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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 877 Documents
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SETS (Science, Environment, Technology, and Society) Based Disaster Learning on Elementary School Students' Disaster Literacy and Resilience Ruswanto; Atmojo, Setyo Eko
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.67651

Abstract

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.
Patterns of Computational Thinking Skills for Elementary Prospectives Teacher in Science Learning: Gender Analysis Studies Kumala, Farida Nur; Dwi Yasa, Arnelia; Bin Haji Jait, Adam; Aji Prasetya Wibawa; Laily Hidayah
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.68611

Abstract

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.
Geometry Pop-Up Book Learning Media in Increasing Understanding of the Concept of Building Space in Students Aulia Eka, Aisyah; Avita, Dwi; Wahyudi
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.68714

Abstract

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.
Modules Based on Technological Pedagogical Content Knowledge to Improve Elementary Students' Science Domain Faizal; Khoirunnisa; Hendra Budiono
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.69193

Abstract

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.
Determinants of Parents' Decision to Choose Private Junior School Djazilan, Sukron; Retnowati, Eli; Masnawati, Eli; Mardikaningsih, Rahayu; Darmawan, Didit
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.69213

Abstract

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.
Project Based Assessment with a Phenomenon-Based Learning Approach on Achieving the Pancasila Student Profile in Elementary School Widiana, I Wayan; Kristiantari, Maria Goreti Rini; Widiani, Ni Komang
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.69642

Abstract

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.
Science E-Module Based on Ethnoscience Paul Telussa, Rivaldo; Tamaela, Kevin Andrea
International Journal of Elementary Education Vol 7 No 4 (2023): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v7i4.70120

Abstract

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.
Primary School Teacher’s Views on the Purpose and Forms of Student Performance Assessment Niaoustas, Georgios
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.v8i1.49334

Abstract

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.
Parental Perspective on Their Children’s English Learning for Elementary Students through English Drama Performance Aditya, Ego Agnes; Nur 'Aini, Siti; Senowarsito
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.v8i1.51877

Abstract

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.
21st Century Skills Oriented Science Learning Worksheets for Elementary Schools Santiani, Ni Putu Ertha; Parmiti, Desak Putu; Werang, Basilius Redan
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.v8i1.62868

Abstract

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.

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