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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 918 Documents
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Teacher Performance and Multitasking Challenges in Indonesia Anselmus Yata Mones; Casimiro Relvas Amaral
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.99727

Abstract

Teacher performance is a crucial factor in ensuring the quality of education in Indonesia, but it is often affected by the increasing demands to complete many tasks simultaneously, This research aims to analyze the dual roles of teachers that affect their performance effectiveness in the context of implementing the Merdeka Curriculum. The method used in this study is qualitative. The population for this research includes all secondary school-level teachers in the three districts. Data was collected using several methods, including interviews, documents, and observation. Data obtained from interviews, observations, and document reviews were analyzed qualitatively using thematic analysis techniques. The findings indicate that excessive multitasking leads to reduced preparation time, increased work stress, and decreased focus on core teaching tasks. However, some teachers develop adaptive strategies, such as time management techniques and collaborative task division, to maintain performance. This research suggests policy adjustments to balance task distribution, reduce non-teaching workload, and provide professional development that enhances resilience in multitasking. This finding offers practical implications for improving teacher productivity and maintaining the quality of education in Indonesia.
Strengthening Elementary Students’ Reading Skills through Metacognitive Strategies: Insights from a Systematic Review Teguh Prasetyo; Rasmitadila Rasmitadila; Rachmah Amalia
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102117

Abstract

Reading literacy in elementary school is a fundamental competency that often faces challenges in text comprehension, learning independence, and student motivation. This study aims to analyze and evaluate the strategies and effectiveness of implementing metacognitive approaches in elementary school reading instruction through a systematic literature review. Literature was retrieved from ERIC, Google Scholar, Crossref, and OpenAlex databases, with inclusion criteria: primary research articles addressing metacognitive approaches in elementary reading instruction, published in Scopus or SINTA indexed journals, and dated between 2020–2025. The literature selection process followed the PRISMA framework, including identification, screening, eligibility, and inclusion stages. Data were thematically analyzed to identify patterns of metacognitive strategies and their impacts on reading skills, comprehension, learning independence, and student motivation. The review findings indicate that metacognitive approaches, encompassing planning, monitoring, and evaluation stages, consistently enhance reading skills and foster students as reflective and independent learners. These results highlight the importance of integrating metacognitive strategies into reading instruction, while providing guidance for teacher training programs and the use of educational technology to tailor learning experiences to students’ diverse needs. The study’s implications support the enhancement of critical literacy, higher order thinking skills, and learning autonomy from the elementary level.
Development of Digital Storybook Based on Balinese Local Culture to Enhance Cultural Citizenship Literacy and Civic Education Learning Outcomes I Made Aditya Dharma; Made Padmarani Sudewiputri
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102563

Abstract

The limited availability of learning media that integrate local cultural values with digital technology poses challenges in supporting Cultural Literacy Citizenship and Pancasila Education in elementary schools. Existing learning media remain predominantly conventional and have not yet fully supported contextual and interactive learning. This study aimed to develop and examine the feasibility of a digital storybook based on local cultural values and to analyze its validity, practicality, and effectiveness in improving students’ learning outcomes. The research used the ADDIE development model. The research subjects included nine expert validators, teachers and students for practicality testing, and 114 fifth-grade students for effectiveness testing using a quasi-experimental design. Data were collected through expert validation instruments, response questionnaires, and learning outcome tests. Data analysis employed the Content Validity Ratio (CVR) to assess validity, descriptive analysis to evaluate practicality, and multivariate analysis (MANOVA) converted into effect size to measure effectiveness. The results indicate that the developed product is valid, practical, and effective in improving learning outcomes. The findings conclude that integrating local culture into digital learning media contributes positively to the quality of learning. The implication of this study is that teachers and media developers can adopt this approach to support the implementation of culturally responsive and innovative learning.
Self Directed Learning Skills and Computational Thinking Abilities of Elementary School Students in Science Learning Vani Qhairum Nisa Utami; Yanti Fitria
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102702

Abstract

This study was motivated by the low level of students’ self directed learning and computational thinking skills, which affect problem solving abilities and the development of higher order thinking skills in science learning. The aim of this study was to analyze the relationship between students’ independent learning in science and their computational thinking abilities. This research employed a mixed methods approach, integrating quantitative and qualitative methods simultaneously. The subjects involved were elementary school students as the research population. Data were collected through questionnaires, tests, structured interviews, observation, and documentation. The instruments were designed to measure students’ self directed learning skills and computational thinking abilities. Quantitative data were analyzed using Pearson correlation to examine the relationship between variables, while qualitative data were analyzed descriptively to strengthen the interpretation of the findings. The results indicate a very strong and positive relationship between self directed learning and computational thinking abilities. These findings suggest that improving students’ learning independence significantly contributes to enhancing their computational thinking skills. The study concludes that instructional strategies emphasizing self regulation and structured problem solving should be systematically implemented to support the development of 21st century skills. The implications highlight the importance of designing learning approaches that foster students’ independence and analytical thinking skills in a sustainable manner.
The Interactive Learning Media of Puppet Letters to Stimulate Students' Beginning Reading Skills in Elementary Schools Rhokhayati Rhokhayati; Slamet Slamet; Matsuri Matsuri
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102760

Abstract

The development of early reading skills constitutes a fundamental foundation in elementary literacy learning. However, early reading instruction is often conducted in a monotonous manner, resulting in limited student engagement and learning motivation. This study aims to explore and analyze students’ learning experiences in developing early reading skills through the use of puppet letter media. The research employed a qualitative approach with a phenomenological design to uncover the meaning of participants’ lived learning experiences. The subjects of this study were a first grade teacher and elementary school students. Data were collected through participatory observation, in-depth interviews, and documentation, using observation and interview guidelines as research instruments. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing to identify the essence of the learning experiences. The findings indicate that the use of puppet letter media enhances students’ enthusiasm, active participation, and self-confidence in recognizing letters, forming syllables, and reading simple words. The medium also supports the creation of an enjoyable and contextual learning environment. The study concludes that integrating culturally based and visually interactive media can serve as an effective strategy to strengthen early literacy. The implications encourage teachers to develop similar creative media to foster more meaningful early reading instruction.
Exploration of Elementary School Geometry in Hand Movements of the Bojonegoro Kembang Kahyangan Dance Erika Dewi Agustin; Neni Mariana
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102761

Abstract

Problems in mathematics learning in elementary schools are often abstract, causing students to have difficulty understanding geometric concepts. This study aims to explore the geometric concepts contained in the hand movements of the Kembang Kahyangan Bojonegoro dance. The approach used is qualitative with an ethnographic method. The researcher served as the primary instrument, with additional instruments including observation sheets, interview guidelines, and documentation. Data collection was conducted through literature review, observation, interviews, and documentation at the Sanggar Tari Angling Darma Bojonegoro dance studio. The research subjects were Kembang Kahyangan dance instructors selected using purposive sampling. Data analysis was conducted based on Spradley's model. The results of the study indicate that various geometric concepts can be found in the basic movements and beyond the basic movements of the Kembang Kahyangan dance. These concepts include acute angles, right angles, obtuse angles, and straight angles, as well as two-dimensional shapes such as triangles, rectangles, and trapezoids. These findings reveal a strong connection between dance art, geometric concepts, and learning outcomes for phases A-C at the elementary school level. Thus, the application of the ethnomathematics approach can serve as a concrete, contextual, and meaningful learning resource for students.
A Comparative Study: Tinkercad-Assisted PBL And STAD Cooperative on Learning Activity and Outcomes of Electrical Materials Marcelinus Widananta; Joko Sulianto; Joko Siswanto
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.102963

Abstract

Student activity and learning outcomes in science lessons on electricity show less than optimal results, so a learning model is needed that can stimulate students to be more active, which will ultimately affect their learning outcomes.  This study aims to test and determine the differences between the use of the STAD cooperative model and the Tinkercad media-assisted PBL model on student learning outcomes and activity. This study uses a quantitative approach with a quasi-experimental design: Posttest-only design with nonequivalent groups. The research subjects included seventh-grade students. Research data were collected through tests, observations, and questionnaires. Data analysis used regression tests, independent t-tests, and completeness tests. The results showed that students who received the PBL learning model assisted by Tinkercad media (experimental class) had higher and significantly higher average activity and learning outcomes than students who received the STAD cooperative learning model (control class). In the experimental class, student activity had a positive and significant effect on affective learning outcomes (R-square = 40% (moderate)), but activity on knowledge and skill aspects had a low effect (R-square = 6%-10%) after learning. Meanwhile, in the control group, activity did not have a significant effect on student learning outcomes (R-square = <2%). Therefore, the application of the PBL model assisted by Tinkercad media can make science lessons on electricity more meaningful and easier to understand than the STAD cooperative model.
Creative Thinking Enhancement through Environmental Issue Based STEM Learning in Elementary Schools Jajang Bayu Kelana; Ari Widodo; Irma Rahma Suwarma
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.103763

Abstract

Global changes in the 21st century require the strengthening of creative thinking skills at the primary school level to address increasing complexity while fostering environmental awareness. This study aims to analyze and examine the effectiveness of Environmental Issue Based STEM learning in enhancing students’ creative thinking skills. The research employed a quantitative approach with a one group pretest posttest design. The participants were 152 primary school students. Data were collected using a validated creative thinking skills test and supported by interviews to enrich the interpretation of the findings. Data were analyzed using comparative statistical tests to identify differences between pre-intervention and post intervention scores. The results revealed a significant improvement in students’ creative thinking skills after the intervention, although the magnitude of the gain was relatively low. The improvement was more evident in fluency and flexibility, while originality and elaboration developed to a lesser extent. These findings indicate that Environmental Issue-Based STEM learning is effective in stimulating early stage divergent thinking; however, longer interventions and systematic scaffolding are required to optimize all dimensions of creativity. The implication is that instructional design should be structured and sustained to promote deeper and more comprehensive development of students’ creativity.
Transforming English Language Learning in Primary Education: Adaptive Strategies for the Digital Era Bayu Rachman; Ricky Sriyanda
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.103767

Abstract

Limited access to devices, unstable internet connections, and monotonous digital practices often reduce the effectiveness of English learning in primary schools. This study investigates the application of adaptive digital strategies to improve students’ learning experiences and motivation. A qualitative descriptive design was employed, involving purposively selected teachers and students from upper primary grades. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically to identify challenges, strategies, and required support. The results revealed that interactive media, digital quizzes, and video-based resources increased student engagement and provided immediate feedback that supported comprehension. However, the effectiveness of these strategies was constrained by infrastructure limitations, low digital literacy, and frequent distractions from entertainment applications. The study concluded that adaptive strategies are effective only when supported by stable connectivity, adequate devices, teacher readiness, and parental involvement. The findings highlight the importance of positioning teachers as learning designers and building a supportive digital ecosystem. This study recommends strengthening teacher training, ensuring equal digital access, and promoting family participation as key steps in transforming English learning at the primary school level.
Tri Pramana-based Differentiated Instruction to Enhance Higher Order Thinking and Emotional Engagement among Primary School Students Dewa Made Dwicky Putra Nugraha; Ida Bagus Wisnu Parta; I Gusti Ayu Putu Istri Aryasuari
International Journal of Elementary Education Vol 9 No 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i4.103925

Abstract

Higher Order Thinking Skills (HOTs) and emotional engagement among elementary school students remain low due to the suboptimal implementation of differentiated instruction and the limited integration of local wisdom in classroom practices. This condition indicates that cognitive development has not been fully connected to meaningful and contextual learning experiences. This study aims to analyze and examine the effectiveness of Tri Pramana based differentiated instruction in enhancing students’ HOTs and emotional engagement. The study employed a quasi experimental design with a mixed methods approach. The participants consisted of 117 fifth grade students divided into experimental and control groups. Quantitative data were collected using validated instruments, namely a HOTs test and an emotional engagement questionnaire, while qualitative data were obtained through structured interviews with teachers and students. Quantitative data were analyzed using descriptive statistics and MANOVA to test the simultaneous effect of the intervention. The results show that the experimental group achieved significantly higher mean scores in both HOTs and emotional engagement compared to the control group. The MANOVA results confirmed a simultaneous and significant effect of Tri Pramana based differentiated instruction on both variables. The qualitative findings supported these results by indicating improvements in students’ cognitive reasoning and active participation. This study implies that integrating local wisdom based frameworks into differentiated instruction can strengthen cognitive and affective learning outcomes simultaneously.

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