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Dita Purwinda Anggrella
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Jenius: Journal Education Policy and Elementary Education Issues
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27753190     EISSN : 27753182     DOI : http://doi.org/10.22515/jenius
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Journal Education Policy and Elementary Education Issues (JENIUS) is an electronic journal focuses on critical studies of elementary education. It provides an academic platform for professionals and researchers to Investigated the dynamics of learning students at elementary education / Madrasah Ibtidaiyah (Islamic elementary school). Publishing two times a year, ie Issue 1 Issue 2 in Juni and December in Indonesian or English. The focus and scope of JENIUS: Curriculum Development in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Learning (Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content) in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 75 Documents
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From Chalkboard Era to Digital Literacy Era: The Impact of Audio-Visual Tools on Modern Classroom at Secondary School Teachers in District Kot Addu South Pakistan Muhammad Kashif Majeed Chaudhary; Tunku Badariah Binti Tunku Ahmad
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 7 No. 1 (2026): JUNE
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v7.i1.10536

Abstract

The rapid advancement of digital technology has transformed educational practices, particularly in secondary education, by encouraging the integration of audio-visual tools into classroom instruction. This study examined secondary school teachers' perceptions of audio-visual tools and compared multimedia projector-based instruction with traditional chalkboard teaching in District Kot Addu, South Pakistan. A quantitative research design was employed using a structured questionnaire administered to 500 secondary school teachers. Data were analyzed using descriptive statistics, independent-samples t-tests, and Cohen's d effect size analysis. The findings revealed that teachers generally perceived audio-visual tools as valuable resources for enhancing classroom instruction, although perceptions varied across districts. Multimedia projector-based instruction received significantly higher ratings than traditional chalkboard teaching (t(138) = –2.88, p = .005, d = 0.73), indicating a meaningful preference for technology-supported learning. Significant gender differences were also identified, with female teachers reporting more positive perceptions of audio-visual tools than male teachers (t(118) = –2.45, p = .016, d = 0.80), suggesting that these differences were both statistically and educationally meaningful. Overall, the findings highlight the growing importance of digital instructional media in facilitating the transition from conventional teaching to technology-enhanced learning environments. The study recommends strengthening multimedia infrastructure, expanding teachers' digital competence through continuous professional development, and ensuring equitable access to educational technologies across schools.
Implementation of Islamic Education Learning with CTL (Contextual Teaching and Learning) approach for Autism Spectrum Disorder (ASD) Children at SLB Mitra Ananda Sigit Raharja; Endang Sri Handayani
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 7 No. 1 (2026): JUNE
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v7.i1.11727

Abstract

This research is motivated by the limitations of conventional, teacher-centered Islamic Education (PAI) models, which often fail to meet the complex needs of students with special needs, particularly those with Autism Spectrum Disorder. Such methods frequently result in ineffective information processing and low engagement. Consequently, this study analyzes the implementation of the Contextual Teaching and Learning (CTL) model at SLB Mitra Ananda, identifying both supporting and inhibiting factors. Employing a qualitative descriptive approach, data were gathered from PAI teachers and students through observation, interviews, and documentation. The findings demonstrate that the CTL model was effectively implemented by integrating its seven core components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. This approach was applied to subjects including ethics (akhlak), prayer and wudu instruction, Quranic recitation, and Islamic art. Success was supported by strong teacher-parent collaboration, effective role-modeling, and conducive school facilities. However, challenges such as limited teacher preparedness and restricted instructional time were identified. Ultimately, this study highlights the necessity of reinforcing strategic, contextual learning frameworks to enhance the educational development and functional understanding of PAI for students on the autism spectrum.
Integration of Project-Based Learning and STEM for Climate Change Education toward the UN SDGs Hana Lestari; Tri Suryaningsih; Gendis Seruni
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 7 No. 1 (2026): JUNE
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v7.i1.14356

Abstract

Climate change education requires learning approaches that not only enhance conceptual understanding but also develop climate literacy in an integrated manner. This study aimed to investigate the effects of STEM-integrated Project-Based Learning (PjBL–STEM) on ecological concept mastery and climate literacy among prospective elementary school teachers. In this study, climate literacy was operationalised as students’ ability to understand climate change concepts, analyse climate-related information, evaluate environmental impacts, and formulate mitigation and adaptation strategies. A quasi-experimental pretest–posttest control group design was employed involving 72 students enrolled in an Environmental Education course, consisting of an experimental group (n = 36) and a control group (n = 36). Data were collected using validated essay-based assessments and analysed using N-gain, independent-samples t-tests, and Multivariate Analysis of Variance (MANOVA). The results showed that the PjBL–STEM group achieved higher learning gains in ecological concept mastery (N-gain = 0.35, moderate) and climate literacy (N-gain = 0.42, moderate) than the control group. Independent-samples t-tests revealed significant differences between groups for both variables (p < .05). Furthermore, MANOVA revealed a significant multivariate effect of the learning model on the combined dependent variables, Wilks’ Λ = 0.688, F(2,69) = 15.42, p < .001, partial η² = .312, indicating a substantial effect of PjBL–STEM on ecological concept mastery and climate literacy simultaneously. These findings suggest that PjBL–STEM provides an effective framework for promoting ecological understanding and climate literacy through authentic, inquiry-based, and interdisciplinary learning experiences. Therefore, PjBL–STEM has the potential to support climate change education and contribute to the achievement of SDG 4 (Quality Education) and SDG 13 (Climate Action).
Analysis of Students’ Difficulties in Story Problems Division Reviewed from Mathematical Representation and Polya’s Stages In Elementary School Ika Rahmawati; Rosadelita Prima Siwi; Neni Mariana
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 7 No. 1 (2026): JUNE
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v7.i1.14966

Abstract

The ability to solve story problems division is highly dependent on students' mathematical representation and structured problem-solving skills, yet many students still experience difficulties in this area. This study aims to describe the difficulties of 5th-grade students in solving division story problems in terms of mathematical representation and Polya's stages. This study used a descriptive qualitative research design. The participants consisted of 18 fifth-grade students of SD Negeri 4 Gamping, all of whom were involved in the primary analysis through a written test. Based on their combined scores in mathematical representation and Polya's stages, students were classified into high, middle, and low categories. Using purposive sampling, three students representing each category were selected as subjects for subsequent in-depth qualitative interviews The results show: (1) high-category students have no difficulty in using symbolic, visual, or verbal representation; middle-category students are able to use symbolic and visual representation but are more proficient verbally in oral form than in writing; and low-category students experience difficulty in using all three forms of representation; (2) in terms of Polya's stages, students have a tendency to skip the first stage of understanding the problem and proceed directly to planning and implementing solutions; (3) students' mathematical representation ability significantly influences their thinking process in solving story problems. This study concludes that students' difficulties in solving story problems division are rooted in their low mathematical representation abilities, which in turn impede Polya's problem-solving stages. Practically, these findings help teachers see exactly why students get confused by functional texts, allowing them to provide the right help in class.
Religiosity and Environmental Care Attitudes: A Correlational Study Among Islamic Elementary School Students in Bayat District Alif Faizah; Dita Purwinda Anggrella
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 7 No. 1 (2026): JUNE
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v7.i1.15619

Abstract

This study was motivated by the suboptimal level of environmental care among fifth-grade students in Islamic elementary schools (Madrasah Ibtidaiyah) across Bayat District. The study was grounded in the Value–Belief–Norm (VBN) Theory, which explains that individuals' values and beliefs influence their pro-environmental behavior. The objective of this study was to examine the relationship between religiosity and environmental care attitudes among fifth-grade students in Madrasah Ibtidaiyah throughout Bayat District. A quantitative approach with a correlational research design was employed. The population consisted of 108 students, from which a sample of 86 students was selected using the Slovin formula and proportional random sampling. Empirical validity testing indicated that 21 of the 22 religiosity questionnaire items and 26 of the 30 environmental care attitude questionnaire items were valid. Reliability testing yielded Cronbach's alpha coefficients of 0.807 for the religiosity scale and 0.847 for the environmental care attitude scale, indicating good internal consistency. The correlation analysis (r = .767, p < .001) revealed a strong, positive, and statistically significant relationship between religiosity and environmental care attitudes. Furthermore, the coefficient of determination (R² = .588) indicated that approximately 58.8% of the variance in students' environmental care attitudes was associated with religiosity, while the remaining 41.2% was explained by other factors. These findings highlight the importance of integrating environmental care into Islamic education and daily religious practices, enabling students not only to strengthen their religious commitment but also to develop greater responsibility toward environmental sustainability.

Page 8 of 8 | Total Record : 75

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