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Dwi Sulisworo
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sulisworo@iistr.org
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+6281328387777
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ijlree@journal.iistr.org
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Jalan Sugeng Jeroni No. 36 Yogyakarta 55142, Indonesia
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INDONESIA
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 92 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): 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.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): 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.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.

Page 10 of 10 | Total Record : 92

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