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 938 Documents
 90   91   92   93   94 
Using Animated Videos in Science Learning on Learning Outcomes of Primary School Students: a Systematic Literature Review Maya Angelika; Junaidi junaidi; Yasinta Mahendra
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.92957

Abstract

This study aims to analyze the effectiveness of using animated videos in enhancing students’ learning outcomes in Science learning at the primary school level. The study is motivated by the need for instructional media that can visualize abstract scientific concepts, making them easier for students to understand. This research employs a Systematic Literature Review (SLR) approach by examining relevant scholarly articles published between 2019 and 2023 retrieved from the Google Scholar database. Out of 1,830 identified articles, eight met the inclusion criteria and were analyzed in depth using a thematic analysis approach. The findings reveal that the use of animated videos significantly improves students’ learning outcomes by presenting scientific concepts in a more concrete, engaging, and interactive manner. Furthermore, animated videos enhance students’ motivation and engagement during the learning process. The effectiveness of this medium is strongly influenced by the quality of its design, its alignment with learning objectives, and the teacher’s role in its implementation. The study concludes that animated videos serve as an innovative instructional medium that can enrich Science learning experiences and improve the quality of learning in primary education.
Explosion Box Media Based on Science Literacy to Improve Elementary School Science Learning Outcomes Dewa Ayu Prilya Astari Dewa; I Made Citra Wibawa; I Kadek Suartama
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.92962

Abstract

The science literacy ability of grade V elementary school students is still low, especially in understanding the concept of science fiction. This is exacerbated by the lack of use of learning media that is contextual, interesting, and in accordance with student characteristics, resulting in low student learning outcomes. This research aims to produce Explosion Box learning media based on science literacy on harmony materials in the ecosystem to improve the learning outcomes of IPAS students in grade V of elementary school, which has been tested in terms of validity, practicality, and effectiveness. The research was conducted using the ADDIE model. The data collection method uses interview, questionnaire and test methods and the data analysis techniques used are qualitative and quantitative analysis. The results of this study are in the form of (1) producing the design of  the Explosion Box media, (2) testing the validity of the Explosion Box media, finding the average validity by material experts and media experts with valid/feasible qualifications, (3) testing the practicality of the Explosion Box  media found by teachers with very good qualifications while by students with very good qualifications, (4) and testing the effectiveness of media use Explosion Box uses a one group pre-test post-test design  to get correlated t-test results with the results  of Explosion Box media  effectively used to improve student learning outcomes. Based on these results, it was concluded that science literacy-based Explosion Box media is a valid, practical, and effective learning media to improve the learning outcomes of science science students in grade V of elementary school.
Interactive PowerPoint Media Oriented to Differentiated Learning Fraction Material for Mathematics Subjects for Grade IV Elementary School Ni Komang Sri Rahayu; I Nyoman Laba Jayanta; Komang Sujendra Diputra
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.94626

Abstract

Mathematics learning in fraction material for grade IV Elementary School often encounters obstacles, especially because students have different levels of readiness and learning styles. The lack of interactive and adaptive media is one of the causes of students' low understanding of the concept of fractions. This study aims to analyze the effectiveness of interactive PowerPoint media oriented differentiated learning that is effective and practical to use in learning. The development model used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of the study consisted of 18 grade IV students. Data collection methods include observation, interviews, questionnaires, and tests. The instruments used are instrument sheets and multiple-choice tests. Data analysis techniques use qualitative and quantitative descriptive analysis. The results of the study showed that the significance value (2-tailed) was 0.000. These results indicate that the significance value is less than 0.05 (p <0.05), so HO is rejected and Ha is accepted. Thus, it means that there is a significant difference in student learning outcomes in fraction material in mathematics before and after using interactive PowerPoint media. The implication of this study is that differentiation-based interactive PowerPoint media can be an alternative adaptive learning solution, as well as supporting the implementation of the Independent Curriculum more optimally in heterogeneous classes.
Interactive Comic Video Media in Solar System Material Science Content for Grade VI Elementary School I Made Raditya Iswanta; Kadek Suranata; Kadek Yudiana
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.94992

Abstract

Science learning in elementary schools needs to be implemented innovatively to foster students’ learning interest and enhance their conceptual understanding. However, the delivery of science material is often dominated by conventional and monotonous methods, causing students to experience difficulties in understanding scientific concepts due to the language and presentation being less engaging. This study aims to analyze and develop an interactive comic video medium on the solar system topic as a valid and practical learning tool to strengthen students’ comprehension of science concepts. This research employs a Research and Development (R&D) approach using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of material experts, media experts, and sixth-grade elementary school students. Data were collected using a non-test questionnaire instrument and analyzed through descriptive qualitative and quantitative techniques. The findings indicate that the developed interactive comic video obtained excellent evaluations from both material and media experts in terms of content accuracy and visual design quality. The results of student trials also show that the media is user-friendly, engaging, and effective in helping students understand the solar system comprehensively. Thus, the interactive comic video is considered valid, practical, and feasible for continuous use in science learning. The implication of this research is that visual and narrative-based media, such as comic videos, can serve as innovative alternatives for teachers to create more contextual, enjoyable, and student-centered learning experiences in the classroom.
RULBI Multimedia for Contextual Math Learning in Grade V Desak Ketut Rantris Priyatnis; Wiarta Wayan; Aditya Antara
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.95150

Abstract

This study is a development research involving 29 students. The learning of multiplication and division faces challenges, with an average score of only 61.64, while the expected average is 80. Students encounter difficulties in multiplication and division, feel bored, and lack access to electronic media for learning these concepts at school. The objectives of this study are: (1) to design RULBI, (2) to assess the feasibility of RULBI, and (3) to evaluate the effectiveness of RULBI in teaching multiplication and division of whole numbers. Data were collected through tests and questionnaires, with quantitative descriptive, qualitative, and inferential statistical analysis. The RULBI design follows the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Expert evaluation of the design yielded a score of 89%, classified as good. Feasibility testing results were as follows: content expert validation (90%), instructional design expert (90%), media expert (91%), individual testing (89%), and small group testing (94.1%). The effectiveness test using a t-test showed tvalue = 8.41, while the ttable at a 5% significance level with degrees of freedom (df) = 28 was 1.701. Since the tvalue > ttable, H1 was accepted. The implication of this research is that RULBI is expected to have a positive impact on elementary education.
Transformation of Make A Match Learning Model in Primary School Indonesian Language Learning: A Systematic Literature Review Mariatul
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.95253

Abstract

Indonesian language learning in elementary schools still faces various challenges, including low student learning interest, limited active engagement during lessons, and the lack of diverse instructional models used by teachers. These conditions result in suboptimal learning outcomes and underdeveloped literacy skills among students. This study aims to analyze the effectiveness of the Make a Match learning model in improving learning outcomes and literacy skills in elementary school students. The research employed a Systematic Literature Review (SLR) design through stages of identification, selection, analysis, and synthesis of relevant studies. Data were collected through a literature search on Google Scholar with publication criteria from 2020 to 2025. From 292 identified articles, eight met the inclusion criteria for further analysis. Data were analyzed descriptively and qualitatively by examining empirical findings from each study. The results reveal that the Make a Match model is effective in enhancing learning outcomes, motivation, student engagement, and literacy skills, particularly reading and writing. Moreover, this model is flexible for application across different grade levels and learning topics and can be integrated with other teaching strategies to foster collaborative and interactive learning environments. The study concludes that the integration of the Make a Match model serves as an innovative alternative to improve the quality of Indonesian language learning processes and outcomes in elementary education.
Differentiated Predict–Observe–Explain Approach for Improving Students’ Science Learning Outcomes Yatmanto; Peduk Rintayati; Mintasih Indriayu
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.95728

Abstract

Undifferentiated learning causes a delay in students' learning process skills so that students tend to behave negatively such as being lazy to learn, less motivated and less focused in learning. This study aims to: (1) test the effectiveness of the Predict–Observe–Explain (POE) Differentiation method on the science learning outcomes of elementary school students, (2) analyze the impact of the companion method on students' process skills and scientific attitudes, and (3) prove the significance of the influence of the Differentiation POE method compared to conventional learning methods. The research method used was explanatory quantitative with multiple linear regression design and MANOVA, involving 108 students from six elementary schools. Data were collected through process skills tests, scientific attitude questionnaires, and empirically validated POE Differentiation implementation instruments. Data analysis in this study used multiple linear regression and MANOVA. The results of the analysis showed that the Differentiated POE model had a significant effect on process skills (R² = 0.837) and scientific attitudes (R² = 0.783), as well as improving overall science learning outcomes. The implications of this study confirm that the application of differentiated POE is effective in building students' conceptual understanding, scientific ability, and character, so that it is suitable for adoption as an inquiry-based and differentiated learning strategy at the basic education level.
PBL-Based Learning Media for Division and Multiplication (PEKA) in Mathematics Content on Division and Multiplication Material in Grade IV Elementary School I Gusti Agung Warastri Praharsini; I Wayan Wiarta; Putu Aditya Antara
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.96127

Abstract

The low learning outcomes of students in multiplication and division are attributed to the limited use of interactive learning media and the lack of learning motivation. This condition highlights the need for developing innovative media based on Problem Based Learning (PBL) to enhance learning effectiveness and student engagement. This study aims to develop, analyze the feasibility, and examine the effectiveness of the PEKA interactive learning media based on PBL for teaching multiplication and division in elementary education. The research employs a Research and Development (R&D) approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate). The participants included subject matter experts, instructional design experts, media specialists, and fourth-grade students. The instruments consisted of validation questionnaires and learning achievement tests, while data were analyzed using quantitative descriptive, qualitative descriptive, and inferential statistical methods. The feasibility results indicated that all evaluated aspects achieved scores ranging from 88.89% to 94%, categorized as good to very good. The t-test results showed that tcount > ttable (1.989 > 1.701), indicating a significant improvement in students’ learning outcomes. It can be concluded that the PBL-based PEKA media is feasible and effective in enhancing students’ understanding and learning achievement. The implication suggests that this media can serve as an innovative alternative to foster interactive, contextual, and student-centered mathematics learning while strengthening critical thinking skills.
Designing an RME-Based Hypothetical Learning Trajectory to Enhance Mathematical Communication in Elementary Students Situs Indrawati; Jesi Alim; Muhammad Fendrik
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.96262

Abstract

This research departs from the problem of low student understanding and weak mathematical communication skills in data processing materials at the elementary school level, which are generally caused by abstract learning methods and limitations of contextual teaching materials. The purpose of this research is to design and develop a Hypothetical Learning Trajectory (HLT) based on Realistic Mathematics Education (RME) to improve students' mathematical communication skills through meaningful and contextual learning. This research uses the Plomp development model which consists of three stages, namely the preliminary research stage, the prototyping phase, and the assessment phase. The subjects of the study were elementary school grade VI students and teachers involved in the evaluation process. Data collection techniques were carried out through observation, documentation, interviews, expert validation questionnaires, and practical response questionnaires. The data was analyzed descriptively quantitatively to determine the level of validity and practicality of the developed product. The results of the study showed that the design of RME-based HLT and its supporting devices for teacher books and student books obtained a very valid and very practical category, with a high overall validity score and a high level of practicality. These findings show that the RME-based HLT developed is effective in supporting the improvement of students' mathematical communication skills and can be used as a model for the development of other contextual mathematics teaching materials.
The Role of Feedback in Learning Differentiated Learning to Support Read-Write Literacy Learners in Elementary School Intan Budi Komara; Rina Heryani; Mubarok Somantri; Faisal Sadam Murron
International Journal of Elementary Education Vol 9 No 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijee.v9i3.96474

Abstract

The low literacy skills of elementary school students in Indonesia, as indicated by national and international assessments, remain a persistent challenge in the education system. This study aims to analyze the role of feedback in differentiated learning to support and enhance students' reading and writing literacy. A descriptive qualitative approach was used, involving observation, interviews, and document review with purposively selected grade 6 students and a teacher from an elementary school implementing differentiated learning. The research found that the implementation of feedback, both oral and written, significantly improved students' engagement, comprehension, and confidence in literacy learning. Teachers used formative assessments to identify individual difficulties and tailor instructional strategies accordingly. The use of digital tools, such as Google Docs and Quizizz, facilitated timely, interactive, and accessible feedback, enabling students to revise their work more effectively and independently. Students expressed comfort and enthusiasm when receiving feedback that aligned with their learning preferences, whether visual, auditory, or textual. The findings also indicated that feedback strategies supported metacognitive development and fostered learner autonomy in the writing process. In conclusion, this study confirms that the integration of feedback, formative assessment, and technology within a differentiated learning framework can effectively strengthen elementary students’ literacy skills and engagement in the learning process.

Page 93 of 94 | Total Record : 938

 90   91   92   93   94 

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 3 (2025): August 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