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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

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Published by Universitas Pendidikan Indonesia

ISSN : 28290976 EISSN : 28088263 DOI : -

Core Subject : Humanities, Education, Social,

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 750 Documents

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Analisis Perspektif Guru terhadap Keterampilan Komunikasi Sosial Siswa Fawzi, Mochamad Ikbal; Kurniati, Hera; Maftuh, Bunyamin; Somantri, Mubarok
International Conference on Elementary Education Vol. 7 No. 1 (2025): Proceedings The 7th International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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This study aims to analyze the teacher's perception of students' social communication skills in IPAS (Natural and Social Sciences) learning. The research subject is a fifth-grade teacher who teaches IPAS at a public elementary school in the Bandung city area. Data collection techniques were carried out through interviews, observations, and document studies. The data analysis technique used in this study follows the method by Miles & Huberman, which consists of data reduction, data presentation, and conclusion or verification. The results of the study show that the teacher pays attention to students' social communication skills during the learning process, although some indicators have not yet been fully met. The conclusion drawn is that students' social communication skills are influenced by various factors, both from the students' backgrounds and from the learning process implemented by the teacher. In this context, the teacher's role during learning is crucial in developing students' social communication skills.

Elementary School Teacher's Competence in Technology Integration and Curriculum Comprehension Widiansyah, Apriyanti; Farhana, Husna; Maharbid, Dian Anggraeni
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The integration of information and communication technology (ICT) into education has become a crucial component of 21st-century teaching competencies. Elementary school teachers are now expected to develop adaptive skills in utilizing digital tools while demonstrating a comprehensive understanding of the current educational curriculum, particularly the Merdeka Curriculum implemented in Indonesia. This study aims to examine teachers’ competencies in adapting to technological advancements and their level of curriculum comprehension within the context of elementary education. Employing a descriptive qualitative design, data were collected through classroom observations, in-depth interviews, and document analysis. The findings reveal that most teachers have demonstrated adequate proficiency in employing digital learning tools, such as online learning platforms, interactive media, and technology-based presentation software. However, variations remain in teachers’ capacity to plan, implement, and evaluate technology-integrated instruction. Moreover, teachers’ understanding of the Merdeka Curriculum has improved through professional development programs, peer collaboration, and participation in learning communities. These results highlight the necessity of continuous professional training focused on both digital literacy and pedagogical competence to ensure effective, innovative, and contextually relevant learning experiences. Strengthening teachers’ technological and curricular expertise is therefore essential to achieving sustainable educational transformation aligned with national and global educational goals.

Flipped Classroom Combined with Group Investigation to Enhance Primary Students' Mathematical Communication and Self-Regulated Learning: Evidence Supporting SDG 4 Quality Education Hastuti, Rina Indah; Yurniwati; Wiraningsih, Eti Dwi
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study investigates the effectiveness of a Flipped Classroom combined with the Group Investigation (GI) method in improving mathematical communication skills among primary school students, viewed from the perspective of self-regulated learning and aligned with SDG 4 (Quality Education). A quasi-experimental 2×2 factorial design was applied involving 60 fifth-grade students from SDN 2 Citundun (experimental group) and SDN Citikur (control group) in Ciwaru District, Kuningan Regency, Indonesia. Instruments consisted of a mathematical communication test based on NCTM indicators (clarity of ideas, representation, reasoning, and oral communication) and an Self-Regulated Learning questionnaire. Data were analyzed using two-way ANOVA followed by Tukey’s post hoc test. Results showed a significant effect of the learning model on mathematical communication (F = 23.88, p < 0.001, η²p = 0.287), with the Flipped–GI group achieving higher posttest scores than the conventional class. Students with high Self-Regulated Learning outperformed those with low Self-Regulated Learning (F = 12.77, p = 0.001), confirming the role of learning independence. An interaction effect was also found (F = 4.35, p = 0.042), indicating that the Flipped–GI model benefited high-Self-Regulated Learning students the most; however, students with low Self-Regulated Learning in the experimental group still experienced meaningful improvement. The integration of digital pre-class learning and collaborative investigation in class provided more opportunities for explanation, representation, and argumentation. These findings demonstrate that the Flipped–GI approach effectively strengthens mathematical communication and supports inclusive, higher-quality learning, contributing to the achievement of SDG 4 in primary education. The model is recommended as an innovative instructional strategy for mathematics learning at the elementary level.

Description of First-Grade Students' Initial Reading Ability Based on The Early Grade Reading Skill Assessment (Egra) Test Safitri, Novi; Heryani, Rina; Hidayat, Soleh
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Students' low initial reading ability often hinders their learning. Therefore, it is important to know the extent of students' early reading abilities so that any problems that arise can be addressed early on. This study aims to describe the initial reading abilities of first-grade students. Using a qualitative descriptive method, this study involved 60 students from two schools, as well as two first-grade teachers, to gain insight into the factors that hinder students' initial reading abilities in first grade. The initial reading test used the Early Grade Reading Skill Assessment (EGRA) instrument. The results showed that 80% of students still needed guidance, 12% of students were in the good category, and 8% were in the sufficient category. Based on the EGRA assessment indicators, the highest percentage was in letter recognition ability at 43%, while reading comprehension was the lowest at 8%. Other indicators included reading syllables at 34%, reading words at 28%, listening at 29%, and fluency at 19%. The factors causing low reading skills included students' low interest and motivation to read, insufficiently varied teaching strategies and media, a lack of facilities and infrastructure for reading instruction, and the role and support of parents at home. The implication of this research is to determine students' initial reading abilities and their contributing factors, so that strategic steps can be taken to address the low initial reading skills of elementary school students.

Project-Based Learning Model on Mathematical Concept Understanding Ability in Mathematics Learning in Elementary Schools Supriatna, Irfan; Ramadhani, Muhammad Habib; Asmahasanah, Salati
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study seeks to assess the impact of the Project-Based Learning model on the mathematical comprehension skills of fifth-grade elementary students. This research methodology employs a quasi-experimental pretest-posttest group design. The study's population comprised fifth-grade children from SDN 60 Bengkulu City, with class VA serving as the control group of 22 individuals and class VB as the experimental group of 21 individuals. The research tool employed was a mathematics comprehension assessment. Analytical methods using descriptive statistics, prerequisite assessments, and t-tests. The study's results indicated a disparity in the average posttest scores, with the control class averaging 57.86 and the experimental class averaging 77.90, demonstrating that the mathematical comprehension of students in the experimental class exceeded that of the control class (77.90 > 57.86). The findings are derived from the table of distribution values for df = 41 (alpha = 5%) = 1.68. The computed t value exceeds the critical t value (5.786 > 1.68) and significance level. p-value (2-tailed) = 0.000 < 0.005. The null hypothesis (H0) is rejected, and the alternative hypothesis (H1) is accepted. The conclusion is that the Project-Based Learning model significantly influences the mathematical comprehension abilities of elementary school students.

Philosophy-Based Learning as The Foundation for Developing Critical Thinking Skills In Elementary Schools Islami, Raya Amanda Nur; Herlambang, Yusuf Tri
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Philosophy is often viewed as a subject for adults, yet the acts of thinking and questioning are natural instincts in children. In primary education, philosophy especially through the Philosophy for Children approach has great potential to build critical, reflective, and ethical thinking from an early age. This study explores the application of philosophy in elementary education and its relevance to character development and critical thinking skills. A qualitative literature review method was used by examining various national and international studies on philosophy for children. Thematic analysis was applied to identify patterns, main concepts, and practical implications of philosophy in schools. The findings show that philosophy-based learning through dialogic discussion and the Socratic method improves students’ critical thinking, empathy, communication, and moral awareness. Teachers serve as philosophical facilitators who guide students to ask questions, reason, and reflect logically. However, implementing philosophy for children still faces challenges such as limited teacher training, lack of time, and the need for cultural adaptation of topics. In conclusion, philosophy education in primary schools develops not only intellectual capacity but also moral wisdom and reflective character. Thus, integrating philosophy for children into curricula and teacher training is a strategic step toward humanistic and context-based education.

Analysis of Fifth Grade Students' Mathematical Problem-Solving Skills in Whole-Number Operations Based on Polya's Stages Adhitya, Sandry; Sujana, Atep; Mulyasari, Effy
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to analyze the mathematical problem-solving abilities of fifth-gradeelementary school students in whole-number operations, using Polya's stages as a reference. This studyuses a qualitative descriptive method with data collection through problem-solving tests and interviews.The tests were used to assess students' abilities across the four stages of Polya: understanding theproblem, planning the solution, implementing the plan, and checking the results. Meanwhile, interviewswere conducted with several students to explore their reasons for choosing the strategy, their thoughtprocesses, and the difficulties they encountered while solving the problems. The research subjectsconsisted of 34 fifth-grade students at a public elementary school in Cimahi City. The results showedthat the problem understanding stage had the highest percentage of 86.2% (high category), followed bythe planning stage with 71.8% (medium category). The stages of implementing the plan and checkingthe results each reached 48.2% and 46.4% (low category). These results confirm that students canunderstand the information in the questions but still experience difficulties applying strategies andchecking results, so it is necessary to strengthen learning in these two stages to optimize problemsolving skills.

Effectiveness of the RADEC Learning Model in Natural and Social Sciences Learning to Improve Science Literacy of Fifth Grade Elementary School Students Khafizah, Asha Quranul; Sopandi, Wahyu
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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This study aims to investigate the effectiveness of the RADEC (Read, Answer, Discuss,Explain, Create) instructional model in enhancing science literacy among fifth-grade students in SocialScience and Natural Science (IPAS) lessons. The RADEC model was implemented to replaceconventional teacher-centered teaching methods, which limit student engagement in the learningprocess. A quantitative research approach with a quasi-experimental design was employed, involvingtwo groups: the experimental group utilizing the RADEC model and the control group employingtraditional teaching methods. Data were collected through a science literacy assessment consisting ofmultiple-choice and essay questions, which were subjected to validity and reliability tests. The resultsindicated that the experimental group demonstrated a significant improvement, with an average N-Gainof 8.21, whereas the control group showed minimal improvement with an N-Gain of 0.07. These findingssuggest that the RADEC model is more effective in fostering science literacy compared to conventionalteaching methods. However, factors such as lesson duration, student engagement, and teacherreadiness should be carefully considered to optimize the model’s implementation. The studyrecommends extending lesson durations, providing comprehensive teacher training for the RADECmodel, and enhancing student participation through the integration of technology and interactive media.

Ecobricks as an Educational Solution for Ecoliteracy Learning in Primary Schools Nastika, Cica; Somantri, Mubarok; Sopandi, Wahyu
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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Plastic waste management in Indonesia, especially at the elementary school level, is an important issue that requires serious attention. This study aims to examine the effectiveness of using ecobricks as an ecoliteracy learning medium in elementary schools, with a focus on improving students' knowledge, attitudes and skills towards plastic waste management. This study used a mixed method approach with a triangulation design, combining quantitative and qualitative data. Quantitative data was obtained through pretests-posttests and questionnaire to measure changes in students' knowledge and attitudes, while qualitative data was collected through activity observations and interviews with classroom teachers to gain deeper insights into the learning outcomes. The results showed a significantincrease in students' ecoliteracy knowledge and attitudes after participating in ecobrick learning. The majority of students showed increased engagement during the activities and there were positive changes in their behavior regarding plastic waste management. The implication of this study is that ecobrick-based learning can be an effective method in improving students' understanding, attitude and environmentally friendly behavior. However, there is still a need to strengthen the communication aspect and consistency of environmentally friendly behavior to ensure a sustainable impact on students.

Equalizing Scientific Literacy of Prospective Elementary Teacher through Science Process Skill (SPS)-based Science Matriculation Hikmatunisa, Nenden Permas; Mulyani, Hanifah; Zulkarnaen, Rizki Hadiwijaya
International Conference on Elementary Education Vol. 8 No. 1 (2025): Proceedings The 8th International Conference on Elementary Education
Publisher : International Conference on Elementary Education

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The role of elementary teachers in science education is crucial in developing students’scientific literacy. Teachers are also expected to be scientifically literate. However, existing studies indicates the scientific literacy of prospective elementary teachers is still classified moderate as a gapfound among them. This research was aimed to obtain a comprehensive overview of Science Process Skill (SPS)-based science matriculation implemented to equalize scientific literacy of prospective elementary teachers. The method used was a mix method with a convergent parallel design where both quantitative and qualitative data are collected simultaneously, analyzed separately, and interpreted as integrated results. The research subjects were 24 first semester students of PGSD study program taken through purposive sampling. The Wilcoxon test showed a Z-value of 269.0 with an Asymp. Sig. (2-tailed) < 0.001, indicating a significant difference between pretest and post-test scores. The average post-test score increased by 16.9 points after completing the matriculation. Further analysis of N-gain score was conducted to evaluate the effectiveness of matriculation. The results of the t-test showed a significant difference with a comparison value of 0.70 (t(23) = -10.3, p < 0.001), indicating that the effectiveness ofscience matriculation can be still improved to meet the better result.

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Contact Name Atep Sujana

Contact Email icee@upi.edu

Phone +6281321624398

Journal Mail Official icee@upi.edu

Editorial Address 1st Floor, Room 07 School of Postgraduate Studies Building Universitas Pendidikan Indonesia Jl.Dr.Setiabudhi No.229 Bandung, Jawa Barat Indonesia (40154)

Location Kota bandung, Jawa barat INDONESIA

Abstract

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Contact Name
Atep Sujana

Contact Email
icee@upi.edu

Phone
+6281321624398

Journal Mail Official
icee@upi.edu

Editorial Address
1st Floor, Room 07 School of Postgraduate Studies Building Universitas Pendidikan Indonesia Jl.Dr.Setiabudhi No.229 Bandung, Jawa Barat Indonesia (40154)

Location
Kota bandung,

Jawa barat

INDONESIA