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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
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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Learning Transformation: The Role of Interactive Media in the Implementation of the Independent Curriculum in Elementary Schools Suryadi, Ahmad; Arisetyawan, Andika
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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Abstract

The Merdeka Curriculum (Independent Curriculum) demands a learning transformation toward a more flexible, student-centered approach, where interactive media is expected to play a key role. However, a comprehensive synthesis of how this media is being implemented, its consistent impact, and the real-world challenges in Indonesian Elementary Schools remains lacking. This study aims to analyze the role of interactive learning media in supporting the implementation of the Merdeka Curriculum in Elementary Schools. This study uses a Systematic Literature Review (SLR) methodology adhering to the PRISMA protocol. An article search (2020–2024) was conducted using Publish or Perish on the Google Scholar, Scopus, and SINTA databases. From 985 identified articles, 10 articles were selected through a rigorous screening and criteria process for qualitative synthesis. The synthesis results show a strong consensus: (1) Interactive media consistently improves both cognitive (learning outcomes) and affective (motivation, learning interest, critical thinking) domains, aligning with global trends. (2) Two dominant media categories were identified: Low-Code/No-Code platforms (like Canva and LearningApps) and Developed Applications (such as Android-based media). (3) A "publication gap" was found; the primary implied challenge is a "Second-Order Barrier" (teacher digital competency), which in the Indonesian context co-exists with "First-Order Barriers" (infrastructure), creating a "dual challenge".
A New Approach To Implementing Culturally Responsive Teaching (CRT) in Primary Education RM, Christina Lestari; Tiawanti; Patras, Yuyun Elizabeth
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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Abstract

Teachers play a central role in shaping national character, particularly in multicultural societies such as Indonesia. Culturally Responsive Teaching (CRT) has emerged as an approach that effectivelyintegrates students’ cultural backgrounds into the learning process. However, challenges remain in its implementation at the elementary level, including limited teacher understanding, insufficient culturally relevant materials, and inconsistent integration of local culture into curricula. This study aims to analyze current practices of CRT in Indonesian primary schools and propose a new direction for its implementation. A Systematic Literature Review (SLR) of 25 articles (2020–2024) sourced from Google Scholar and GARUDA was conducted using PRISMA guidelines. Thematic synthesis reveals five dominant themes: (1) enhanced student engagement, (2) cultural relevance in character education, (3) teacher–studentcollaboration, (4) supportive school environment, and (5) strengthening of 21st-century skills. The review recommends that CRT at the primary level must prioritize contextual learning grounded in students’sociocultural realities and position culture as a learning resource to prevent marginalization and foster intercultural respect.
Enhancing Critical Thinking Skills and Science Literacy Through Stem-Based Problem Learning in Elementary School: Contributions To SDG 4 and SDG 13 Hafifah, Dea Nur; Aulia, Ananda Mutiara
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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Abstract

This study was driven by the observed deficiencies in elementary students’ critical thinking skills and science literacy, which are essential foundations for advancing Sustainable Development Goal (SDG) 4 on quality education and SDG 13 on climate action. The novelty of this research resides in the contextual integration of STEM-based problem learning focused on climate change issue at the elementary school level, complemented by an integrated evaluation of 21st-century skills development and its alignment with the global Sustainable Development Goals (SDGs). Unlike previous STEM-PBL studies that primarily emphasize cognitive gains or general STEM competencies, this study uniquely embeds climate change as an authentic problem context and systematically links learning outcomes tothe SDG framework, providing a clearer pedagogical contribution and comparative advantage. The method used in this study was a quasi-experiment with a non-equivalent control group design. Thesample consisted of 62 fourth-grade elementary school students divided into two groups, an experimental group that received STEM-based problem learning and a control group that received conventional instruction. The research instruments comprised a critical thinking skills tests and a science literacy questionnaire, which had been validated by experts. The data were analyzed using inferential statistical tests, and including t-tests. The results indicated that the experimental group exposed to STEM-based problem learning experienced a statistically significant increase in critical thinking skills and science literacy compared to the control group. Students were actively engaged in all stages of the problem, ranging from design and implementation to the presentation of innovative solutions. Thefindings confirm that STEM-based problem learning is not only effective in enhancing students' cognitive and science literacy competencies but also plays a strategic role in fostering awareness of global issues, particularly climate change. Therefore, this model is proposed as an innovative pedagogical approach to advance the attainment of SDG 4 and SDG 13 within the context of elementary education. These contributions collectively position the study as a more contextually grounded and SDG-responsive extension of prior STEM-PBL research.
Integrating a Natural Resource Preservation Dance into SDGs-Based Learning to Foster Elementary Students’ Understanding of Sustainable Living Hamdani, Fadilah Ahmad; Anasta, Non Dwishiera Cahya
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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Abstract

The low level of elementary students’ understanding of sustainable living remains a challenge in achieving quality education aligned with the Sustainable Development Goals (SDGs). This study aimsto develop SDGs-based learning media in the form of a dance performance as an educational tool to enhance students’ understanding of sustainable living. This Design and Development (D&D) study,implemented at the Universitas Pendidikan Indonesia, involved three expert validators (a dance expert, an elementary school teacher, and a science literacy expert) and 250 respondents consisting of elementary students, teachers, and pre-service teachers as the subjects of user testing. The developed product is a dance performance themed around natural resource conservation, supported by nature inspired music, and costumes and props created from recycled materials. Validation results show that the media meets the criteria of relevance, clarity, and suitability for learning sustainable living. Audience responses also indicated positive evaluations of the performance’s ability to visualize sustainability principles through movement, rhythm, and expression. These findings demonstrate that integrating dance into SDGs-based learning can serve as an innovative and meaningful approach to strengthening elementary students’ understanding of sustainable living.
Development of interactive learning media based on Canva and Genially for earth structure material in fifth grade elementary school Norvenky, Sherina; Carlian, Yayan; Mahmud, Muhammad Rifqi; Pratiwi, Inne Marthyane
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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Abstract

Limitations in innovative learning media can affect the learning process, resulting in low learning motivation and conceptual understanding. Therefore, this study aims to develop interactive learning media based on Canva and Genially for fifth-grade elementary school students in Natural andSocial Sciences (IPAS), specifically for material on the structure of the earth and atmospheric layers. The focus of this study is to create more interesting and effective learning media as a solution to the lackof interactivity in the learning process. This study uses a research and development (R&D) approach with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation,and Evaluation. Data collection techniques were carried out through interviews, observations, literature reviews, and questionnaires. The initial design of the innovative learning media was based on the Multimedia Learning theory proposed by Richard E. Mayer, using the Canva and Genially applications. The media created was validated by experts, which showed that the validation results were in theacceptable category, with media validity test results of 88%, material validity of 92,5%, learning expert validity of 82,5%. The results of the student response questionnaire on a limited scale were 87,5%, indicating a high level of practicality and interest. This shows that interactive learning media is feasible to use but with some revisions and further large-scale trials.
Ethnomathematics: Integrating a Perspective and Alternative to Build Numeracy Mindset Maharbid, Dian Anggraeni; Farhana, Husna; Widiasyahr, Apriyanti
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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Abstract

The persistent challenges in mathematics education, particularly low mathematical literacy and declining student motivation, necessitate innovative pedagogical approaches. This study exploresethnomathematics as an integrative perspective and alternative strategy to build a numeracy growth mindset among elementary students. Ethnomathematics, which recognizes the cultural dimensions of mathematical practices, offers contextual learning experiences that bridge abstract mathematical concepts with students' daily lives. This research examines how integrating ethnomathematics principles within Indonesia's Merdeka Curriculum can enhance numeracy competencies while fostering positive mathematical dispositions. Through analysis of traditional Indonesian cultural practices—including batik patterns, traditional architecture, games, and rituals—this study demonstrates how culturally-relevantmathematical contexts can transform learning environments and develop growth mindsets in numeracy. The findings suggest that ethnomathematics-based approaches address multiple challengessimultaneously: improving conceptual understanding through meaningful connections, increasing motivation through cultural relevance, and creating inclusive learning environments that support diverselearners. This research contributes to the growing body of evidence supporting culturally responsive mathematics education as a viable solution to numeracy problems in Indonesian education.
Creating Safe and Empowering Schools: Implementing the Human Security Framework as a Catalyst for Achieving the SDGs Farhana, Husna; Widiansyah, Apriyanti; Maharbid, Dian Anggraini
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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Abstract

The SDGs agenda emphasizes an inclusive and holistic development approach. Although SDG 4 (Quality Education) plays a key role, traditional approaches often focus solely on access and infrastructure, failing to address the multidimensional threats faced by school members. This studyproposes the Human Security framework, encompassing economic, food, health, environmental, personal, community, and political security, as an operational strategy to simultaneously advance theachievement of various SDG targets Based on a qualitative case study at SDN Bahagia 05 Bekasi, data was collected through observation, interviews, and document analysis. The results show that the implementation of human security was realized through programs such as: an anti-bullying system and counseling (SDGs 3,4,16), a healthy canteen and health education (SDGs 3,4), the Adiwiyata (environmentally-friendly school) program and inclusive classrooms (SDGs 4,11,13), peer mediation and parental participation (SDGs 4,16), scholarships and student entrepreneurship (SDGs 1,4,8), as well as guarantees of healthy food (SDGs 2,3,4) and political security (SDGs 4,5,10,16).integrating human security transforms schools into not only safe and comfortable learning environments but also empowering agents of change. This approach proves strategic for achieving not just SDG 4, but also for fostering progress in other goals such as poverty eradication, good health, gender equality, and peace. Therefore, a human security perspective needs to be adopted in national and local education policies
Integrating Anti-Corruption Values into Basic Mathematics Learning Apriyani, Rini; Mulyati, Tita; Dewi, Dinie 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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Abstract

Elementary education plays a strategic role in shaping students' character and integrity. One important effort in this regard is the integration of anti-corruption values into the learning process, including mathematics learning. This study aims to describe the forms and strategies for integrating anti-corruption values into mathematics learning at the elementary school level. Using a qualitative descriptive approach through literature analysis and classroom-based contextual practice, this study identifies mathematics learning as an effective medium for fostering honesty, responsibility, and transparency among students. The research findings indicate that mathematics learning thatemphasizes logical reasoning, transparent group work, and problem-solving in a social context can foster anti-corruption awareness from an early age. The implementation of projects such as “classroom financial transparency” and integrity-based assessments encourage students to develop habits of honesty and fairness. Therefore, the integration of anti-corruption values into mathematics education not only improves students' numeracy skills but also contributes to building an integrity-based culture as the foundation of national character.
Analysis of Digital Literacy Profile of Elementary School Students at SDN Jayamekar Padalarang in Technology-Based Learning Rafli, Andi; Iriawan, Sandi Budi
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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Abstract

Digital literacy has become an essential 21st-century skill that students must possess to face the digital era. This study aims to analyze the digital literacy profile of elementary school students in the context of technology-based learning using a descriptive quantitative research design. The research sample consisted of 40 fifth-grade students from SDN Jayamekar, Padalarang District. The instrument used was a closed questionnaire with a Likert scale of 1-4 designed to measure 7 domains of digital literacy based on the UNESCO framework, including: access, manage, understand, integrate, evaluate, create, and communicate. The research results show that students overall digital literacy level reached 73%. Technical-operational domains demonstrated significant dominance with the access domain(access) obtaining the highest percentage of 78.95%, indicating that students already possess good abilities in accessing and operating digital devices. Conversely, creative-productive domains remain less dominant, as evidenced by the create domain (digital content creation) obtaining the lowest percentage of 64.58%, indicating that skills in producing digital content still need improvement. This gap betweentechnical and creative abilities constitutes the main finding of the research, showing that althoughelementary school students are competent in using technology, their ability to create and produce digitalcontent requires more attention in learning. The relevance of this research lies in identifying the gap instudents digital literacy competencies, enabling teachers to create learning processes that encourage digital creativity to comprehensively balance digital literacy competencies in accordance with 21st-century skills demands.
Systematic Literature Review Of Creative Thinking For Primary School Students: Trends, Influencing Factors, And Assessment Instruments Nata, Andra; Somantri, Mubarok
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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Creative thinking is a 21st-century skill that enables individuals to generate original ideas and innovative solutions. This study used a Systematic Literature Review (SLR) based on PRISMA 2020 of 25 articles published between 2021 and 2025 to identify elementary school students' creative thinking abilities, influencing factors, assessment instruments, and research trends. The results show that students' creative abilities are generally analyzed through four dimensions, ranging from fluency, flexibility, originality, and elaboration, using instruments such as open-ended tests, observation rubrics, or product assessments. The most influential factors include teacher facilitation and feedback, the learning environment, motivation, and student interest, while problem-based and project-based learning are the most dominant and consistently effective approaches. Research trends for 2021–2025 indicate an increase in quasi-experimental studies on learning models and the development of assessment instruments and learning media. These findings emphasize the need for more contextual and innovative learning designs, validated multimodal assessment instruments, and research with stronger designs and representative samples to improve the generalization of results

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