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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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Enhancing Short Story Writing through Experiential Learning Integrated with Wordwall Budaya: Unveiling the Role of Learning Motivation Azmi, Muhammad Fauzi; Winarni, Retno; Yulisetiani, Septi
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.v9i2.94393

Abstract

The low proficiency in short story writing among elementary school students, coupled with limited learning motivation in literacy-based instruction, remains a critical issue in educational practice. The absence of instructional models that effectively integrate cognitive and affective aspects contributes to this condition. This study aims to analyze the effectiveness of the Experiential Learning model integrated with Cultural Wordwall in enhancing students’ short story writing skills and fostering their learning motivation. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The study involved 27 fifth-grade students selected through cluster random sampling. Data were collected using a short story writing test and a learning motivation questionnaire. The data were analyzed using descriptive statistics and independent t-tests to examine differences between the experimental and control groups. The findings indicate that the implementation of Experiential Learning integrated with Cultural Wordwall significantly improves students’ narrative writing abilities while simultaneously enhancing their learning motivation. These results suggest that the instructional model can serve as an effective alternative strategy for developing both cognitive and affective competencies in elementary literacy education.
Enhancing Students' Reading Comprehension of Intrinsic Story Elements through the Implementation of the Reading Thinking Activity (DRTA) Model Assisted by Flash Cards Setyawati, Indah; Winarni, Retno; Yulisetiani, Septi
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.v9i2.94406

Abstract

Understanding the intrinsic elements of a story remains a challenge because conventional methods do not train students' critical thinking skills while reading. This study aims to analyze the effectiveness of the Directed Reading Thinking Activity (DRTA) model assisted by flash cards in enhancing students’ understanding of intrinsic story elements. The research employed a quasi-experimental method with a posttest-only control group design. The participants consisted of 64 students, divided into an experimental group of 32 students and a control group of 32 students, selected through cluster random sampling. Data were collected using a multiple-choice test measuring comprehension of story elements, including theme, characters, characterization, plot, setting, point of view, moral message, and language style. Data analysis involved descriptive statistics and an independent t-test. The findings revealed that the experimental group taught using the DRTA model with flash cards achieved higher post-test scores in the good category, while the control group taught through conventional methods remained in the fair category. The independent t-test confirmed a significant difference between the two groups. These results indicate that the DRTA model assisted by flash cards is effective in improving students’ reading comprehension of intrinsic story elements. The implication suggests that this model should be integrated into reading instruction to promote interactive, meaningful learning experiences and foster students’ critical thinking skills.
The Interaction between Project-Based Learning Models and Learning Creativity on Elementary School Students' Poetry Writing Skills Azizah Fauzana, Umi; Slamet, St Y; Adi, Fadhil Purnama
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.v9i2.94708

Abstract

The poetry writing ability of elementary students remains relatively low in structure, diction, and poetic expression. This condition indicates that conventional learning approaches have not provided sufficient space for creative exploration and expressive development. This gap highlights the need for a contextual, participatory, and creativity-oriented learning model. This study aims to analyze the interaction effect between the Project-Based Learning model and learning creativity on students' poetry writing skills. The research employed a 2x2 factorial quasi-experimental design, involving two groups: the experimental group received project-based instruction, while the control group followed conventional learning. Data were collected through a poetry writing test and a creativity questionnaire. The population in this study were all grade VI students elementary school. The sample selection used cluster random sampling so that two schools were selected as samples, namely the experimental class with 26 students and the control class with 23 students. Data collection was carried out through a poetry writing skills test and a learning creativity questionnaire. The results of the t-test showed a significant difference between the experimental and control groups with a higher difference in score increase in the PjBL group. The results of the N-Gain calculation showed that the experimental group reached the medium category, while the control group was in the low category. The results of the two-way ANOVA test showed that the learning model, learning creativity, and the interaction of the two had a significant influence on poetry writing skills.  
Improving Students' Reading Comprehension Skills through the Implementation of Project-Based Learning Models and Learning Motivation Tenni; Slamet, St Y; Adi, Fadhil Purnama; Christy Suryandari, Kartika
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.v9i2.95052

Abstract

Low reading ability is caused by a lack of effectiveness in using innovative learning models. For students who have low abilities, this will have a negative impact in the future. This study aims to analyze the influence of the Project-Based Learning (PjBL) model and learning motivation on the reading comprehension ability of grade V elementary school students. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research sample was taken using the purposive sampling technique consisting of 37 students in the experimental group and 37 students in the control group. The data collection technique in this study uses test results, namely pretest and postest. The data analysis techniques include descriptive and inferential statistics with hypothesis testing using an independent t-test. The results showed that the average post-test score in the experimental group was 84.19, while in the control group it was 78.46. The results of the hypothesis test showed that the p-value was 0.0010 < 0.05, which indicated that there was a significant difference in reading comprehension skills between students in the experimental group and the control group. Based on the results of the study, it can be concluded that the Project-Based Learning (PjBL) model has a significant influence on the reading comprehension skills of grade V elementary school students. The implications of this study show that the use of the PjBL model in learning can be an effective strategy to improve students' reading comprehension skills in elementary school.
English Language Learning in Higher Classes at an Elementary School Using the RADEC Learning Model with 6Cs Orientation Wulandari, Bunga Ayu; Destrinelli, Destrinelli; Ridha, Ahmad; Sopandi, Wahyu
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.v9i2.95471

Abstract

English language learning in higher elementary school grades still faces challenges in effectively integrating 21st-century skills, thus requiring an instructional model that can simultaneously foster character, citizenship, critical thinking, creativity, collaboration, and communication, such as the RADEC model with a 6Cs orientation. This study examines the influence of the RADEC (Read-Answer-Discuss-Explain-Create) learning model on enhancing 21st-century skills—Character, Citizenship, Critical Thinking, Creativity, Collaboration, and Communication (6Cs)—among sixth-grade elementary students in English language learning. Utilising a one-group pretest-posttest design, the research involved 20 students aged around 12 years over eight meetings. Data were gathered using instruments constructed to evaluate cognitive and behavioural competencies aligned with the 6Cs framework. The results, analyzed using the Wilcoxon Signed-Rank Test, indicated statistically significant improvements across all six skills (p < 0.05), with large effect sizes (r > 0.8), highlighting the substantial influence of the RADEC learning model. These findings suggest that the RADEC learning model encourages active participation, independent learning, and collaboration, making it a promising instructional model for cultivating essential 21st-century competencies in primary education. Further research is recommended to explore its application across diverse student populations and educational contexts.
AndiLearn (Android Interactive Learning) in Project-Based Activities to Strengthen Pancasila Student Profiles and Enhance Student Digital Literacy Latifah Nur Ahyani; Jayanti Putri Purwaningrum; Riawan Yudi Purwoko; Hasan Basri; Wiwit Agus Triyanto
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.v9i2.95763

Abstract

The problem currently encountered is low student literacy, which makes it difficult for students to understand the material. This research aims to develop teaching materials in the form of AndiLearn (Android Interactive Learning) in project activities to strengthen the profile of Pancasila students to increase the digital literacy of phase B class students at SD N Sindurjan in the Independent Curriculum. This type of research and development is R&D (Research and Development) research using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) development model. These five stages are implemented by analyzing needs, student characteristics, and the curriculum. Validation of AndiLearn (Android Interactive Learning) in project activities to strengthen the profile of Pancasila students was carried out by language experts, learning media, and driving school facilitators, practicality was seen based on teacher and student responses. The results of the development of AndiLearn (Android Interactive Learning) in the project activities to strengthen the profile of Pancasila students to increase the digital literacy of phase B class students at SD N Sindurjan were declared very valid and practical. Based on the results from the validator, an average validity of 89% was obtained, namely in the very valid category, and the practicality results obtained an average of 88.87% in the very practical category. Therefore, it can be concluded that the AndiLearn (Android Interactive Learning) created can be valid and practical to be used during the Strengthening Pancasila Student Profile Project activities to implement Independent Curriculum learning.
Improving Science Learning Outcomes in Elementary School trough a Problem-Based Learning Model Assisted by Word Wall Pipit Hima Puspita; Deni Setiawan
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.v9i2.96144

Abstract

The use of less innovative learning models and media can negatively affect student learning outcomes due to decreased involvement and motivation in the learning process. This study aims to analyze the effectiveness of applying the Problem-Based Learning (PBL) model, supported by Word Wall media, in improving science learning outcomes for grade IV students at elementary school. This study uses an experimental method with a quasi-experimental design, specifically a non-equivalent control group design. Data collection was carried out through tests (pretest and posttest), observations, interviews, and documentation. Normality and homogeneity tests were conducted on the initial data, while final data analysis employed t-tests and N-Gain. The t-test results showed a significance value of 0.00 (sig. <0.05), indicating that H₀ was rejected and Hₐ was accepted. The N-Gain analysis revealed that the experimental group obtained an average score of 58.33% (medium category), while the control group scored only 25.08% (low category). These findings suggest that the application of the PBL model, supported by Word Wall media, is effective in improving science learning outcomes for grade IV students at a public elementary school.

Page 88 of 88 | Total Record : 877

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