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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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The Effect of the Realistic Mathematics Education (RME) Approach on Fifth-Grade Students’ Mathematical Conceptual Understanding in a Public Elementary School in Bandung Triwahyuni, Ida; Sopandi, Wahyu; Arisetyawan, Andika; Wulandari, Hesti
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

Understanding mathematical concepts is an important skill in developing numeracy literacy in elementary school students. However, initial observations at SDN Bandung 1 in Serang District show that some fifth-grade students still have difficulty understanding basic mathematical concepts, especially in the subject of fraction calculations. This occurs because learning is still teacher-centered and does not sufficiently relate mathematical concepts to real-life contexts. This study aims to determine the effect of the Realistic Mathematics Education (RME) approach on students' understanding of mathematical concepts. The method used is quantitative with a quasi-experimental design of the nonequivalent control group type. The research sample consisted of 41 students, namely 21 students in the experimental class and 20 students in the control class. The results of the analysis using the t-test showed a t-value of 3.52 > t-table = 2.02 at a significance level of 0.05. The average posttest score of the experimental class was 82.90, which was higher than that of the control class, which was 73.45. These results indicate that the RME approach has a significant effect on improving students' mathematical concept understanding and helps them understand abstract concepts through more contextual and meaningful situations.
The Effect of Emotional Intelligence on the Mathematical Problem-Solving Ability of Fifth Grade Students Elementary School in Tanara Ulfah, Maria; Sopandi, Wahyu; Supriadi; Novia, Gita
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

Mathematics learning in elementary school requires a balance between cognitive abilities and emotional management. Students with good emotional intelligence tend to be able to control anxiety, focus on solving steps, and be persistent in facing complex problems. Observations at Gusguntur Elementary School in Tanara District show that some fifth-grade students still have difficulty managing their emotions when solving problems. This study aims to determine the effect of emotional intelligence on students' mathematical problem-solving abilities. The study uses a quantitative approach with an ex post facto design. The sample consists of 40 fifth-grade students selected by saturated sampling. The instruments used are emotional intelligence questionnaires and mathematical problem-solving tests. The data were analyzed using simple linear regression. The results showed a significant influence between emotional intelligence and mathematical problem-solving abilities with a significance value of 0.012 < 0.05 and a coefficient of determination (R²) of 0.31. The higher the students' emotional intelligence, the better their ability to understand problems, choose strategies, and solve mathematical problems effectively.
Strategies for Enhancing Students' Numeracy Literacy in Primary Education Bahtiar, Teguh Gunawan; Rosdiana, Yeti; Akromah; Rahayuning, Tuti; Zainal, Muhammad
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 persistently low performance of Indonesian students in numeracy, as consistently reflected in national and international assessments, indicates that numeracy instruction in primary schools still confronts substantial challenges. This study aims to identify and analyze various strategies that have been implemented to enhance numeracy literacy among primary school students in Indonesia. Employing a Systematic Literature Review (SLR) approach, 31 peer-reviewed articles published between 2018 and 2024 were systematically reviewed. The procedure involved selection based on inclusion criteria, content coding structured around strategic components, and thematic analysis of the instructional approaches utilized. The findings reveal five dominant strategies: the use of interactive media, contextual-thematic learning, collaborative-community-based approaches, differentiated instruction, and the integration of digital technology. The results further indicate that the efficacy of numeracy literacy enhancement is largely dependent on the alignment of the chosen strategies with the specific student context, the proactive role of the teacher, and the comprehensive support provided by the school and family environments. This study concludes that effective numeracy strategies must be integrative, adaptive, and contextually grounded to adequately meet the demands of 21st-century mathematics education. These findings are expected to serve as a practical and conceptual reference for teachers, curriculum developers, and educational researchers in designing effective and sustainable numeracy interventions at the primary education level.
Analysis of Third Grade Elementary School Students’ Numeracy Literacy Skills in Solving Contextual Problems with the Help of The PBL Model Laura, Westi Devia; Wahyudin
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

Initial observations indicate that elementary school students' numeracy literacy is still low, especially in connecting mathematical concepts to real-world contexts, so that the learning process has not been able to optimally develop numeracy skills. Based on these issues, this study aims to analyze students' numeracy literacy abilities in solving contextual problems with the help of the Problem-Based Learning (PBL) model. This study uses a quantitative approach with a pre-experimental design of one group pre-test and post-test. The results show a significant increase in numeracy literacy scores after the implementation of the PBL model, with a pretest average score of 60.03 (SD = 9.642) and a posttest average score of 78.14 (SD = 7.678), as well as an average difference of 18.114. A correlation value of 0.813 (p < 0.001) and a t-value of -19.089 (p < 0.001) indicate a strong positive effect, with a very large effect size (Cohen's d = -3.227). These findings prove that problem-based learning is effective in improving numeracy literacy by strengthening elementary school students' critical thinking and contextual problem-solving skills.
Challenges of Elementary School Management Strategies in The Implementation of Deep Learning Oktafiyana, Fitri; 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

Twenty-first-century education demands a paradigm shift from the mere transfer of knowledge toward the cultivation of critical, creative, collaborative, and communicative thinking skills. The deep learning approach is regarded as a relevant framework to address these demands. However, the reality in elementary schools reveals a significant gap between modern learning expectations and managerial readiness, which remains dominated by administrative and bureaucratic practices. This study aims to analyze the challenges of elementary school management strategies in implementing deep learning and to identify potential solutions. A Systematic Literature Review (SLR) with a descriptive approach was employed, consisting of the stages of identification, selection, analysis, and synthesis of 20 national and international articles published between 2018 and 2025. The findings indicate that the primary challenges lie in unclear strategic direction, limited managerial competence, weak communication, and an individualistic school culture. The study concludes that adaptive, evidence-based management strategies supported by collaborative leadership and the active participation of all school members are essential to fostering a reflective and innovative culture that promotes effective and sustainable deep learning.
Exploring Fourth Grade Students’ Computational Thinking Skills in Mathematics Learning on Number Concepts Suryaningsih, Tri; Rahayu, Wardani; Nurjannah
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 aims to analyze the Computational Thinking (CT) skills of grade IV students in mathematics learning with number materials. Based on the CT skill test conducted on 37 students at SDN Sepanjang Jaya III, the results showed that students' ability in the indicators of decomposition (53.12%) and pattern recognition (54.68%) was still in the poor category, which indicated the difficulty of students in breaking down problems into simpler parts and recognizing patterns in numbers. Meanwhile, the indicators of abstraction (60.41%) and algorithmic thinking (77.34%) showed better achievements, although still in the sufficient category. These results reveal that students have begun to be able to sift through relevant information and follow problem-solving steps systematically, but still struggle in developing algorithms for more complex problems. This study suggests that mathematics learning in elementary school needs to place more emphasis on pattern exploration, problem-based learning, and unplugged activities to strengthen students' CT skills, especially in the aspects of decomposition and pattern recognition, as well as to encourage the development of logical and algorithmic thinking skills in a more in-depth manner.
Students' Conceptual Understanding of Alternative Energy Material After RADEC Model Learning in Grade IV Elementary School Sumia, Aam; Sopandi, Wahyu; 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

The importance of understanding the concept of alternative energy for elementary school students cannot be separated from the current global conditions. The RADEC learning model is a learning approach designed to improve students' understanding of concepts in different ways. The objectives of this study are 1) to determine the differences in students' learning outcomes in understanding the concept of alternative energy functions using the RADEC learning model in sixth grade. 2) To obtain a learning model that provides better learning outcomes in the subject of alternative energy functions in sixth grade elementary school. The research design used in this study is a quasi-experiment with a nonequivalent control group design. The population of this study was all sixth-grade elementary school students. The instruments used in this study included descriptive tests and observation sheets. The instruments used in this study were test questions adjusted to the revised Bloom's taxonomy understanding indicators. The results of data analysis showed that the RADEC learning model had a significant effect on improving students' conceptual understanding. Normality and homogeneity tests ensured that the data met the assumptions of parametric statistical analysis. The Paired Sample T-Test showed a significant increase in the pretest and posttest of both groups, with a greater increase in the experimental group. The Independent Sample T-Test revealed a significant difference between the two groups in the posttest (Sig. 0.003 < 0.05). The N-Gain analysis showed an average increase in understanding of 46.41% in the experimental group, higher than the control group at 30.15%. This study concluded that the RADEC model was more effective than the STEM method in improving students' understanding of alternative energy concepts.
Building Students’ Strong Personality through Character Education in Schools Under The Implementation of The Merdeka Curriculum: A Strategy for Preventing Demoralization Maulana, Abdul Holik; Nurihsan, Juntika; Irianto, Dede Margo
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

Character education in schools plays a strategic role in shaping resilient and integrity-driven personalities to prevent the growing phenomenon of demoralization among students in the era of disruption and global value transformation. This study aims to provide an in-depth analysis of the importance of integrating character education into the implementation of the Merdeka Curriculum, as well as to identify an effective conceptual model for strengthening students’ moral development. Employing a qualitative literature review method, this research examines a wide range of recent scholarly sources, including books, journals, and research reports relevant to the themes of character education and the Merdeka Curriculum. The synthesis of literature indicates that systematically integrated character education within the Merdeka Curriculum makes a significant contribution to preventing demoralization through the reinforcement of Pancasila Student Profile values. This study proposes the Integrative Model of Character Education within the Merdeka Curriculum (IM-CE2M), which consists of four key components: (1) project- and experience- based contextual learning that cultivates the values of faith, collaboration, and independence; (2) consistent habituation and self-development programs that foster moral discipline and positive habits; (3) synergistic collaboration among schools, families, and communities as the three centers of value-based education; and (4) strengthening teachers’ capacities as moral role models and primary facilitators of character-based learning. The implementation of IM-CE2M demonstrates that character education not only serves as a means of preventing demoralization but also forms the foundation for developing students who are faithful, critical, creative, and ethical embodying the ideals of the Pancasila Student Profile. Thus, integrating character education within the Merdeka Curriculum represents a transformative strategy to cultivate a young Indonesian generation with strong character, global competitiveness, and steadfast commitment to universal moral and humanitarian values.
Revisiting Indonesian Heritage in Elementary Education: Utilizing Critical Transformative Pedagogy to Foster Cultural Identity Rosalina, Bunga
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 examines the integration of cultural heritage in elementary education through a critical transformative pedagogical approach aimed at enhancing students' cultural identity. Through an in-depth literature review, the findings indicate that culturally-based teaching enriches students' academic experiences and significantly contributes to the formation of a strong cultural identity. The role of educators is crucial in the implementation of cultural education, linked to ongoing professional development and collaboration with the community. Moreover, the involvement of parents and local stakeholders in education reinforces cultural capital, which is essential for the success of culturally responsive education. This research underscores the importance of incorporating cultural content into the curriculum to prepare students to become active citizens in a multicultural society.
Implementation of Problem-Based Learning with a Connected Approach in Indonesian Language Learning in Grade III Elementary School: A Qualitative Descriptive Study Ginanjar, Dede; Sutini, Ai
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

Indonesian language learning in elementary schools requires strategies that can enhance student engagement, comprehension, and critical thinking skills. The Problem-Based Learning (PBL) model with a Connected approach allows students to relate the learning material to real-life experiences, promoting active and meaningful learning. This study aims to describe the implementation of the PBL model with a Connected approach in Indonesian language learning for third-grade elementary school students, including the learning process, student participation, and challenges encountered. The research used a descriptive study with a qualitative approach. The subjects were third-grade students at one elementary school, and data were collected through participatory observation, interviews with teachers and students, and documentation of learning activities. Data analysis was conducted qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of PBL with a Connected approach followed the stages of problem identification, group discussion, problem solving, and reflection. Students actively participated, were able to connect the material to daily experiences, improved critical thinking skills, and enhanced communication abilities. Challenges included limited time and differences in students’ readiness to understand the problems. In conclusion, the PBL model with a Connected approach is effectively implemented in third-grade Indonesian language learning, increasing student engagement, comprehension, and critical thinking, while providing a foundation for teachers to develop contextual and meaningful learning strategies.

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