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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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Teachers' strategies in implementing Content and Language Integrated Learning (CLIL) in the international classroom program of elementary schools Afifah Marshalina
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.v6i1.28802

Abstract

Content and Language Integrated Learning (CLIL) has gained increasing attention in elementary education for its potential to integrate subject learning and foreign language development. However, there is still a dearth of research about the strategic application of CLIL by early education teachers in EFL contexts. This study aims to explore teachers’ strategies in implementing CLIL at elementary schools. This study used a qualitative case study design and involved two elementary school teachers who taught science and math using English. Data were collected through semi-structured interviews, classroom observations, and lesson plan analysis, and then were analyzed thematically. The results showed that the teachers employed five primary types of strategies which include teaching content-specific vocabulary to strengthen students’ subject-related terminology, applying scaffolding techniques, implementing translanguaging, employing active learning, and utilizing multimodal resources. These strategies were employed flexibly to address students’ linguistic limitations while maintaining content objectives. This study contributes to the understanding of how CLIL teachers in early education balance linguistic and cognitive demands in EFL contexts, particularly in Indonesia.
Development of a blended learning-based electronic worksheet for students' writing skills Rendy Nugraha Frasandy; Awida Awida; Aziqri Aulia; Exsaris Januar
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.v6i1.29406

Abstract

The requirement for this final assignment to create a scientific paper requires reliable scientific writing skills. This study aims to develop blended learning-based electronic worksheet (EWs) on writing material for students of Elementary School Madrasah Teacher Education Study Program at Imam Bonjol State Islamic University Padang, Indonesia. The research method used is the development research from Thiagarajan with the 4D development model. The developed EWs is designed to improve students' writing skills through a combination of online and face-to-face learning. Data were collected through questionnaires and writing skills tests before and after the use of EWs. The results of the study indicate that the use of EWs assisted by blended learning can significantly improve students' writing skills. Student responses to EWs also showed positive results, with a high level of satisfaction with the materials and learning methods used. This study concludes that blended learning-based EWs is effective in improving the writing skills for students and contributing to the development of innovative learning methods in the digital era.
Building ecological awareness in coastal elementary schools: The impact of problem-based learning and learning motivation Roni Alim Ba’diya Kusufa; Linjon Linjon; Yuli Ifana Sari
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.v6i1.29439

Abstract

This study aims to examine the influence of the Problem-Based Learning (PBL) model and learning motivation on students’ ecological awareness in social studies education at elementary schools in the coastal area of Cluster II Gending, Probolinggo Regency. A quantitative approach was employed, using a survey of 80 students from five randomly selected elementary schools. Data were collected through validated and reliable questionnaires, supported by observations and interviews. Data analysis used multiple linear regression. Statistical tests showed that the PBL model and learning motivation simultaneously had a significant effect on students’ ecological awareness, with a significance value (Sig) of 0.000 < 0.05 and an R² value of 0.623, indicating that both variables contributed 62.3% to ecological awareness. Partially, the PBL model had a significant effect (Sig = 0.003), as did learning motivation (Sig = 0.001). These findings suggest that the PBL model provides authentic and contextual learning experiences, while learning motivation enhances student engagement and internalization of ecological values. Based on the interview results, ecological awareness is formed not only by conceptual understanding but also by affective factors. The implication is that combining problem-based learning strategies with strengthened learning motivation can serve as a foundation for developing sustainable ecological character through Social Studies education at the elementary level.
Gage Bangbangtut: educational game innovation in Indonesian language learning in Islamic elementary school Hamidulloh Ibda; Muhamad Arif; Nurma Febri Rakhmawati; Muhammad Nurul Iqbal
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.v6i1.29583

Abstract

This study aims to develop an educational game based on Temanggung local wisdom called Game Genially Bang Sindoro, Bang Sumbing, Tembakau Temanggungan (Gage Bangbangtut) as a learning medium to instill politeness in elementary school students. This game is designed by incorporating local cultural values relevant to the Temanggung community’s daily lives, so that students can learn to speak politely through contexts close to their environment. Research and Development (R&D) with the ADDIE model was applied as the research design to develop Gage Bangbangtut. The Gage Bangbangtut feature is designed with the Genially platform and can be installed on Windows. The content of Gage Bangbangtut contains the legend of Sindoro, Sumbing, and Temanggung Tobacco, Temanggung local wisdom (Names of Cultural Arts, Culinary Names, and District Names in Temanggung) in the form of games for students to play, and Temanggung’s distinctive language with two languages, namely Javanese and Indonesian, for grade 4 of the Islamic elementary school. The feasibility test results indicate that the mean score from game media expert validators is 0,97 (very high validity), from local wisdom expert validators is 0,68 (high validity), and from language politeness expert validators is 1,00 (very high validity). In addition, the results of the Gage Bangbangtut trial received a positive response from teachers and students and proved effective in improving the understanding of grade IV students about politeness in Indonesian language.
The effect of Domino Card-assisted problem-based learning on elementary school students' responsibilities and learning outcomes Elfrina Mayroja Pratika; Osa Juarsa; Endang Widi Winarni; Abdul Muktadir; Neza Agusdianita
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.v6i1.29882

Abstract

The implementation of problem-based learning (PBL) assisted by domino cards has the potential to enhance elementary school students’ responsibility character and cognitive learning outcomes. This study aimed to examine the effect of PBL assisted by domino cards on students’ responsibility character and cognitive achievement. A quantitative approach with a quasi-experimental design was employed. The participants consisted of 63 fourth-grade students, with 31 students in the experimental group and 32 students in the control group. The groups were relatively homogeneous in terms of age, grade level, and academic ability. Data were collected through observation, pre-test and post-test, interviews, and documentation. The test instruments were piloted with 36 students to ensure validity and reliability. Data analysis involved descriptive statistics, prerequisite tests (normality and homogeneity), ANCOVA, and Pearson correlation analysis. The prerequisite tests indicated that the data were normally distributed and homogeneous. The ANCOVA results showed that PBL assisted by domino cards had a significant effect on students’ responsibility character (Sig. = 0.012; Partial Eta Squared = 0.100) and cognitive learning outcomes (Sig. < 0.001; Partial Eta Squared = 0.253). In addition, Pearson correlation analysis revealed a positive and significant relationship between responsibility character and cognitive learning outcomes (r = 0.463; Sig. = 0.009). These results imply that schools and educational stakeholders may consider implementing PBL supported by contextual media as an effort to improve learning quality and strengthen the Pancasila Student Profile, particularly the dimension of responsibility.
Developing Canva-Assisted Problem-Based Learning Worksheets to Improve Fourth Graders’ Cognitive Skills in Science Ade Irawan; Endang Widi Winarni; Abdul Muktadir
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.v6i1.30377

Abstract

This study aims to develop a valid, practical, and effective Problem-Based Learning (PBL) worksheet assisted by the Canva application to improve fourth-grade students' cognitive learning outcomes. Using a Research and Development approach with the ADDIE model, this research was conducted involving a fourth-grade classroom teacher and students at Public Elementary School 41 Bengkulu city. Data were collected through needs analysis, observations, interviews, and cognitive tests, and subsequently analyzed using qualitative descriptive and quantitative methods. The development process resulted in a systematic worksheet design tailored to curriculum demands, emphasizing material relevance, clear instructions, and visual appeal. Expert validation indicated high feasibility, with material validity reaching 0.83, language validity at 1.00, and design validity at 1.00. Furthermore, the implementation revealed highly positive practical responses from both the teacher and students. The cognitive tests demonstrated a significant improvement, with average scores increasing from 75.50 (pretest) to 89.00 (posttest), yielding a moderate and statistically significant N-Gain score of 0.55 (p < 0.05). The findings suggest that Canva-assisted PBL digital worksheets serve as an effective, engaging instructional resource to foster active scientific inquiry and enhance cognitive outcomes in elementary education.
The effect of AI-assisted authentic assessment on students’ learning growth in a primary school science classroom Ari Hasan Ansori; Ghina Siti Fitria Heriyanti; M. Arie Firdaus Heriansyah
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.v6i1.30802

Abstract

This study examines the implementation of artificial intelligence (AI)-assisted authentic assessment and its effect on the learning growth of elementary school students. The study employed a nonequivalent control-group quasi-experimental design involving 72 fifth-grade students. The experimental group received AI-assisted authentic assessment through performance tasks, inquiry-based projects, and open-ended activities, whereas the control group used conventional assessment methods. The findings indicate that the AI-assisted assessment system operated effectively. The natural language processing (NLP)-based system mapped students’ levels of conceptual mastery, identified dominant errors, and generated diagnostic information that teachers used to provide rapid, specific, and adaptive feedback. The system also accelerated response analysis, monitored students’ individual understanding, and promoted active cognitive engagement, enabling students to explain, connect, and reflect on their observational findings related to scientific concepts. The results further show that the experimental group achieved a high N-Gain score (0.72), whereas the control group obtained a moderate N-Gain score (0.43), with t (70) = 11.704, p < 0.001, and Cohen’s d = 2.76, indicating a very large practical effect of AI-assisted authentic assessment on students’ learning growth. These findings confirm that AI-assisted authentic assessment is effective in enhancing learning growth, strengthening the formative function of assessment, and supporting more personalized, reflective, and evidence-based science learning.
Strengthening national character through multicultural-based civic education learning at Madrasah Ibtidaiyah Ana Quthratun Nada; Istiningsih Istiningsih; Sri Sumarni; Hanif Faturrachim
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.v6i1.30836

Abstract

This study aims to analyze the internalization of national values through multicultural-based Civic Education learning in Madrasah Ibtidaiyah. This research employed a qualitative case study conducted in several public and private elementary schools in Sleman Regency, Special Region of Yogyakarta, Indonesia. The research participants consisted of Civic Education teachers, school principals, and fifth-grade students selected purposively, while informants were identified through snowball sampling until data saturation was reached.  Data were collected via classroom observations, interviews, and documentation, and then analyzed using reduction, display, and conclusion techniques. Findings indicate that values such as love for the country, tolerance, and cooperation are taught through contextual and collaborative learning strategies, such as group discussions, reflective activities, and experiential learning. The role of teachers and school leadership is crucial in fostering an inclusive environment through supportive school programs and participatory learning practices. Students also exhibited positive changes, including respect for diverse opinions and collaboration with peers from different backgrounds. Despite challenges related to socio-cultural diversity and varying levels of awareness, strategies such as contextual learning, teacher guidance, and inclusive programs enhance multicultural education. Therefore, multicultural-based Civic Education in elementary schools is vital for promoting an inclusive national character and respect for diversity.
Developing an interactive e-worksheet based on group investigation, integrating local wisdom to distinguish facts and opinions in informative texts Diah Khoirunnafi'ah; Panca Dewi Purwati
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.v6i1.30860

Abstract

This study aims to analyze the needs, media design, validity, feasibility, and effectiveness of the media to enhance elementary school students' reading literacy in distinguishing facts from opinions. This study used the ADDIE approach, with 9 fifth-grade students for limited testing and 16 students for field testing at the Muhammadiyah Ngadirejo Elementary School. Data collection was carried out through participatory observation, interviews, questionnaires, pre-test, and post-test. Addressing student passivity and difficulties in verifying facts and opinions, Gemini Ai was used to design interactive features of an e-worksheet integrating group investigation syntax and Temanggung local wisdom. Deemed very feasible across content, language, and display aspects, the media scored 96.43% from material experts and 93.75% from media experts. Additionally, the response rates from teachers and students were 88.33% and 92.22%, respectively, in the very practical category, while participatory observation showed a student activity score of 90.4%. The media proved to be effective (Sig. (2-tailed) = 0.000 < 0.05) with an N-Gain score of 0.69 in the limited trial and 0.68 in the field trial. These findings indicate that using Gemini Aito to develop an interactive e-worksheet based on group investigation and integrated with local wisdom is feasible, practical, and effective in improving grade V students' ability to distinguish opinions from facts in informative texts.
Implementation of the STEAM-Ethnosains Carita-based science learning model to enhance the creativity and critical thinking of primary school students Desyi Rosita; Sigit Prasetyo; Sintha Sih Dewanti; Sangkot Sirait
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.v6i1.31020

Abstract

This research employed a descriptive qualitative approach to explore the implementation of the STEAM–Ethnoscience Carita-based science learning model in a primary school classroom to enhance students’ creativity and critical thinking skills. Data were collected through participatory observation, semi-structured interviews, and documentation, involving teachers, students, school leaders, and local community members. Student creativity and critical thinking development were identified through classroom observations, learning artifacts, and thematic analysis of learning activities during the implementation of the model. The findings indicate that integrating STEAM principles with local ethnoscience knowledge, particularly traditional agricultural practices, water management, and environmental conservation in the Carita community, significantly improved the quality of science learning. Contextual learning activities encouraged active student engagement, strengthened conceptual understanding, and fostered environmental awareness. The results also show a substantial improvement in students’ creativity and critical thinking abilities during the learning process, as reflected in their ability to generate ideas, analyze problems, and propose solutions during project-based activities. These findings demonstrate that the STEAM–Ethnoscience Carita model provides an effective pedagogical framework for developing 21st-century competencies in primary education and offers potential for adaptation in other educational contexts with similar cultural and ecological characteristics.

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