cover
Article Per Year (5 Year)
All
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
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 67 Documents
 1   2   3   4   5 
The Effectiveness of Realistic Mathematics Education on Learning Outcomes and Critical Thinking for Elementary School Students Widiana, Aida Nur; Sintawati, Mukti; Abdurrahman, Ginanjar
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): 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/ijlree.v2i03.337

Abstract

Implementing learning on mathematics material that does not provide facilities for students to explore critical thinking skills results in a lack of student learning outcomes. The teacher-centred learning process makes many students passive when learning takes place, and low student learning outcomes and critical thinking are also caused by the use of less varied learning models. This makes researchers apply an approach with PMRI (Pendidikan Matematika Realistik Indonesia or Indonesian Realistic Mathematics Education). This study aimed to determine the effectiveness of PMRI in improving fourth-grade students' learning outcomes and critical thinking. This research was a pre-experimental study; the subjects in this study were fourth-grade students with 20 students. The design in this study is quasi-experimental with the form of one group pretest-posttest design. Data collection was carried out using test, observation and documentation techniques. Data analysis techniques were carried out by Normality Test, Homogeneity Test, and Paired t-test. The results showed that PMRI learning can improve students' learning outcomes and critical thinking. This is evidenced by the average value of learning outcomes pretest (69.65) and post-test (87.35). Then the average value of critical thinking at the first meeting (68.05) and the second meeting (78.85). The conclusion that can be drawn is that students' learning outcomes and critical thinking have increased after PMRI was applied to fourth-grade students.
Elevating Science Education: Igniting Learning through Mindmapping and Collaborative Strategies Rosyida, Nabila; Evitasari, Atika Dwi; Utaminingtyas, Siwi
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): 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/ijlree.v2i03.405

Abstract

This study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments.
Integrating Ecological Education in Social Science Learning at the Elementary School : A Case Study at SD Negeri Tegalrejo 2 Yogyakarta, Indonesia Jayanti, Nourma; Pambudi, Dholina Inang; Masaei, Nazori
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): 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/ijlree.v2i03.413

Abstract

Environmental education can be integrated with the field of study in schools with interdisciplinary, multidisciplinary and transdisciplinary approaches, one of which is through social studies learning. The integration between environmental education and social studies learning is summarised by instilling awareness as citizens responsible for fellow human beings, the state and the natural surroundings and providing a broad insight into the importance of protecting the environment, which will impact all aspects of human life. This study aimed to describe the integration of environmental education in social science learning and find the supporting and inhibiting factors. The research used in this research is qualitative. Data collection techniques in this study were observation, interviews, and documentation. The validity of the data used in this study is technical triangulation. The data analysis technique uses the Miles and Huberman methods, which consist of information gathering, presentation, concluding, and data reduction. The results of this study are the implementation of integrating environmental education in social science learning for the upper class. Integrating ecological education in social science teaching for the upper class is done through the planning, implementation, and evaluation stages. The planning carried out includes planning learning objectives, learning materials, learning methods, learning media, and assessment of learning outcomes. Implementation occurs when learning takes place with the preliminary activity, core, and closing stages. Assessment is carried out by assessing students' cognitive, affective, and psychomotor domains. The supporting factors for its implementation are the availability of facilities and infrastructure, the teacher's understanding of linking social science learning material with environmental education, and the synergy of all school members, as well as the inhibiting factors for its implementation, namely the lack of teacher creativity in developing integrated learning indicators for environmental education in social science material and students who less active during the lesson.
The Use of Quizizz Application to Improve Motivation and Learning Outcomes in Science Subjects of 6th-Grade Students Anggraini, Vina; Erviana, Vera Yuli
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): 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/ijlree.v2i03.406

Abstract

The background of this research is that the motivation and learning outcomes of science learning outcomes are not yet optimal for the sixth-grade students of SD Muhammadiyah Karangwaru Yogyakarta. This happens due to the lack of teacher ability to use interactive learning media with the development of an increasingly advanced era in learning activities. This causes learning activities to become less active, forcing students to feel bored and bored when participating in learning activities in the classroom. Therefore, one of the efforts that can be used to increase students' motivation and learning outcomes is to use the Quizizz learning media. This study aims to 1) Determine the effect of using Quizizz learning media in science learning activities on student learning motivation and 2) Determine the influence of Quizizz learning media in science learning activities on student learning outcomes. This research is a quantitative type of research using an experimental research model. The technique of collecting data on students' learning motivation using a questionnaire/questionnaire and collecting data on student learning outcomes with the results of pretest and posttest tests. The population in this study were all students of class VI, consisting of classes VI A, VI B and VI C of SD Muhammadiyah Karangwaru, a total of 62 students, all of whom were used as samples. The data analysis technique used in this study was SPSS 26 For Windows with a t-test (Independent Sample T-test). The results of this study indicate that: 1) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on students' learning motivation. The percentage of the experimental class students' learning motivation showed higher results than the control class results. It can be seen that the average rate of students' learning motivation in the experimental class has increased from 72.66 to 78.53. 2) There is an influence on the use of Quizizz learning media in science learning activities for class VI SD on student learning outcomes (posttest). The percentage of experimental class students' learning outcomes increased from the pretest score, averaging 68.6 to 74.7 at the post-test.
Social and Cultural Development: Promoting Awareness Towards Inclusive Education Rendon, Hazel Cres D.; Gutierrez, Jonabee M.; Dangcalan, Michelle E.; Eriman, Anna May G.; Caabas, Marife Z.; Villar, Edna E.; Mohammad, Nhelbourne K.
International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): 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/ijlree.v2i03.440

Abstract

This article aims to promote awareness of inclusive education. Education is every learner’s right, not a privilege. Inclusive education promotes equitable and quality education for everyone, all without being excluded, mainly for those with potential learning needs. It also enhances the awareness about the rights of every learner with a disability or difficulty accessing the same education services. It is shown that from the point of view of different educational researchers, a significant tool for promoting the awareness of inclusive education is the orientation from the school management or educational system on all of its subordinates discussing the scope of the curriculum and adequate dissemination of information regarding different strategies that are applicable in diverse learners. It is also revealed that the significance of inclusive education is a school that focuses on having an integrative, innovative, career-oriented, and harmonious teaching-learning process. It is shown that building relationships between the teachers and the learners is an essential psychological, social, mental, and emotional aspect of inclusive classes. Lastly, inclusive education significantly requires the involvement and support from the parents of learning disabilities children at all levels.
STEM-CTL: An Initiative to Promote Elementary School Students’ Critical Thinking Skills Maryani, Ika; Yuliana, Ica; Islahuddin
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): 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/ijlree.v3i01.449

Abstract

The present study employed a quasi-experimental, one-group pretest-posttest design to examine the effectiveness of the STEM-CTL model in promoting critical thinking among elementary school students. The study sample consisted of 34 students from 4th grade at an elementary school. They were selected using the non-probability sampling technique. The independent research variable was STEM-CTL, while the dependent variables consisted of critical thinking aspects, including the ability to formulate a problem, the ability to give arguments, the ability to make deductions and inductions, and the ability to draw inferences. Data on participants’ critical thinking were collected using a test and analyzed using descriptive and inferential statistics (paired sample t-test). The analysis results revealed a significant effect of STEM-CTL on participants’ critical thinking skills (at a significance level of 0.000 > 0.05). Hence, H0 was rejected, and Ha was accepted. The N-gain score was medium (0.63), indicating that STEM-CTL effectively promoted critical thinking skills among elementary school students.
Exploring the Relationship between Academic Achievement and Emotional Intelligence in Upper Primary School Students Krisnawati; Irwan; Yusnan, Muhammad; Acoci
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): 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/ijlree.v3i01.487

Abstract

This study investigates the relationship between academic achievement and emotional intelligence among upper primary school students. The research, conducted in SD Negeri 1 Rukuwa, Sulawesi Tenggara, explores the levels of emotional intelligence and learning success among 48 participants. The findings reveal that most students exhibit moderate emotional intelligence while learning success is distributed across low, moderate, and high categories. Statistical analyses, including correlation coefficients and regression models, indicate a limited impact of emotional intelligence on academic achievement. The results suggest that other factors such as attention, interest, talent, maturity, preparation, intelligence, and logical intelligence may significantly influence learning success. The study contributes valuable insights into the complex interplay between emotional intelligence and upper primary education academic achievement.
Fostering Effective School Leadership for Disciplined Excellence Agustyawati, Dwi; Farisatma
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): 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/ijlree.v3i01.488

Abstract

This study aims to investigate the impact of the principal's leadership style on teacher discipline levels at SD Negeri 2 Wameo, Baubau, Indonesia. The study employs a quantitative research method, with a total of 37 respondents in the population and the same number of respondents in the sample. The data collection methods include questionnaires and documentation, and the analytical method used in this research is simple linear analysis. The findings of the research show that there is a significant influence between the principal's leadership style and teacher discipline levels. The calculated t-value (3.060) is greater than the t-table value (1.689) and has a significant probability value of 0.04 which is less than 0.05. Therefore, the principal's leadership style has an impact on teacher discipline levels at SD Negeri 2 Wameo. The R square value of 0.221 indicates that the principal's leadership style influences teacher discipline levels by 22.1%, while the remaining 77.9% is affected by other factors that the researchers did not test.
The Influence of Project-Based Learning Method in Online Learning on the Cognitive Abilities Koerniawati, Avivah; Sintawati, Mukti
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): 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/ijlree.v3i01.489

Abstract

Effective education is one that explores and maximizes students' potential by creating learning experiences that fully engage them. This research aims to investigate the impact of the Project-Based Learning (PBL) method on the cognitive abilities of 5th-grade students during online learning. This study adopts a quasi-experimental design with the non-equivalent control group approach, utilizing purposive sampling. The sample comprises 20 students in the experimental group and 21 students in the control group. Research instruments include observation guidelines, cognitive ability tests, and documentation checklists. Data analysis involves tests for normality, homogeneity, and hypothesis testing using independent sample t-tests and paired sample t-tests. Results indicate a significant improvement in cognitive abilities in the experimental group, as evidenced by the paired sample t-test with a calculated t-value of 11.048 higher than the critical t-value of 2.086. This suggests that the Project-Based Learning method has a positive influence on the cognitive abilities of 5th-grade  students. The findings support the conclusion that the implementation of Project-Based Learning in online education has a notable impact on the cognitive skills.
Development of Earthquake Mitigation E-Book for Disability Student Sayekti, Ika Candra; Susilawati, Siti Azizah; Pramudita, Dias Azis; Johan, Agnes Erni; Yanto, Bambang Tri; Ningsih, Sepfiana Dari; Ismail, Adik; Rosyada, Aulia Qisthi; Tama, Ifan Destya Adi
International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): 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/ijlree.v3i01.500

Abstract

This study aims to describe the development of an ebook on earthquake disaster mitigation, analyze the feasibility level of an ebook on earthquake disaster mitigation, and analyze the practicality of an ebook on earthquake disaster mitigation. This development research (RnD) study uses the ADDIE development model. Teachers and students from Klaten Regency's elementary school served as research subjects. The information was gathered using a questionnaire technique. Quantitative data include feasibility and practicality validation values, which refer to a five-interval Likert scale. The data analysis technique uses quantitative descriptive methods to validate feasibility and practicality. Test the validity of the data using member checks. This study shows that the E-book Earthquake Disaster Mitigation, the Canva website designing its ebook, and the software Flip PDF Professional convert PDF into links. Through the assessments of material and media experts, the ebook obtained an average feasibility score of 90% for material experts who showed "very feasible." Meanwhile, media experts received an average score of 93.1%, indicating "very feasible based on the material, presentation, language, and graphics previously analyzed, " so the ebook is suitable. The ebook received an average practice score of 94.7% in a practitioner's test assessment of thirteen representatives of special education teachers from Klaten Regency, indicating a "very practical" result. The e-development books are tailored to the previously identified needs, making them appropriate for children with special needs.

Page 3 of 7 | Total Record : 67

 1   2   3   4   5 

Filter by Year

2022 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 03 (2025): Forthcoming Issue - International Journal of Learning Reformation in Elementar Vol. 4 No. 02 (2025): International Journal of Learning Reformation in Elementary Education Vol. 4 No. 01 (2025): International Journal of Learning Reformation in Elementary Education Vol. 3 No. 03 (2024): International Journal of Learning Reformation in Elementary Education Vol. 3 No. 02 (2024): International Journal of Learning Reformation in Elementary Education Vol. 3 No. 01 (2024): International Journal of Learning Reformation in Elementary Education Vol. 2 No. 03 (2023): International Journal of Learning Reformation in Elementary Education Vol. 2 No. 02 (2023): International Journal of Learning Reformation in Elementary Education Vol. 2 No. 01 (2023): International Journal of Learning Reformation in Elementary Education Vol. 1 No. 02 (2022): International Journal of Learning Reformation in Elementary Education Vol. 1 No. 01 (2022): International Journal of Learning Reformation in Elementary Education More Issue