cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Hamdan Husein Batubara
Contact Email
huseinbatubara@gmail.com
Phone
+6282272641489
Journal Mail Official
jieed@walisongo.ac.id
Editorial Address
Gedung FITK Lt.3 Kampus 2 UIN Walisongo Semarang. Jl. Prof. Dr. Hamka, Tambakaji, Kec. Ngaliyan, Kota Semarang, Jawa Tengah, Indonesia, Kode Pos 50185
Location
Kota semarang,
Jawa tengah
INDONESIA
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 145 Documents
 8   9   10   11   12 
A Study of School Principals' Practices to Ensure Teacher Accountability for Curriculum Implementation in Ethiopian Primary Schools Urga, Feyera Beyessa; Kenea, Ambissa
Journal of Integrated Elementary Education Vol. 3 No. 2 (2023): September 2023
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.v3i2.17985

Abstract

This study investigates the curriculum implementation practices of principals in public elementary schools in East Wollega Zone, Ethiopia. Using an exploratory case study approach and a multiple case study research design, data were collected through semi-structured interviews and document review, and analyzed using thematic analysis. The results of the study confirm that principals prioritize holding teachers accountable for tasks other than curriculum implementation in the classroom. They pay insufficient attention to curriculum implementation while effectively managing subordinate accountability. The research reveals that stringent actions, such as removal from promotion and salary cuts, are imposed when teachers' performance in subordinate tasks declines. When teachers are present at schools, their shortcomings in implementing the curriculum are usually addressed by moving them to lower grades instead of imposing harsh punishments. In contrast, sanctions such as fines equivalent to three months' salary, demotion, and dismissal are reserved exclusively for violations of the teachers' code of ethics, not for performance issues in the classroom. Based on the findings, the study suggests that the government create a fresh educational accountability policy. This policy should motivate school principals to emphasize and strengthen accountability for executing the curriculum successfully.
Implementing Character Education Based on Local Wisdom in a Public Islamic Elementary School Mansur, Mansur; Sholeh, Makherus
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
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.v4i1.20238

Abstract

This study centers on implementing Character Education based on Local Wisdom at Public Islamic Elementary School 4 Banjar. It highlights the indispensable role of educators in imparting character values to students through local culture and wisdom. The research aims to grasp how Character Education based on local wisdom is practiced at Public Islamic Elementary School 4 Banjar Sungai Lulut and the factors that either facilitate or hinder its implementation. Employing a qualitative approach with a descriptive method, the study examines the activities and execution of Character Education based on local wisdom, involving teachers and students as research subjects. Data collection techniques encompass observation, interviews, and documentation, while data analysis involves data reduction, presentation, and conclusion. The findings demonstrate that the school effectively integrates local wisdom into Character Education through activities such as adopting the 5S culture (smile, greeting, greeting, politeness, and politeness), religious practices, sports, and scouting, all contributing to student character development. Supportive factors such as adequate facilities, the active role of teachers, parental involvement, and the inclusion of character education in the school curriculum further enhance the implementation. Conversely, inhibiting factors such as students' lack of awareness and insufficient facilities and infrastructure present challenges to the process. These findings hold practical implications for educators, researchers, and policymakers interested in character education and implementing local wisdom in elementary schools.
Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District Nyawo, B G; Buthelezi, Alan B; Khumalo, Nontobeko Prudence; Ajani, Oluwatoyin Ayodele
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
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.v4i1.20495

Abstract

This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.
A Case Study of the Teaching Experience of Filipino and Chinese Teachers in a Chinese Elementary School Apao, Marie Rose A.; Naparan, Genesis Balongkit
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
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.v4i1.20826

Abstract

This study examined teachers' teaching experiences in an elementary school in China who engaged Chinese and Filipino students in English classes. A qualitative multiple-case study design was employed to explore teachers' experiences handling learners. Using a purposive sampling technique, data was collected from 10 teachers with experience working with students in Lam-an, Ozamiz City, Philippines. The data collection involved in-depth interviews with teachers categorized into two groups: Case 1, consisting of Filipino teachers, and Case 2, comprising Chinese teachers. The data encompassed four main categories: methods of class management in Chinese schools, student responses to classroom management, challenges faced by teachers in student management, and strategies employed by teachers to overcome these challenges. The findings revealed that teachers utilized diverse strategies to effectively instruct Chinese students, encountering challenges such as language barriers and managing a varied student body. Additionally, the teachers made efforts to understand their students better, provide necessary reinforcement to spark student interest and implement teaching strategies tailored to the needs of their students. The study concluded that while managing students in a Chinese school is challenging, witnessing students learn and grow despite these difficulties is ultimately rewarding for the teachers.
The Effect of Motivation and Interaction Effects on Improving Mathematical Comprehension Skills through Problem and Inquiry-Based Learning Wahyudin, Wahyudin; Turmudi, Turmudi; Supriatna, Irfan; Yasing, Hakimee
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
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.v4i1.21227

Abstract

This study investigates the influence of motivation levels and interaction effects on students' Mathematical Comprehension Ability (KPM) while utilizing Problem-Based Learning (PBL) and Inquiry-Based Learning (IBL). Employing a quasi-experimental with the 3x2 factorial design, the research was conducted with fourth-grade students in Ciamis Regency, West Java. The findings indicated that the average KPM increase for students using PBL was 53%, which is considered moderate, whereas for IBL, it was 29%, which is categorized as low. Significantly, there were variations in learning effects between PBL and IBL (p < 0.001), with PBL demonstrating a more pronounced impact on KPM improvement. However, the influence of motivation level on KPM improvement was deemed insignificant (p = 0.192), as was the interaction effect between learning methods and motivation level on KPM improvement (p = 0.057). In conclusion, the study suggests that PBL is more effective than IBL in enhancing students' KPM. At the same time, motivation level does not significantly influence KPM improvement, and there is no interaction effect between the type of learning method and motivation level on KPM improvement.
Analyzing the Merdeka Curriculum Implementation at Pilot Islamic Elementary Schools in Semarang, Indonesia Purwanti, Kristi Liani; Rofiq, Mohammad; Fashihah, Istin’amatul; Romaniyah, Romaniyah
Journal of Integrated Elementary Education Vol. 4 No. 1 (2024): March 2024
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.v4i1.21249

Abstract

The study is focused on exploring the Merdeka Curriculum implementation at the pilot Islamic elementary schools in Semarang, Indonesia. It specifically examines aspects such as lesson planning, lesson implementation, P5RA implementation, assessment planning, and assessment implementation. The research was conducted using a descriptive qualitative method, gathering data through interviews, field observations, and documentation. The findings revealed that while the schools had incorporated the Merdeka Curriculum teaching module into their lesson planning, there were limitations regarding the variety of learning models and the integration of the Pancasila and Rahmatan Lil Alamin student profiles. Although learning methods varied, monotonous face-to-face teaching remained predominant. Implementing P5RA was effective, mainly through learning-based projects that enhanced student engagement. While the schools utilized various assessment techniques, there was room for improvement in fully integrating 21st-century skills. The assessment process included routine formative and summative assessments but lacked full integration of higher-order thinking skills (HOTS)-based assessment. Based on these findings, the study suggests the need for additional support and training for teachers and adapting learning modules to facilitate student-centered learning better.
Enhancing Elementary School Students' Soft Skills Through the Parent Teaching Program: Leveraging Local Resources for Optimization Irawan, M. Ferry; Noptario, Noptario; Abdullah, Faisal; Imtihana, Aida; Nurlaila, Nurlaila; Putri, Nadya Syafira
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
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.v4i2.21387

Abstract

This study employed an explanatory sequential design to investigate the implementation of the parent teaching program and its impact at an elementary school in Yogyakarta, Indonesia. It was conducted in two stages: distributing and analyzing questionnaires to 76 students in the first stage and interviewing teachers and parents in the second stage. Data analysis employed basic statistics for quantitative analysis and thematic analysis for qualitative aspects. The results indicate that the parent teaching program at this school commences with the program's planning stage, during which teachers directly involve parents in meetings. The program is implemented after final exams or a week before the school holidays. It has a positive impact on the development of students' soft skills. Following the program's implementation, students demonstrated increased teamwork, communication, and creativity activities. Additionally, the program boosted students' self-confidence and critical thinking skills, which could benefit them in the future. It can be concluded that this program represents an innovative approach to enhancing students' soft skills by making use of local resources.
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.
The Effectiveness of Website-Assisted Learning Multimedia to Improve Mathematics Learning Achievement of Elementary School Students Satriani, Rafika Dewi; Prasojo, Lantip Diat
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
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.v4i2.21523

Abstract

This study aims to determine the effectiveness of web-assisted learning multimedia in improving Maths learning achievement among primary school students. This study used a quasi-experimental approach, using a pre-test and post-test design to measure students' learning achievement. Data collection was conducted using test instruments designed to assess learning outcomes in a structured and objective manner. The effectiveness of the web-based multimedia intervention was measured through the Normalised Gain (N-Gain) test, which evaluates the level of improvement in students' mathematics learning achievement. Differences in the dependent variable between the experimental and control groups were further analysed using Paired Samples t-test and Independent t-test. The results of the N-Gain test indicated that the experimental group showed significantly greater improvement in Mathematics learning achievement compared to the control group, with the experimental group achieving a medium category N-Gain score of 0.68, while the control group's score was categorised as low at 0.17. In addition, the Paired Samples t-test and Independent t-test showed significance levels below 0.05, further validating the substantial impact of the web-based multimedia on student achievement. These findings underscore the potential of web-based multimedia as an effective instructional tool to improve students' learning achievement, especially in the area of Mathematics. This research contributes to the growing body of knowledge in educational technology and offers practical insights to enhance the learning process among young learners
Favorite Lecturer Characters of Elementary Education Teacher Prospective Students Zulaikhah, Zulaikhah; Hidayati, Ani; Chikmah, Lailatul; Wahyuningsih, Sri; Jarong, Koree; Malik, Muh Syauqi
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
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.v4i2.21563

Abstract

This research aims to discover the character aspects of lecturers most preferred by Elementary education students and the impacts and implications on the character of prospective teacher students. The method used in this research is qualitative field research with phenomena studies. Primary data were obtained from students through a questionnaire using a form instrument and unstructured interviews with an open pattern. The results showed that of the 13 aspects of lecturer character that were the most favored aspects of prospective Elementary School teacher students mapped from lecturer personality and educational competencies, namely lecturers who were able to place themselves, had high self-confidence, were tolerant, and understood students' character. The impact on students is increased motivation and self-confidence, more positive relationships, increased academic achievement, and development of student soft skills. The implications of the character of a favorite lecturer for the character of prospective teacher students are the formation of an Inclusive Learning environment, increased student psychological well-being, and strengthening of a positive academic culture.

Page 10 of 15 | Total Record : 145

 8   9   10   11   12 

Filter by Year

2021 2025


Reset
Filter By Issues
All Issue Vol. 5 No. 2 (2025): April-September Vol. 5 No. 1 (2025): October-March Vol. 4 No. 2 (2024): September 2024 Vol. 4 No. 1 (2024): March 2024 Vol 3, No 2 (2023): September 2023 Vol. 3 No. 2 (2023): September 2023 Vol 3, No 1 (2023): March 2023 Vol. 3 No. 1 (2023): March 2023 Vol 2, No 2 (2022): September 2022 Vol. 2 No. 2 (2022): September 2022 Vol 2, No 1 (2022): March 2022 Vol. 2 No. 1 (2022): March 2022 Vol 1, No 2 (2021): September 2021 Vol. 1 No. 2 (2021): September 2021 Vol. 1 No. 1 (2021): March 2021 Vol 1, No 1 (2021): March 2021 More Issue