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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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The Role of Teachers in Shaping Responsible Character Answers Students in Elementary School: Systematic Literature Review Weni Soraya; Elizar; Eny Munisah; Berta Apriza
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.v10i1.110908

Abstract

Character education in elementary schools remains a critical issue, particularly in fostering students’ responsibility as a fundamental value for their personal and social development. However, the implementation of responsibility character education is often not carried out optimally due to the lack of systematic strategies and consistent teacher involvement in the learning process. This study aims to analyze and synthesize the role of teachers in shaping students’ responsibility character through a Systematic Literature Review (SLR) approach. The study involved 10 selected articles published in accredited scientific journals within the 2021–2025 period, obtained through systematic searching using relevant keywords. Data were collected through documentation techniques and analyzed using qualitative content analysis to identify patterns, themes, and conceptual relationships related to teachers’ roles in character education. The findings reveal that teachers play multidimensional roles as role models, facilitators, motivators, and guides in internalizing responsibility values through modeling behavior, habituation practices, integration into classroom instruction, and extracurricular activities. The study also highlights that the effectiveness of character formation is strengthened by the synergy between school environments and parental involvement. Conceptually, this study emphasizes that consistent and reflective teacher engagement, supported by a positive educational environment, contributes significantly to the development of responsible character in students. These findings provide important implications for designing sustainable character education strategies that are integrative, contextual, and applicable in elementary education settings.
Effectiveness of a Collaborative Training Model Based on Religious Moderation, Nutrition, and Mental Health on Early Childhood Parenting Practices Ni Luh Ika Windayani; Ni Wayan Risna Dewi; Ni Putu Widyasanti
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.v9i4.110937

Abstract

Early childhood education and care (ECEC) practices continue to face challenges related to low levels of nutrition literacy, limited awareness of mental health, and weak moderate communication among teachers, parents, and supporting community members. This study aimed to analyze the effectiveness of a collaborative training model integrating religious moderation, nutrition, and mental health in improving parenting practices and learning management in early childhood education. The study employed an evaluative mixed-methods design with a pre–post approach. The participants consisted of 30 individuals, including early childhood teachers, parents, and community health cadres in Cempaga Village, Banjar District, Buleleng Regency, Bali. Quantitative data were collected using questionnaires on nutrition literacy and mental health awareness, while qualitative data were obtained through participatory observation, semi-structured interviews, and focus group discussions. Data analysis was conducted using descriptive statistics and thematic analysis. The results indicated a 70% increase in nutrition literacy and a 72% increase in mental health awareness following the implementation of the training. In addition, the findings revealed strengthened practices of moderate communication, supportive parenting, and cross-stakeholder collaboration. These results confirm that the collaborative training model is effective in strengthening a community-based Holistic-Integrative ECEC ecosystem and contributes to comprehensive early childhood development.
The Effectiveness of Gamification in Improving Motivation and Learning Outcomes in Primary School Mathematics: A Systematic Literature Review Yuliana Novita Sari; Elizar; Berta Apriza
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.v10i1.111379

Abstract

Mathematics learning in elementary schools still faces challenges, particularly low motivation and learning outcomes due to abstract material and a lack of varied methods. Gamification, the application of game elements in learning, is an innovative approach to increasing student engagement. This study aims to systematically examine the effectiveness of gamification in improving the motivation and learning outcomes of elementary school students in mathematics. The method used was a Systematic Literature Review (SLR) with articles sourced from Google Scholar for the period 2021–2025. Selection was carried out using specific inclusion criteria until ten articles were obtained for in-depth analysis. The analysis was conducted by reviewing the characteristics of the research, the forms of gamification implementation, and its impact on motivation and learning achievement. The study results show that gamification consistently has a positive impact on motivation, activeness, and mathematics learning outcomes. The use of elements such as points, levels, challenges, and feedback can create a more engaging, enjoyable, and meaningful learning experience. The effectiveness of gamification is even stronger when combined with contextual approaches, such as Problem-Based Learning and Realistic Mathematics Education, because it helps students master mathematical concepts in real-life situations. However, the success of gamification implementation depends heavily on the quality of the learning design, its suitability to the classroom context, and the teacher’s readiness and competence in managing it. With proper planning, gamification has the potential to be an effective alternative strategy for sustainably improving the quality of mathematics in elementary schools.
Enhancing Conceptual Understanding through Cooperative Learning: The Make a Match Approach with Doremi Media in Education Ranti Afriani; Erianjoni; Dary Nasmi Fauziah
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.v10i1.111396

Abstract

The study addresses the issue of low student participation and conceptual understanding in learning environments, impacting overall educational outcomes. This research aims to improve these aspects through the implementation of a Cooperative Learning model, specifically the Make A Match technique, using Doremi media. This Classroom Action Research (CAR) was conducted in two cycles with fourth-grade students comprising 10 participants. Data were collected through observations, tests, and questionnaires. Both qualitative and quantitative data analysis techniques were employed. The findings revealed a significant increase in student participation during the implementation of the Make A Match model with Doremi media. Participation data showed consistent improvement from Cycle I to Cycle II. Additionally, there was a notable enhancement in students' conceptual understanding post-intervention, as evidenced by increased average test scores from before to after the intervention. The data analysis indicated a positive relationship between student participation in cooperative learning and their conceptual understanding, with more actively engaged students tending to demonstrate better comprehension. Furthermore, the trend in students’ conceptual understanding showed steady growth throughout the learning period.The practical implication of this study is that the Make A Match model with Doremi media can serve as an effective strategy for enhancing student participation and conceptual understanding in Sociology education.
Strengthening Pancasila Values-Based Digital Literacy in Pancasila Education Learning in Elementary Schools Nurul Hasanah; Elizar; Eny Munisah
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.v10i1.111517

Abstract

The rapid development of digital technology has made digital literacy an essential competence in education; however, its use in elementary schools still faces ethical and responsibility-related challenges. This condition highlights the need to integrate digital literacy with Pancasila values in Pancasila Education learning. This study aims to analyze and synthesize research findings related to strengthening Pancasila-based digital literacy in learning. This study employs a Systematic Literature Review (SLR) method using the PRISMA framework. Data were collected through the search of scientific articles in the Google Scholar database based on specific inclusion criteria within a recent publication range, resulting in 10 selected articles for analysis. Data analysis was conducted using a qualitative descriptive approach and thematic synthesis. The results show that strengthening Pancasila-based digital literacy is implemented through the use of interactive digital learning media, digital literacy based learning models, the development of digital literacy culture, and the use of digital literacy control instruments. However, the effectiveness of its implementation is still influenced by teacher competence, the availability of systematic guidelines, and institutional support. This study concludes that the integration of digital literacy and Pancasila values is an important strategy in shaping students who are both digitally competent and strongly characterized. The findings have implications for the development of more adaptive Pancasila Education learning in the digital era.
Bridging Expository Literacy: The Effectiveness of the SQ4R Method Based on Local Wisdom SDGs in Overcoming Deficits in Understanding among Elementary School Students Mita Sukma Nurjanah; Atep Sujana; Intan Budi komara
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.v10i1.111559

Abstract

This study is motivated by the low level of literacy skills among elementary school students in expository texts, as reflected in their weak reading comprehension abilities. This issue indicates a gap that needs to be addressed to support the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on quality education. This study aims to analyze and examine the effectiveness of the SQ4R (Survey, Question, Read, Recite, Reflect, Review) method integrated with SDGs-based local wisdom values in improving students’ reading comprehension and expository writing skills. This study employed a quantitative approach using a quasi-experimental design with a nonequivalent control group design. The subjects of the study were fifth-grade elementary school students divided into an experimental group and a control group. Data were collected through reading comprehension and expository writing tests using test instruments and were analyzed using descriptive and inferential statistics through a t-test. The results show a significant improvement in the experimental group compared to the control group. The integration of local wisdom values within the SQ4R stages enhances the relevance of learning and helps students better understand and reflect on information. Therefore, the SQ4R method based on SDGs-oriented local wisdom is effective as an innovative instructional strategy to improve students’ literacy and support meaningful and sustainable learning in elementary education, and can be utilized as an alternative instructional model for teachers to enhance the quality of literacy instruction.  
HOTS-Based RADEC Learning Model Improves Critical Thinking Skills in Integrated Islamic Elementary School Students Abrina Maulidnawati; Muhammad Yaumi; Azisah; Misykat Malik Ibrahim
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.v10i1.111611

Abstract

The quality of education in Indonesia continues to face various challenges. Existing instructional practices are often considered ineffective in fostering students’ interests and potential, as reflected in low levels of engagement and responsiveness during learning activities. In response to this issue, this study aims to develop a Higher Order Thinking Skills (HOTS)-based RADEC (Read, Answer, Discuss, Explain, and Create) learning model for students in Integrated Islamic Elementary Schools. This study employed a research and development (R&D) approach using the ADDIE model as the instructional design framework. The trial subjects consisted of 61 students involved in limited and expanded trials of the HOTS-based RADEC learning model. The research involved expert validation from two learning model experts, two practitioner teachers, two guidebook experts, two instructional module validation experts, two instrument validity experts, two teacher response questionnaire validation experts, and two student response questionnaire validation experts. Data were collected through observations, interviews, questionnaires, tests, and documentation. The data collection instruments included observation sheets, interview guidelines, and questionnaires. Data analysis techniques comprised qualitative and quantitative descriptive analyses. The findings indicate that the HOTS-based RADEC learning model was deemed valid based on expert validation results. Teacher and student response tests also demonstrated that the model was practical to implement. Furthermore, effectiveness testing revealed that the HOTS-based RADEC learning model significantly improved students’ critical thinking skills. It can be concluded that the HOTS-based RADEC learning model is feasible and effective for implementation in elementary school learning contexts.
Role-Playing Learning with a Disaster Mitigation Theme to Improve the Socialization Skills of Kindergarten Children Putu Fanny Gayatri; Didith Pramunditya Ambara; Dewa Gede Firstia Wirabrata
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.v10i1.112509

Abstract

Low social skills in children lead to egocentric behavior, difficulty sharing and taking turns, and difficulty understanding peers' feelings. Several factors, including the lack of variation in engaging learning methods, influence this. This study aims to analyze the social abilities of Group B children in kindergarten through the implementation of the role-playing learning method. The study employed a classroom action research (CAR) design based on the Kemmis and McTaggart model, which comprises the stages of planning, action, observation, and reflection. The subjects of the study were six children in Group B at the kindergarten. The research was conducted in two cycles, each consisting of two meetings, with data collection techniques including observation and documentation. The results showed that, in Cycle I, children’s social skills increased from 24.95% to 37.45%, yet remained categorized as poor. In Cycle II, there was a significant improvement from 58.33% to 87.49%, categorized as very good. It can be concluded that the role-playing method is proven effective in improving the social skills of Group B children in kindergarten. The implementation of the role-playing method in early childhood has important implications for enhancing children’s social skills, empathy, and cooperation comprehensively.

Page 92 of 92 | Total Record : 918

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