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International Journal of Learning Reformation in Elementary Education

IJLREE
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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 122 Documents

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The Perspective of Aesthetic Habitus in Local Arts and Culture Learning at SD 1 Girimulyo, Lampung Timur, Indonesia Probosiwi; Patria Handung Jaya; Wahyu Andika; Raden Wisnu Wijaya Dewojati; Noor Fatih Ario Wicaksono; Kopasz Tamás; Bima Aditama
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (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.002196

The background of the research is the learning of local arts and culture in elementary schools, which continues to be encouraged because its existence is starting to be less popular with the next generation. The purpose of this study is to describe the analysis of local arts and culture learning at SD 1 Girimulyo, Lampung Timur, using the ABL approach, along with its supporting and inhibiting factors. The contribution of this research is to provide information and insight into the process of learning local arts and culture in elementary schools through the selection of appropriate learning models. The research method is qualitative through observation, interviews, and documentation. Data analysis uses the Miles & Huberman model. The results show that local arts and culture learning in elementary schools uses the ABL approach and aesthetic habitus with work procedures, practical steps, assessment rubrics, and equipment/media arrangement. Supporting factors include the availability of sufficient materials and equipment, the presence of good teachers in facilitating, and clear practical steps. In addition, praise from teachers increases student motivation. However, there are inhibiting factors such as the lack of teacher experience and skills regarding local arts and culture, as well as parental support.

Practical Worship in Elementary Education: Implementation and Its Impacts on School Competitiveness Binti Solikah; Erna Yayuk; Lud Waluyo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002269

Public elementary schools are increasingly challenged by shifting parental preferences toward religion-based schools, requiring them to develop distinctive institutional strategies that enhance both educational quality and public trust. This study aims to describe the implementation of practical worship education, analyze its contribution to strengthening school competitiveness, and identify the challenges encountered in its implementation at SD Negeri 1 Wonoketro, Jetis District, Ponorogo Regency. A qualitative case study approach was employed. Data were collected through observations, semi-structured interviews with the principal, Islamic Education teachers, homeroom teachers, parents, and students, as well as document analysis. The findings indicate that practical worship education, implemented through the systematic habituation of congregational Dhuha prayer, Dhuhr prayer, Qur'anic recitation, and memorization activities, contributes to strengthening students' character, spiritual competence, parental trust, the school's religious identity, and a conducive learning environment. These outcomes position practical worship not merely as a religious educational activity but also as an institutional strategy that differentiates the school from other public elementary schools and strengthens its competitiveness. The study also identified several implementation challenges, including limited worship facilities, uneven teacher supervision during peak periods, scheduling differences across grade levels, and the need for stronger continuity between school- and home-based worship practices through parental involvement. This study contributes to the literature by demonstrating that practical worship can function as an institutional strategy for enhancing school competitiveness through the integration of character formation, parental trust, institutional reputation, and educational quality.

School Program Innovation through Quran Reading to Strengthen Educational Quality in a Public Elementary School Yeni Rahmawati; Erna Yayuk; Lud Waluyo
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002297

Improving learning quality is a priority for every educational institution, including public elementary schools. One approach is school innovation that integrates religious values into learning activities. This study aimed to describe the implementation of the Qur’an reading program at SD Negeri 1 Somoroto, Ponorogo Regency, identify implementation challenges, and analyze the strategies adopted to address them. A descriptive qualitative design was employed. Data were collected through observations, interviews, and documentation involving the principal, Islamic education teachers, Qur’an teachers, curriculum coordinator, homeroom teachers, students, and parents. The findings indicate that the program is implemented regularly according to a scheduled morning routine. Its implementation, however, faces several challenges, including limited availability of UMMI-certified teachers, the occasional absence of Qur’an teachers during learning sessions, and unequal student motivation. To overcome these challenges, the school provides mentoring and further training for teachers who have not obtained UMMI certification. Islamic education teachers also redistribute students whose assigned instructors are absent to ensure learning continuity. Students experiencing low motivation receive intensive guidance, although additional assignments may sometimes interfere with regular classroom learning. Overall, the Qur’an reading program contributes positively to students’ reading proficiency, religious habits, discipline, and character development. Sustained teacher development, effective scheduling, and systematic monitoring are required to strengthen program consistency, minimize disruption, and ensure that its benefits are experienced equally by all students.

Navigating Instructional Leadership in Resource-Constrained Contexts: Lived Experiences of Public-School Heads in Zamboanga del Norte, Philippines Janice C. Maquiling; Analyn Gomez Fernandez; Nhelbourne K. Mohammad; Ibnu Khaldun Sudirman; Rizalul Fiqry
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002338

This phenomenological study explored the lived experiences of school heads in managing teaching and learning in public schools within the Division of Zamboanga del Norte, Philippines. Semi-structured interviews were conducted with 350 purposively selected school heads across eight districts. A sample scope justified by the principle of information power rather than by conventional data-saturation counts alone, given the study’s broad aim of capturing both shared and divergent experiences across a large, geographically diverse division. Data were analyzed using a hybrid analytic strategy that combined Moustakas’s transcendental phenomenological reduction with Braun and Clarke’s six-phase reflexive thematic analysis. Four overarching themes emerged from the participants' narratives. The first theme, Leadership Amid Constraints, captured how school heads navigate limited resources, heavy administrative workloads, and infrastructural deficits. The second theme, Instructional Support and Pedagogical Guidance, detailed their strategies for mentoring teachers and ensuring curriculum alignment. The third, building a Collaborative School Culture, illuminated their efforts to foster teamwork and community partnerships. The final theme, Adaptive Leadership and Professional Growth, showcased the resilience and commitment to continuous learning that characterized their practice. The findings reveal that school heads function as resilient instructional leaders who balance systemic pressures with a commitment to supporting teachers and learners. The study offers insights for policy formulation and leadership development programs in similar contexts.

Students' Use and Coordination of Symbolic and Number-Line Representations in Fraction Comparison: A Qualitative Multiple-Case Study Miftahul Jannah; Rustanto Rahardi; Dahliatul Hasanah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002408

Using more than one representation in fraction comparison does not, by itself, indicate that students have coordinated the mathematical relationships across representations. This study aimed to analyze the use and functions of symbolic and number-line representations, shifts and coordination across representations, and the final basis on which students accepted their answers as correct when comparing fractions. A qualitative multiple-case study design was employed. Twenty-four seventh-grade students completed an open-ended task comparing and . Based on variation in written representational patterns, four focal cases (S7, S11, S17, and S24) were purposively selected and participated in two rounds of task-based interviews. Data were analyzed using a hybrid deductive–inductive thematic analysis integrating written work, interview data, and cross-case comparison. The findings showed that the number line served different functions across cases, including initial solution search, visualization, explanation, and verification, whereas symbolic procedures were used to obtain, clarify, and justify results. Conversion, cross-representational consistency, and conceptual coordination also showed distinct patterns: evidence of coordination was partial for S7, could not be established for S11, was stronger within the task context for S17, and could not be assessed across representations for S24. For S7, S11, and S17, symbolic procedures carried greater justificatory weight than the number line, whereas for S24, the symbolic procedure was the only observable procedural basis. These findings highlight the importance of distinguishing representational form from function, conversion and cross-representational consistency from conceptual coordination, and representational function from justificatory function when analyzing students’ reasoning in fraction-comparison tasks.

Integrating Blora Local Wisdom into Culturally Responsive EFL: Communicative Engagement of Islamic Early Childhood Education Students Mahi Sultan Salama; Achmad Irchamni; Kristiyuana; Esty Setyo Utaminingsih; Siti Nur’aini
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002410

This study examined how Blora local wisdom was integrated into culturally responsive EFL, how it shaped communicative engagement, and which factors supported or constrained implementation among third-semester Islamic Early Childhood Education students. Methods: Guided by Yin’s qualitative single-case study methodology, the study involved one English lecturer and ten students. Evidence came from classroom observations, semi-structured interviews, and analysis of teaching materials and student artifacts. Data were organized in a case database, coded thematically, compared across sources, and interpreted through pattern matching. Results: Blora traditions, culinary heritage, Barongan art, Samin culture, and related values were embedded in discussions, presentations, group work, media creation, and teaching practice. Familiar cultural content helped students generate ideas and participate in questioning, responding, presenting, and using English. Engagement nevertheless remained uneven because of limited vocabulary, pronunciation difficulties, nervousness, fear of mistakes, and dominant peers. Research Implications: Local wisdom can provide a culturally meaningful entry point for communication when tasks are supported by language scaffolding, peer collaboration, feedback, equitable participation structures, and a psychologically safe classroom climate.

Exploring Pre-service Elementary School Teachers' Conceptual Understanding and Problem-Solving Strategies in Basic Mathematical Concepts Aliya Hidayatika; Unik Ambar Wati; Rahayu Condro Murti
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002440

This study aims to explore pre-service elementary school teachers' conceptual understanding and problem-solving strategies in fundamental mathematics concepts, with a specific focus on arithmetic series and fractions with mixed-methods methodology. A total of 84 pre-service teachers completed a written test covering 10 basic mathematics concepts, and the scores were analyzed to identify the most difficult concepts. Based on these results, six participants representing the high, medium, and low score categories were interviewed to investigate their conceptual reasoning and to analyze their problem-solving strategies using Polya's steps. The findings reveal that arithmetic series and fractions were the most challenging concepts, as evidenced by low scores, recurring errors, and persistent misconceptions. Interview results, particularly through the lens of Polya's framework, show that high-performing participants tended to use structured procedural strategies but often failed at the looking-back stage. In contrast, low-performing participants relied on intuitive, misaligned strategies, indicating weaknesses across multiple Polya steps. Overall, this study highlights the critical need to strengthen pre-service teachers' conceptual understanding through instructional approaches that emphasize representation, reasoning, and the systematic application of problem-solving heuristics.

Bullying Experiences of Children with Special Needs in Elementary Schools: A Literature Review Indah Puspita Sari; Laila Fatmawati
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002494

Bullying of children with special needs persists as an issue in the execution of inclusive education in elementary schools. Children with special needs, who encounter obstacles in communication, social interaction, and adaptive skills, are more susceptible to bullying, which can adversely impact their psychological, social, and academic development. This study seeks to examine the manifestations of bullying, its underlying causes, effects, and prevention strategies for children with special needs in elementary school environments using a Systematic Literature Review (SLR) methodology. This study adheres to the PRISMA 2020 guidelines for the identification, selection, and analysis of articles. Data were sourced from the Google Scholar, Garuda, Scopus, and SINTA databases, encompassing publications from 2020 to 2026. Seven articles were identified and analyzed through thematic analysis based on the established inclusion and exclusion criteria. The findings demonstrate that bullying of children with special needs manifests as verbal, physical, social, and cyberbullying. The primary contributing factors encompass social stigma, communication obstacles, insufficient comprehension of diversity, inequitable peer relationships, a lenient school culture, and inadequate supervision. The effects of bullying were identified in the psychological, social, academic, emotional, and behavioral domains of students. Bullying prevention for students with special needs should be executed by enhancing an inclusive school culture, providing anti-bullying education, fostering collaboration between schools and families, and ensuring continuous psychosocial support.

The Role of Elementary Schools in Preserving Traditions through Art and Cultural Learning: English Bima Aditama; Probosiwi; Ulfie Fajri Febriawati
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002542

The background of this research is a tradition that continues to be promoted to be preserved, especially in elementary schools. This study aims to describe the role of elementary schools in preserving traditions. The research methods used are qualitative. Data were obtained from interviews with classroom teachers, principals, and students. Observations were made during the learning process of arts and culture, student activities inside and outside the classroom, and tradition preservation activities organized by schools. Data analysis techniques were carried out using the Miles & Huberman model which consisted of data reduction, data presentation (tables and narratives), and conclusion making. Data validity was carried out through source triangulation and triangulation techniques to obtain data validity. The results: students at SD Muhammadiyah Karangturi preserve traditions by utilizing local tools and materials, the taught art and cultural practices through drawing, coloring, and learning tools such as handmade canting (A); The goal is for students to get used to activities that contain traditional values such as using the Javanese language, applying upload-ungguh or ethics, and expressing themselves in presentations with ngapudesign (G); it focuses on the preservation of batik traditions by integrating its philosophical values into the use of traditional clothing every “Kamis Pon” day at school. Students are guided to combine motifs and colors of fabrics (I); and aims to maintain the value and meaning of tradition in elementary schools; and regeneration is carried out through learning activities and related programs (L).

Environmental Education in Elementary Schools (2015–2025): Scopus-Based Bibliometric Mapping and Thematic Evolution Vera Yuli Erviana; Sabriyandi
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 03 (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.002543

Environmental education in elementary schools has received significant attention over the past decade amid growing global sustainability challenges, such as climate change and biodiversity loss. This study provides a comprehensive bibliometric analysis of environmental education research published between 2015 and 2025, focusing on dominant and emerging themes, leading contributors, and global collaboration patterns. The findings reveal a substantial increase in research output, particularly after 2019, with prominent themes including curriculum integration, sustainability, climate change, and environmental protection. Emerging themes such as digital integration, STEAM education, and environmental attitudes reflect growing interest in interdisciplinary and technology-enhanced approaches. Spain recorded the highest national publication output, contributing 23 of the 113 publications (approximately 20.4%), while contributions from Europe, Asia, the Americas, and other regions indicate broad international participation. The analysis also identifies weakly connected thematic areas, uneven international collaboration patterns, and opportunities for stronger interdisciplinary and cross-country research linkages. The findings suggest that integrating digital tools, strengthening international collaboration, and incorporating diverse perspectives into sustainability education may support the field's continued development. This review provides policymakers, educators, and researchers with an evidence base to strengthen sustainable learning practices and advance environmental education in elementary schools.

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Dwi Sulisworo

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Dwi Sulisworo

Contact Email sulisworo@iistr.org

Phone +6281328387777

Journal Mail Official ijlree@journal.iistr.org

Editorial Address Jalan Sugeng Jeroni No. 36 Yogyakarta 55142, Indonesia

Location Kota yogyakarta, Daerah istimewa yogyakarta INDONESIA

Abstract

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Abstract

Contact Name
Dwi Sulisworo

Contact Email
sulisworo@iistr.org

Phone
+6281328387777

Journal Mail Official
ijlree@journal.iistr.org

Editorial Address
Jalan Sugeng Jeroni No. 36 Yogyakarta 55142, Indonesia

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA