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Dwi Sulisworo
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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 88 Documents
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Reimagining Geometry through Matheor: A Classroom-Based Study on Digital Engagement and Student Motivation Nuphanudin; Maulana, Mokhamad Nizar; Saputri, Agiska Maya; Rozany, Nasywa Rafifatur; Rahmasyani, Vergi Mutia; Ayob, Noorseha Binti
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): 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.v4i03.1419

Abstract

This study aims to explore the effectiveness of the Matheor application as an innovative tool in increasing students' interest in learning mathematics, particularly geometry, at the junior high school level. This study was conducted using a mixed-method approach, which combines qualitative and quantitative data collection to provide a comprehensive understanding of students' learning experiences and their engagement. Quantitative data were obtained through a structured survey using a 5-point Likert scale, while qualitative data were collected through semi-structured interviews with 15 selected students from three junior high schools in Surabaya, Indonesia. The results showed that the Matheor application significantly increased students' interest and motivation in learning to understand two-dimensional and three-dimensional geometry concepts. Most students reported increased engagement and satisfaction with mathematics learning after using the application. Qualitative data analysis revealed that Matheor's interactive and visual features helped students better understand abstract concepts. Although some students experienced challenges in the initial use of the application, they generally felt more confident and motivated to learn. The discussion of the results shows that educational technology, when well designed, can change the way students interact with difficult subject matter, such as geometry. This study concludes that Matheor has great potential to be integrated into the mathematics curriculum, supporting national education goals in strengthening STEM education. However, further research with larger and more diverse samples is needed to test the effectiveness of this application in various educational contexts.
Learning Models for Enhancing Science Literacy in Elementary Schools: Evidence from Indonesia Sayekti, Ika Candra; Desstya, Anatri; Wulandari, Murfiah Dewi; Sulthonia, Aqthora; Lestari, Riska Yulia Ayu; Alviani, Badra Intan Mei; Nasik, Fuad Naufal; Amalia, Nur
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.001185

Abstract

Scientific literacy serves as a critical foundation for cultivating critical thinking from an early age; however, instructional approaches that contextually accommodate diverse student characteristics remain limited, particularly at the elementary level. Therefore, this study aims to analyze the urgency of an innovative instructional model that strengthens science literacy among elementary school students. Employing a Design-Based Research (DBR) approach, this study is limited to the initial phase of problem identification and analysis. The research subjects comprised 16 elementary school teachers and 111 students across five districts in Surakarta, Indonesia. Data were collected through in-depth interviews, questionnaires, and an extensive literature review. The data analysis process involved data reduction, data display, and conclusion drawing. Source and methodological triangulation were applied to ensure data validity. The findings indicate that the integration of ethnoscience into science learning through a differentiation approach to significantly improve science literacy among elementary school students is needed.
The Effectiveness of Problem-Based Learning on Elementary Students’ Critical Thinking and Problem-Solving Skills Erviana, Vera Yuli; Divia, Bunga; Yiheng, Munee
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.001330

Abstract

The development of critical thinking and problem-solving skills is a central objective of contemporary elementary education. This study examined the effectiveness of Problem-Based Learning (PBL) in enhancing the critical thinking and problem-solving abilities of fourth-grade students within integrated IPAS instruction. A quantitative quasi-experimental design employing a nonequivalent control group pretest–posttest approach was used. The participants consisted of 46 fourth-grade students, divided into an experimental group (PBL, n = 23) and a control group (Project-Based Learning, PjBL, n = 23). Data were collected using validated pretest and posttest instruments measuring critical thinking and problem-solving skills. Descriptive and inferential analyses were conducted, including paired samples t-tests and effect size calculations using Cohen’s d. The results indicated that students in the PBL group demonstrated statistically significant improvements in critical thinking (t(22) = −7.40, p < .001, d = 1.42) and problem-solving skills (t(22) = −6.67, p < .001, d = 1.45), representing very large effects. In contrast, the PjBL group showed only modest and non-significant gains. These findings suggest that PBL is more effective than PjBL in fostering higher-order cognitive skills among elementary students. The study contributes empirical evidence supporting the integration of problem-centered learning approaches in primary education to enhance essential 21st-century skills.
The Effect of Digital Media and Visual-Spatial Intelligence on Geometry Learning Outcomes for Grade 4 Elementary Students Sitompul, Nurmida Catherine; Degeng, I Nyoman Sudana; Riyanto, Hendra Wahyu; Fitriatien, Sri Rahmawati
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.001357

Abstract

E-books and G-Sites are increasingly commonly used in geometry learning in elementary schools; therefore, it is necessary to conduct more intensive research to ensure the effectiveness of this digital media in accordance with the characteristics of students.  This study investigated the effect of these media on Grade 4 students who have different levels of visual-spatial intelligence on their understanding of the subject of geometry. The study employed a quasi-experimental method with a 2x2 factorial design, pretest-post-test. The research subjects were 62 students.  This study showed that (1) G-Sites is significantly more effective than e-books in improving geometry learning; (2) students who have high visual-spatial intelligence have a better understanding of geometry than those who have low visual-spatial intelligence; and (3) there is an interaction between digital media and students’ visual-spatial intelligence on the understanding of geometry.  G-Sites are a significantly more effective medium for students with low visual-spatial intelligence.  The conclusion is that the use of digital media for geometry material should consider students’ visual-spatial intelligence.  We suggest that the use of e-books should be combined with concrete media. Concrete media can facilitate the process of externalization from 2D representation to 3D understanding, thereby reducing the cognitive load experienced by low-visual-spatial students.  It is necessary to conduct research by considering other characteristics of students.
Integration of History Learning and Digital Tourism: Utilizing AI for Cultural Conservation in the Ijen Geopark Region for Senior Secondary Students in Banyuwangi Widyasari, Riztika; Santi, Triana Kartika; Mahfud; Wisnu
International Journal of Learning Reformation in Elementary Education Vol. 4 No. 03 (2025): 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.v4i03.1393

Abstract

Ijen Geopark has been designated a priority area in the UNESCO Global Geopark network since 2023 due to its rich geological, biological, and cultural diversity. However, this potential has not been fully utilized in local history education at the high school level. This study aims to develop a history learning module based on digital tourism and artificial intelligence (AI) for cultural conservation among high school students in Banyuwangi. This study adopted a Research and Development model that includes needs analysis, product design, limited trials, revisions, and implementation evaluation. The sample consisted of 190 students, 8 history teachers, and 18 schools. Data analysis used paired sample t-tests, Pearson correlation, and one-way ANOVA. The results showed an increase in knowledge scores from 52.1 to 80.3 and conservation attitudes from 3.1 to 4.2. The correlation between digital media use and learning outcomes yielded r = 0.62. Teachers rated the module's feasibility with an average of 4.3. It was concluded that this learning medium was effective in improving historical understanding and cultural awareness. Recommendations include improving internet infrastructure, providing teacher training, and implementing long-term, community-based evaluations. This study proposes a relevant, innovative, and contextual model for history education in the digital age.
Teachers’ Environmental Management Practices for Risk-Inclusive Play in Elementary Schools: A Systematic Review Cahyani, Dewi; Arfanaldy, Sehan Rifky
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.001462

Abstract

This study aims to explore teachers’ environmental management practices in supporting risk-inclusive play in elementary school settings through a systematic literature review. It examines how teachers manage play environments to balance children’s safety with meaningful developmental opportunities. By synthesizing selected studies, this research highlights the role of teachers as environmental managers who regulate risk through continuous assessment, spatial arrangement, and adaptive supervision. The findings indicate that flexible environmental management practices allow children to engage in manageable challenges that support physical, social, and emotional development. Teachers who move beyond risk avoidance toward risk management create learning environments that encourage autonomy while maintaining appropriate safeguards. The review also reveals that institutional policies, cultural norms, and parental expectations significantly influence how risk-inclusive play is implemented in schools. Supportive school policies and shared understanding among stakeholders strengthen teachers’ confidence in facilitating challenging play experiences. This study contributes to the field of elementary education by positioning environmental management as a pedagogical strategy rather than merely a safety mechanism, offering insights for teacher education and school policy development aimed at fostering balanced and developmentally supportive play environments.
Development of a Padlet-Based Interactive Digital Comic to Enhance Learning Outcomes and Appeal of Science for Elementary School Students Anugraha, Krisna Murti; Rufi'i; Sitompul , Nurmida Catherine
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.001510

Abstract

In elementary science education, traditional didactic approaches frequently lead to low learning outcomes and disengaged students. By creating and examining the effectiveness of an interactive digital comic based on Padlet to improve student learning outcomes and subject appeal, this study filled this knowledge gap. With a perfect Scale Content Validity Index (S-CVI/Ave) of 1.00, the product achieved a Highly Valid classification across content, media, and instructional design after undergoing rigorous expert validation using the Dick and Carey model. Its high acceptance (OMS = 0.46) was further validated by a small group feasibility evaluation. Twenty-four fourth-graders participated in a one-group pretest-posttest design to evaluate the comic's efficacy. The mean learning score increased dramatically from 56.16 on the pretest to 97.92 on the posttest, according to the results. This improvement was statistically significant (t = 10.24; p < .001), indicating that the comic promoted almost flawless subject mastery. In summary, it has been established that the interactive digital comic is a very legitimate, practical, and successful teaching tool for improving science education and boosting student interest in elementary school.
The Role of a Gadget-Free Community Program in Improving Elementary School Children’s Social Skills Lestari, Gunarti Dwi; Mardiani, Desika Putri; Hariyati, Nunuk; Rosyanafi, Rofik Jalal; Nugroho, Rivo; Prastyo, Danang; Hutagalung, Fonny Dameaty
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.001545

Abstract

The increased use of digital devices among elementary school children often results in decreased direct interaction, collaborative skills, and emotional regulation abilities. Kampung Lali Gadget (KLG or a Gadget-Free Community), a community-based community in Sidoarjo, presents a form of non-formal education through traditional game activities integrated with the values of collaboration, empathy, and social communication. This study aims to understand in depth the role of the KLG community in shaping and strengthening the social skills of elementary school-aged children. The method used is qualitative research with a case study approach. Data were collected through participant observation during traditional game sessions, in-depth interviews with children, parents, facilitators, and community leaders, and documentation of activities. Data analysis was conducted using thematic techniques through the stages of data reduction, data presentation, and conclusion drawing, as well as triangulation of sources and methods to maintain validity. The results of the study indicate that children's involvement in KLG activities facilitates meaningful social learning processes: children become more skilled at communicating, showing empathy, collaborating, following rules, and managing emotions in group interactions. The role of community facilitators using a reflective and collaborative approach proved crucial in creating a safe, inclusive, and enjoyable learning environment. Furthermore, parental participation and local community support contributed to the program's sustainability. This study concludes that KLG functions as a culturally based communal learning space that is effective in improving the social skills of elementary school children.
Local Wisdom-Based E-Book Media to Improve Elementary School Students' Social Skills Amaliyah, Nurhadifah; Musdalifa; Rahman, Ismail; Abustang, Perawati Bte; Fatimah, Waddi
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.001282

Abstract

This study aims to examine the effectiveness of local wisdom-based e-book media in improving the social skills of elementary school students. The e-book integrates Makassar cultural values, such as tudang sipulung, which emphasizes deliberation and collective problem-solving, and abbulo sibatang, which reflects solidarity and mutual assistance. Using a quantitative approach with a pre-experimental design, the study was conducted at UPT SPF SD Inpres Manggala. The participants consisted of 38 fourth-grade students selected through purposive sampling. Data on students’ social skills were collected using structured instruments administered before and after the implementation of the e-book media. Data analysis was carried out using descriptive statistics and inferential analysis with SPSS Statistics 25 to examine changes in students’ social skills. The results of the hypothesis testing indicated a statistically significant improvement in students’ social skills after the use of the local wisdom-based e-book media (p < 0.05). These findings demonstrate that culturally contextualized digital learning media can effectively support the development of students’ social competencies. This study contributes to the field of elementary education by providing empirical evidence on the integration of local cultural values into digital learning media, highlighting its potential to strengthen social skills while fostering cultural identity in an engaging and meaningful learning environment.
The Relationship Between Math Anxiety and Self-Efficacy on the Basic Mathematical Ability of Prospective Elementary School Teachers Ekasari, Lintang Analisa; Firdaus, Fery Muhamad; Senen, Anwar
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.001670

Abstract

This study aims to analyze the relationship between math anxiety and self-efficacy on the basic mathematical abilities of prospective elementary school teachers. The study used a correlational quantitative approach with 282 students from five state universities in Indonesia. The instruments consisted of a math anxiety scale, a self-efficacy scale, and a basic mathematical ability test, all of which had been tested for validity and reliability. Descriptive analysis results show that self-efficacy is in the high category (M = 70.44; SD = 11.21), math anxiety is in the moderate category (M = 29.35; SD = 6.33), and basic mathematical ability is in the good category (M = 19.04; SD = 3.69). Pearson's correlation analysis revealed that self-efficacy was negatively and significantly related to math anxiety (r = –0.436, p < 0.001) and positively related to basic mathematical ability (r = 0.304, p < 0.001). Meanwhile, math anxiety had a weak negative relationship with basic mathematical ability (r = –0.175, p = 0.003). Multiple linear regression results show that self-efficacy has a significant effect on basic mathematical ability (β = 0.281, p < 0.001), while math anxiety has no significant effect (β = –0.053, p = 0.402), with a model contribution of 9.5% (R² = 0.095). Math anxiety is negatively correlated with basic mathematical ability but becomes non-significant when self-efficacy is included in the regression model, indicating an indirect effect. These findings emphasize the importance of strengthening self-efficacy in teacher education to improve prospective elementary school teachers’ mathematical competence.

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