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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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Application of STEAM Project Based Learning Model to Improve Mathematical Creativity of Sixth Grade Students at SDN Binong, Pamarayan Novia, Gita; Sopandi, Wahyu; Nurulpaik, Iik; Ulfah, Maria
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 schools is often still oriented towards final results and calculation skills alone, rather than the creative thinking process of students. Phenomena in the field show that most students experience difficulties when faced with contextual problems that require flexible and innovative thinking. This indicates that procedural learning has not been able to foster creativity and mathematical imagination. To address this challenge, this study aims to examine the effectiveness of project-based STEAM learning in improving the mathematical creativity of sixth-grade students at SDN Binong Elementary School in Pamarayan District. The study uses a quantitative approach with a one group pretest-posttest design, involving 28 students. The instruments used are mathematical creativity tests and learning activity observation sheets. The results of the analysis using a paired t-test showed a significant increase in students' mathematical creativity, with a pretest average score of 60.7 and a posttest average score of 84.2 (t = 9.03; p < 0.05). The most prominent improvement occurred in the aspects of originality and flexibility of thinking. These results indicate that project-based STEAM learning is able to transform the classroom into a space for exploring ideas, fostering the courage to innovate, and developing creative thinking skills in the context of real life.
The Effect of the STEAM Learning Model on Problem-Solving Skills in Science Education for Third-Grade Students at SDN Kamasan 1 Paridah, Nur; Sopandi, Wahyu; Nurulpaik, Iik; Fitriani, Yulianti; Rokayah, Eroh
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

Science and Social Studies (IPAS) learning in elementary schools plays a crucial role in developing students’ critical and problem-solving abilities. However, preliminary observations at SDN Kamasan 1, Cinangka District, revealed that third-grade students still struggle to identify problems and design contextual solutions in IPAS learning activities. This study aims to determine the effect of the STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model on students’ problem solving skills. The research employed a quasi-experimental design with a non-equivalent control group, involving 52 students divided into an experimental class (n = 26) and a control class (n = 26). The experimental class received learning through the STEAM model, while the control class used conventional learning. Data were collected through problem-solving tests and observation sheets, and analyzed using an independent sample t-test. The results showed that the mean posttest score of the experimental class (M = 84.12, SD = 6.45) was significantly higher than that of the control class (M = 72.31, SD = 7.28), with t(50) = 6.42, p < 0.001. The effect size (Cohen’s d = 1.15) indicated a strong influence of the STEAM model on students’ problem-solving skills. These findings suggest that the STEAM learning model effectively enhances students’ ability to connect IPAS concepts to real-life situations, promoting creativity and collaboration in 21st-century learning contexts.
Analysis of The Need for an Ethno-Steam-Based Learning Module to Improve Narrative Text Writing Skills Umrotullatifah, Nurul; Riyadi, Arie Rakhmat; Heryani, Rina; Afifah
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 is motivated by the low ability of fourth-grade elementary school students to write narrative texts. Many students still have difficulty expressing ideas or themes, structuring a coherent flow, determining characters and settings, and choosing language styles that comply with Indonesian grammar rules. The learning activity process applies a conventional learning model with the lecture method, and the teaching materials used by the teacher are limited to school textbooks. This condition is one of the causes and obstacles for students in developing their imagination and creativity during the writing process. Based on these issues, this research aims to analyze the need for an Ethno-Steam-based learning module to improve the narrative text writing skills of fourth-grade elementary school students. The research method used is Research and Development (R&D) with the ADDIE method. However, this research is only limited to the Analysis stage. Research data was obtained from interviews, analysis of teaching material documents, and initial observations of learning implementation. The analysis results show that a learning module with an Ethno-Steam approach is highly needed to improve the narrative text writing ability of fourth-grade elementary school students.
STEAM in Elementary School Safran
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

21st century education demands critical, creative, collaborative, and digital literacy skills. The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is an innovation that integrates various disciplines contextually to create meaningful learning. This study aims to analyze the application of STEAM in elementary schools by reviewing the supporting factors, constraints, and their impact on student learning processes and outcomes. The method used is a qualitative approach with library research, through the analysis of various research results, educational theories, and relevant policies. Data were obtained from secondary literature such as scientific journals, books, research reports, and purposively selected policy documents. Thematic content analysis was used to identify key themes such as teacher roles, facilities, policy support, and the impact of STEAM on learning outcomes. The results of the study show that the application of STEAM is efficacious in improving 21st century skills, including critical thinking, creativity, collaboration, and learning motivation. Project-based learning is the most effective strategy in integrating the five disciplines. However, the main obstacles include limited teacher competence, facilities, and policy support. Overall, STEAM has the potential to build creative and future-oriented basic education, noting the need for teacher training, adequate facilities, and interdisciplinary curriculum policies
Variations in Challenges and Practices of Elementary School Teachers in Strengthening Cultural and Civic Literacy in Sumedang Regency Widianti, Tira; Heryani, Rina
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 rapid advance of globalization has compelled elementary school teachers to continuously adapt to diverse challenges in fostering cultural and civic literacy. This study aims to map the variation of challenges and teaching practices among elementary teachers in Sumedang Regency, focusing on territorial characteristics. Employing an explanatory sequential mixed-method design, the research integrates quantitative data from Likert-scale surveys and qualitative insights from thematic analysis of open-ended responses, collected from 40 teachers in urban, rural, and suburban schools with varying teaching experience. Statistical and thematic analyses reveal notable differences in both the challenges and strategies encountered, influenced by school location and professional seniority. Teachers in urban schools and those with seniority reported greater complexity but demonstrated greater innovation, while teachers in rural and suburban settings faced more limitations in contextual cultural materials, digital access, and parental engagement. Novice teachers expressed a significant need for structured training and school support. Qualitative results highlight key barriers: inadequate cultural materials, limited professional development, diminished student motivation, and time constraints. These findings underscore the imperative for locally grounded resource development and professional training tailored to both territorial and experiential needs to effectively improve cultural and civic literacy at the primary level.
Developing an Ecoliteracy E-Module through the ADDIE Model to Foster Sustainable Development (SDGs) in Elementary Schools Puspitasari, Ai Nina Karlina; Soemantri, 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

This research is motivated by the importance of ecoliteracy education in elementary schools to instill sustainable values. Integrating the Sustainable Development Goals (SDGs) into learning is a strategic step to foster environmental awareness through a digital approach. This study aims to develop an e-module on ecoliteracy integrated with the SDGs for elementary school students, using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research method uses a research and development (R&D) design with a mixed methods approach. The subjects were 50 students, divided into two groups: an experimental group and a control group (25 students each). Quantitative data were collected through pre-tests and post-tests, while qualitative data were obtained through interviews and observations. Findings and analysis showed that the experimental group achieved a post-test score of 85% with an N-gain of 0.6 (moderate), while the control group achieved 70% with an N-gain of 0.2 (low). These data indicate an increase in students' understanding of the ecoliteracy concept after the e-module. In conclusion, the ADDIE-based ecoliteracy e-module has proven effective in strengthening environmental awareness and supporting sustainability-focused education in elementary schools.
Analysis of Fifth-Grade Students’ Mathematical Connection Ability in Understanding Fraction Concepts Hidayat, Soleh; 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 mathematical connection ability of fifth-grade elementary school students in understanding fraction concepts. Mathematical connection ability is one of the essential aspects that should be developed from the elementary education level, as it enables students to recognize relationships among mathematical concepts and apply them meaningfully in real-life situations. The research employed a qualitative descriptive method, with data collected through a mathematical connection ability test, observations, and interviews. The test instrument was developed based on three main indicators of mathematical connection ability proposed by the National Council of Teachers of Mathematics (NCTM), namely: (1) the ability to connect mathematical concepts, (2) the ability to connect multiple mathematical representations, and (3) the ability to connect mathematical concepts to real-life situations. The research subjects consisted of 30 fifth-grade students from a public elementary school in Garut Regency. The results indicate that the indicator of connecting mathematical concepts achieved the highest percentage at 68.7% (moderate category), followed by the indicator of connecting representations at 65.4% (moderate category), while the indicator of connecting mathematics to everyday life reached only 42.1% (low category). These findings suggest that students are generally able to identify relationships among mathematical concepts but still experience difficulties in applying these concepts to real-life contexts. Therefore, more in-depth instructional reinforcement is required to help students develop a more meaningful and applicable understanding of the mathematical concepts they learn.
Bridging the Expository Literacy: The Effectiveness of the SQ4R Method Based on Local Wisdom SDGs in Addressing Comprehension Deficits in Elementary School Students Nurjannah, Mita Sukma
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 is motivated by a deficit in expository literacy skills among elementary school students, reflected in their low ability to read comprehension and write structured and logical expository texts. This deficiency represents a gap that needs to be addressed to support the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on Quality Education. This study aims to test the effectiveness of the SQ4R (Survey, Question, Read, Recite, Reflect, and Review) method, integrated with local wisdom values relevant to the SDGs, in improving these two skills. The study used a quasi-experimental method with a nonequivalent control group design. The subjects were fifth-grade elementary school students, divided into an experimental group receiving the SDGs-based SQ4R treatment and a control group using conventional methods. Data were collected through reading comprehension tests and expository writing performance tests, and analyzed using t-tests to compare learning outcomes between groups. The results showed significant improvements in the experimental group compared to the control group, both in reading comprehension and expository writing skills. Integrating local wisdom (e.g., the values of mutual cooperation and nature conservation) into the SQ4R stages can increase the relevance of the material, helping students absorb and reflect on the information more deeply. Therefore, it can be concluded that the SQ4R method based on SDGs Local Wisdom is effective in bridging the literacy gap and is an innovative learning method that supports sustainable education at the elementary level.
Deep Learning Approach to Numeracy Literacy Learning in Elementary Schools Firdausi, Audi Shafira; Heryani, Rina; Muryanto, Rusdiono
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

Students show that they often cannot apply mathematical knowledge in other fields directly and the teaching and learning activities that occur are dominated by conventional learning, focusing on one-way knowledge transfer from teachers to students, this kind of learning is no longer adequate to meet the demands of the modern era. This article aims to analyze and understand the implementation of numeracy literacy learning at the elementary school level using a deep learning approach to make learning more personal and in-depth. This study uses a qualitative method using data collection techniques with interviews, questionnaires, and literature studies, and data analysis is carried out using analysis techniques according to Miles and Huberman. The data obtained will be subjected to data reduction, data presentation, and drawing conclusions or verification. This study shows that students have an awareness in the use of numbers and symbols, analytical and problem-solving practices, the relevance of learning to everyday life, enjoyable learning experiences, and a positive atmosphere that encourages active involvement.
Understanding How Local Wisdom Shapes Social Skills: A Microethnographic Study in Indonesian Elementary Classrooms Yanto, Ari; Sapriya; Maryani, Enok; 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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This study aims to understand how Indonesian local wisdom values, such as gotong royong (cooperation), musyawarah (shared decision-making), and tepa selira (empathy), shape the social skills of elementary school students through daily learning practices. The study was conducted in three public elementary schools in Cirebon Regency, West Java, involving 21 students and 4 teachers as participants. Using a microethnographic approach, this study examined the social dynamics, discourse patterns, and participation structures that mediate social interactions in the classroom. Data were collected over eight weeks through classroom observations, video recordings, and semi-structured interviews with teachers and students. The analysis shows that local wisdom values function as cultural tools that strengthen empathy, social responsibility, and prosocial communication among students. Teachers play a crucial role in internalizing these cultural values through contextual pedagogical strategies that foster social awareness and collaboration. These findings contribute to the global discourse on culture-based social pedagogy by demonstrating how the integration of local values can enrich the social-emotional learning approach in multicultural elementary education contexts.

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