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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 938 Documents
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Unlocking Potential: How the RADEC Model and Motivation Transform Expository Narrative Essay Writing Lina Marcelina; Elfia Sukma; Fetri Yeni J; Yuli Tiarina; Dary Nasmi Fauziah
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.v9i3.96677

Abstract

This study aims to analyze the effect of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model and learning motivation on the expository narrative writing skills of fourth-grade elementary school students. This research employed an experimental method with a quasi-experimental design using a 2x2 factorial pattern. The population consisted of all fourth-grade students at elementary schools in Cluster VI, during the 2023/2024 academic year. The research instruments included a learning motivation questionnaire and a test of expository narrative writing skills. The results revealed that: (1) the RADEC learning model had a significant effect on students’ expository narrative writing skills; (2) the RADEC model positively influenced the writing skills of students with high learning motivation; (3) the RADEC model did not significantly affect the writing skills of students with low learning motivation; and (4) there was no interaction between the RADEC learning model and learning motivation in influencing expository narrative writing skills. These findings indicate that the RADEC model is effective in improving students’ writing abilities, particularly among those with high learning motivation.
Implementation of the Oriko for Adikoeva (8i) Simulation Method to Improve 21st Century Skills in Science Learning in Elementary Schools Ricky Avandra; Darmansyah; Yeni Karneli; Muhammadi
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.v9i3.97002

Abstract

The learning process in the modern era should focus on developing 21st-century skills, including critical thinking, creativity, collaboration, and communication. However, these skills are still relatively low, causing students’ potential and abilities to remain underdeveloped. This study aims to analyze the improvement of 21st-century skills through the implementation of the Oriko for Adikoeva (8i) simulation method in science learning. The method consists of eight stages orientation, collaboration, formulation, action, discussion, communication, evaluation, and appreciation which integratively foster students’ critical thinking, collaboration, creativity, and communication skills. This research employed a descriptive qualitative approach with a classroom action research design conducted in two cycles. Data were collected using observation sheets and test instruments, and analyzed descriptively and comparatively to identify improvements in both student skills and teacher performance. The results indicate that the application of the Oriko For Adikoeva (8i) simulation method significantly enhanced students’ 21st-century skills. Improvement was also observed in teachers’ ability to design and implement learning activities. These findings imply that integrating simulation methods based on collaborative and reflective activities can be an effective strategy to strengthen elementary students’ competencies for the 21st century.
E-Book Based on Problem Based Learning Model in Science Lessons on Me and My Needs Class IV Elementary School Ni Putu Desy Arnila Dewi; Ida Bagus Gede Surya Abadi; Anak Agung Ayu Dewi Sutyaningsih
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.v9i3.97968

Abstract

The lack of active student engagement in Science and Social Studies (IPAS) learning becomes the focus of this study. This research aims to develop and evaluate the effectiveness of an interactive e-book based on the Problem Based Learning (PBL) model in enhancing student engagement and learning outcomes. The study employs a development research design using the ADDIE model, which consists of five stages: analysis, design, development, implementation, and evaluation. The research subjects consisted of 30 grade IV students. Data collected included qualitative and quantitative data, obtained through observation, interviews, questionnaires, and multiple-choice tests. Data analysis was conducted using qualitative descriptive methods to assess media quality and user responses, as well as quantitative descriptive methods to evaluate the e-book’s effectiveness on student learning outcomes. The results indicate that the developed e-book has very high validity according to expert assessments, is considered practical by teachers and students, and effectively improves learning outcomes. The implications of this study suggest that the PBL-based interactive e-book can serve as an innovative, student-centered learning media alternative, fostering 21st-century skills such as critical thinking, collaboration, and problem-solving abilities. This research provides a foundation for developing contextual, interactive digital learning media that are relevant to the needs of modern learners.
Knowledge and Attitude of Primary School Pupils Towards Menstrual Hygiene Management Azeez Arisekola SALMAN; Adetayo Omotolani Adedoyin
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.v9i3.98333

Abstract

This research is motivated by the low knowledge and practice of menstrual hygiene management (MHM) among elementary school students, especially in rural areas that face limited information, facilities, and social support. The purpose of this study was to analyze the level of knowledge and attitudes of primary school students in Moro Local Government Area, Kwara State, Nigeria towards MHM as well as identify differences based on gender. The subjects of this study are upper-class elementary school students in the region. The research method used is quantitative descriptive with a survey approach. The data collection technique was carried out through the dissemination of structured questionnaires containing indicators of knowledge and attitudes towards menstrual hygiene. The data obtained were analyzed using descriptive statistics to illustrate general trends, as well as an independent t-test at a significance level of 0.05 to test differences by gender. The results showed that the level of students' knowledge of MHM was still low, but most had positive attitudes towards menstrual management, and there was no significant difference between male and female students in both knowledge and attitudes, indicating the need for educational interventions and inclusive policies in reproductive health education in primary schools.
Exploring Elementary School Readiness for Implementing Deep Learning Technology in Digital Education Ria Norfika Yuliandari
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.v9i3.100529

Abstract

This study addresses the challenge of unequal technology access in rural elementary schools and the lack of pedagogical preparedness in integrating intelligent technologies, such as deep learning, into digital learning environments. The research aims to evaluate the readiness of elementary schools to adopt technology-driven digital learning. It focuses on teachers’ skills, students’ access to devices and the internet, and the development of a digital culture within schools. A qualitative case study approach was used. The research participants included 4 school principals, 8 teachers (4 classroom teachers and 4 ICT teachers),  Data were gathered through in-depth interviews, participatory observations, and documentation, and then analyzed thematically. The results show that digital learning readiness involves not only technical capabilities but also pedagogical preparedness shaped by social dynamics and local limitations. Disparities in device access, limited digital literacy among teachers, and lack of family support were identified as key challenges. The study recommends strategies tailored to specific contexts for building digital capacity and provides a replicable framework to evaluate elementary schools' readiness to foster an inclusive digital learning environment.
Enhancing Science Learning Experience and Social Attitudes through Vygotsky’s Social Reconstruction Model with Scaffolding Ni Nyoman Lisna Handayani; I Putu Suardipa; I Made Ari Winangun; I Ketut Ngurah Ardiawan
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.v9i3.100759

Abstract

Conceptual understanding of science is an essential component that students must possess in the learning process. However, elementary school students’ understanding of scientific concepts remains relatively low. This condition is partly caused by learning approaches that have not fully facilitated optimal social interaction and learning support. In addition, the limited development of students’ social attitudes also hinders the creation of meaningful learning experiences. This study aims to analyze the effect of Vygotsky’s social reconstruction model combined with scaffolding techniques on students’ science learning experiences and to examine the effectiveness of this model after controlling for the covariate of social attitudes. This research employed a quasi-experimental design with a posttest control group design. The participants consisted of 42 students divided into experimental and control groups. Data were collected using questionnaires to measure social attitudes and multiple-choice tests to assess science learning experiences. Data analysis was conducted using the ANCOVA statistical test to determine the effects and covariate contributions to learning outcomes. The results revealed that the Vygotsky social reconstruction model with scaffolding techniques had a significant effect on students’ understanding of scientific concepts, with a covariate contribution of social attitudes amounting to 65.1%. These findings indicate that the implementation of a learning model grounded in social interaction and gradual support can enhance conceptual understanding while fostering positive social attitudes among elementary students. The implication suggests that teachers should systematically integrate the social reconstruction approach with scaffolding strategies in science instruction to create a more collaborative, reflective, and meaningful learning process.
Enhancing Elementary Students’ Learning Outcomes through Digital Comic-Based Media: A Systematic Literature Review Mia Saputri; 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.v9i3.101835

Abstract

The use of instructional media represents an important innovation for creating more engaging, interactive, and comprehensible learning experiences for elementary students. However, its implementation remains limited due to constraints in time, cost, and teachers’ technical capacity in media development. This study aims to analyze the effectiveness of digital comic-based learning media in enhancing elementary students’ learning outcomes. The research employed a Systematic Literature Review (SLR) method utilizing the Google Scholar database. The search process involved the combination of the keywords “digital comic media,” “learning outcomes,” and “elementary school,” restricted to publications from 2020 to 2024. From an initial pool of 2,050 documents, ten articles met the inclusion and methodological quality criteria for in-depth analysis. The collected data were thematically analyzed based on the empirical findings of each study. The results reveal that digital comic-based media are effective in improving students’ learning outcomes by presenting contextual visualizations, motivating narratives, and interactive elements that strengthen conceptual understanding, creativity, and learning engagement. These findings imply that digital comic-based learning media can serve as a strategic alternative for fostering effective 21st-century learning and improving the overall quality of elementary education.
Increasing Interest in Reading and Love for the Homeland through Reading Workshops with Indonesian Cultural Content Hastomo; Supartinah; Dwi Mahmud Rizki Riyanto
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.v9i3.102202

Abstract

Low reading interest and patriotism among students have become critical issues in developing literacy and character from an early age. This study aimed to explore and enhance fourth-grade students’ reading interest and love for their country through the implementation of a reading workshop model based on picture books containing Indonesian cultural values. The research employed a Classroom Action Research (CAR) design. The study subjects consisted of fourth grade students as the primary participants. Data collection techniques included observation, interviews, and questionnaires, while data analysis was conducted using descriptive quantitative and qualitative approaches. The results showed a significant increase in students’ reading interest and patriotism, with the average reading interest score rising from 76.23 to 85.43 and the patriotism score increasing from 59.15 to 83.85 between Cycle I and II. This improvement was achieved through reading strategies emphasizing active engagement, freedom to choose reading materials, and reflection on story content. In conclusion, the implementation of a reading workshop based on picture books with Indonesian cultural content was effective in fostering reading interest and patriotism, while also enhancing creativity, critical thinking skills, and character awareness among students. The study’s implications suggest that integrating cultural content into literacy activities can serve as an effective learning strategy to improve literacy and character education at the elementary school level.

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