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Dwi Sulisworo
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International Journal of Learning Reformation in Elementary Education
Published by Indonesian Institute of Science and Technology Research
ISSN : 29619092     EISSN : 29618665     DOI : https://doi.org/10.56741/ijlree.v1i02
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
International Journal of Learning Reformation in Elementary Education discusses and shares education theory, research, and their implications for teaching and learning reformation to deal with global issues. It prefers to publish original studies that cover facts and phenomena about school and classroom settings in elementary or middle schools. IJLREE presents articles that relate the latest research in child development, cognitive psychology, and sociology to school teaching and learning. The scope in multidisciplinary perspective includes but is not limited to: Subject Teaching, Science Education, Development of Reading, Nutrition and Home Economics, Multicultural, Differentiation, Educational Models and Programs, Language Teaching, Curriculum Development, Physical Education, Environmental Education, Bi-/Multilingual Teaching, Adopted Teaching, Teacher Training for Elementary Education, Teaching of Social Studies, Mathematics Education, Teaching of Performing Arts, Citizenship, Methodology and Strategy in Teaching, Special Education, Research into Elementary Education, Technology and Media for Learning, Indigenous and Local Wisdom, and Education Policies.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 97 Documents
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Transformation of Differentiated Teaching Methods to Promote Critical Thinking in Primary School Pupils Indriani, Fitri; Satrianawati; Heldayanti
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001796

Abstract

This study examines how differentiated instruction is implemented in primary school classrooms and its role in fostering students’ higher-order thinking skills. Using a qualitative case study approach, data were collected through in-depth interviews, classroom observations, and document analysis involving five teachers from grades 1 to 5. The findings indicate that teachers adapt instructional strategies to address students’ readiness levels, learning profiles, and individual interests. This pedagogical transformation is reflected in the use of contextual learning, project-based activities, reflective practices, and digital resource integration. These approaches create more inclusive and responsive learning environments. As a result, students demonstrate improved analytical reasoning, evaluative thinking, and argument construction. The study underscores that differentiated instruction not only enhances student engagement but also supports meaningful learning. It concludes that this approach is essential for meeting the demands of 21st-century education and aligns closely with the principles of the Merdeka Curriculum.
Integrating STEAM into Elementary Classrooms: A Case Study of Elementary Teachers Purba, Rosma Indriana; Putri, Carmel Serafim; Chheang, Solomon
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 01 (2026): International Journal of Learning Reformation in Elementary Education
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002021

Abstract

This study examines how elementary teachers new to Science, Technology, Engineering, Arts, and Mathematics (STEAM) perceive its relevance, implement it, and experience related challenges in classroom practice. Addressing the increasing demand for interdisciplinary, student-centered learning, the study employed a qualitative design using open-ended questionnaires administered to 12 purposively selected teachers in a private elementary school in North Jakarta. Data were analyzed through inductive thematic analysis to explore teachers’ perceptions, strategies, challenges, and professional learning needs. Findings indicate that teachers view STEAM as a holistic, future-oriented pedagogical approach aligned with child development and twenty-first-century competencies. However, implementation remains at an early stage, characterized by cautious, planning-focused experimentation. Teachers reported enhanced student engagement, improved collaboration, and the emergence of inquiry-based practices during integrated activities, despite challenges such as limited instructional confidence, lack of formal training, time constraints, and classroom management demands. The study provides empirical insight into how novice educators navigate STEAM integration without structured preparation and underscores the importance of sustained, practice-based professional learning. It concludes that effective and sustainable STEAM implementation requires alignment among classroom practice, professional development, and educational policy, supported by ongoing mentoring and collaborative learning structures to strengthen teachers’ confidence and professional identity.
Systematic Literature Review on the Development of Augmented Reality-Based Learning Materials to Enhance Students' Critical Thinking Skills in Senior High School Education Ningsi, Surya; Danial, Muhammad; Aryani, Farida; Husain, Halimah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001678

Abstract

This study aims to systematically review the development of Augmented Reality (AR)-based learning materials to enhance students’ critical thinking skills in Senior High School Education. In the context of 21st-century education, critical thinking skills are essential competencies for facing global challenges and technological advances. The integration of AR technology in learning materials provides interactive and contextual learning experiences that foster active student engagement. This study employs the Systematic Literature Review (SLR) method with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Of the 100 identified articles, 20 met the inclusion criteria, focusing on AR implementation in teaching materials to enhance critical thinking. The synthesis results indicate that AR-based learning materials significantly improve critical thinking indicators such as analysis, evaluation, and reflection through immersive learning experiences. Furthermore, AR strengthens motivation, conceptual understanding, and collaborative skills. This study highlights the importance of designing AR-based digital learning materials integrated with reflective pedagogy and constructivist theory, particularly in Senior High School Education, to prepare students as critical, creative, and adaptive learners in the digital era.
Instructional Game Strategies in Education: A Meta-Analysis of Gamification and Game-Based Learning on Student Engagement, Motivation, and Academic Achievement Radhiani, Ahyani; Farouk Abouseada; Wildan; Kameliani
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001911

Abstract

This study aims to explore the effects of gamification and game-based learning on learners’ behavior, which includes academic performance, involvement, and motivation. It also analyzes the efficacy and prevalence of gamification as well as gaming-oriented learning research across diverse educational stages, regions, and scientific fields. This meta-analysis consists of 60 selected articles published between 2013 and 2023 on Scopus, ERIC, and the Web of Science, that have passed the screening process and met the predetermined criteria. Findings show that gamification generates bigger influence on learners’ engagement (0.65 [0.43, 0.87]), while game-based learning has more impact on motivation (0.46 [0.28, 0.64]) and achievement (1.09 [0.60, 1.59]). Results also indicate that the effectiveness of gamification and game-based learning is more prevalent at the university level, in South Asian countries, and in the humanities. On the contrary, research on these learning methods is more popular at the university level, in East Asian countries, and within the sciences field.
Early Childhood Education Leadership Grounded in Wetland Ecology: A Contextual Environment-Based Approach Maimunah; Aslamiah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001937

Abstract

Principals' adaptive leadership within local ecological contexts remains an underexplored area in early childhood education (ECE) literature, particularly in regions characterized by distinctive ecosystems such as wetlands. This study aims to examine adaptive leadership practices in an Islamic ECE institution situated within the wetland ecosystem of South Kalimantan, Indonesia. Employing a qualitative approach with a single case study design, data were collected through participatory observation, in-depth interviews with the school principal, teachers, and parents, and document analysis. Inductive thematic analysis was applied, with validation conducted through source triangulation and member checking. The findings reveal three principal dimensions of adaptive leadership: first, the formulation of an institutionally religious and contextually grounded vision aligned with the wetland ecosystem; second, curriculum integration through consistent habituation strategies embedding Islamic and ecological values within daily learning activities; and third, the development of participatory community partnerships among the school, parents, and surrounding community. These three dimensions are demonstrably mutually reinforcing, collectively shaping a school culture that is religious in character, ecologically sensitive, and adaptively responsive. Theoretically, these findings extend Heifetz's adaptive leadership framework by incorporating a spiritual-ecological dimension, and enrich place-based education theory within the context of Islamic educational institutions. Practically, this study underscores the importance of designing leadership capacity-building programs that are responsive to ecological contexts and locally grounded religious values.
The Role of Teachers in Enhancing Public Speaking Abilities among Primary School Students Haniati, Alvina; Jaya, Patria Handung
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001979

Abstract

Public speaking is a crucial skill in the 21st century, but numerous primary school students struggle to convey their opinions within a group environment. The main objective of the research was to determine which activities improve public speaking skills, the influence of instructors, and the factors influencing their capacity to introduce these activities at Muhammadiyah Purwodiningratan Primary School in Yogyakarta. The study employed a descriptive qualitative methodology, incorporating in-depth interviews and direct observation with the headteacher, two teacher-coaches, and four pupils, supplemented by documentary triangulation of activity records. Findings revealed that the principal activities, pildacil (children’s Islamic speech contest) and saritilawah (Qur’anic recitation and speech competition), served as primary channels for pupils to practise courage, fluency, and overall speaking proficiency. Teachers functioned as facilitators, motivators, and coaches by routinely encouraging classroom discourse, tailoring materials to individual pupil needs, and providing emotional support to alleviate nervousness and stage fright. Success was underpinned by institutional school support, active parental engagement, and pupils’ intrinsic motivation. The main impediments were insufficient practice time, disparities in the levels of preparedness among pupils, and variations in their initial public speaking skills. Research findings confirm that faith-based initiatives are a successful approach for developing public-speaking skills in primary school students. Effective time management and enhanced collaboration between teachers and parents are essential for guaranteeing the long-term success of comparable projects.
Entrepreneurial Readiness in Health Science Education: The Roles of Mental Health and Psychological Resilience Using Structural Equation Modelling Sulistiawan, Andika; Idrus, Ali; Firman; Noerjoedianto , Dwi; Maryani , Anis Tatik; Subandi , Andi; Sulistiyo , Urip; Saputra , Endarman
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002064

Abstract

This study examined the role of psychological resilience and mental health in predicting entrepreneurial readiness among health students. Using a cross-sectional explanatory design, 412 students were recruited through purposive sampling from a faculty of health sciences. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC), the Depression Anxiety Stress Scales (DASS-21), and an entrepreneurial readiness questionnaire. Data analysis was conducted using Structural Equation Modeling (SEM) with model fit indices. The results showed that resilience had a strong and significant direct effect on entrepreneurial readiness (β = 0.929; p < 0.001) and on mental health (β = 0.992; p < 0.001). In contrast, mental health did not show a significant direct effect on entrepreneurial readiness (β = 0.062; p = 0.528). These findings highlight resilience as a central psychological competence that not only enhances well-being but also plays a crucial role in strengthening entrepreneurial readiness among health students. Therefore, strengthening psychological resilience through campus-based training programs and interventions may serve as a relevant strategy to prepare a more resilient generation of health students who are better equipped to face future challenges in both employment and entrepreneurship.

Page 10 of 10 | Total Record : 97

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