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Dwi Sulisworo
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ijlree@journal.iistr.org
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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 122 Documents
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Fostering Student Engagement Through Visual, Collaborative, Narrative, and Digital Learning in Pancasila Education: A Qualitative Study in a Vocational School Sutrisno; 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.002597

Abstract

Student engagement is essential for meaningful learning in Pancasila Education, which requires students to understand civic concepts and apply values in everyday life. However, teacher-centered instruction often limits active participation, collaboration, communication, and reflection. This study explored student engagement through an integrated learning design combining visual stimuli, collaborative discussion, narrative activities, and digital media. A qualitative descriptive approach was employed at SMKN 3 Batu, East Java, Indonesia, involving one Pancasila Education teacher and 32 tenth-grade students. Data were collected through participatory observation, in-depth interviews, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Credibility was ensured through source and technique triangulation. The findings identified four interconnected forms of engagement. First, visual stimuli promoted cognitive engagement by connecting abstract civic concepts with real-life situations. Second, collaborative discussion strengthened social engagement through opinion sharing, argumentation, problem solving, and shared responsibilities. Third, narrative activities and presentations enhanced communicative and reflective engagement by encouraging students to interpret civic issues and relate them to Pancasila values. Fourth, digital media facilitated digital engagement through access to learning resources, communication, creative production, assessment, and feedback. These findings indicate that integrating visual, collaborative, narrative, and digital approaches provides opportunities for active participation and meaningful learning. This study contributes to educational reform by illustrating how integrated instructional design can support cognitive, social, communicative, reflective, and digital engagement in Pancasila Education.
Ethnoscience Integration in Do-It-Yourself (DIY) Laboratories and Creative Thinking Skills of Pre-Service Elementary Teachers: Evidence from Correlation and Regression Analysis Selviana Dewi Pramesti; Herwin; Wahyu Wido Sari; Fery Muhammad Firdaus; Edwardo Magallanes
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.002635

Abstract

This study examines the relationship between ethnoscience integration in Do-It-Yourself (DIY) Laboratories and the creative thinking skills of pre-service elementary teachers using a quantitative ex post facto correlational and regression design. The participants were 75 students enrolled in an elementary school teacher education program at a private university in Yogyakarta who participated in ethnoscience-based DIY Laboratory activities in an Experimental Elementary School Science course. The results indicate a significant positive correlation between ethnoscience integration and creative thinking skills (r = 0.715; p < 0.001). The coefficient of determination (R² = 0.512) shows that the regression model explained 51.2% of the variance in creative thinking skills. For the specific dimensions of creative thinking, the regression models explained 61.1% of the variance in fluency, 60.4% in flexibility, 34.4% in originality, and 26.6% in elaboration. These findings indicate a positive association ethnoscience-based DIY Laboratories and creative thinking among pre-service elementary teachers. The findings highlight the relevance of culturally contextualized DIY Laboratory activities as a context for science learning that connects local knowledge with experimental activities.

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