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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 111 Documents
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Mathematical Knowledge for Teaching in Elementary Teacher Education: A Systematic Review with Limited Meta-Analytic Synthesis Meita Fitrianawati; Muhammad Ardi Kurniawan; Vita Istihapsari
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.002176

Abstract

This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education through a systematic review combined with a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published between 2015 and 2025 were identified from ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixed-methods studies met the inclusion criteria, although only five provided sufficient statistical data for effect size estimation. Effect sizes were calculated using Cohen’s d and Hedges’ g, and pooled under a random-effects model in CMA version 3 and the R-package metafor. The findings indicate that MKT among elementary teachers, both prospective and early-career, is generally uneven across domains, with stronger performance in common content knowledge and persistent weaknesses in specialized content knowledge and horizon content knowledge, especially in fractions and geometry. The pooled effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) suggests that structured pedagogical interventions can improve MKT, although the evidence base remains limited and heterogeneous. Cross-study patterns, rather than formal subgroup meta-analytic tests, suggest that teaching experience, mathematical content domain, and initial pedagogical knowledge are associated with variation in MKT outcomes. The study highlights implications for strengthening elementary teacher education curricula, particularly within the Kurikulum Merdeka framework in Indonesia, and for improving future MKT research design and reporting.
Determinants of Effective Financial Management in Regional Public Service Agencies at State Vocational High Schools in Bengkulu Province Asnawati; Sudarwan Danim
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.002218

Abstract

This study investigates the determinants of financial management effectiveness of Regional Public Service Agencies (BLUD) at State Vocational High Schools in Bengkulu Province, Indonesia. A causal-quantitative approach was employed, with data collected from 56 respondents across eight BLUD-designated State Vocational High Schools through purposive sampling. Four independent variables were examined: information technology (IT) utilization, human resource (HR) competency, governance, and functional supervision. Data was collected via a five-point Likert-scale questionnaire and analyzed using multiple linear regression. Results show that IT utilization (β = 0,422, p = 0,037), HR competency (β = 0,890, p = 0,000), and governance (β = 0,761, p = 0,023) each exerted a positive and significant effect on BLUD financial management effectiveness, while functional supervision yielded no significant effect (β = 0,017, p = 0,920). The overall model was statistically significant (F = 25,341, p = 0,000, Adjusted R² = 62,7%). These findings indicate that internal organizational factors, particularly HR competency, IT infrastructure, and governance structures, are far more decisive determinants of BLUD financial management effectiveness than formal external oversight mechanisms. The study contributes to the scarce empirical literature on BLUD financial management in vocational education and provides actionable policy recommendations for strengthening public-sector financial governance in regional Indonesia.
The Development of a Scaffolding-Based Instructional Model for Learners with Intellectual Disabilities Munir Yusuf; Nur Fakhrunnisaa
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.001995

Abstract

Students with intellectual disabilities (also known as children with intellectual impairments) are individuals with below-average intelligence. Despite their cognitive limitations, these children still possess great potential to grow and excel in certain areas. This potential greatly depends on appropriate treatment that meets their specific needs. This study aims to design and develop a scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo (The Special Needs School 1 Palopo). This research employs Collaborative Action Research to identify students' Zone of Proximal Development, integrated into a Research and Development (4D) framework. The 4D stages (Define, Design, Develop, Disseminate) were conducted to construct the module and media. The subjects were 6 students with mild-to-moderate intellectual disabilities (Grades 2 to 5). The intervention consisted of two sessions (2x30 minutes) using customized number sticks and puzzles. Data collection techniques included observation, interviews, and tests, while data analysis was conducted using both quantitative and qualitative approaches. The results of the study indicate that the development process of the scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo consists of four stages: define, design, develop, and disseminate. Disseminate, generating learning tools in the form of teaching modules and instructional média, which have been developed and are considered suitable for use and considered to be valid.
Developing and Validating a Game-Based Financial Literacy Assessment for Early Childhood: An Evidence-Centered Design Approach Nurlaeli Fitriah; Aris Budianto; Saiful Hikmah
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.002177

Abstract

Financial literacy is an important skill that children need to have to face future economic challenges. However, the level of financial literacy among young children is still low, with many children lacking an understanding of basic financial concepts such as money management, saving, and distinguishing between needs and wants. Although various financial literacy education programs have been introduced, measuring the financial literacy of early childhood remains a challenge, as traditional evaluation methods are often ineffective and unsuitable for children's developmental characteristics. This article aims to develop and validate a game-based assessment instrument for measuring the financial literacy of early childhood, designed using the Evidence-Centered Design (ECD) framework. This study tested the effectiveness of game-based assessment in measuring financial literacy in early childhood through trials in two kindergartens in Malang, East Java, involving 100 students aged 5-6 years. The results of this study indicate that this game-based financial literacy instrument is enough valid and reliable for measuring children's financial literacy and the measurement results can be used as an evaluation tool for educators or institutions in developing more effective financial education policies that are appropriate to children's needs in schools.
Digital Device Usage Patterns, Social-Emotional Functioning, and Elementary Students’ Learning Outcomes: Evidence from Indonesia Andina Lucky Puspa Dini; Kukuh Andri Aka
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.002204

Abstract

Digital devices have become an integral part of primary school students' daily lives, while social-emotional functioning is increasingly recognized as an important factor in academic development. This study aimed to examine the relationship between digital device use patterns, social-emotional functioning, and academic achievement among fifth-grade primary school students. The study employed a quantitative cross-sectional correlational design involving 29 students selected through total sampling. Data were collected using two closed-ended Likert-scale questionnaires and students' summative academic scores. The digital device use questionnaire retained 17 valid items, while the social-emotional questionnaire retained 14 valid items. The data were analyzed using descriptive statistics, validity and reliability testing, Shapiro–Wilk normality, linearity testing, and simple as well as multiple regression analyses. The findings showed that digital device use patterns were significantly associated with academic achievement in the simple model (p = 0.036), and social-emotional functioning was also significantly associated with academic achievement (p = 0.018). However, when both predictors were tested simultaneously, the model did not reach statistical significance (p = 0.056). These findings indicate that digital device use and social-emotional functioning are each related to students' learning outcomes, although their combined contribution was not confirmed in the present model. The study highlights the importance of understanding digital device use contextually and strengthening students' social-emotional functioning to support learning in primary education.
The The Implementation of Universal Design for Learning in English Instruction at an Inclusive Elementary School Ramadhani Uswatun Khasanah; Fendy Yogha Pratama; Ika Vitasari; Hanan Fakhriya Qonita
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.002251

Abstract

Inclusive education in elementary schools ensures equitable learning opportunities for students with diverse needs; however, instructional practices often assume learner homogeneity. This study investigates the implementation of the Universal Design for Learning (UDL) framework in English language instruction at an inclusive elementary school in Yogyakarta, focusing on the principles of multiple means of engagement, representation, and action and expression. Employing a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis, and examined using an interactive analysis model. The findings indicate that UDL is implemented contextually, particularly in engagement and representation, as teachers utilize game-based learning, participatory activities, and multimodal resources to enhance motivation and accessibility. However, implementation of action and expression remains limited, particularly in assessment practices, which are still largely standardized and dominated by written tests. These findings suggest that UDL implementation remains at an emerging stage, where diverse instructional strategies have not yet been fully aligned with differentiated assessment approaches. This study contributes to the limited literature on UDL in English language teaching in inclusive elementary contexts in Indonesia and highlights the need to strengthen teachers’ competencies in designing flexible and differentiated assessments.
Design Game Uwuhpoly for Improving Waste Literacy in Elementary School Children in Surabaya Rosmiati; Rarasaning Satianingsih; Muhammad Satriawan
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.001952

Abstract

The low level of waste literacy among elementary school students, along with the limited availability of engaging, contextually relevant learning media, has become a major challenge in fostering early environmental awareness. This Study aimed to develop and evaluate the effectiveness of Uwuhpoly, an educational board game designed to improve waste literacy among elementary school students in Surabaya. The method R&D approach using the ADDIE model, which consists of the stages of analysis, design, development, Implementation, and evaluation. The research subjects were 142 students from Grades II to VI at an elementary school in Surabaya, selected through purposive sampling. Data were collected using waste literacy questionnaires (pretest–posttest), observation sheets, and teacher responses. Data analysis used descriptive statistical techniques and N-gain to assess improvements in students' waste literacy. The results of expert validation showed that Uwuhpoly received an average score of 4.51, indicating that the game is feasible for classroom implementation. The implementation results demonstrated a significant improvement in students’ waste literacy, with pretest–posttest score increases ranging from 35.7% to 46.7%, and an overall literacy improvement of approximately 85%. Therefore, Uwuhpoly has strong potential to be integrated into science learning (IPA), civic education (PPKn), and the Pancasila Student Profile reinforcement program as an alternative environmental literacy–based learning medium in elementary schools.
Implementing the Merdeka Curriculum in Remote Primary Schools: School Leadership and Adaptive Strategies in Indonesia's 3T Regions Sahbana Ridha; Ahmad Suriansyah; Sulistiyana
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.002112

Abstract

This study examines school management challenges in implementing Indonesia's Merdeka Curriculum across three primary schools in remote, frontier, and disadvantaged (3T) regions of South Kalimantan Province. Although the curriculum is designed to promote flexibility and contextual learning, its implementation in marginalized settings encounters constraints related to human resources, infrastructure, supervision, leadership capacity, and the need for local policy adaptation. Using a qualitative multiple case study design, data were collected through in-depth interviews with principals and teachers, participant observation, and document analysis at three schools representing distinct geographic conditions: a mountainous site, a swampland site, and a riverine site. Data were analyzed thematically using an interactive model, with cross-case comparison employed to identify convergent and divergent patterns. Findings indicate that principals adopt adaptive and collaborative leadership strategies including contextualizing curriculum to local livelihoods, mobilizing community resources, and providing internal coachingto sustain implementation despite resource limitations. However, the schools differ in the degree of external support and supervision they receive, revealing that implementation outcomes are shaped less by curriculum design alone than by the responsiveness of multi-level support systems. The study contributes empirically by documenting authentic implementation experiences in under-researched 3T contexts and offers practical implications for strengthening teacher capacity, infrastructure equity, and context-responsive leadership development. Rather than indicating local failure, the documented challenges underscore the need for sustained, coordinated investment in marginalized education.
Integrating Indigenous Knowledge “Sedekah Ramo” into Elementary Social Studies: A Culturally Responsive Teaching Approach Felly Valiana; Kirana Prama Dewi
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.002116

Abstract

Indigenous knowledge, known as "sedekah ramo," refers to the local knowledge of the Bulang Tengah Suku Ulu community in Musi Rawas, South Sumatra. "Sedekah ramo" is closely related to various concepts in social studies learning. The integration of local wisdom into social studies education is important for creating contextual and meaningful learning. However, studies on its application through the CRT approach in elementary schools remain limited. This study aims to describe the integration of IK "sedekah ramo" as a source of IPS learning through the CRT approach for fifth-grade students at SD Negeri 1 Bangun Jaya. The research used a qualitative descriptive case study design, with data collected through observation, interviews, and documentation. The primary participants consisted of one fifth-grade social studies teacher and twenty-five fifth-grade students. Data analysis was systematically conducted using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data condensation (reduction), data display, and conclusion drawing. The research results show that integration is carried out through lesson planning, the implementation of CRT-based learning that builds an inclusive and participatory environment, the evaluation of cognitive, affective, and psychomotor aspects, and the assessment of the success of integrating local knowledge into social studies learning. This research is expected to serve as an alternative to social studies learning grounded in local culture through the CRT approach and to enrich social studies instruction grounded in indigenous knowledge in multicultural elementary schools with limited learning facilities.
Differentiated Instruction Practices and Academic Achievement in Reading and Mathematics among Grade 2 Pupils in Philippine Public Schools Jean A. Canilang; Nhelbourne K. Mohammad; Dwi Sulisworo
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.002192

Abstract

This study examined the relationship between teachers' differentiated instruction practices and the academic achievement of Grade 2 pupils in Reading and Mathematics in public elementary schools in the Division of Zamboanga del Norte, Philippines. Using a descriptive-correlational design with 492 teachers and their corresponding classes, the study found that differentiated instruction practices were frequently implemented across all dimensions. Pupils demonstrated satisfactory achievement in both Reading (M = 84.27) and Mathematics (M = 83.91). Correlation analysis revealed a significant moderate positive relationship between differentiated instruction and Reading achievement (r = 0.41, p < 0.001), and a significant weak positive relationship with Mathematics achievement (r = 0.38, p < 0.001). These findings suggest that responsive, differentiated teaching practices are meaningfully associated with foundational learning outcomes, particularly in literacy. The study recommends strengthening differentiated instruction through targeted professional development and instructional support.

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