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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 145 Documents
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Enhancing Elementary Students’ Mathematical Problem-Solving Skills Through AI-Assisted Problem-Based Learning Noviyana, Hesti; Rahmawati, Fitriana; Rara Kirana, Arinta; Jessy Tanod, Mareyke
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.27576

Abstract

The purpose of this study was to investigate the effectiveness of the use of AI assisted PBL on enhancing elementary school students' mathematical problem-solving skills. Inspired by the persisting issues in developing skills of elementary school students in Indonesian, this study investigated whether AI-supported PBL might be more a promising method of instruction than traditional teaching method. Quasi-experimental with non-equivalent control group design was applied with 5th graders (N = 60). The experimental group was taught using AI-assisted PBL, and the control group was taught by traditional method. An established test based on Polya's heuristic devised was used to collect data. Descriptive statistics, independent samples t-test, and N-Gain analysis were used to analyze the data. The results showed a significant difference (p < 0.05) in the two groups with respect to all indicators (comprehending the problem, formulating a plan, executing the plan and evaluating the solution); for the experimental group (M = 78.40; SD = 7.20) exceeded the control groups (M = 68.10; SD = 8.50). In addition, the treatment group exhibited a high N-Gain score (M= 0.78). The findings suggest that using AI-assisted PBL is an effective way to promote elementary students’ mathematical problem-solving ability, which indicates the role of integrating modern technology with creative pedagogical pattern in math teaching.
The Effectiveness of Project-Based Learning in Enhancing Social Competence Among Elementary School Students Rizal, Muhammad Syahrul; Murtadho, Nurul; Hanafi, Yusuf; Ananda, Rizki; Mufarizuddin, Mufarizuddin
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.28047

Abstract

Social skills are essential to 21st-century education, but many elementary school students in Indonesia still demonstrate low social skills due to the dominance of conventional teacher-centered learning approaches. This study aims to analyze the effect of Project-Based Learning (PjBL) on improving elementary school students' social skills and identify the dimensions of social skills that are most influenced by this approach. The study used a quasi-experimental design involving 80 fifth-grade students divided into an experimental group (PjBL) and a control group (conventional learning). The measurement instrument was a social skills test covering six dimensions: cooperation, communication, conflict resolution, empathy, decision-making, and leadership. Data analysis was conducted using t-tests after validity, reliability, normality, and homogeneity were confirmed. The results showed statistically significant differences (p < 0.05) between the two groups in all social skill dimensions, with the experimental group showing higher average scores. The dimensions of empathy and leadership showed the highest increases. These findings support social constructivist theory and strengthen the argument that collaborative, contextual learning can effectively develop students' social competencies. The implications of this study include the need for systematic adoption of PjBL in elementary schools as a strategy to support character-building and holistic learning in line with national curriculum requirements and 21st-century social needs.
Developing an E-Big Book Assisted Global Method to Improve Information Narrative Text Comprehension among Elementary School Students Faradila, Malika Aulia; Panca Dewi Purwati
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.25937

Abstract

Low reading comprehension among first-grade students presents a significant educational challenge. This study addresses this issue through a Research and Development (R&D) approach to design, validate, and evaluate the effectiveness of an e-big book based on the local wisdom of the Prophet's Maulid Tradition, assisted by the Global Method. The development process followed an eight-stage adaptation of the Borg and Gall model, involving first-grade students and teachers from SDN 1 and SDN 3 Kedungsuren, Kendal, as well as media and material experts for validation. Data were collected through observations, interviews, questionnaires, and pre-post tests, and were analyzed using descriptive statistics, Paired Sample T-Tests, and N-Gain calculations. The results demonstrated high feasibility, with validation scores of 92% from the media expert and 93% from the material expert. Furthermore, the product proved highly effective in improving students' narrative text comprehension, as indicated by a significant increase in learning outcomes and a Normalized Gain score of 0.7508, which falls into the "high effectiveness" category. This study concludes that the developed e-big book is a valid, practical, and effective instructional medium that successfully integrates local culture and pedagogical theory to enhance early literacy skills.
Character Education through Project-Based Learning: The Implementation of the Pancasila Student Profile and Rahmatan lil Alamin Project in an Islamic Elementary School Purwanti, Kristi Liani; Adriyani, Zuanita; Afifa, Erlina Laily Nur; Nurhalisa, Siti
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.26578

Abstract

This study explores the implementation of the Pancasila student profile and rahmatan lil alamin project (P5 P2RA) within the Merdeka Curriculum at Madrasah Ibtidaiyah (MI) Taufiqiyah in Semarang, Indonesia—one of the pilot schools appointed by the Ministry of Religious Affairs to implement the Merdeka Curriculum. Employing a descriptive qualitative design, data were collected through interviews, observations, and documentation involving the principal, teachers, and program coordinator. The implementation of P5 P2RA at MI Taufiqiyah covers grades 1, 2, 4, and 5 and follows a structured process consisting of introduction, real action, reflection, and evaluation stages. The themes adopted in this project include local wisdom, sustainable lifestyle, and entrepreneurship, aligned with the character dimensions of belief in God, global diversity, creativity, independence, and mutual cooperation. Grounded in Lickona’s conception of character education and Kolb’s experiential learning model, the findings reveal significant development in students’ character. Students demonstrated increased responsibility, independence, gratitude to God, collaboration, environmental and social awareness, creativity, innovation, and self-confidence. The success of implementation was supported by strategic planning and integration of contextual values, leading to the emergence of a localized model of P5 P2RA suitable for Islamic elementary education. This study recommends strengthening implementation guidelines, expanding teacher training, and developing comprehensive assessment instruments to measure student character growth. The findings also support broader policy adoption to ensure that P5 P2RA effectively shapes students with Pancasila and rahmatan lil alamin values.
The Effectiveness of AI-Based Education Management Systems in Implementing Deep Learning Curriculum in Elementary Schools Enjang Yusup Ali; Rana Gustian Nugraha; Bagja Nugraha
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.28004

Abstract

The purpose of this study is to evaluate the effectiveness of artificial intelligence (AI) in supporting elementary school teachers in implementing the deep learning curriculum. Two groups from a public elementary school in Sumedang Regency participated in a quantitative, quasi-experimental design. While the control group employed traditional teaching techniques, the experimental group used AI-based support. Pretest and posttest tools for learning outcomes were used to gather data. The Shapiro-Wilk normality test, Levene's homogeneity test, Wilcoxon signed-rank test, and N-Gain effectiveness analysis were among the methods used to analyze the data. The results show that students in the experimental group outperformed those in the control group in terms of their learning outcomes. A significant difference between the pretest and posttest scores was indicated by the Wilcoxon test's significance value of 0.000. The experimental group's average N-Gain score was 0.58 (58.13%), which was considered moderate and higher than the control group's 0.37 (37.48%). These findings show that integrating AI not only increases student learning effectiveness but also gives teachers the ability to evaluate learning data in real time and modify their lessons to meet the needs of their students. It is determined that deep learning curricula in elementary schools can be successfully supported by the application of AI. To guarantee long-term implementation, schools are urged to improve their digital infrastructure and offer sufficient teacher training.
The Effectiveness of Problem-Based Learning in Enhancing Reflective-Critical Thinking Skills of Elementary School Students in Science Learning Surya, Yenni Fitra; Atmoko, Adi; Nusantara, Toto; Masfufha, Aynin; Sumianto, Sumianto
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.28077

Abstract

The cultivation of reflective and critical thinking skills in elementary science education poses a difficulty, as traditional instructional techniques often restrict students' cognitive engagement and metacognitive awareness. This study seeks to examine the efficacy of problem-based learning (PBL) in improving the reflective and critical thinking abilities of fifth-grade elementary students in scientific education. This research utilized a quantitative methodology with a quasi-experimental design, namely the non-equivalent control group design. The sample comprised 90 students who were randomly allocated to experimental and control groups. The instrument employed was a test of 23 valid items, conducted as both a pre-test and a post-test. Data analysis was performed utilizing descriptive statistics, normality and homogeneity assessments, n-gain analysis, and t-tests. The study's results demonstrate that the experimental group achieved markedly superior post-test scores (M = 83.91; SD = 6.32) in contrast to the control group (M = 70.24; SD = 7.15), with a significance level of p = 0.000. The n-gain value for the experimental group (0.61) was into the moderate range, whereas the control group (0.29) was classified in the low category. These findings indicate that PBL is beneficial in enhancing students' skills in problem identification, hypothesis formulation, evidence analysis, and reflective thinking. This study's originality resides in the empirical validation of PBL implementation at the primary school level, a topic that has seldom been thoroughly examined. The results suggest the need for curriculum change, pedagogical innovation, and professional development for educators in inclusive and reflective fundamental scientific education.
Student Readiness of Islamic Elementary Education for Problem-Based Flipped Learning Model in Higher Education Priatmoko, Sigit; Sugiri, Wiku Aji; Amelia, Rizki
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.23753

Abstract

Innovating higher education teaching models is essential to meet the learning challenges of the 21st century. This research discusses the students' readiness and needs for the development and utilisation of the Problem-Based Flipped Learning (PBFL) model in the Islamic Elementary Education Department (PGMI) at the State Islamic University of Maulana Malik Ibrahim Malang. Using a quantitative descriptive survey method with 216 respondents from the 2022 and 2023 cohorts, the research focused on technological readiness, preference for learning styles, and perception toward PBFL. Findings indicated that the device ownership and preference of learning styles were facial in relation to visual/ self-directed, which suggested the practicality of the PBFL application. There was a moderate positive correlation between the availability of devices and readiness towards PBFL; however, limited access to the internet continues to be an obstacle. The current work adds value by incorporating Islamic principles in the design of PBFL, thereby providing a culturally sensitive framework for Islamic education. Furthermore, implementation options are developed around offline materials, student orientation programs, and institutional policies. These results could serve as a foundation for developing adaptive and creative teacher education programs that focus on educational and religious competencies, ultimately paving the way for the integration of PBFL into the PGMI curriculum in the long term.
Comparing Task-Based and Project-Based Learning to Enhance Student Engagement in Elementary Social Science Classrooms Hamid, Khondokar Sabera
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.23817

Abstract

This study aims to investigate the varied effects of TBL and PjBL on engagement in primary social science classrooms, which are conducted in Dhaka, Bangladesh. Both are student-centered approaches and both are generally effective at the elementary level; however, there is a dearth of research comparing the effects of these two methods on students' cognitive, affective, and behavioral engagement in this specific classroom context. A qualitative research design was used for the study, and data were gathered through semi-structured interviews with eight teachers and observations in five Class Four Social Studies sections. The information gathered was thematically analyzed in relation to the emerging patterns of participation connected to TBL and PjBL. The findings suggest TBL promotes on-task behaviour with short-term task engagement, contributing to enhanced content knowledge and increased classroom compliance. On the contrary, PjBL supports deeper and longer engagement by students in that they get to be involved cognitively, affectively, and behaviorally in real tasks and working together. However, the autonomy that is a key component of PjBL brings along with it the need for teachers to provide guidance to students, who are concerned with their study time and study focus, for example. This result suggests that a blended approach, combining the structured framework of team-based TBL with directional creativity from the PjBL, may effectively cater to individual differences in learning styles. The findings from this study highlight the importance of a blend of both methods and offering teachers professional development that will equip them to use these hybrid designs effectively.
The Impact of Augmented Reality-based Learning Media on Primary Students' Retention of Human Sensory System Concepts Rosita, Desyi; Dewanti, Sintha Sih; Ibrahim, Ibrahim
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.25276

Abstract

The use of Augmented Reality (AR) in education contexts has great potential to enhance students’ learning experiences and retention for abstract scientific content. This research was conducted to find out whether AR-based learning media is effective in increasing the retention of elementary school students on the five human senses. The study used a quantitative one-group pretest-posttest design with 52 4th-grade students of two Islamic elementary schools located in Pandeglang, Indonesia. AR media was applied to present 2D and 3D interactive visuals for introducing science content. Data were collected from pre-test, post-test, and documents, then analyzed by using a paired sample t-test in SPSS 16. A statistically significant difference is found between posttest and pretest scores (p < 0.05), indicating that the retention of AR media among students was effective. The AR media-using students showed a higher level of conceptual understanding and memory for the topic of the five senses. In this paper, we stress the potential of AR technology as a transforming tool, shedding new light on how science teaching can be transformed into an innovative and efficient learning model. It also contributes to the growing body of research on educational technology in primary education, especially in the Indonesian context. The findings provide significant implications for educators, curriculum designers, and education policy makers in balancing the introduction of the latest digital technologies into the primary classroom to enhance students’ learning.
The Relationship between Critical Thinking Skills and Akhlaqul Karimah in Elementary School Students Subhan, Subhan
Journal of Integrated Elementary Education Vol. 5 No. 2 (2025): April-September
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.v5i2.25825

Abstract

This study investigates the relationship between critical thinking skills and the practice of akhlakul karimah (noble character) among fifth-grade elementary students at Madrasah Ibtidaiyah Cokro Aminoto in Ambon, Indonesia. While akhlakul karimah is a core objective of Islamic education, the specific role of critical thinking in its development remains underexplored, particularly within the Indonesian primary education context. Using a quantitative approach, this research employed a psychological scale to measure the critical thinking skills and akhlakul karimah of 61 students. The findings indicate that students' akhlakul karimah is in a "good" category (mean score of 83.21), while their critical thinking skills are categorized as "fairly good" (mean score of 57.87). A significant positive correlation was found between the two variables (r=0.331, p<0.05), with slot deposit 5000 critical thinking contributing 10.9% to the students' akhlakul karimah. Other factors influence the remaining variance (89.1%). These results suggest that fostering critical thinking is an important, though not exclusive, strategy for enhancing students' moral character. The study's implications highlight the need for educational interventions that integrate critical thinking into moral education curricula to better support the development of noble character in students.

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