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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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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.
The Positive Impact of Game-Assisted Project Based Learning Model on Students’ Critical Thinking Ability in Mathematics Learning Rahmadhani, Della Ayu; Herwin; Nunung Lusiana
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.70036

Abstract

Anxiety and difficulty understanding the material in mathematics learning in children results in a decrease in children's critical thinking abilities. The aim of this research was to analyze the application of the pure PjBL model and the game-based PjBL model to children's critical thinking abilities. This research was a type of quantitative research with experimental methods. The research design used was Mathing Pretest Posttest Control Group Design. The population of this research was between grades 1-6. The sample for this research is 32 grade 5 students divided into 2 classes, namely the control class and the experimental class. The method used to collect data was observation and tests. The instrument used to collect data was a question sheet. The data analysis technique was carried out using the t test and anova test using the SPSS 25 application. The results of the analysis were the pure PjBL model and game-based PjBL, both of which saw an increase in scores before and after being given treatment. Comparison between the game-based PjBL model and the pure PjBL model shows that the game-based PjBL model was superior to the pure PjBL. The conclusion of this research was that both pure and game-based PjBL models have an influence on critical thinking skills and the use of the game-based PjBL model was superior in improving critical thinking skills compared to the pure PjBL model.
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.
Social Media and Its Impact on Bullying Behavior of Primary School Students Haeroni, Ranita; Herwin; Adiwardana, Muh Rifqienur; Widyasari, Dexani
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.70707

Abstract

The development of information technology, the internet and social media is increasingly changing the way of socializing. Social media contains various information that can access by all users without filters. This can trigger users to imitate what is presented on social media platforms, such as bullying behavior. This research aims to analyze the influence of social media on elementary school students' bullying behavior. The research method used is quantitative with survey research methods. The populations in this study were all fourth-grade elementary school students. The sampling in this study used a purposive sampling technique, namely fourth grade students consisting of 2 classes with a total of 37 students. The research instrument used a Likert scale type interval questionnaire. Data analysis techniques are descriptive tests, normality tests, linearity tests, and research hypothesis tests using simple linear regression tests. The results of this research show that social media has a significant influence on students' bullying behavior. This can be seen from the results of a simple linear regression test with a significant value of 0.000 < 0.05. Social media also has a strong influence on students' bullying behavior as shown by the correlation coefficient (R) of 0.816, this shows the degree of relationship between the social media variable (X) and bullying behavior (Y) of 81.6% which means social media has a strong influence on students' bullying behavior.
Positive Factors of Student Learning Orientation in Improving Student Understanding and Learning Outcomes Wijayanto, Pikir Wisnu; Suarni, Ertati; Judijanto, Loso; Putri Zalika LM Kesuma; Huda, Nuril
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.73050

Abstract

The low results of learning mathematics from year to year give rise to students' perception that mathematics is a difficult subject. This needs to be researched to analyze the relationship between mathematics learning attitudes, anxiety, and habits, and evaluate additional mathematics learning outcomes. Quantitative research method with a survey approach. The research subjects were 253 people using random sampling. The data collection technique uses an instrument adapted from Learning Orientation which includes attitudes, attention, and study habits totaling 52 items. The analysis technique uses correlation and regression with SPSS version 26.0 software. The research results show that attitudes, habits, and anxiety are positively and significantly related to learning. Learning anxiety has a moderate relationship, while attitudes and study habits have a weak relationship with increasing learning achievement. Another finding is that learning anxiety is the main predictor of additional material, compared to attitudes and study habits. In conclusion, learning orientation is one of the factors that plays a very important role in determining the level of student learning achievement. This contribution provides information that students who have a positive attitude in learning show good study habits, therefore the teacher's role is needed to build a positive attitude.
Teaching at the Right Level-based Project-based Learning on Mathematical Connections of Fourth Grade Elementary School Students Kafah, Anisa; Efianingrum, Ariefa; Kholifah, Lulu; Pangestu, Anggit; Ujang Sugara
International Journal of Elementary Education Vol 8 No 2 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i2.73250

Abstract

Learning in primary schools currently follows the direction of the Merdeka Curriculum which prioritises independent learning according to the learners' own abilities. Mathematical connections are still important things that students must have for their daily lives. This study aims to analyse the effect of implementing the TaRL-based PjBL model on mathematical connections, especially in mathematics subjects. This quasi-experimental study used saturated sampling of 18 grade IV students. A pretest-posttest group design was used in one group. The research used tests. In this study, descriptive analysis technique was used for data analysis, which used sequential sample t test. Before hypothesis testing, prerequisite tests such as normality and homogeneity tests were conducted. When compared to students before treatment, the application of TaRL-based PjBL model was proven to improve their mathematical connection. Furthermore, data processing was carried out with tcount ≥ ttable 5.702 > ttable 2.10982) which indicates that H0 is rejected and H1 is accepted, meaning that there is a positive effect of the TaRL-based PjBL model on students' mathematical connections in class IV elementary schools.
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.

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