model has a positive impact on improving fifth-grade students' speaking skills, so this Problem-Based Learning Model can be used as an alternative for teaching speaking skills in elementary schools.
The Role of Ice Breaking on Increasing Students' Creativity in Learning Cultural Arts in Elementary Schools febby yolanda; Elizar; Yasinta Mahendra
International Journal of Elementary Education Vol 9 No 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i2.93441

Abstract

Art and Culture learning in Elementary Schools often faces the challenge of a monotonous and less interactive classroom atmosphere, which can hinder student creativity. This study aims to examine the effectiveness of ice-breaking activities in developing students' creativity in Art and Culture learning at the Elementary School level. The method used in this research is a systematic literature review (SLR), which collects and analyzes various studies published between 2020 and 2024. The results show that the implementation of ice-breaking activities significantly increases student learning motivation, focus, and creativity. Additionally, these activities help to overcome boredom, boost student confidence, and strengthen social interaction in the classroom. However, it's important to remember that ice-breaking activities must be tailored to student characteristics and learning objectives to have optimal educational value. Therefore, educators are advised to integrate ice-breaking activities as part of innovative learning strategies to develop student creativity in Elementary Schools.

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