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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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Enhancement Literacy through Read Aloud Relay Nabilla Namira Permata Putri; Ali Mustadi
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.85261

Abstract

Reading is very important to support academic achievement, but based on the observation results, the reading interest of grade 1 students is still low. A new, special strategy is needed that can help students improve their literacy and early reading skills. Therefore this study aims to analyze the strategy of implementing read aloud relay in building students' reading interest. This study is a qualitative study with data collection techniques in the form of interviews, observations and documentation conducted on 27 grade 1A students at elementary school. The data obtained were then analyzed according to Miles and Hubberman. The results of the study showed that read aloud relay applied during literacy hours and certain lesson hours can increase students' reading interest. In addition to developing reading interest through this strategy, it can also develop students' speaking and listening skills so that students understand what they are reading better. Therefore, read aloud relay can improve the literacy of grade 1 elementary school students.
Perceptions of Elementary School Teacher in Artificial Intelligence for Learning: Perspective of Theory of Planner Behaviour Maigina, Ain; Fathurrohman; Wuri Wuryandani
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.85994

Abstract

The development of technology and the ease of using artificial intelligence in educational activities are things that must be adjusted to the conditions of practitioners in the field. This study aims to determine the perceptions of elementary school teachers about the use of artificial intelligence in learning. The study was conducted using a qualitative descriptive method on 75 elementary school teachers in Purworejo Regency. Data collection was carried out using a closed questionnaire and Focus Group Discussion (FGD). Data analysis used a descriptive quantitative approach. The results of the findings showed that the highest factor was control beliefs, namely the aspect of teacher self-efficacy towards the use of AI, but teachers were also aware of the lack of digital competence they had. The six aspects that are indicators of the three TPB factors are at high values so that it is known that there is a positive intention of teachers regarding the use of AI in learning. However, it is also known that there is a contradiction, namely the high belief of teachers in the use of AI but the existence of digital competence, especially in the use of AI that has not been maximized. The aspect of basic knowledge that represents behavioural beliefs needs more intensive attention from related parties and further researchers.
Mapping Reflective Thinking Patterns of Prospective Professional Teachers Yuniawatika; Wibowo, Sigit; Manggala, Ibrahim
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i1.86536

Abstract

Reflective thinking is one of the essential cognitive skills that teachers must possess to enhance the quality of teaching. However, many prospective teachers still struggle to develop deep reflection on their teaching practices. This study aims to analyze the patterns of reflective thinking among pre-service teacher education students, with a focus on cognitive levels C4-C6. This research employs a qualitative approach with an Interpretive Phenomenological Analysis design. The subjects of this study are 36 pre-service teacher education students, who also serve as the experimental subjects. Data collection was carried out through in-depth interviews and documentation of students' reflections using semi-structured interview guidelines and reflection analysis sheets. Data analysis followed the stages of data managing, reading-memoing, describing-classifying-interpreting, and representing-visualizing. The findings reveal four patterns of reflective thinking: habitual action, understanding, reflection, and critical reflection. Each pattern represents different levels of depth in thinking and self-awareness during the learning process. The conclusion of this study indicates that there is variation in the reflective thinking patterns among pre-service teachers, which has implications for their professional development. The implications of this research emphasize the importance of training and fostering reflective thinking to shape character, professional competence, and enhance teaching effectiveness in an ever-evolving educational landscape.
The Communication Anxiety Instrument for Elementary School Children: Validity and Reliability Instruments Hidayati, Richma; Fajrie, Nur; Mohamed Nor Azhari bin Azman
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i1.86830

Abstract

Communication anxiety is a significant challenge among elementary school students, especially following changes in interaction patterns due to technological advancements and the COVID-19 pandemic. This condition can hinder children's social and emotional development if not detected and addressed early. This study aims to analyze the validity and reliability of a communication anxiety instrument for elementary school students as a foundation for designing appropriate educational services and interventions. This research employed a quantitative approach with an instrument validation study design. The research subjects were elementary school students selected through purposive sampling, who also served as the instrument trial participants. Data collection methods included questionnaires, documentation, and literature review, using a communication anxiety questionnaire as the research instrument. Data analysis involved Pearson Product Moment validity testing and Cronbach's Alpha reliability testing. The results showed that all 14 instrument items had correlation values greater than 0.361, indicating that they were valid. Furthermore, the Cronbach's Alpha value of 0.886 indicated high reliability. Therefore, the instrument is suitable for identifying levels of communication anxiety among elementary school students. These findings highlight the importance of early detection of communication anxiety to support children's social-emotional development. The implication of this study suggests that a valid and reliable instrument can assist teachers, counselors, and parents in designing more effective communication intervention programs.
Transformation of Elementary Science Education through the RADEC Model and Digital Learning Based on Augmented Reality for Human Digestive System Kirana, Cut Rania; Sopandi, Wahyu; Sujana, Atep; Febrialita Salma Dwinandha Putri
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i1.87630

Abstract

Science learning in elementary schools is still dominated by conventional methods that do not involve students actively, especially in understanding the material of the human digestive system. Limited teaching aids and lack of technology integration are challenges in creating interesting and effective learning. This study aims to analyze the needs and design the development of digital teaching materials based on the RADEC model assisted by Augmented Reality (AR) technology to improve conceptual understanding and active participation of students. This research uses a quantitative descriptive method with a survey design. The research subjects consisted of 41 fifth grade students and three fifth grade teachers. Data were collected through observations, interviews, and questionnaires using instruments such as observation sheets, interview guidelines, and questionnaires. The data were analyzed using quantitative descriptive analysis techniques. The results showed that respondents stated that they needed interactive digital teaching materials based on RADEC and AR. Learning in the classroom is still teacher-centered, minimal technology integration, and limited teaching aids, so it is not optimal in encouraging active student involvement. The conclusion of this study confirms the need for innovative digital teaching materials to overcome the limitations of conventional methods and improve the quality of science learning. The implication of this research is the importance of developing RADEC and AR-based teaching materials to support students' motivation, conceptual understanding, and critical thinking skills.
STEAM-Based Science and Social Science Modules Integrated with Tri N to Improve Creativity of Elementary School Students Armi, Yustina; Pardimin; Nisa, Ana Fitrotun
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v1i1.89176

Abstract

Creativity is a skill that must be possessed the 21st century. The low level of creativity possessed by elementary school students makes it necessary to develop learning resources that can improve student creativity. This study aims to innovating the natural and sciences module with characteristics based in STEAM integrated with Tri N that feasible and effective to improve the creativity of elementary school students. The method used in the study is ADDIE, namely: analysis, design, development, implementation, evaluation. Data collection techniques include interviews, questionnaires, observation and documentation. The data analysis technique in this research uses qualitative and quantitative data analysis techniques. The research subjects of this research were fifth grade elementary school students. Results of the study showed that generated Natural and Social Sciences Module based on STEAM integrated with Tri N that feasible and effective to improve the creativity of elementary school students. Results of module's feasibility obtained the criteria for a module that is feasible for use in learning process. Material experts gave a score of 97 to the product with very feasible criteria. Elementary school learning resource experts gave a score of 98.26 to the product with very feasible criteria. The module developed has also proven effective in increasing elementary school students' creativity as evidenced by the increase in observation scores from 38.33 to 68.33 in limited trials, and increasing from 37.23 to 81.38 in extensive trials.
Thematic Learning Tools Based on Collaborative Learning Models for Grade IV Elementary School Ade Eka Anggraini; Mardhatillah; Oktaviani Adhi Subuatningsih; Oriza Zativalen; Khusnul Khotimah; Enio Kang Mohd Sufian Kang
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.89714

Abstract

Collaborative learning model-based thematic learning tool is a tool that connects approaches between fields of study using the syntax of the collaborative learning model used to teach and learn in collaboration with group members to complete tasks, solve a problem or create a product. This development research aims to produce a thematic learning tool based on a collaborative learning model to improve the problem-solving ability of grade IV, which is tested for its validity level and feasibility. This development uses the Lee&Owens model. The results of the validity level test of the learning tools, including the syllabus, obtained a percentage result of 93.75%, with an excellent category. The Learning Implementation Plan and assessment instruments received a percentage result of 93.25% with a type are very valid; teaching materials obtained a percentage result of 88.63% to a kind were very valid, student worksheets (LKPD) got percentage results of 93.75% with a kind were very valid. The learning device e-book obtained a percentage result of 87.5%, which is very valid. The teaching material e-book got a percentage result of 94.19%, with a very valid type. The student response questionnaire sheet obtained a percentage result of 89%, which is very valid. The results of individual trials obtained a percentage of 91% with a type are a very valid and feasible category for use. The results of small group trials got a rate of 92.8%, with a very viable and valid variety for use. So, in general, validator assessment of learning devices provides conclusions that learning tools are worthy of implementation.
MIRA (Introducing Community Identity): Interactive Learning Media Based on Canva for Fourth Grade Elementary School Students Amelia, Frieska Heaven; Astuti, Tri
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v1i1.89762

Abstract

The use of conventional media for abstract material makes it difficult for students to understand the learning material, resulting in low student learning outcomes. This research was conducted to analyze and describe the design development, feasibility, and effectiveness of the MIRA interactive learning media based on Canva for 4th-grade elementary school students. The type of research is Research and Development (R&D) using the Borg and Gall development model. The validation results from material experts obtained a percentage of 90% with very feasible criteria, and media experts 94% with very feasible criteria. The results of the small-scale student response questionnaire were 90% with very feasible criteria, and the large-scale student response was 96% with very feasible criteria. Meanwhile, the results of the small-scale teacher response questionnaire were 94% with very feasible criteria and the large-scale teacher response questionnaire were 96% with very feasible criteria. The results of the normality test obtained an Ltable value of 0.161 with an L0 value of 0.150 on the pretest and an L0 value of 0.089 on the post-test, so L0 < Ltable and parametric statistical techniques can be used to calculate the data because both data sets are said to be normally distributed. The test for the difference in means between the pretest and posttest yielded a tvalue of 12.365 with a ttable value of 2.064, so the tvalue is greater than the ttable value (12.365 > 2.064). Therefore, the media is effective for use in learning activities because there is a difference between the pretest and posttest scores. The average improvement test (n-gain) shows that the pretest and posttest scores experienced an average increase of 0.610 with a moderate criterion. Based on the data, the interactive learning media MIRA based on Canva can improve the learning outcomes of fourth-grade elementary school students.
Canva Based Interactive Learning Media to Improve the Ability to Find the Main Idea of Grade IV Elementary School Students Azizah, Nindia Nur; Ratnaningrum, Ika
International Journal of Elementary Education Vol 9 No 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v1i1.89778

Abstract

The limitations of teachers in utilizing and using less varied learning media result in students being less enthusiastic and not optimal in understanding the material and finding the main idea of grade IV. Teachers must create enjoyable learning to motivate students to improve their learning abilities. This study aims to develop interactive learning media based on Canva on the material to find the main idea of grade IV Elementary School. The type of research used is Research and Development (RnD) with the ADDIE development model. The subjects of this study consisted of expert validators of material and media, grade IV teachers, and grade IV students, totaling 25 people. In this study, the test techniques used were pretest and posttest, followed by non-test techniques using questionnaires, observations, interviews, and documentation. The data analysis technique used the Normality Test and T-Test, as well as the N-Gain Test, which was processed using SPSS Ver. 30. The results of the N-Gain Test from small groups and large groups obtained a value of 0.85 and a value of 0.86, which are included in the high category. It can be concluded that the development of interactive learning media based on Canva has proven to be effective and feasible to be used to improve students' ability to find main ideas, facilitate the learning process, and increase students' learning motivation in Indonesian language subjects. The results of this study imply that the use of interactive visual technology such as Canva in learning media can be an innovative strategy in creating active, enjoyable learning that has a positive impact on student learning outcomes.
SMART-Based Feedback Guidelines to Improve Student Learning Motivation and Self-Efficacy Ni Made Viona Adelia Cahyani; I Wayan Widiana; Gede Wira Bayu
International Journal of Elementary Education Vol 8 No 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v8i4.89795

Abstract

This research was triggered by a lack of understanding of teachers in providing effective feedback in elementary schools, which is often delivered simply without in-depth explanations. This study aims to develop guidelines for providing SMART-based feedback (Specific, Measurable, Achievable, Relevant, and Time-bound). In addition, this study also includes an analysis of the validity of media content, evaluation of teachers' responses to the media, and an assessment of its effectiveness on learning motivation and self-efficacy of elementary school students. This study adopts a 4D model with the subject of SMART-based feedback guidelines, and the object of this research includes the validity of the content, language, design, as well as user reactions and the effectiveness of the media. The data collection method involves conducting interviews, observations, and using questionnaires/questionnaires using rating scale and questionnaire instruments. With the availability of SMART-based feedback guidelines, teachers have a clear reference in providing more structured and effective feedback. These guidelines not only help increase students' motivation to learn, but also encourage them to achieve real, measurable, and continuous improvements in the learning process, so that learning outcomes can be more optimal. The results of the study show that the feedback guidelines developed have a high level of content validity, receive very good responses from teachers, and are significantly effective in increasing students' learning motivation and self-efficacy. Thus, this guideline is considered feasible, practical, and effective to be used in providing feedback in elementary schools.

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