cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Aziz
Contact Email
azira@uin-malang.ac.id
Phone
+6281805536270
Journal Mail Official
pakgun_pgsd@yahoo.com
Editorial Address
Jl. Udayana Kampus Tengah Singaraja, Bali, Indonesia 81116
Location
Kota denpasar,
Bali
INDONESIA
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
 88   89   90   91   92 
Analysis of the Effectiveness of Bamboozle Interactive Media on Elementary School Students’ Mathematics Learning Nanda Adelia; Berta Apriza
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.v9i4.104697

Abstract

The development of information and communication technology has encouraged the integration of digital media into mathematics learning however, the effectiveness of game based media still requires comprehensive examination. This study aims to analyze and synthesize the effectiveness of Bamboozle interactive media in elementary school mathematics learning. This research employed a Systematic Literature Review (SLR) approach, with relevant scientific articles serving as the research subjects. Data were collected through a systematic search of the Google Scholar database using the keywords “media,” “Bamboozle,” “mathematics,” and “elementary school” within the 2021–2025 publication range. Article selection based on inclusion and exclusion criteria resulted in ten articles that were analyzed descriptively and qualitatively through categorization and synthesis of findings. The results indicate that Bamboozle effectively enhances students’ motivation, interest, and engagement, while also strengthening conceptual understanding and mathematics learning outcomes. The conclusion of this study explicitly confirms that Bamboozle is an effective and relevant instructional medium for improving the quality of elementary mathematics learning. The implication is that teachers and educational institutions should systematically integrate game based digital media into instructional strategies to foster innovative, participatory, and technology-oriented learning environments.
Integrating the RADEC Model in Differentiated Learning to Enhance Reflective Thinking: A Case Study in Indonesian Elementary Education Intan Budi Komara; Faisal Sadam Murron; Wahyu Sopandi
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.v9i4.105218

Abstract

The increasing diversity of learning styles, interests, and readiness among elementary school students requires more than just generic teaching; it necessitates an adaptive, reflective, and inclusive pedagogical framework. This study aims to explore the integration of the RADEC (Read, Answer, Discuss, Explain, Create) model in a differentiated learning approach to improve students' reflective thinking skills. The research method used is descriptive qualitative with a single case study design. Data were collected through participatory observation, in-depth interviews, and document analysis. Data analysis was conducted using a thematic approach to identify the main patterns that emerged during the learning process, with a focus on adapting the RADEC model to the different learning needs of students. The results showed that each stage of RADEC was meaningfully adapted to the students' learning profiles through variations in content, learning processes, and work outcomes. Students showed significant development in metacognitive behaviors, such as self-assessment skills, critical questioning, and contextualization of knowledge. Despite limited resources and time, the success of the implementation was supported by teacher collaboration and parental involvement. This research contributes to the strengthening of reflective pedagogy by presenting RADEC-based differentiation as a contextual innovation that is feasible to implement and in line with the spirit of the Merdeka Curriculum.of reflective pedagogy by presenting RADEC-based differentiation as a contextual innovation that is feasible to implement and in line with the spirit of the Merdeka Curriculum.
Digital Literacy Comics as an Innovative Learning Medium in Indonesian Language Instruction at Elementary School Dewa Ayu Meitha Dwipayanti; Maria Goreti Rini Kristiantari; Anak Agung Ayu Dewi Sutyaningsih
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.v9i4.105409

Abstract

The limitations of engaging and contextual learning media remain a challenge in Indonesian language instruction at the elementary level. This study aimed to develop and evaluate a digital literacy based comic that is effective in enhancing students’ conceptual understanding of folktales. The research employed a Research and Development (R&D) design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants included elementary students involved in product trials. Data were collected through expert validation (content, instructional design, and media), individual trials, small-group trials, and student comprehension tests. Descriptive quantitative analysis assessed the media’s validity, practicality, and effectiveness, while a t-test examined its impact on learning outcomes. Results showed that the digital comic achieved average validation scores above 90%, was practical, and effectively improved both understanding and student engagement. These findings confirm that the integration of visual, narrative, and interactive elements not only enhances literacy and reading motivation but also strengthens moral understanding and critical thinking skills. The implication is that digital literacy-based comics can serve as an innovative, interactive, and contextual instructional model, supporting literacy development, character building, and 21st-century competencies among elementary students.
Open-Mindedness in Action: Thinking Processes in Solving Non-Routine Mathematical Problems Faradila Thalib; Cholis Sa'dijah; Abdur Rahman As’ari; Tjang Daniel Chandra
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.v9i4.105516

Abstract

Students' thinking skills in dealing with a mathematical problem must be based on critical thinking skills and problem-solving skills. Part of critical thinking skills is disposition (tendency). A person's critical thinking behavior when responding to a problem is based on at least one component of critical thinking disposition, namely open-mindedness. This study aims to investigate the thinking process of students who have open-mindedness through problem solving. We provided information on non-routine mathematical problems to assess students' proficiency in problem-solving. This study employed a descriptive qualitative method with an exploratory design to examine students’ open-mindedness in solving non-routine mathematical problems. Three students, out of a total of 123, were selected as research participants. Data were collected through problem-solving tasks, classroom observations, documentation, and semi-structured interviews supported by audio and video recordings. Data analysis was conducted inductively through the stages of data collection, reduction, presentation, interpretation, and triangulation to ensure the validity of the findings.  The results showed that the participants' characteristic of open-mindedness had emerged; they were able to understand non-routine problems and provide solutions in ways that were supported by reasons based on previously obtained knowledge and information. The participants showed emotional intelligence, humility, openness, and tolerance toward each other. As a conclusion, the students need to identify, understand, and be creative when solving non-routine problems. They should respond quickly and carefully using open-mindedness, analyzing multiple solutions based on previous knowledge. They should also demonstrate emotional intelligence, humility, openness, and tolerance.
Can Educational Games Based Scientific Edutainment Prevent Bullying in Elementary School? Ika Susianti; Unik Ambar Wati
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.v9i4.105569

Abstract

Bullying is a serious issue that affects the well being of elementary school students, particularly in emotional, social, and academic aspects, thus requiring innovative and integrated preventive approaches within learning practices. This study aims to analyze and examine the effectiveness of scientific edutainment based educational games in bullying prevention through a systematic literature review. The research employed a descriptive qualitative approach using the Systematic Literature Review (SLR) method guided by the PSALSAR framework. Data were collected from scientific articles published between 2020 and 2025 and selected based on predetermined inclusion and exclusion criteria. Data analysis was conducted using thematic analysis to identify patterns, implementation strategies, and learning outcomes related to game design and its impact on strengthening students’ socio emotional skills. The findings indicate that scientific edutainment-based games that integrate social simulations, reflective narratives, and interactive elements enhance students’ empathy, social literacy, communication skills, and conflict resolution abilities. The implications of this study suggest that scientific edutainment can be integrated into learning practices and character education as a systematic, experience based preventive model. This approach has the potential to serve as an effective strategy in supporting bullying prevention through meaningful and value based learning experiences.
Learning Model Role Playing to Skills Speaking Indonesian Students Grade III Elementary School Ni Komang Martiwi Setiawati; I Ketut Gading; Ni Ketut Desia Tristiantari
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.106141

Abstract

This research is motivated by the low speaking skills of third-grade elementary school students, especially in conveying ideas coherently, online to speak in front of friends, and using appropriate vocabulary. This study aims to describe the effect of the Role Playing learning model on improving students' Indonesian speaking skills. The type of research used is quantitative research with a pre-test post-test control group design. The population of this study was all third-grade students in a cluster. The sample used was taken using a random sampling technique, so that two schools were obtained as control and experimental classes. The data collection method and instrument used interview guide sheets and tests. The data analysis technique used quantitative descriptive analysis to see the increase in speaking skill scores before and after treatment. The results showed that the application of role playing was able to increase students' courage, fluency, and ability to convey ideas orally. The implication is that this model can be an alternative effective learning strategy to develop speaking skills, and can be adopted by teachers in creating more active and communicative Indonesian language learning.
Improving Elementary Students’ Personal Letter Writing Skills through E-Scrapbook Learning Media Shafa Nisa Al-Iman; Mubarok Somantri; Marwan Pulungan
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.106163

Abstract

Writing personal letters remained a challenge for elementary students due to limited exposure to interactive learning media and the continued use of conventional instructional approaches. This study examined the effectiveness of E-Scrapbook learning media in improving the personal letter writing skills of fifth-grade students. A quasi-experimental design with a one-group pretest–posttest model was employed, involving 18 students who had no prior experience with the media to avoid knowledge bias. Data were collected through a written performance test that measured students’ ability to organize letter structure, develop coherent ideas, and apply accurate language conventions. The data were analyzed descriptively to identify changes in performance before and after the intervention. The findings showed a substantial improvement in writing achievement, with the average score increasing from 61.67 on the pretest to 93.61 on the posttest. The N-Gain value of 0.839 indicated a high level of effectiveness. Students demonstrated clearer organization of ideas, improved structural accuracy, and more precise use of language features after using the media. They also expressed positive responses, reporting that the digital features made learning more engaging and easier to understand. Overall, the study concluded that E-Scrapbook served as an effective instructional tool that enhanced students’ writing competence and supported more meaningful and engaging learning experiences in elementary language education.
The Effectiveness of Dance E-Modules in Enhancing Conceptual Understanding among Elementary Students: A Study across School Accreditation Levels Wecya Sugevin; Kusnadi; Sigit Wibowo
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.v9i4.106249

Abstract

Many elementary school teachers do not have adequate academic backgrounds in dance education, resulting in instruction that tends to focus on practice without strengthening conceptual understanding, which leads to low levels of students’ conceptual comprehension. This study aims to analyze and examine the effectiveness of using a dance e-module to improve elementary students’ conceptual understanding by considering differences in school accreditation levels. The study employed a quantitative approach with a pre experimental one group pretest posttest design. The participants consisted of 38 upper-grade elementary students selected through purposive sampling. Data were collected using a conceptual understanding test administered before and after the implementation of the e-module. The data were analyzed using normality tests, paired sample t-tests or Wilcoxon tests, and N-Gain analysis.The results revealed a statistically significant improvement (p < 0.05) after the use of the e-module. The level of effectiveness based on N-Gain ranged from low to moderate (0.23–0.50), indicating variations in improvement across schools. It can be concluded that the effectiveness of digital learning is influenced by institutional readiness and learning culture. The implication is that implementing e-modules in elementary arts education requires adequate digital literacy support and school readiness to ensure optimal and sustainable implementation.
Integration of PCK, Digital Literacy, and Learning Design Skills: Factors Influencing Impactful Elementary Teaching Sundahry; Syahrial; Yantoro; Destrinelli
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.v9i4.106479

Abstract

The main problem in teacher education lies in the suboptimal integration of Pedagogical Content Knowledge (PCK), digital literacy, and instructional design skills in authentic teaching practice. The integration of these competencies remains emergent among prospective teachers who are transitioning to professional practice. This study aims to explore the integration of these competencies in achieving impactful learning. This research employed a qualitative approach with a phenomenological design. The participants consisted of 15 final semester students from a teacher education program. Data were collected through semi structured Forum Group Interviews (FGI) and analyzed using thematic analysis based on Creswell’s six step model.The findings indicate that prospective teachers possess foundational understanding of each competency; however, their integration remains gradual. Five major themes were identified impactful instructional design, integration of PCK and technology, digital literacy practices, systematic instructional design processes, and facilitating and hindering factors. Field experience emerged as the most transformative factor in shifting perspectives toward a pedagogy first orientation.The study concludes that competency integration depends on authentic experiences, consistent pedagogical modeling, and structured reflection. The implication is that teacher education programs should strengthen field practice, mentor collaboration, and design based learning challenges to accelerate the integration of competencies.
A Game-Based Nutrition Education Model for Elementary School Students in Stunting-Prone Areas Wahyu Indah Dewi Aurora; Ahmad Syauqy; Andika Sulistiawan; Mirna Marhami Iskandar; Armaidi Darmawan; Erny Kusdiyah
International Journal of Elementary Education Vol 10 No 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v10i1.106568

Abstract

Stunting remains a critical issue that constrains children's physical growth and cognitive development. Limited nutritional literacy among elementary school students further reinforces unhealthy eating behaviors that persist over time. This study aims to analyze, develop, and validate a structured game-based nutrition education model to enhance students’ understanding of nutritional concepts. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects consisted of 100 elementary school students in grades III–V, classroom teachers, and three expert validators specializing in nutrition, public health, and instructional design. Data were collected through needs analysis questionnaires, expert validation instruments, classroom observations, and student and teacher response questionnaires. Data analysis was conducted using the Content Validity Index (CVI) and descriptive statistics. The findings indicate that the developed model demonstrates high validity (CVI = 0.89) and effectively improves students’ engagement, motivation, and conceptual understanding of nutrition. Teachers also reported that the model is practical, adaptable, and supports active learning. Therefore, the game-based nutrition education model is considered valid and feasible for implementation as an educational intervention strategy to prevent stunting. The study implies the importance of integrating innovative learning approaches into nutrition education at the elementary level.

Page 90 of 92 | Total Record : 918

 88   89   90   91   92 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol 10 No 1 (2026): February Vol 9 No 4 (2025): November Vol 9 No 2 (2025): May Vol 9 No 1 (2025): February Vol 8 No 4 (2024): November Vol 8 No 3 (2024): August Vol 8 No 2 (2024): May Vol 8 No 1 (2024): February Vol 7 No 4 (2023): November Vol 7 No 3 (2023): August Vol 7 No 2 (2023): May Vol 7 No 1 (2023): February Vol 6 No 2 (2022): May 2022 Vol 6 No 4 (2022): Nopember Vol 6 No 3 (2022): August Vol 6, No 1 (2022): February Vol 6 No 1 (2022): February Vol 5 No 4 (2021): November Vol 5, No 4 (2021): November Vol 5, No 3 (2021): Agustus Vol 5 No 3 (2021): Agustus Vol 5, No 2 (2021): May Vol 5 No 2 (2021): May Vol 5, No 1 (2021): February Vol 5 No 1 (2021): February Vol 4 No 4 (2020): November Vol 4, No 4 (2020) Vol 4, No 3 (2020) Vol 4 No 3 (2020): August Vol 4, No 2 (2020) Vol 4 No 2 (2020): May Vol 4, No 1 (2020): February Vol 4 No 1 (2020): February Vol 4, No 1 (2020) Vol 3, No 4 (2019) Vol 3, No 4 (2019): November Vol 3 No 4 (2019): November Vol 3 No 3 (2019): August Vol 3, No 3 (2019) Vol 3, No 3 (2019): August Vol 3, No 2 (2019): May Vol 3 No 2 (2019): May Vol 3, No 2 (2019) Vol 3 No 1 (2019): February Vol 3, No 1 (2019) Vol 2, No 4 (2018) Vol 2 No 4 (2018): November Vol 2, No 3 (2018) Vol 2, No 3 (2018) Vol 2 No 3 (2018): August Vol 2, No 2 (2018) Vol 2 No 2 (2018): May Vol 2, No 1 (2018) Vol 2 No 1 (2018): February Vol 1 No 4 (2017): November Vol 1, No 4 (2017) Vol 1 No 3 (2017): August Vol 1, No 3 (2017) Vol 1, No 3 (2017) Vol 1, No 2 (2017) Vol 1 No 2 (2017): May Vol 1, No 2 (2017) Vol 1, No 1 (2017) Vol 1, No 1 (2017) Vol 1 No 1 (2017): February More Issue