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[Application Of Fun Learning Method to Improve Learning Outcomes In Al-Qur’an And Hadits Subjects ]]>
<![CDATA[Ati Azizah, Nur]]>;
<![CDATA[Carlian, Yayan]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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 main problem in this study is how to improve student learning outcomes in learning al-Qur;an and Hadith in class II MI Al-Hidayah. This can occur because the learning process rarely uses modern methods and always uses conventional methods that do not actively involve students in the learning process. The characteristics of students are different so that the method is not suitable and results in student learning outcomes not reaching the maximum limit. Based on the results of data analysis, it was concluded that students' learning outcomes before using the fun learning method were still low. This can be seen from the average score obtained which is 49.5 and the classical learning completeness is only 15%. The learning process using the fun learning method was well implemented. This can be seen from the average percentage value of student activity in cycle I obtained by 64.3% and increased in cycle II with an average percentage value of 85.27%. Likewise, teacher activity in cycle I obtained an average percentage value of 55.5% and increased in cycle II with an average percentage of teacher activity of 83.5%. The student learning outcomes after the application of the fun learning method in cycle I obtained an average score of 67.50 and increased in cycle II with an average score of 80.75. So it can be concluded that using the fun learning method can improve student learning outcomes.]]>
<![CDATA[English English ]]>
<![CDATA[Hanifah, Nurdinah]]>;
<![CDATA[Djuanda, Dadan]]>;
<![CDATA[Aeni, Ani Nur]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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[Assessment is a tool that chronologically helps teachers monitor students. Therefore, assessment should be an inseparable part of learning. Assessment essentially focuses on assessing student learning processes. Assessment not only reveals the concepts that have been achieved, but also about the development process of how a concept was obtained. This research was designed as a descriptive research with a qualitative approach. Data collection techniques use interviews. The research results concluded that teachers experienced difficulties in carrying out diagnostic, formative and summative assessments, especially in determining assessments that were appropriate to the learning objectives to be achieved, due to the many types or forms of assessment such as presentations, projects, products, oral, written and so on.]]>
<![CDATA[English English ]]>
<![CDATA[Siswandari, Puti]]>;
<![CDATA[Salikha, Ulvi Asdi]]>;
<![CDATA[Falasifah, Farah]]>;
<![CDATA[Nurofiah, Vira]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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[Since school gardens are located within the school grounds, the school garden provides an accessible learning environment outside the classroom. On the other hand, school gardens are hard to manage due to limited funding and staff. This study introduced STEM to school garden management using a project-based learning strategy. Participants in this study were nine students of sixth grade who were members of the Green Community extracurricular. Students participated in four stages of school garden STEM project: identify problem and context, background knowledge, problem-solving, and communication for the school garden maintenance. For data acquisition, field notes and photos were collected as observation during a period of twelve weeks of lesson. The result showed that students can actively contribute to the development of the school garden. Collaboration between students, teachers, staff, and the school is required to make the school garden sustainable and produce the best possible outcomes for improvement. The research findings suggest that the school garden can serve as a model for contextual problem-based learning that arises in students' immediate surroundings.]]>
<![CDATA[English English ]]>
<![CDATA[Siregar, Sina Wardani]]>;
<![CDATA[Sunendar, Dadang]]>;
<![CDATA[Wulida, Yawma]]>;
<![CDATA[Nanola, Nouval]]>;
<![CDATA[Burhanudin]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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 research became finished because the gaining knowledge of technique remains teacher-focused so college students are much less energetic in studying, and there's nevertheless a loss of use of gaining knowledge of media so college students are less lively in getting to know. This makes students fast bored and much less enthusiastic due to the fact the studying procedure has a tendency to be monotonous and simplest relies on books. The research ambitions to improve the results of included thematic learning via/the usage of the example Non-instance model. This research makes use of classroom action studies with a qualitative and quantitative approach. Implemented in two cycles. The research subjects were 38 students, 24 men and 14 women at an elementary school in South Tapanuli Regency. This research data was obtained from observations and observations. The results of this research show an increase. This can be seen from the average observation results for the first cycle of RPP which was 87.5% (B), increasing in cycle II to 97.5% (SB). This can also be seen in the average results of the teacher aspect of learning in cycle I, which was 79.16% (C), increasing in cycle II to 95.83% (SB). In the student aspect, the average obtained in cycle I was 81.25% (B), increasing in cycle II to 95.83% (SB). In cycle I, the average student learning outcomes were 76.18 (K), increasing in cycle II to 87 (B). based totally on these results, it could be concluded that the use of the example Non-example model can enhance student mastering effects in incorporated thematic studying for college students in class V at SDN Tapanuli Selatan Regency.]]>
<![CDATA[English English ]]>
<![CDATA[Aliyah, Tuti]]>;
<![CDATA[Yuliyanto, Aan]]>;
<![CDATA[Farikhin, Iing]]>;
<![CDATA[Amanaturrakhmah, Isna]]>;
<![CDATA[Tasrini]]>;
<![CDATA[Yasin, Mustofa]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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[Creative thinking is a high-level ability to find, create, and compile ideas or ideas for solving problems. There are five aspects: fluent thinking, flexible thinking, Originality, Elaboration, and evaluation. In this literature review, we will discuss the impact of implementing wordwall learning media to improve the creative thinking abilities of grade 3 elementary school students in science learning. Wordwall learning media has been proven to increase students' interest, creative thinking, and motivation in the learning process and bring students abreast of current developments. This wordwall learning media can be an effective alternative for presenting learning material to students, especially for displaying images and interactive learning activities.]]>
<![CDATA[English English ]]>
<![CDATA[Aprianti, Yuli]]>;
<![CDATA[Supriatna, Nana]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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[Students' diverse learning needs require teachers to be able to determine learning strategies. Teachers must be able to recognise and understand students' intelligence and develop it for future success. Differentiated learning is an attempt to adjust the learning process in the classroom to meet the individual learning needs of each learner. Differentiated learning is flexible, meaning learners learn with peers of similar or different abilities according to their strengths and interests. Gardner's theory states that intelligence is not only Intelligence Quotient (IQ) Intelligence is not only about a child's high IQ level, but there are other aspects of intelligence found in children. Every child is unique, they have different ways of absorbing and processing the information they receive. The research method used is qualitative with observation and interview techniques. This research was conducted on teachers and students of grade 4 elementary school. The results showed that differentiated learning is able to facilitate the needs of diverse students. Through differentiated learning all students' learning needs can be accommodated so that it has an impact on the development of students' multiple intelligences.]]>
<![CDATA[English English ]]>
<![CDATA[Yumahendra, Zefly]]>;
<![CDATA[Maftuh, Bunyamin]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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 main element in an individual's personality development is education. This research uses a non-statistical qualitative field method to identify Merdeka Belajar Curriculum Development Strategy as an Effort to Improve the Quality of Education in SDN 01 Sukaresmi The research findings are as follows: (1) curriculum planning that integrates all school structures, (2) In SDN 01 Sukaresmi, the curriculum vice principal assists the school principal in coordinating the implementation of the Merdeka Belajar Curriculum. The curriculum vice principal then helps the school principal in coordinating the teachers, (3) Merdeka Belajar has been implemented in SDN 01 Sukaresmi since 2023. The Merdeka Belajar Curriculum was subsequently enforced with regulations from the Minister of Education, and selected schools in SDN 01 Sukaresmi adopted it.]]>
<![CDATA[The Systematic Literature Review: The Effectiveness Of Implementing The Pancasila Student Profile In The Independent Curriculum And Its Implications For Students' Character Development ]]>
<![CDATA[Fikrotussholihah, Fitri]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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 21st century, there are many problems in the world of education that are complex, unstable, and uncertain. One of the problems and challenges faced is the increasingly widespread moral degradation which is triggering the decline in the character of Indonesian students today. This problem is a shared responsibility within the education unit, there needs to be policy updates so that students' character can be as expected. Character education in the curriculum that applies in Indonesia is always the main point that needs attention. Character education becomes a fortress for students to avoid phenomena and problems that occur in the students' environment. In the proposed Independent Curriculum, the Ministry of Education and Culture has confirmed 6 dimensions of the Pancasila Student Profile. The launch of these 6 dimensions shows the characteristics that students at all levels of education must have. This research aims to conduct a literature study regarding the effectiveness of implementing the Pancasila student profile in the independent curriculum and its implications for developing students' character. The research method used to carry out this research is the Systematic Literature Review method. Data was collected by reviewing publications on implementing the Pancasila Student Profile and the implications for character development. This research found that implementing the Pancasila Student Profile can develop students' character by applying it in the school, family, and community environment.]]>
<![CDATA[The Implementation of Discipline Character Education Values in Elementary School Students ]]>
<![CDATA[Kintani, Nenden]]>;
<![CDATA[Maftuh, Bunyamin]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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 research aims to describe the implementation of disciplined character education values in elementary schools and is expected to find policies that support the success of character education. The approach to this research uses a qualitative approach. This research was conducted at SDN 049 DM, with the subjects being the principal, teachers and students. Data was collected through observation, interviews and documentation. The data validity checking technique used is the triangulation technique. The results of the research show that in implementing disciplined character education at SDN 049 DM through seven policies, namely (1) creating a character education program, (2) establishing school rules and class rules, (3) carrying out Dhuha prayers and Dhuhur prayers in congregation, (4 ) making affective posts in each class, (5) integrating student disciplinary behavior at home through daily activity monitoring books, (6) involving parents (7) involving the school committee.]]>
<![CDATA[The Implementation of Project Based Learning (PjBL) in Improving Financial Literacy of Grade 5 Students through Financial Education Materials in Elementar Schools ]]>
<![CDATA[Nurhaliza, Astria Tristiana]]>
<![CDATA[ International Conference on Elementary Education Vol. 6 No. 1 (2024): Proceeding The 6th 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[Financial Literacy Education is something that has not been well developed, both within the family, school, and community. Providing education about financial literacy is still not done seriously and planned. Financial Literacy Education is needed to educate people who are aware and understand how to manage finances wisely and according to their needs. Financial education is very important for all ages, especially children. Education on how to manage finances wisely according to needs. This qualitative research aims to explore the implementation of Project-Based Learning (PjBL) as an approach to improve students' financial literacy in elementary school through financial education materials. Through in-depth interviews, classroom observations, and project document analysis. This research aims to deeply understand the impact of PjBL on students' understanding of financial concepts and money management skills. The findings of this qualitative research are expected to provide valuable contextual insights in developing more effective financial education strategies at the primary level.]]>
