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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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Transforming Student Literacy in the Digital Era: The Effect of Discovery-Based Reading with Leveled Books on Critical Reading Comprehension Kiranti, Nandia; Yuniarti, Yeni
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 research was motivated by the low level of critical reading comprehension skills among elementary school students, which reflects one of the indicators of low reading literacy in Indonesia as reported by the 2022 PISA study. Reading instruction in schools generally focuses more on reading fluency rather than on text comprehension. Therefore, it is necessary to apply learning methods that can enhance students’ critical thinking and reading comprehension skills, one of which is the discovery based reading (DbR) method supported by digital leveled books. The purpose of this study was to analyze the effect of the discovery based reading method on elementary school students’ critical reading comprehension skills and to compare it with the SQ3R method. The study employed a quasi experimental design using the Matching-Only Pre-test-Post-test Control Group Design. The research subjects consisted of 43 fifth-grade students from two elementary schools in Bandung Regency, divided into experimental and control groups. Data were collected through a critical reading comprehension test covering six critical thinking indicators and analyzed using normality, homogeneity, and t-test statistical tests to examine the hypotheses. The results showed a significant improvement in critical reading comprehension skills for both the experimental class using the discovery based reading method and thecontrol class using the SQ3R method. The average post-test score of the experimental class increased from 52.08 to 88.75, while that of the control class increased from 37.40 to 76.90. However, the gain test results indicated no significant difference between the two methods. In conclusion, both discovery based reading and SQ3R methods are effective in improving students’ critical reading comprehension skills. These methods can complement each other and be applied flexibly in Indonesian language learning to enhance students’ literacy and critical thinking skills in the digital era.
Analysis of Global Competence of Elementary School Teacher Education Students Fadillah, Nur; Maftuh, Bunyamin; Syaodih, Ernawulan; 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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Abstract

Increasingly integrated global developments require every individual to possess global competencies, including prospective elementary school teachers who must be able to educate students to become knowledgeable, tolerant, and responsible global citizens who are able to adapt to globalization. However, various studies indicate that the global competency of university students in Indonesia is still relatively low. This study aims to describe the actual condition of global competencyamong elementary school teacher education students. This study uses a descriptive quantitative approach with elementary school teacher education students as respondents. The research instrument includes three main components of global competency: knowledge, skills, and attitudes/values, which are developed based on four dimensions of global competence. However, in this article, the focus is only on discussing the knowledge component of the global competency of elementary school teacher education students. The results of the study indicate that the knowledge component of the global competency of students still tends to be low. These findings indicate the need for learning innovation, whether in the form of developing learning models or using media and other things that can improve the knowledge component, among elementary school teacher education students in facing global challenges
An Analysis of the Communication Skills of Fifth Grade Students at SDN TAMAN Julianti, Reka; Nurulpaik, Iik; Sopandi, Wahyu; Somantri, Mubarok; Supriatna, Encep; Bakti, Rani Citra Mutia
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

Communication skills are one of the basic abilities that must be developed since elementary school because they play a crucial role in the learning process and social interactions at school. However, in reality, many elementary school students still experience difficulties in expressing ideas,expressing opinions, and actively participating in learning activities. This condition was also found at SDN Taman, Kibin District, where some students demonstrated suboptimal communication skills. This study aims to analyze the level of communication skills of fifth grade students at SDN Taman, Kibin District. The type of research used was descriptive quantitative with a sample of 52 students. The research instrument was an observation sheet based on four indicators of communication skills according to Budiono and Abdurrohman (2020), namely the ability to listen well, express ideas and thoughts effectively, convey information clearly, and provide responses to the opinions of others. The results showed that students' overall communication skills were in the sufficient category with an average score of 60%. Two indicators that achieved good results were listening and responding skills, while the other two indicators, expressing ideas and conveying information, remained in the sufficient categories. Based on these results, it is recommended that teachers implement learning models that encourage interaction, discussion, and presentation, to help students more actively express ideas and improve their overall communication skills.
The Effect of the RADEC Learning Model on the Reading Literacy of Fifth Grade Students at Cijeruk Elementary School Pujiasih, Yunita; Sopandi, Wahyu; Hendriawan, Deri; Permatasari, Anita
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 reading literacy skills of elementary school students remain a serious issue in Indonesian education. Observations at SDN Cijeruk reveal that most fifth-grade students struggle to identify main ideas, make inferences, and understand implied meanings in reading texts. This condition highlights the need for a learning model that fully engages students in the reading process. This study aims to analyze the effect of the RADEC (Read, Answer, Discuss, Explain, Create) learning model on improving the reading literacy of fifth-grade students at SDN Cijeruk. The research employed a quasi experimental method with a nonequivalent control group design. A total of 68 students participated, divided into an experimental class (34 students) applying the RADEC model and a control class (34 students) using conventional learning. Data were obtained through pretest and posttest reading literacy assessments and analyzed using a t-test. The results showed a significant improvement in the experimental class, with a mean posttest score of 83.47 compared to 75.12 in the control class (tcount = 3.42 > ttable = 2.00). These findings indicate that the RADEC model effectively enhances students’ reading comprehension skills. The novelty of this study lies in its application of the RADEC model to strengthen reading literacy in a rural elementary school context an area that has received limited attention in prior RADEC-based literacy research. The model fosters critical thinking, collaborative discussion, and deeper text comprehension among students.
Students' Problem-Solving Skills Viewed from Polya's Problem Solving Indicators Syamsudin, Annisa Febrianti; Fitriani, Andhin Dyas; Agustin, Mubiar
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

Problem-solving skills are one of the essential skills that must be mastered in the 21st century, as they can develop critical thinking skills and support effective daily decision-making. Based on this, problem-solving skills need to be mastered by everyone, including elementary school students. To measure problem-solving skills, we can use the four problem-solving indicators presented by George Polya, namely understanding the problem, devising the plan, carrying out the plan, and looking back. In reality, many students have not yet mastered problem-solving skills. Therefore, this study was conducted with the aim of describing the problem-solving abilities of sixth grade elementary school students. Theresearch method used was descriptive-qualitative. The research subjects were 51 sixth-grade elementary school students. Each research subject completed a problem-solving test on the material of combined flat shapes, which consisted of eight story questions. The questions in this problem-solving test were adjusted to the problem-solving indicators according to George Polya. The results showed that 54.9% of students were able to understand the problem. As for the indicator of devising a plan, only34.3% of students possessed this skill. Then, only 17.6% of students had the skill of carrying out the plan. Last, only 12.7% of students were able to look back at the problem solution.
Technology Integration in Writing Instruction for Elementary School Student in Indonesia: A Systematic Literature Review Rizkiah, Arni; Salim, Herli; 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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Abstract

Writing instruction at the upper primary school level faces a variety of complex challenges, particularly in terms of improving student motivation, critical thinking skills, and the quality of their writing. Advances in digitaltechnology provide a strategic opportunity to enrich the writing learning process to make it more engaging, contextually relevant, and aligned with the characteristics of a generation that is familiar with the digital world. This study aims to systematically examine findings from previous studies related to the application of technology in writing instruction in upper elementary school. The approach used is a Systematic Literature Review (SLR), which thoroughly and structurally analyzes studies discussing the implementation of digital technology in upper elementary writing education. This method was chosen to ensure the review process is transparent, objective, and replicable. The SLR process includes the identification, selection, analysis, and synthesis of scholarly articlespublished between 2018 and 2024. Identification was carried out by searching academic articles from leading databases such as Scopus, Web of Science, ERIC, and Google Scholar. The findings reveal that the use oftechnologies such as digital storytelling, online collaboration platforms, learning management systems, and AI based applications can enhance student engagement, creativity, and narrative and expository writing skills. Additionally, technology integration encourages educators to develop innovative and flexible digital teaching methods. However, several obstacles were identified, including limited ICT facilities in schools, varying levels of teachers’ digital competence, and the need for ongoing training programs. The study concludes that integrating technology into upper elementary writing instruction holds great potential for improving writing literacy quality, provided it is supported by strong educational policies, adequate digital infrastructure, and enhanced teacher professionalism
Research Trend Bi-Model Media in Science Education: Bibliometric Analysis Andari, Kadek Dewi Wahyuni; Suhandi, Andi; Sa’ud, Udin Syaefusin; Kaniawati, Ida
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 analyzes the global development and research trends of bi-model media in science education using a bibliometric approach. Data from the Scopus database were processed with Biblioshiny and VOSviewer to identify the conceptual structure, thematic clusters, and emerging directions. The results show that e-learning, virtual reality, and students are dominant themes driving a shift toward interactive and learner-centered education, while artificial intelligence, machine learning, and social media form the foundation for developing data-driven adaptive learning systems. The thematic and keyword network analyses indicate a growing transition toward a hybrid framework that integrates technology, pedagogy, and human experience. The findings highlight the importance of aligning pedagogical design with intelligent technological support to create meaningful, adaptive, and context-based learning experiences. Although limited to a single bibliographic source, this study contributessignificantly to mapping the research landscape of bi-model media and offers insights for future studies on AI-based integration, learning analytics, and equitable access to digital education in the 21st century. Unlike previous bibliometric studies that broadly examine digital or technology-enhanced learning, this work uniquely foregrounds the emerging concept of bi-model media, providing a sharper lens to understand how dual-mode representations shape scientific understanding and instructional innovation.
The Role of the Deep Learning Approach in Developing Digital Literacy and Character in Elementary Schools Nugraha, Muhamad Ikhwan; Heryani, Rina; Riyana, Cepi
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 school students are among the largest users of digital devices who are vulnerable to digital crime threats. The use of digital platforms by elementary school students must be accompanied by the developmentof digital literacy skills and the instillation of strong character, so that they do not become victims or perpetrators of digital violations. This research aims to examine the role of the deep learning approach in developing digital literacy and character skills in elementary schools. This study uses qualitative research with observation, interview, and questionnaire techniques involving 30 phase C students and teachers at one of the public elementary schools in Lembang District, West Bandung Regency. The findings in this study indicate that the teacher has implemented deep learning principles that emphasize students' learning experiences as mindful, meaningful, and joyful. The deep learning approach can indirectly encourage students to independently acquire information and develop their digital literacy skills. Deep learning education can also encourage students to develop various knowledge they acquire into a way of life. The deep learning approach plays an important role in creating learning situations that can develop students' digital literacy and character.
SmartEdu-Based Science Learning to Foster Collaboration and Problem-Solving Zulkarnaen, Rizki Hadiwijaya; Mulyani, Hanifah; Ayuni, Resti; Nurdin, Taufik Ali
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 explores the implementation of the SmartEdu application as aninnovative digital platform to enhance collaboration and problem-solving skills among pre service elementary teachers in science learning. Using a qualitative case study approach, data were gathered through observation, interviews, and document analysis to investigate how SmartEdu supports interactive and reflective learning experiences. The results reveal that theintegration of SmartEdu facilitates active engagement, teamwork, and analytical reasoning, enabling students to construct knowledge through meaningful interaction and contextual exploration. Furthermore, the digital environment encourages independent inquiry and critical reflection, which strengthen students’ ability to connect scientific concepts with real-life contexts. These findings indicate that SmartEdu-based science learning not only improves students’ collaborative and problem-solving abilities but also nurtures deeper understanding and higher-order thinking, which are essential competencies for future educators in the 21st century.
Elementary School Teachers’ Acceptance of Website-Based Multimodal Media: A SUS Analysis Adestipa; Abidin, Yunus; Kurniawan, Dede Trie
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 rapid advancement of educational technology has introduced various innovations, yet the acceptance and readiness of elementary school teachers to adopt AI-based learning media remain inconsistent. Limited pedagogical understanding and diverse levels of technological literacy continue to hinder effective integration. This study examines teachers’ acceptance of a website-based multimodal learning medium developed through a deep learning approach. The medium integrates text, images, audio, and video within an adaptive web-based system designed to enhance students’ learning experiences. A quantitative survey method was employed, utilizing the System Usability Scale (SUS) questionnaire administered to 80 elementary school teachers in Bandung Regency, Indonesia. The findings revealed an average SUS score of 78, classified as “good” and approaching the “widely accepted” level. Respondents perceived the medium as effective, engaging, and aligned with twenty- first-century learning competencies. Overall, the results demonstrate that the application of deep learning in designing adaptive multimodal learning environments holds significant promise for broader adoption in elementary education contexts.

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