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Hamdan Husein Batubara
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Journal of Integrated Elementary Education
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 2828223X     EISSN : 27761657     DOI : https://doi.org/10.21580/jieed.v1i1
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Integrated Elementary Education is a multi-disciplinary, peer-reviewed and open-access journal published online by the Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Walisongo Semarang, Indonesia in two issues a year (March and September). This journal invites researchers and academics to publish original and actual research results about teaching and learning at elementary school, such as: development of attitudes, knowledge and skills of students, teaching and learning models, technology utilization, learning evaluation, and teacher competencies development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 5 No. 1 (2025): October-March" : 18 Documents clear
Friendly Education: Prophet Muhammad's Interactions with Children Nasirudin, Nasirudin; Musthofa, Musthofa; Kunaepi, Aang
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.21437

Abstract

Acts of violence, both verbal and non-verbal, that threaten children often occur in interactions between adults and children. Acts of violence like this are very counterproductive in the world of education. This article aims to analyze how the Prophet PBUH interacted with kids who had their universe. Following that, a descriptive analysis was conducted on the hadiths about the Prophet's contact with children that were recorded in the hadith books. Child-friendly education is a concept that emphasizes the importance of fostering a sense of safety and enjoyment in children. The Prophet's interactions with children provide valuable guidelines for child-friendly education. He greets them with a sense of security, appreciates their unique world, and allows them to play without scolding. He encourages sadness by joking with them and does not discriminate against children based on gender. This child-friendly educational model deserves further research to identify more comprehensive and in-depth prophetic education methods. The Prophet's affectionate approach towards children makes him a valuable model for educators.
A Light from Finland: Uncovering Teachers’ Role in Evaluating Students’ Learning through Parent-Teacher Conferences Tholchah, Muchammad
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.22753

Abstract

The implementation of the Merdeka curriculum has posed significant challenges for teachers, particularly in learning assessment practices. This study explores the roles of Finnish teachers in evaluating student progress during parent-teacher conferences (PTCs) using a qualitative, autoethnographic approach guided by teacher practice theory. The findings highlight that Finnish teachers utilize comprehensive materials and diverse sources, playing as mentors for children by empowering students to articulate their learning experiences and collaborate with parents through fostering shared educational responsibilities with parents, which indicates the practice represented beyond solely the pedagogical domain. However, the study cautions against directly replicating the Finnish model in Indonesia due to the limited number of participants and differences in educational systems, cultural contexts, and institutional frameworks. Future research should include a larger participant pool to provide a broader understanding of PTCs in Finland, enabling Indonesia to adapt these practices effectively and resolving the problem of student learning assessment in the Merdeka curriculum.
Social Emotional Learning to Improve Collaboration and Questioning Skills in Elementary Schools Budiansyah; Laihat, Laihat; Rantina, Mahyumi
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.22970

Abstract

This study investigates the impact of social-emotional learning (SEL) on enhancing collaboration and questioning skills in elementary school students. The research focuses explicitly on 31 first-grade students in Palembang. Employing a classroom action research methodology, the study is structured into two cycles, each comprising planning, implementation, observation, and reflection stages. Data collection involved both observational techniques and testing. The results indicate marked improvements in collaboration and questioning skills across three phases: pre-cycle, cycle I, and cycle II. A 19% increase in questioning abilities was observed from the pre-cycle to cycle I, followed by an impressive 33% increase from cycle I to cycle II. This progression illustrates that while students are making commendable strides in developing their questioning skills, they still benefit from targeted guidance from educators to refine the substance of their inquiries. Regarding collaboration skills, applying SEL resulted in a noteworthy 25% enhancement from the pre-cycle to cycle I and a further 42% improvement from cycle I to cycle II. These findings underscore a significant advancement in students' capacities for teamwork, responsibility, and constructive feedback within group dynamics. Overall, the insights gained from this study highlight the effectiveness of implementing social-emotional learning in enriching the educational experience and fostering collaboration and questioning skills among elementary school students.
Literacy Skills of Digital-Age Primary School Students in Mandailing Natal Regency Siregar, Parulian; Naimah, Naimah; Sumarni, Sri; Munastiwi, Erni
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.23070

Abstract

This research aimed to investigate literacy skills, the underlying causes of low literacy levels, and the implications for primary school students in the digital age. The researcher employed a qualitative field research methodology, collecting data through participatory observation, in-depth interviews, and the utilization of Google Forms. The data analysis involved systematic reduction, presentation of findings, and the formulation of conclusions, all while employing coding techniques and categorizing themes. The findings indicate that the literacy skills of elementary school students in Indonesia remain significantly underdeveloped. A considerable number of students encounter difficulties in comprehending simple texts, organizing their thoughts in writing, and understanding the material presented by teachers. Additionally, they face challenges in grasping fundamental mathematics and science concepts, as well as effectively utilizing digital tools in their educational experiences. Several factors contribute to the observed low literacy levels, including a lack of supportive familial environments, inadequate integration of technology in educational settings, ineffective instructional models, and limited access to digital resources and training. The repercussions of insufficient literacy skills are evident in students’ difficulties in solving problems, accessing information, and articulating their thoughts, both verbally and in written form. To mitigate this issue, it is recommended that educators integrate digital tools into their pedagogical strategies. This can be achieved through the implementation of project-based learning and the use of educational podcasts disseminated via online platforms.
Implementation of the Pancasila Student Profile Strengthening Project (P5) in Elementary Schools Nurmala, Viviani; Astiti, Niken Yuni; Fitri, Dina Martha; Wuryandani, Wuri
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.23644

Abstract

This study investigates the existing gap in research concerning the implementation of the Project for Strengthening the Pancasila Student Profile (P5) in elementary schools. The primary goal is to analyze how P5 is executed and assess its effectiveness in promoting character development among students. Additionally, the research aims to identify the factors that support and the challenges faced in implementing P5 within educational settings. This qualitative research included seven subjects: a school principal, a curriculum officer, two project teachers, two students, and one guardian. The study utilizes Robert K. Yin's case study methodology and focuses on a single-case approach. Data were gathered through interviews, observations, and documentation. The analysis employed Miles and Huberman's interactive model, encompassing data reduction, display, and conclusion drawing. The results indicate that implementing P5 significantly contributes to students' ability to incorporate the Pancasila Student Profile into their daily lives. The active involvement of teachers, students, parents, and the broader community is critical to achieving this goal. The identified characteristics associated with P5 include faith, dedication to God, moral integrity, teamwork, global inclusivity, and innovation. The successful implementation of P5 is contingent upon the proactive engagement of teachers, support from parents, availability of adequate facilities, and effective leadership from the principal. However, the study also identifies several challenges, including time constraints, diverse student characteristics, the integration of technology, and occasional resistance from parents. By addressing these challenges, educational institutions can enhance the implementation of P5, thereby facilitating the internalization of Pancasila values in students' educational experiences and daily interactions.
Implementation of Wallace's Creative Process in Learning Batik through the Splash Technique for Elementary Education Students Asrivi, Queen Elvina Sevtivia
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.23781

Abstract

Batik is significant in Indonesian culture and is recognized by UNESCO as an intangible cultural heritage. However, students of the elementary education department (PGMI) have a limited grasp of the batik-making process. This research aims to clarify the creative steps involved in producing batik using the splash technique, as practiced by PGMI IBN Tegal students during their Art Practice course. The study utilized a descriptive qualitative approach to gather data. Semi-structured interviews were conducted with the students and the batik entrepreneur, Nur Elza. Additionally, direct observations and documentation were incorporated into the research process. To analyze the data, we employed the interactive model developed by Miles and Huberman, ensuring the validity of our findings through the triangulation of various techniques and sources. The results indicate that the creative process, as detailed by Wallace regarding the splash technique in batik, encompasses several stages: preparation, incubation, illumination, and verification. Each stage provides students with both theoretical insights and practical experience in splashing batik techniques, thereby enhancing the competencies of future elementary school teachers to better respond to the dynamic landscape of education in Indonesia. Furthermore, the collaborative learning approach with a resource person has resulted in heightened student engagement, positively impacting learning outcomes and achievements. Students exhibited more significant effort, persistence, and enthusiasm while undertaking the challenge of creating batik using the splash technique. This experience has also expanded their understanding of Tegalan Batik, characterized by its unique attributes distinct from other regional styles, significantly enriching their learning experience in the Art Practice course.
Development of Digital Teaching Materials Through Canva and Book Creator for College Students of Elementary Education Nurlaila Eka Erfiana, Nita Agustina; Rohmah, Liatul
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.24060

Abstract

This research focuses on developing digital teaching materials using Canva and Book Creator specifically for elementary education students at the State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Using a Research and Development (R&D) model, the process unfolds across five key stages: analyze, design, develop, implement, and evaluate. During the analysis stage, it was discovered that 72% of students found traditional materials unappealing, 64% deemed them irrelevant, and 68% felt they did not promote critical thinking. In the design phase, the emphasis was placed on crafting interactive and visually engaging resources, including infographics, videos, and quizzes. As the development stage progressed, teaching resources were validated by design, content, and materials experts. In the implementation phase, 118 students participated in two sessions with pre-test and post-test assessments. The results were encouraging, showing an increase in the average score from 56.53 to 82.50 (N-Gain Score: 0.82). Notably, 82% of students reported that the digital materials were more engaging, while 76% indicated that the interactive features enhanced their comprehension. The evaluation phase revealed that these digital teaching materials significantly improved student understanding and motivation. Feedback from students and lecturers has pointed to areas for further enhancement, such as improving visual quality and integrating more interactive quizzes and instructional videos. Overall, this study underscores the effectiveness of digital teaching materials in boosting learning engagement and supporting their integration into contemporary educational practices.
Developing Gamification Media-Based on RADEC Model Using Genially to Enhance Elementary Students Reading Comprehension of Narrative Texts Kholisna, Arin; Sukasih, Sri
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.24995

Abstract

This study aimed to create gamified learning media based on the RADEC model, using Genially to boost fifth-grade students' reading comprehension of narrative texts. Following a Research and Development (R&D) approach within the ADDIE framework, the research adhered to a structured process: analyze, design, develop, implement, and evaluate. The analysis phase unveiled key challenges, such as students' difficulties in identifying main ideas and their lack of engagement with narrative texts, highlighting the necessity for innovative, technology-driven learning tools. In the design phase, engaging gamified media rooted in the RADEC model was crafted on Genially.com, incorporating interactive and visually appealing activities aligned with the RADEC steps (Read, Answer, Discuss, Explain, Create). The development phase involved expert and educator reviews of the media, which yielded a feasibility rating exceeding 90% after refinements were made based on their feedback. During the implementation phase, both small- and large-group trials were conducted, leading to significant improvements in reading comprehension. Pretest-posttest comparisons, bolstered by N-Gain scores, classified the media as "quite effective," with paired sample t-tests confirming statistically significant progress. The study also highlighted high satisfaction levels among teachers and students, who lauded the media for its engaging and effective approach to enhancing comprehension. Ultimately, the study concluded that gamified media, when combined with the RADEC model, effectively boosts cognitive and motivational outcomes, demonstrating its value in real-world classrooms. While the research centered on narrative texts, it emphasizes the potential of interactive technology to cultivate meaningful and enjoyable learning experiences. Future studies should further explore this approach with various text types to enhance digital literacy in 21st-century education.
Developing Mobile Learning Media on Human Bone Skeleton Material for Grade 5 Elementary School Students Nofiyanti, Maya; Prayogo, Muhammad Suwignyo
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.25073

Abstract

Research on the development of application products as learning media for elementary school students as learning media to increase the spirit of learning. This study aims to test the effectiveness of validity and evaluate applications as learning media. This research uses a development method with the ADDIE model, and the results of the observations show that some students experience problems when learning about the human skeleton. This study developed an application that contains material, questions, and scores at the design stage using Kilonotes and Smart Apps Creator. The results of the application media validity test obtained a score of 95% from media experts, assessing aspects of application display design, fonts, images, and practicality. The assessment given by the material expert was 90% based on the aspects of the material, questions, and practicality of learning. Assessment from students regarding application media as learning support is very helpful because the practical application is easy to use when learning outside and at school. Statistical tests show significant results; the value obtained is, on average, high. The results of data analysis of student responses to the media using the N-Gain Test formula show a positive start with a score of 96% of 30 students. It can be concluded that the use of the application as a learning media on grade 5 human skeleton material shows that this application is valid and feasible for use by students.
Building a Characterized Generation: Project-Based Management of the Pancasila Student Profile in Elementary Schools Fandu Anugrah; Wasliman, Iim; Sauri, R Supyan; Rostini, Deti
Journal of Integrated Elementary Education Vol. 5 No. 1 (2025): October-March
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v5i1.25160

Abstract

The younger generation needs to possess strong character and uphold the values of Pancasila to face the challenges of globalization, social change, and cultural transformation. This study aims to describe and analyze the management of the Pancasila Student Profile Strengthening Project in enhancing student character at SDN 1 Kepel and SDN 1 Kertaharja, Ciamis Regency. This study employs a descriptive qualitative case study approach. The sample consists of school principals, teachers, and students selected purposively. Data were collected through interviews, observations, document analysis, and literature reviews. Data analysis follows the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing, with validity ensured through triangulation. Results show that effective planning involves forming an implementation team, assessing school readiness, and designing project themes aligned with Pancasila values. Organizing emphasizes task delegation, resource management, and stakeholder coordination. Implementation focuses on project-based learning in real-world contexts, such as teamwork and environmental conservation. Evaluation is conducted formatively and summatively through rubrics, reflections, and portfolios. Challenges include resource limitations, stakeholder understanding, and curriculum integration. Solutions include teacher training, resource optimization, and community collaboration. The structured P5 management model strengthens Pancasila-based character education, enabling schools to adopt and adapt it for more effective and sustainable implementation.

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