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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 162 Documents
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Development of a Basic Literacy-Based Flipbook to Improve Reading Comprehension of Narrative Texts in Higher Grades Rizki, Daniatur; Purwati, Panca Dewi
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.v5i2.26070

Abstract

This study addresses the critical challenge of low reading comprehension among elementary school students by developing and evaluating a Basic Literacy-Based Flipbook. Employing a Research and Development (R&D) methodology based on the modified Borg and Gall model, the study aimed to design, validate, and test the effectiveness of a basic literacy-based flipbook integrating local Semarang culture. The research was conducted in two phases: a small-scale test with six students at Pakintelan 01 Public Elementary School and a large-scale test with 28 students at Bringin 1 Public Elementary School, Semarang. The flipbook was designed based on the results of the analysis of potential and identifying problems, and was validated by expert validators. The media expert rated the product with an initial feasibility score of 84.72%, which increased to 91.66% after revision, while the material expert gave it a 90% score, confirming the product's very feasible criteria. In the effectiveness test, the small-scale group's average pre-test score of 56 increased to 82 in the post-test, and the large-scale group's pre-test average of 57.6 rose to 83.5. N-gain scores of 62.3% for the small scale and 61% for the large scale indicate that the media is "quite effective". These findings suggest that the Basic Literacy-Based Flipbook is not only a highly feasible and effective tool for improving reading comprehension but also a promising medium for fostering broader literacy, critical thinking, and collaborative skills in elementary education.
Developing a Pop-Up Book to Enhance Indonesian Narrative Text Comprehension for Fourth-Grade Elementary School Students Aida, Nun Asmi; Rahman, Alvin Yanuar; Saefuddin, Asis; Widowati, Kawuryansih
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.v5i2.26402

Abstract

This study presents a comprehensive development of an interactive Pop-Up Book designed as an educational tool for Indonesian narrative texts, specifically tailored for fourth-grade students at the Islamic Elementary School of Bahrul Ihsan in Bandung City. Employing a rigorous Research and Development (R&D) methodology, the study utilized the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) to ensure a systematic and empirical approach. Data was gathered through a variety of methods, including interviews with classroom teachers, validation questionnaires from media and material experts, and direct feedback from both the fourth-grade teacher and students following the media's implementation. The results indicate that the learning medium possesses high validity and practicality. Validation from experts was highly positive, with media experts assigning a remarkable rating of 99% and material experts rating it at 93%, both categorized as "Very Feasible." Similarly, evaluations from the implementing teacher and students were highly encouraging, with scores of 81% and 93% respectively, also classifying the medium as "Very Feasible." Therefore, this study demonstrates that the Pop-Up Book is an effective and engaging tool for enhancing student interest and promoting active learning. It successfully addresses the limitations of traditional, monotonous textbooks and aligns seamlessly with the pedagogical characteristics of Phase B students within the Merdeka Curriculum. This research makes a significant, evidence-based contribution to the advancement of innovative educational media for Indonesian language instruction.
Enhancing Reading Literacy through Augmented Reality among Indonesian Migrant Children in Malaysia Laksana, Sigit Dwi; Setyosari, Punaji; Praherdhiono, Henry; Kuswandi, Dedi; Priatna, Yolan; Abidin, Nurul; Kholis, Kholis; Hile, Abdulhafiz
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.v5i2.26498

Abstract

Indonesia continues to face persistent challenges in reading literacy, particularly among children of migrant workers who lack access to quality formal education. This study explores the effectiveness of Augmented Reality (AR)-based learning media in enhancing the reading skills of Indonesian migrant children in Malaysia. Utilizing a quantitative pretest-posttest design, this study involved 34 elementary school students enrolled at At-Tanzil Learning Center in Selangor. The intervention consisted of interactive AR-enhanced picture storybooks, designed to improve reading motivation, letter and word recognition, and reading comprehension. Data were analyzed through simple linear regression analysis using SPSS. The findings revealed a statistically significant improvement in students' reading abilities after the use of AR media (t = 2.629, p = .012), with an R² value of 0.136, indicating a 13.6% effect size. The results suggest that AR integration into literacy instruction can meaningfully support early reading development, particularly in the reading skill aspect. Furthermore, the use of immersive and interactive technologies has been shown to increase student engagement, comprehension, and motivation to read. These outcomes underline the potential of AR as a pedagogical tool for marginalized populations and offer practical implications for educators, policymakers, and instructional designers aiming to bridge literacy gaps through accessible and technology-supported interventions. This study contributes to the growing body of research on digital learning innovations and highlights the role of AR in promoting inclusive literacy education across transnational and underserved contexts.
Social Emotional Character of Bullying Perpetrators in Elementary School with Varying Levels of Aggression Asrie Refi Salshabila, Dzawin; Muhaimin, Muh; Rofiqoh, Naili
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.v5i2.28105

Abstract

Elementary school bullying is still a widespread and problematic phenomenon that negatively affects both the bully and the victim. The purpose of this study is to explore the social and emotional character of bullying perpetrators within an elementary school context as a mechanism for identifying intervention strategies that are both responsive and specific. This research utilized a descriptive qualitative method with a case study involving six male students in grade 5 from Public Elementary School 1 Sowan Lor who are classified as bullying perpetrators. Data were gathered through the use of in-depth interviews, classroom observations, and pertinent documentation, and analyzed following Miles and Huberman’s interactive model. Findings of this study suggest that two students engaged in high-intensity bullying characterized by emotionally dysregulated, frequently aggressive verbal and physical acts of bullying targeted towards peers who were interpreted to be attention-seeking. The other four students demonstrated moderate levels of bullying– their behaviour influenced by peer relations and provocation, but with a greater degree of emotional control most of the time. These findings underscore the salience of emotional instability, low empathy, and peer influence for bullying behavior. This emphasizes the need to introduce early character-based educational incentives that build learners’ emotional intelligence, empathy, and positive social connectedness, ensuring all young pupils experience a school climate where they feel safe and supported.
The Efficacy of the "Pojok Ceria" Interactive Bulletin Board in Enhancing Early Number Sense and Self-Directed Learning among First-Grade Students Setiawan, Yohana; Marwa, Keterina; Borom, Alfian; Mamji, Yulianus
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.v5i2.23895

Abstract

​This study aims to develop and examine the efficacy of the “Pojok Ceria” (Joyful Corner) interactive bulletin board in addressing the ongoing problems of low student engagement, weak development of early number sense, and limited self-directed learning in primary-level mathematics classes. This study employed a strong R&D framework that combines the development stages model proposed by Sukmadinata with principles of systematic instructional design from the ASSURE model. This study employed a qualitative approach that spanned over two months among the first-grade students of a public school in Indonesia. Through triangulation of observations in the classroom, analysis of student work, and video recordings, combined with Focus Group Discussions (FGDs) for more in-depth insight into a specific issue. This study indicated that the “Pojok Ceria”, designed with interactive activities, manipulatives, and interesting visuals, had a high intervention and practical value and was well accepted by the teachers in terms of usability. Additionally, the Interactive Bulletin Board has proven to be highly effective in promoting student involvement and fostering independent learning. At the same time, it is also effective in exploring number sense concepts among first-graders. These findings provide informative guideposts for effectively developing and implementing engaging learning environments that function well, especially in low-resource educational environments. Although the small sample size limits this study, it suggests a conclusive possibility of interactive media being produced locally. Hence, more longitudinal studies with larger and more diverse samples are needed to confirm and fully generalize the positive consequences.
Cultivating spiritual awareness in Islamic primary education through contemplative pedagogy: a quasi-experimental study Sa’idatus Sariroh; Iwan Kuswandi; Framz Hardiansyah
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
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.v6i1.30538

Abstract

This study investigates the effectiveness of contemplative pedagogy in cultivating spiritual awareness among students in Islamic primary education. Addressing the limited empirical evidence on pedagogical approaches that foster students’ inner spiritual development, this study employed a quasi-experimental design using a non-equivalent control group pretest–posttest model. The participants were 80 Grade 5 students from an Islamic primary school in Sumenep Regency, Indonesia, divided into an experimental group (n = 40) and a control group (n = 40). Spiritual awareness was measured using a validated questionnaire administered before and after the instructional intervention. Descriptive analysis showed that both groups had comparable pretest scores (experimental M = 67.85; control M = 68.10). After the intervention, the experimental group demonstrated a substantially higher posttest mean score (M = 82.40) compared to the control group (M = 73.25). The mean gain score of the experimental group (ΔM = 14.55) exceeded that of the control group (ΔM = 5.15). Inferential analysis using analysis of covariance (ANCOVA) revealed a significant effect of contemplative pedagogy on students’ spiritual awareness after controlling for pretest scores, F(1, 77) = 48.47, p < .001, with a large effect size (partial η² = .386). These findings provide empirical evidence that contemplative pedagogy is a practical instructional approach for enhancing students’ spiritual awareness—particularly in terms of God-conscious awareness, reflective meaning-making of Islamic values, moral self-regulation, and commitment to value-based action—in Islamic primary education.
Development of a Smart Box based on discovery learning to increase the learning interest of elementary school students Silviana Nur Faizah; Yunita Nur Maulidiyah
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
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.v6i1.22587

Abstract

This study aims to develop Smart Box media for Natural and Social Sciences learning using the ADDIE model. A needs analysis revealed that students struggled with abstract concepts and required interactive media to enhance understanding. The Smart Box was designed as an interactive multimedia tool combining visuals, audio, and manipulative activities to support active learning. Validation by experts in media, material, and language showed high validity scores: media (88.33%), material (89.58%), and language (92.5%). These scores assess aspects of design, feasibility, accuracy, relevance, readability, and clarity. Field trials involving students yielded a very positive response with a score of 96%, evaluating comprehension, attractiveness, ease of use, and usefulness. The results indicate that the Smart Box media is feasible, engaging, and effective in improving student motivation, conceptual understanding, and active participation in social studies learning. This study suggests that Smart Box media has strong potential as an innovative learning tool, specifically for natural and social sciences in elementary education.
Enhancing religious tolerance among students through an integrative approach in elementary school teachers: a mixed-methods study Moh Masduki; Makherus Sholeh; Mowafg Abrahem Masuwd; Tri Wahyudi Ramdhan
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
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.v6i1.26707

Abstract

Promoting religious tolerance is essential in multicultural societies, particularly in Indonesia, where diverse religious identities coexist. This study aimed to examine the impact of a religious identity-based seminar on prospective elementary school teachers’ self-efficacy, beliefs about religious diversity, and stereotype awareness. Using a mixed methods design, 70 teacher candidates were divided into an intervention group and a control group. The intervention group participated in an eight-week seminar focused on religious identity, stereotype reflection, and inclusive pedagogy, while the control group attended conventional diversity training. Quantitative data were collected using validated scales for self-efficacy, curriculum beliefs, and stereotype awareness, and were analyzed using repeated-measures ANCOVA. Results showed that the intervention group experienced significant improvements across all three domains, with large effect sizes noted particularly in stereotype awareness (η² = 0.19). Qualitative data from reflective responses supported these findings, revealing increased self-awareness, implementation of inclusive teaching strategies, and recognition of challenges such as a lack of resources and fear of miscommunication. The seminar effectively encouraged critical reflection and practical application, equipping participants to foster interfaith understanding in their future classrooms. This study underscores the value of culturally responsive, identity-focused training in teacher education and highlights the need for policy and institutional support to sustain inclusive teaching practices in diverse educational contexts.
Investigate innovative teaching strategies that improve elementary school students' speaking skills in the digital age Muchamad Fauyan; Anwar Efendy; Sugeng Bayu Wahyono
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
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.v6i1.28363

Abstract

This study aims to identify effective strategies for improving the speaking skills of fifth-grade elementary students through innovative pedagogical approaches, technology integration, and socio-emotional support. This research employed a mixed-methods approach using a convergent parallel design. Participants consisted of ten fifth-grade teachers from ten elementary schools or madrasah ibtidaiyah in Pekalongan City selected purposively based on their teaching experience, and twenty students randomly selected from the same classes. Qualitative data were collected through structured interviews and classroom observations, while quantitative data were obtained using four-point Likert-scale questionnaires measuring instructional strategies, student engagement, speaking confidence, and the use of educational technology. The findings show that teachers employ diverse student-centered strategies—such as contextual, cooperative, and collaborative learning, storytelling, problem-based learning, project-based learning, and interactive discussions supported by digital media—to create meaningful speaking opportunities; quantitatively, more than 90% of teachers consistently implemented guided speaking practices that increased participation and 80% of students showed enthusiasm in collaborative speaking activities, although technology integration remained moderate among about 30% of teachers and 40–80% of students still demonstrated limited confidence in individual or spontaneous speaking tasks. These findings highlight the importance of integrating innovative instructional strategies, digital learning technologies, and socio-emotional support in speaking instruction.
Rethinking inclusive primary education: Managerial leadership, pedagogical strategies, and Islamic value-based practices in Indonesia Intan Andriani Hasanah; Jamil Suprihatiningrum
Journal of Integrated Elementary Education Vol. 6 No. 1 (2026)
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.v6i1.28517

Abstract

Inclusive education at the elementary level is essential to ensure equal learning opportunities for all children, including those with disabilities. This study explores and interprets the implementation of inclusive primary education in an Islamic elementary school through an in-depth qualitative case study. Using an interpretative qualitative design, data were collected through classroom observations, in-depth interviews with school leaders and teachers, and document analysis to capture institutional practices and lived experiences within the school context. The findings reveal three interconnected dimensions shaping inclusive practice. First, transformative managerial leadership institutionalizes inclusive policies and fosters a collaborative school culture. Second, adaptive pedagogical strategies, including differentiated instruction, flexible assessment, and peer collaboration, support diverse learner needs in everyday classroom practice. Third, Islamic moral-spiritual values, including justice (‘adl), compassion (rahmah), and communal responsibility, provide an ethical foundation that strengthens inclusive commitments and relational engagement among stakeholders. Rather than positioning inclusion solely as a technical pedagogical reform, this study demonstrates how value-based leadership and religious moral frameworks can reinforce inclusive educational transformation. The study proposes an integrative perspective on inclusive education by linking contemporary inclusive pedagogy with Islamic moral-spiritual values in a primary school context.

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