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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
Ethnosocial Learning Based on Socio-Cultural Literacy: An Exploratory Study in Elementary School Hanik, Elya Umi; Dewanti, Sintha Sih; Ibrahim
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.v5i1.25379

Abstract

This research aims to explore the application of the ethnic social learning model, which is grounded in socio-cultural literacy, at the Miftahul Ulum Elementary School in Loram Kudus. The study utilizes an exploratory qualitative approach to understand phenomena where existing information is scarce comprehensively. This research includes fieldwork, with researchers conducting direct observations at the site to obtain and collect pertinent data. Data collection techniques employed in this study included observation, interviews, and documentation methods. Credibility was assessed through three forms of triangulation to ensure the validity of the data: source, technique, and time. Data analysis followed the Miles and Huberman model, which entails data reduction, data presentation, and drawing conclusions alongside verification processes. The findings underscore the effectiveness of the ethnic social learning model in integrating local cultural values, social literacy, and interpersonal interactions into the educational process. This approach cultivates educational experiences that are both contextually relevant and meaningful. A notable aspect of the research is incorporating the local tradition 'Ampyang Maulid' into the Miftahul Ulum curriculum, which is reflected in both curricular and extracurricular activities. This strategy reinforces character development among students and enhances their cultural awareness and social literacy skills. The study concludes with practical recommendations, including the need for teacher training, improvements in educational facilities, and the encouragement of community collaboration. Overall, this research offers significant theoretical insights into advancing the concept of ethnic social learning within the Indonesian educational context.
Enhancing Elementary Students' Numeracy Skills Through The Concrete Pictorial Abstract (CPA) Approach Suryaningsih, Tri; Nisa, Khoerun; Widiyanto, Rohmat; Latip, Asep Ediana; Siron, Yubaedi
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.v5i1.25383

Abstract

This study investigates the impact of the Concrete-Pictorial-Abstract (CPA) method on fifth-grade students' SDN Cipayung 02 numeracy skills. In response to low numeracy performance on national examinations such as PISA, TIMSS, and Indonesia National Assessment Programme, as well as classroom observations emphasizing standard teaching approaches' limitations, this study investigates CPA as an alternate instructional strategy. The study used a posttest-only control group structure and a quasi-experimental methodology. Two randomly chosen classes make up the sample; one is the experimental group, and the other is the control. Data were obtained by testing, and the Independent Sample T-Test in SPSS Version 29 was used for analysis. Higher post-test scores in the experimental group (mean score of 70.32) than in the control group (mean score of 45.86) demonstrate that the CPA strategy significantly enhances students' numeracy skills when compared to traditional teaching approaches. The CPA technique, which goes through concrete, pictorial, and abstract stages, promotes a stronger mental understanding and practical application of mathematical principles. This study emphasizes the CPA approach's effectiveness in promoting numeracy literacy and suggests its widespread implementation in mathematics instruction. This study shows that CPA can be applied in mathematics learning by gradually using concrete objects, images, and symbols to improve students' understanding. Teachers need to be trained in using CPA through professional training and developing more interactive teaching modules. Numeracy assessments should also be adapted to problem-based formats and visual representations to suit this approach better. Education policies can adopt CPA in the national curriculum to improve numeracy literacy and international assessment results.
Development of a Pair Check Cooperative-Based Zig-Zag Book to Improve the Writing Skills of Elementary School Students Nur Sinta, Mawar; Sismulyasih SB, Nugraheti
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.v5i1.25448

Abstract

This research and development (R&D) aimed at creating educational media designed to enhance skills in writing procedural texts. The research process followed eight key stages: identifying potential issues, data collection, product design, design validation, design revision, product trials, further product revisions, and concluding with usage trials. The participants in this study included fourth-grade students from Ngaliyan 05 Elementary School and Wonosari 02 Elementary School. The findings indicated a clear need among teachers and students for learning media to support their educational goals effectively. In response, the researchers developed the Zig-zag Book media based on the Pair Check Cooperative Learning method. This media encompasses a concise summary of the material, examples of procedural texts accompanied by visuals, student worksheets, and learning evaluations. Feedback from both students and teachers underscored several advantages of the developed media: it features an engaging design with bright colors that appeal to elementary school children, offers a variety of texts, images, examples, and practice questions, and presents precise instructions for use, making it user-friendly. The material is articulated succinctly, employing language and terminology that is accessible and easily understood. Field trials revealed that the media's feasibility was rated at 85% for the content and 93% for the overall quality. Furthermore, students' learning outcomes exhibited significant enhancement, with pre-test and post-test results yielding an impressive N-gain of 72.07%. This evidence suggests that the Zig-zag Book media, based on the Pair Check Cooperative Learning method, effectively improves students' writing skills.
Trends, opportunities, and challenges of artificial intelligence in elementary education - A systematic literature review Yusuf, Furtasan Ali
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.v5i1.25594

Abstract

This study aims to analyze the trends, opportunities, and challenges of implementing Artificial Intelligence (AI) in primary education based on a systematic literature review. The research method employed the Systematic Literature Review (SLR) approach with PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Data collection techniques involved searching references from reputable journal databases such as Scopus, Web of Science, ERIC, Google Scholar, IEEE Xplore, Taylor & Francis Online, and Wiley Online Library, resulting in 45 studies (2016-2024) selected based on relevance to AI in primary education. The study results indicate that (1) AI trends in primary education are dominated by Augmented Reality (AR), Virtual Reality (VR), Learning Management Systems (LMS), and Adaptive Learning Systems; (2) Opportunities for AI in primary education include the development of more effective and measurable AI technology innovations and their widespread application to improve student learning outcomes; and (3) Challenges in implementing AI in primary education include technological disparities, high costs, uneven infrastructure, lack of teacher training, and insufficient technological and budget support, and student data privacy. The study concludes that AI in primary education has the potential to enhance learning quality through AR, VR, LMS, and Adaptive Learning, yet still faces challenges related to technological disparities, costs, infrastructure, and teacher training. This study offers insights for policymakers and educators to strengthen teacher competence, improve infrastructure, and ensure equitable AI access in schools.
Development of a Flipbook Pantun Based on the Think Talk Write Model to Improve the Writing Skills of Fifth-Grade Elementary School Students Ayu Lupinatarita Primadani, Diah; Dewi Purwati, Panca
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.v5i1.25681

Abstract

This study is dedicated to enhancing the Pantun writing skills of high-grade elementary students through developing and evaluating digital teaching materials in a flipbook format. The research follows the development model outlined by Sugiyono. The product was validated by media and material experts, who provided feedback that reflected a high level of appropriateness. The media experts rated the materials at 95%, categorizing them as very feasible based on their alignment with learning objectives, design, language, and usability. The material expert assigned a score of 81%, also within the very feasible category, considering the relevance of content, language, and presentation. The feasibility test results from a small-scale trial indicated a 100% approval rate from educators and a 90.41% positive response from students. Pretest scores averaged 52.76, which rose significantly to 88.80 in the posttest, demonstrating a substantial improvement of 36.04 points. The n-gain test results were 77.42 for the small scale and 76.93 for the large scale. These findings substantiate that developing the Pantun flipbook, grounded in the think-talk-write model, is highly feasible and effective in enhancing students' writing Pantun. This innovative learning strategy not only aids in developing writing skills but also fosters critical thinking, discussion, and expressing ideas in written form.
Can Metaphorical Thinking Learning Model Enhance Students' Mathematical Literacy in Area Conservation? Wahyuningtyas , Lilis; Amir, Mohammad Faizal
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.v5i1.25690

Abstract

Primary students often face challenges with mathematical literacy. One practical approach to overcoming these challenges is the metaphorical thinking learning model, which utilizes metaphors to help students better visualize and grasp mathematical concepts. This study seeks to determine the impact of the metaphorical thinking learning model on students' mathematical literacy, particularly in the context of area conservation. For this research, we adopted a post-test-only control group design involving experimental and control groups with fourth-grade students. Participants were selected using a simple random sampling method. We collected data through a testing instrument designed to evaluate the students' mathematical literacy skills. The analysis used an independent t-test, preceded by normality and homogeneity tests, to ensure the data met the necessary prerequisites. The findings revealed a significant difference in mean scores, with the significance value falling below 0.05. This indicates that the metaphorical thinking learning model positively influences students' mathematical literacy. The results emphasize the model's effectiveness in enhancing the mathematical literacy of primary students. Furthermore, this study substantially affects various aspects of mathematical literacy. The areas most notably improved include the ability to formulate mathematical situations, followed by employing concepts, facts, procedures, and reasoning. The least affected aspects were interpreting, applying, and evaluating mathematical outcomes.
Prophetic Character Education Through Audiovisuals for Elementary School Students Nashrulloh Karika MR, Galuh; Barsihanor, Barsihanor; Mohd Yusoff, Siti Nurul Ain Binti; Haji Abdul Karim, Norhayati binti; Jannah, Raihatul
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.v5i1.25762

Abstract

This study aims to describe prophetic character education in the animated film Riko The Series episode 08 and its relevance for character education for elementary school children. This qualitative study uses content analysis to analyze the message's meaning and how to reveal the message. Technically, this research method is carried out by processing information documented in recordings, either images, sounds, writing, or other forms of recordings from the animated film Riko The Series episode 08, then analyzed based on the theory of prophetic character education and the theory of tadabbur Al-Qur'an, namely interpreting the explicit meaning with implicit understanding. The results of this study state, 1) there are two implicit meanings of the message of the Al-Qur'an surah an-Nur verse 22 that are relevant to prophetic character education for elementary school children in the animated film Riko The Series episode 08, namely the phrase falya'fu which is relevant to the forgiving character and the phrase falyashfahu which is relevant to the broad-minded character. The forgiving and broad-minded characters are in accordance with the prophetic character education theory proposed by Moh. Roqib, a humanist prophetic character, eliminates various forms of violence and hatred towards others because both of these things will damage human values. 2) there is a strong relevance between the animated film Riko The Series episode 08 and prophetic character education for elementary school children in Indonesia, as evidenced by the existence of Presidential Regulation No. 87 of 2017 concerning Strengthening Character Education implemented in Elementary Schools.
Unlocking Potential: A Teacher's Lens on Artificial Intelligence Towards Students' Problem-Solving Skills Barus, Yohannes Kurniawan; Pangestu, Widya Trio; Muzaki, Ferril Irham; Ahdhianto, Erif
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.v5i1.24974

Abstract

The advancement of information technology is opening up new avenues for integrating artificial intelligence into education. However, there is a prevailing belief that the use of AI could impact students' problem-solving abilities. This research seeks to explore teachers' perceptions regarding the potential influence of artificial intelligence on these skills. Utilizing a quantitative approach, the study involved a survey conducted with 57 participants. Data was collected through a questionnaire and subsequently analyzed descriptively. The findings reveal several key insights: (1) teachers generally agree that AI, particularly tools like ChatGPT, can enhance students’ engagement in problem-solving activities, (2) the primary challenge in implementing AI is navigating ethical concerns, and (3) students indeed benefit from the support of AI in problem-solving tasks, especially in the area of formulating solutions. These results underscore the importance of encouraging the integration of AI technologies, such as ChatGPT, into teaching methods in elementary schools. Such integration could foster a more interactive and adaptive development of students' problem-solving skills. Moreover, the positive views held by teachers about using AI in education serve as a solid foundation for creating training programs aimed at enhancing educators' knowledge and ability to effectively integrate technology into their teaching practices.

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