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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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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.

Page 15 of 15 | Total Record : 145

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