These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Mathematics, Science and Social Education, Higher Level Thinking Skills Learning (HOTS), Information and Communication Technology (ICT) for Classroom Today, Society Era 5.0, Cooperative/Collaborative Learning, Multicultural Education and Inclusive Education, School Leadership and Management, Assessment and Student Achievement, Language and Literacy, Science, Technology, Engineering, and Mathematics (STEM) Learning, Improving Classroom Teaching, Industrial Revolution 4.0, Multimedia Applications, Curriculum, and Instructional Designs, Citizenship, and Character Education, Guidance and Counseling, Art, Local Wisdom, and Culture Education, Applying Psychological Theories to Classroom Instruction, Pedagogical Content Knowledge (PCK), and Classroom Action Research.
Articles
750 Documents
<![CDATA[Curriculum Simplification and Subject Reduction to Improve the Quality of Education in Indonesia ]]>
<![CDATA[Rachman, Taofik Andi]]>;
<![CDATA[Latipah, Euis]]>;
<![CDATA[Supiana]]>;
<![CDATA[Zaqiah, Qiqi Yuliati]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[The Indonesian curriculum is considered to have too many subjects. Indonesian students also do not focus on mastering the expected competencies. Finally, Indonesia has always failed in the international level assessment of PISA during its implementation. In fact, it is stated that Indonesian students need one hundred years to match the sophistication level of students' thinking from the average student of PISA participating countries if Indonesia continue to use the same education. The OECD as the organizer of PISA encourages changes in the education system for Indonesia in order to improve the quality of international-class education. One of the concerns in Indonesian education is the burden of many subjects. The purpose of this study is to describe several arguments for simplifying the curriculum and reducing the subjects in elementary schools in improving the quality of Indonesian education based on expert opinion, research and experience of educational performance in other countries. This article is a position paper to scientifically strengthen an opinion. Qualitative methods are used in this study where data are compiled, analyzed, and concluded. The results of the study indicate that curriculum simplification is necessary to focus students' competence and improve the quality of education. This study proposes several arguments that strengthen this effort, namely not all curriculum content must be a subject, cognate curriculum content can be integrated, many subjects become a burden on students, and so on. So, with this argument it will strengthen the desire to simplify the curriculum in elementary schools.]]>
<![CDATA[Student Responses to the Implementation of the Read-Answer-Discuss-Explain-Crate Learning Model through the Zoom Meeting Application ]]>
<![CDATA[Sritiawati, Tia]]>;
<![CDATA[Sopandi, Wahyu]]>;
<![CDATA[Sujana, Atep]]>;
<![CDATA[Agustin, Mubiar]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[This study aims to determine student responses to the application of the Read-Answer-Discuss-Explain-Crate learning model through the Zoom Meeting Application. This research uses a descriptive research method and qualitative approach. The subjects of this study were 28 students of class V Elementary School in a private elementary school in the Antapani area. The instrument used is in the form of a questionnaire containing positive and negative statements that students will choose according to what they experienced during learning activities. The data obtained in this study will be analyzed by calculating the percentage results of each statement of student responses to the implementation of the Read-Answer-Discuss-Explain-Crate Learning Model through the Zoom Meeting Application. From the results of the study, it was found that on average more than 75% of students responded positively to the application of the RADEC learning model through the zoom meeting application.]]>
<![CDATA[Integrative Thematic Module with Ethnopedagogic-Based Blended Learning Model in Grade 1 Elementary School ]]>
<![CDATA[Satria, Tio Gusti]]>;
<![CDATA[Rahman]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[The development of the 2013 curriculum with integrative thematic learning carries literacy in achieving learning success. In addition, the use of teaching materials with ethnopedagogic concepts contained in each basic competency in the subject is intended to make learning meaningful. Its implementation is difficult considering the low literacy rate that students have and teaching materials are relevant to current learning conditions that demand the use of blended learning as a result of the pandemic. Research to develop teaching material products in the form of modules with the Ethnopedagogic-Based Blended Learning model. This type of research is Research and Development (R & D) using the Dick and Carrey model. data collection techniques were carried out through interviews and questionnaires. The data analysis technique uses the percentage value of the score obtained. The results showed that: 1) The module in terms of validity was categorized as valid with a percentage score of 88%; 2) Modules seen from practicality are categorized as practical, individual student responses with a percentage of 89% while small group student responses with a percentage of 87%. It can be concluded that the Integrative Thematic module with the Ethnopedagogic-Based Blended Learning model in Grade 1 SD semester 1 meets the valid and practical criteria and can be used in learning.]]>
<![CDATA[The Correlation of the Ability to Read With a Elementary School ]]>
<![CDATA[Setianti, Tiyas Puji]]>;
<![CDATA[Hartati, Tatat]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[The ability to read and write is a tool of communication between a person and others. In recent years these two abilities have become a hot topic among academics to improve the quality of both abilities, considering that both of them have poor rankings. But the training of these two skills often uses two methods without being integrated. This study aims to see the correlation between reading and writing skills so that it can be a reference for teachers in determining methods to teach reading and writing simultaneously. Reviewing the correlation of two variables, using experimental methods, correlational types, and using Pearson's test. Samples were taken incidentally with a non-probability sampling technique. The result shows a sig. of 0.16 and a positive value with a value of 0.350. This means that the ability to read and write early correlates. If a person's reading ability is good, then his writing ability will be good.]]>
<![CDATA[Mathematics Textbook of Grade 5 Based on Bell Criteria ]]>
<![CDATA[Andira, Trini]]>;
<![CDATA[Herman, Tatang]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[This study aims to determine the suitability of grade 5 mathematics textbooks that meet the criteria of material suitability, methods of delivering material, physical characteristics of books, and book instructions for teachers based on Bell's criteria. This study uses a descriptive qualitative approach. Data collection uses documentation techniques in the form of books and observation techniques in the form of questions based on Bell's criteria. Data retrieval is done directly where the researcher conducts face-to-face meeting with the teacher at school. The data source of this study was obtained from the grade 5 Mathematics Book published by ESPS Erlangga Curriculum 2013 Revised 2016 on the Fractions Chapter. The results obtained indicate that the suitability of the material against Bell's criteria for the Fraction Chapter is in the very good category. the suitability of the method of delivering material is in the very good category, the suitability of the physical character of the book is in the good category, and the manual for the teacher is very good.]]>
<![CDATA[Elementary School Teachers’ Self-Efficacy Toward Teaching Writing ]]>
<![CDATA[Amatullah, Ummu Fauziyyatun]]>;
<![CDATA[Iswara, Prana Dwija]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[Writing is an essential aspect of language learning and for the language skills needs of elementary school students. However, the self-efficacy of elementary school teachers towards teaching writing is known by little. Teachers' self-efficacy towards teaching writing affects their perceptions and judgments, influencing instructional decisions during student learning activities. This study aimed to describe elementary school teachers’ self-efficacy in teaching writing in the classroom. This research was completed by a quantitative approach with a survey method of 13 elementary school teachers. The research’s results indicate that the self-efficacy of elementary school teachers on writing lessons is still not optimal. Almost all teachers (11 out of 13) were at the 61-70% self-efficacy in teaching writing. 1 out of 13 teachers has achieved 60% self-efficacy in learning to write along with the percentage of self-efficacy of elementary school teachers in teaching writing. And only one teacher who has a level of > 70% self-efficacy in learning to write. Changing writing practice in elementary school will require individualized instructional methods to meet student needs as well as the personal assessment of self-efficacy to ensure that beliefs do not hinder the delivery of effective instructional writing practices.]]>
<![CDATA[Teacher Problems in Learning to Write Exposition Text in Elementary School ]]>
<![CDATA[Sukmana, Vegyta Tresya Putri]]>;
<![CDATA[Rahman]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[. Language learning has four skills, one of which is writing skills. Writing skills are closely related to critical thinking because by writing students can develop their thinking about something through writing. The purpose of this study was to explore the activities of teaching writing exposition texts at the elementary school level in terms of models, willingness to study hours, learning resources used and the obstacles faced by teachers in several elementary schools in teaching writing exposition texts. The research method used is a survey method with a cross-sectional survey design. The respondents involved in this study were 20 elementary school teachers who teach in the high class and came from 12 different elementary schools. The survey results show that in the teaching process of writing exposition texts, the majority of teachers still use conventional learning models with the lecture method and make students passive and by utilizing available learning resources in schools so that it has an impact on indicators of learning to write exposition texts, namely about writing essays, compiling and paragraph development, as well as students' effective sentence writing is low.]]>
<![CDATA[Effects of Project Based Learning Model Assisted by Picture Media on Advertising Text Writing Skills ]]>
<![CDATA[Sihombing, Vera Ironita Christiani]]>;
<![CDATA[Iswara, Prana Dwija]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[In the 2013 curriculum implementation module, it is explained that Project Based Learning is a learning model that uses projects/activities as the core of learning. Students explore, judgments, interpretations, synthesis, and information to produce various learning form. This research was conducted to determine the effectiveness of Project Based Learning with the help of picture media on the skills of writing ad text. The scope of this research is writing ad text skills with the help of picture media. This study uses a quantitative approach with a pre-experimental method, one group pre-test post-test design. The population of this study was elementary school students of class V. The sample was determined by simple random sampling technique. The process of collecting data by assigning students to write ad text. The data analysis technique used is the Wilcoxon test. The results of the data analysis showed that there were differences in the writing skills of fifth grade elementary school students using picture media and without using picture media. Then it can be proven that picture media has a higher effect than conventional methods on the ability to write advertising text]]>
<![CDATA[The Virtual Initial Reading Teaching and Learning Process during the COVID-19 Pandemic ]]>
<![CDATA[Widiastika, Wasi]]>;
<![CDATA[Iswara, Prana Dwija]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[One aspect that is seriously affected by the COVID-19 pandemic is the continuity of education's teaching and learning process, especially in the initial reading. This study explores initial reading teaching activities, which are currently mainly carried out virtually in terms of virtual platforms used, methods, learning resources, the conveniences, and obstacles faced by the teachers in several schools. The research method used was a Survey with a cross-sectional survey design. Research data was obtained online by using google form media. The respondents involved in this study were 18 elementary school teachers who taught in the lower grades and came from 18 different elementary schools. The results showed that in teaching and learning initial reading virtually, the platform used was WhatsApp video call, the most widespread method used was the syllable method, and the most widely used learning resource was textbooks provided by the school. The convenience faced by teachers when carrying out virtual reading lessons is the availability of flexible time in teaching activities. In contrast, the limited teaching time, the unstable internet connections, and the limitations of the facilities also infrastructure owned by parents become the obstacles to the virtual initial reading learning process.]]>
<![CDATA[Ecoliteracy Awareness of Elementary School Students in Waste Management ]]>
<![CDATA[Karlina, Wili]]>;
<![CDATA[Hartati, Tatat]]>;
<![CDATA[Sopandi, Wahyu]]>;
<![CDATA[Sujana, Atep]]>
<![CDATA[ International Conference on Elementary Education Vol. 4 No. 1 (2022): Proceedings The 4th International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
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<![CDATA[Waste management can be completed if humans have a sense of responsibility for the environment, an understanding of environmental conservation is called ecological intelligence (Ecoliteracy). The purpose of this study was to describe the ecoliteracy awareness of elementary school students in waste management. This study used the descriptive qualitative method. This study uses several data collection techniques including, questionnaires (questionnaires), interviews (interviews), and documentation. The participants in this study were five 3rd grade teachers and 26 3rd grade elementary school students. Documentation was conducted by analyzing two books concerning waste management. Data processing is done by analyzing the results of data collection and then describing to get a picture of the awareness of elementary school students in waste management. The results of the study show that: 1) from the interviews, it is known that the teacher has instilled an awareness of ecoliteracy in learning or outside of learning, but has never practiced recycling; 2) the results of the questionnaire show that students already have good knowledge of waste management, but their application is still lacking, and 3) the results of the documentation show that in the 3rd-grade books there are already quite complete waste management materials, but there are no student worksheets for making recycling projects. Ecolitercy awareness of elementary school students in waste management needs to be continuously instilled to form a generation that has environmental intelligence.]]>
