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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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A Systematic Literature Review on The Effectiveness of The Teams Games Tournament (TGT) Model with Flashcard Media in Enhancing Early Reading Skills in Elementary School Students Anggraeni, Devi; Supriatna, Encep; 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

Early reading ability is a fundamental literacy skill that underpins students’ success in subsequent learning stages. However, numerous studies indicate that many elementary school students still struggle with early reading, particularly in letter recognition, syllable decoding, and basic comprehension. One promising approach to address this issue is the integration of the Teams Games Tournament (TGT) learning model with flashcard media. This study aims to systematically review research findings on the effectiveness of the TGT model assisted by flashcards in improving early reading skills among elementary school students. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines, analyzing articles published between 2014 and 2025 from databases such as Google Scholar, ERIC, and ScienceDirect. From an initial pool of 134 articles, 25 met the inclusion criteria and were further analyzed. The findings reveal that the integration of the TGT model and flashcard media effectively enhances students’ learning motivation, engagement, and early reading proficiency, particularly in letter and word recognition. Most studies employed quasi-experimental designs using pretest-posttest methods. Thematic analysis identified four major research focuses: (1) the effectiveness of the TGT model on reading outcomes, (2) the pedagogical role of flashcards in interactive learning, (3) implementation strategies of TGT in lower-grade classrooms, and (4) challenges faced by teachers in game-based learning application. The review also highlights several research gaps, including intervention duration, school context diversity, and long-term retention measurement. This SLR provides valuable insights for educators and researchers in designing innovative and effective instructional models to improve early reading skills in elementary education.
A Humanistic Approach in Thematic Learning of The Merdeka Curriculum Nursya'bani, Kinkin Karimah; 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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Abstract

This study aims to examine the implementation and theoretical foundation of the humanistic approach in thematic learning under the Curriculum Merdeka at Mutiara Bunda Elementary School in Bandung. A qualitative case study method was employed, gathering in-depth data through participatory observation, interviews, and documentation (Creswell, 2016; Yin, 2019). The findings indicate that the implementation is comprehensive and consistently grounded in Carl Rogers' Three Facilitative Conditions (Empathy, Congruence, and Unconditional Positive Regard), effectively creating a psychologically safe classroom environment necessary for student growth (Rogers, 1969; Maslow, 1970). Teachers prioritize open and authentic interactions, transforming their role into that of an empathetic facilitator (Dinata, 2020; Holisah, 2022). Learning evaluation is performed holistically and formatively through personal reflection and learning journals, placing emphasis on the student's internal frame of reference and self-concept development (Rogers, 1969). The main challenge is the systemic conflict between the personalized demands of humanistic pedagogy and the heavy administrative and time pressures within the current educational structure. This study provides a significant empirical contribution by positioning the humanistic approach as the essential philosophical foundation required for achieving the holistic goals and character development outlined in the Profil Pelajar Pancasila (Mulyanto, Arfanti, & Damiati, 2024).
Deep Learning in a Futuristic Pedagogical Review: A Critical Paradigm for 21st Century Learning Karmilah, Lilah; Margo, Dede
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 transformation of 21st-century education demands a deeper, more reflective, and meaningful approach to learning, especially in the face of the complexity of the digital age and the crisis of values. Deep learning is one of the key concepts in futuristic pedagogy, which emphasizes conceptual understanding, value integration, and critical thinking skills. This study aims to examine deep learning from a critical pedagogical perspective as a transformative learning paradigm relevant to future challenges. The methodology used is a literature study, reviewing various national and international scientific sources related to deep learning, futuristic pedagogy, critical pedagogy, and 21st-century learning. The results of the study show that deep learning is in line with the principles of critical pedagogy, as both emphasize the active role of learners in the learning process, reflective awareness, and orientation towards social change. The conclusion of this study confirms the importance of integrating deep learning into the curriculum and learning practices as part of a vision of future education that is not only adaptive but also liberating and civilized.
The Influence of the RADEC Learning Model on Elementary School Students' Mathematical Problem-Solving Skills as Reviewed by Gender Differences Peni, Raisa Okta; 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

This study investigated the influence of the RADEC (Read, Answer, Discuss, Explain, and Create) learning model on elementary school students' mathematical communication skills, considering the factor of gender. The research aimed to determine the effectiveness of the RADEC model, the presence of significant gender differences, and any interaction effects between the learning model and gender in communication abilities. A quasi-experimental design was employed with fourth-grade students from one elementary school in Bandung City, Indonesia, as participants. Data were collected through a five-item essay test on mathematical communication skills and analyzed using descriptive and two-way ANOVA statistics. The results of this study show that there was a statistically significant positive effect of the RADEC learning model on students' mathematical communication skills, with the experimental group achieving higher average scores compared to the control group (77.74 vs. 56.30, p < 0.001). However, no statistically significant difference was found in mathematical communication skills between male and female students (p = 0.693). Furthermore, the study indicated no significant interaction effect between the learning model and gender on mathematical communication skills (p = 0.863). This finding thus points to the effectiveness of the RADEC learning model as a pedagogical approach for enhancing mathematical communication skills for both male and female students in this elementary education context.
A Comparative Study on the Mastery and Implementation of TPACK among Teachers in the Philippines and Indonesia: An Analysis of Contextual Factors and Their Impact on Teaching Khairunnisak, Rania
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 differences in mastery and implementation of TPACK among teachers in Indonesia and the Philippines through a comparative and contextual analysis approach. Quantitative data reveal higher TPACK mastery levels among Filipino teachers, supported by policies, ongoing professional development, and adequate infrastructure, while Indonesian teachers face resource and sustainability constraints. Qualitative analysis uncovers the influence of cultural, policy, and resource factors on pedagogical practices and development models. Findings highlight that successful TPACK implementation is heavily dependent on systemic and environmental factors, emphasizing the need for adaptive, context-based policy strategies. These insights serve as a vital reference for designing innovative, sustainable, and relevant technology-integration policies within ASEAN educational frameworks.
Defense Mechanisms of Elementary School Children in Dealing with Emotional Stress (A Freudian Psychoanalytic Perspective) Muhdiati, Siti; Riyadi, Arie Rakhmat
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

Emotional pressure in elementary school children is an important issue that can significantly affect their psychological development. Defense mechanisms, from Freud’s psychoanalytic perspective, function as unconscious strategies to cope with such pressure. This quantitative study aims to analyze the defense mechanisms used by fifth-grade students in West Bandung Regency to deal with emotional stress. A total of 66 students were selected through purposive sampling, and data were collected using a structured questionnaire measuring four types of defense mechanisms: denial, sublimation, reaction formation, and projection. Data were analyzed using descriptive and inferential statistics (Kruskal–Wallis test). The results revealed that sublimation had the highest mean score (M = 2.89; SD = 0.787) and was the most dominant strategy used by students to manage emotional pressure, followed by denial (M = 2.27) and reaction formation (M = 2.26), while projection was the least used mechanism (M = 1.64). The Kruskal–Wallis test yielded H = 70.875; p < 0.001, indicating a significant difference among the four types of defense mechanisms. Post hoc analysis with Bonferroni correction confirmed that sublimation differed significantly from other mechanisms, while denial and reaction formation were used at relatively similar levels. These findings indicate that elementary school children tend to employ adaptive defense mechanisms when facing emotional pressure. The results are expected to serve as a foundation for developing psychological interventions in schools, including emotional regulation training and positive coping strategies to enhance children’s emotional well-being.
Learning Innovation in The Merdeka Curriculum: A Critical Pedagogical Review in Primary Schools Indriyani, Tri Sila; Abidin, Yunus
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 learning innovations within the Curriculum Merdeka at State Elementary School 268 Panyileukan, Bandung City, from a critical pedagogical perspective. It aims to understand the innovative practices implemented by teachers and the extent to which values of critical reflection and social awareness are embedded in the learning process. The research employed in-depth interviews, participatory observation, and document analysis conducted from July to October 2025. The findings indicate that Curriculum Merdeka has successfully promoted project-based, differentiated, and contextual learning approaches that enhance students’ creativity and motivation. However, critical pedagogical aspects—such as deep reflection on the learning process and the development of students' critical awareness of social issues—remain underdeveloped. Teachers tend to emphasize evaluation based on final learning products without fully integrating critical thinking throughout the process. Other challenges include limited teacher understanding of the curriculum, insufficient infrastructure support, and the need for ongoing professional development. This study recommends strengthening teacher capacity through training in critical pedagogy, designing projects that connect learning to real-world social issues, and enhancing infrastructural support. This research makes an important contribution to the development of curriculum and teaching practices that are not only technically innovative but also liberating and empowering for students as active learners in real social contexts.
Multicultural Education in Elementary Schools: Fostering The Pancasila Student Profile Through an Ethnopedagogical Approach Muthmainnah, Anti
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

Multicultural education in Indonesia plays a crucial role in shaping the nation's character based on Pancasila. The ethnopedagogy approach emerges as an effective strategy to integrate local and national cultural diversity into the elementary school learning process. This study aims to examine how the ethnopedagogy approach can foster the Pancasila learner profile through multicultural education at the elementary level, as well as strengthen the values of tolerance, justice, and mutual cooperation as part of the nation's character. The method employed includes a literature review and field observations at several elementary schools implementing ethnopedagogy in their teaching. Qualitative analysis was used to assess the influence of this approach on character formation and the application of Pancasila values. The results indicate that ethnopedagogy can enhance students’ awareness of cultural diversity and reinforce attitudes of tolerance, justice, and solidarity. Students better understand and appreciate their own cultural identities while respecting other cultures, thereby contributing to the development of a Pancasila student profile who is faithful and cultured. Multicultural education based on ethnopedagogy is effective in fostering character and Pancasila values among elementary school students. This approach can serve as a vital strategy in cultivating a tolerant generation with strong national identity, capable of living harmoniously within diversity.
Analysis Needs for Integrating Local Cultural Values in Reading and Writing Learning for Second Grade Students (Preliminary Study for Developing an Ethnopedagogy Module) Margaretha, Yaroserai; Sutarsih, Cicih
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 needs for integrating Bandung local cultural values into reading and writing instruction for second-grade elementary school students as an initial step in developing an ethnopedagogy-based module. The research background stems from the low basic literacy skills found among second-grade elementary students in Cibogo, Lembang. Out of a total of 23 students, 3 students were unable to read, while several students still experienced difficulties in reading fluency, writing simple sentences, and using capital letters and punctuation marks. This condition is exacerbated by instruction that remains dominated by lecture methods and the use of teaching modules that are not contextual to local life and culture. This study employs a qualitative approach with a needs analysis method through interview and observation techniques involving teachers and second-grade elementary students as research subjects. The analysis focuses on identifying elements of Bandung local culture, including community social life, natural environmental conditions, natural products, regional arts, and traditions that are still alive in the Elementary School Bandung community and surrounding areas. Preliminary findings indicate that teachers have not yet developed teaching modules that connect Indonesian language material with students' local cultural context. In fact, the integration of ethnopedagogical values is considered to have the potential to strengthen basic literacy skills through meaningful, contextual learning rooted in students' cultural experiences. Therefore, the results of this study are expected to serve as a foundation for developing ethnopedagogy-based learning modules that integrate Bandung local culture to improve the reading and writing skills of second-grade elementary students.
Exploring the Integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in Elementary Education: A Systematic Literature Review Falasifah, Farah
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

STEAM education in elementary schools has gained increasing global attention, driven by the need to develop 21st-century skills and integrate innovative technologies. This study employs a systematic review approach by collecting and analyzing 800 recent studies from international databases such as Scopus, Web of Science, and ERIC, published within the last five years. The primary findings reveal a significant upward trend in the use of digital and innovative media, such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI), which positively impact student motivation, critical thinking skills, and academic outcomes. However, challenges remain, including disparities in technological access, teacher preparedness, and cultural diversity across different contexts. These findings emphasize the importance of policy development that supports pedagogical innovation and enhances technological infrastructure to ensure the effective and inclusive implementation of STEAM. The study also identifies research gaps concerning long-term impacts and sustainability of STEAM programs across regions, highlighting the need for further investigation. The insights offered by this review provide strategic directions for fostering innovative, adaptive, and equitable STEAM education at both global and local levels.

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