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Elementary Education Journal
Published by Nur Science Institute
ISSN : -     EISSN : 28094689     DOI : https://doi.org/10.53088/eej
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Elementary Education Journal (EEJ) [2809-4689] is an open-accessed and peer-reviewed scholarly journal published by the Nur Science Institute, in collaboration with Himpunan Dosen PGSD Indonesia (HDPGSDI). EEJ focuses on elementary/primary education from an excellent perspective. EEJ aims to be a media of communication, information, and discussion of elementary education such as instruction, curriculum, management, guidance and counseling, psychology, and teacher training.
Arjuna Subject : Ilmu Sosial - Hukum
Articles 51 Documents
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Analisis Pengaruh Globalisasi terhadap Pola Belajar Siswa Sekolah Dasar dalam Mewujudkan SDGs Pendidikan Berkualitas H. Priyono Tri Febrianto; Febrian Mahendra; Siti Khoiria; Widya Yasfi Nabila; Jesika Yulianti; Serafim Kristianingsih
Elementary Education Journal Vol. 5 No. 2 (2026): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i2.3104

Abstract

Background: This study aims to analyze the influence of globalization on the learning patterns of elementary school students in achieving quality education aligned with the Sustainable Development Goals (SDGs). The study is motivated by shifts in learning behavior due to rapid technological advancements and increased access to digital information. Method: This research uses a qualitative approach with a literature review design, utilizing secondary data from journals, books, and research reports published between 2022 and 2026. Data were collected through systematic literature review and analyzed using descriptive-analytical techniques. Result: Hasil penelitian menunjukkan bahwa globalisasi memiliki dampak positif dan negatif. Globalisasi meningkatkan akses informasi, literasi digital, serta keterampilan abad ke-21, namun juga menurunkan interaksi sosial, meningkatkan individualisme, dan melemahkan nilai budaya lokal. Oleh karena itu, diperlukan keseimbangan antara pemanfaatan teknologi dan penguatan karakter untuk mewujudkan pendidikan yang inklusif dan berkelanjutan. Implication: A balance is needed in the use of technology while still strengthening character values and local culture. In this regard, the roles of teachers, schools, and parents are very important in guiding the learning process so that it can adapt to global developments without neglecting social and cultural aspects, thereby achieving the goals of inclusive, high-quality, and sustainable education effectively. Novelty: This research is important to conduct in order to examine in depth how globalization influences changes in learning patterns as well as the dynamics of social interaction among elementary school students.
Designing the Future of Education:: An Integrative Strategic Planning Model Based on Internal and External School Environment Analysis Hamam Nasrudin; Nur Khamilah; Aizza'ul Widad; Ari Riwayanto; Ngurah Ayu Nyoman
Elementary Education Journal Vol. 5 No. 2 (2026): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i2.3139

Abstract

Background: This study aims to develop an integrative strategic planning model based on internal and external environmental analysis. Method: A systematic literature review (SLR) was employed to synthesize findings from ten selected articles published in SINTA 1 and SINTA 2 indexed journals within the last five years. The analysis followed the PRISMA framework and utilized SWOT and TOWS approaches to identify and formulate strategic factors. Result: The findings reveal that educational institutions possess key strengths such as innovative pedagogy, student learning autonomy, collaborative supervision, and active stakeholder involvement. However, several weaknesses were also identified, including academic procrastination, disparities in teacher capacity, and limited resources. From an external perspective, opportunities arise from global initiatives such as the Sustainable Development Goals (SDGs), increasing digital literacy awareness, and supportive educational policies, while threats include bullying, rapid technological disruption, and increasing institutional competition. Based on these findings, four strategic orientations were formulated (SO, ST, WO, WT), which were then synthesized into an integrative strategic planning model. The proposed model emphasizes the integration of three strategic domains: operational, managerial, and empowerment strategies. Novelty: This study contributes theoretically by offering a holistic framework for educational strategic management and practically by providing a structured guideline for developing adaptive and sustainable educational strategies.
The Influence of Teacher Well-Being and Work Environment on Work Motivation: : A Systematic Literature Review Anggun Dwi Damayanti; Desi Isna Hernayanti; Dwi Widiyono; Uswatun Kasanah; Eko Santoso; Dian Rohadhona Wulandari; Kristiani; Ngurah Ayu Nyoman
Elementary Education Journal Vol. 5 No. 2 (2026): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i2.3140

Abstract

Teacher work motivation plays a crucial role in determining the quality of education, as it is closely associated with teachers’ performance, commitment, and engagement in the learning process. However, teacher motivation is influenced by various factors, particularly teacher well-being and work environment, which are often examined separately in previous studies. Therefore, this study aims to analyze and synthesize the relationships among teacher well-being, work environment, and teacher work motivation through a Systematic Literature Review (SLR) approach. This study employed the PRISMA guidelines to systematically identify, screen, and select relevant articles from databases such as Scopus, ScienceDirect, Google Scholar, and Garuda. A total of 36 scientific articles that met the inclusion criteria were analyzed. The findings indicate that teacher well-being is a multidimensional construct encompassing financial, psychological, social, and professional aspects, while the work environment includes organizational, social, and physical dimensions that shape teachers’ work experiences. Furthermore, both teacher well-being and work environment are found to have significant direct and indirect effects on teacher work motivation, often mediated by variables such as job satisfaction and organizational commitment. The results also reveal that the relationships among these variables are complex and interconnected, suggesting that teacher motivation cannot be understood in isolation. This study concludes that improving teacher work motivation requires an integrated approach through the enhancement of teacher well-being and the creation of a supportive work environment. The findings provide both theoretical contributions to educational management literature and practical implications for policymakers and school leaders in improving educational quality.
Effectiveness of the SAS (Structural-Analytic-Synthetic) Method in Improving Beginning Reading Skills of Elementary School Students Erna Khusniawati Khusniawati; Muhammad Muchsin Afriyadi
Elementary Education Journal Vol. 5 No. 2 (2026): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i2.3206

Abstract

Background: This study aimed to analyze the effectiveness of the SAS method in improving beginning reading skills of elementary school students. The study employed a Systematic Literature Review (SLR) method with a descriptive-narrative approach. Method: Data sources were obtained from scientific articles published between 2020–2026 indexed in Google Scholar and Scopus through the Publish or Perish application. The article selection process followed the PRISMA guidelines, including identification, screening, eligibility, and inclusion stages. Result: The findings showed that the SAS method effectively improved students’ ability to recognize letters, read syllables, words, and simple sentences gradually and meaningfully. The method also enhanced reading fluency, pronunciation, intonation, reading comprehension, learning motivation, and students’ self-confidence during the learning process. In addition, the effectiveness of the SAS method was supported by the use of various learning media such as letter cards, picture books, Pop-Up Books, PowerPoint, and digital teaching materials. Teachers also played an important role in guiding, motivating, and creating engaging learning environments. Implication: Therefore, the SAS method can be used as an effective alternative learning strategy to support the development of basic literacy skills in elementary school students.
Transformasi Sekolah Dasar sebagai Ruang Progresif untuk Mewujudkan Pendidikan Berbasis Nilai-Nilai Positif Wildan Farih Kurniawan; Muhammad Aunur Rofiq; Anna Mariyani; Ayuni Rizki Amalia
Elementary Education Journal Vol. 4 No. 2 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v4i2.3467

Abstract

Background: This study aims to explore how elementary schools in Blora Regency develop a values-based educational culture oriented toward students’ character formation. Method: This study employed a qualitative case study design to gain an in-depth understanding of school transformation as a progressive educational space. Data were collected through classroom observations, in-depth interviews, and document analysis involving the principal, teachers, students, administrative staff, and parents/school committee members as research participants. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing and verification. The trustworthiness of the findings was established through source, method, and time triangulation. Result: The findings demonstrate that transforming schools into progressive educational spaces is achieved through strengthening school culture, transformational school leadership, instructional practices that integrate positive values, and the cultivation of positive character through everyday school routines. Core values, including honesty, discipline, empathy, responsibility, and collaboration, were fostered through strong partnerships among the school, families, and the wider community. Although several challenges were identified, such as limited facilities, varying levels of teacher readiness, and resistance to change, the shared commitment of all school stakeholders emerged as the primary factor supporting the successful implementation of values-based education. Implication: The findings provide practical guidance for schools and policymakers in strengthening sustainable, values-based character education. Novelty: This study offers an integrative school-ecosystem model for developing progressive education grounded in positive values.
Development of Integrated Thematic Educational Teaching Materials Based on Contextual Teaching Learning to Increase Self Efficacy Anna Mariyani; Husna Imro’athush Sholihah; Mia Andini Nurfita
Elementary Education Journal Vol. 5 No. 1 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i1.3468

Abstract

Background: Contextual-based teaching materials are able to bring the real world into the classroom and encourage students to make connections between the knowledge they have and its application in real life.  Method: This research is research and development because it produces a product in the form of contextual-based thematic teaching materials. The development model used is Borg & Gall (1983). According to Borg & Gall, research and development is a process to develop and validate the developed product. Result: The results of this study showed that the material expert validated once, this was due to the average score of the material validation results showing a value of 3.61 which is included in the good category so that the interactive learning media has met the standards for testing. The media expert validated twice. This was due to the average score of the media expert validation results in stage I still showing a value of 3.35 which is included in the sufficient category so that it has not met the standards for testing. Validation by the media expert in stage II showed an average score of 3.7 which is included in the good category. Based on these results, the media is suitable for testing. The material expert validated once the average score was 3.61 with the "good" category. The average final score from the material expert validation was 3.61. The results of the first stage of media expert validation an average score of 3.35 with the "sufficient" category. The second stage of media expert validation showed an average score of 3.7 with the "good" category. Implication: This teaching material product has been proven to be suitable, practical, and effective for use in the teaching and learning process, meeting the criteria of validity, practicality, and effectiveness. Novelty: The present study revealed the teaching material about thematic for elementary teacher education.
Penerapan Worked Example Fading untuk Meningkatkan Kemandirian dalam Pemecahan Masalah Matematika Siswa Sekolah Dasar Rachmat Imam Muslim; Ulil Albab; Meilan Tri Wuryani
Elementary Education Journal Vol. 5 No. 1 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i1.3477

Abstract

Background: The objective of this study was to analyze Worked Example Fading (WEF) implementation and evaluate its effectiveness in reducing instructional dependency while enhancing mathematical problem-solving abilities among fifth-grade elementary students. Method: This Classroom Action Research (CAR), utilizing the Kemmis and McTaggart model, spanned two cycles at SD Muhammadiyah Kabupaten Batang, Indonesia. Data were gathered via classroom observations, field notes, and Polya-based problem-solving tests. Crucially, the newly developed Worked Example Dependency Assessment (WEDA) monitored real-time trajectories of cognitive independence across five core dimensions: initiating problem solving, procedural independence, transfer ability, mathematical reasoning, and learning persistence. Result: The findings indicated that: (1) Baseline data showed acute dependency with 31.25% classical mastery. (2) Cycle I abrupt fading caused cognitive bottlenecks, though mastery reached 56.25%. (3) Cycle II adaptive micro-fading with self-explanation prompts minimized extraneous cognitive load, achieving an 82.10 average and 87.50% mastery. (4) WEDA evaluations unraveled a systematic mechanism of change, proving that procedural independence liberated working memory capacity for higher-order mathematical reasoning and far-transfer tasks. Implication: Elementary teachers should transition from rigid direct instruction to dynamic micro-fading strategies that shift cognitive agency to students. Furthermore, policymakers should champion process-oriented formative frameworks over purely summative assessments. Novelty: This study uncovers the dynamic, longitudinal cognitive transition from dependence to autonomy by operationalizing the novel WEDA process-based assessment framework in an authentic classroom
Digital Literacy in Elementary School Students: A Systematic Analysis of Trends, Challenges, and Learning Implications Kukuh Suryo Atmojo; Alfi Laila; Mauludia Kurota’ini; Yuliana Melindawati
Elementary Education Journal Vol. 4 No. 2 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v4i2.3580

Abstract

Background: Digital literacy has become a crucial competency in primary education along with the development of digital technology. This study aims to analyze development trends, implementation challenges, and implications of digital literacy learning in primary schools for the 2016-2026 period. Method: The study used the Systematic Literature Review (SLR) method with PRISMA 2020 guidelines. A literature search was conducted through the Scopus database and yielded 72 articles during the identification stage. After a selection, screening, and quality assessment process using the QQM Checklist, 17 articles were obtained and analyzed narratively and thematically. Result: The results of the study show three main findings. First, the implementation of digital literacy in primary schools is dominated by the use of innovative technologies such as Augmented Reality, gamification, virtual field trips, stop-motion, and creative videomaking, which have been proven to increase student engagement and digital competence. Second, teachers' digital competence is a key factor in the success of technology integration, but still faces various obstacles such as low pedagogical readiness, gaps in technology access, and limitations in adaptive technology use. Third, the concept of digital literacy is evolving from merely technical skills to critical-reflective, social-emotional, digital health, and digital citizenship dimensions. Implication: This research implies the importance of systematic digital literacy integration in the elementary school curriculum, strengthening contextual and sustainable teacher professional development programs, and inclusive and equitable education digitalization policies. Novelty: Unlike prior reviews that focus on higher education or discuss elementary school technology use only in general terms, this study offers an SLR specifically on elementary digital literacy, jointly mapping trends, challenges, and implications through rigorous quality appraisal (QQM Checklist).
Validation of an Ethnomathematics-Based Numeracy Literacy Assessment in the Javanese Cultural Context for Elementary School Students Nur Romdlon Maslahul Adi; Fina Wardani; Isna Laili Qurroti A'yun
Elementary Education Journal Vol. 5 No. 1 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v5i1.3594

Abstract

Background: Poor numeracy performance among Indonesian students highlights the need for assessment tools with strong psychometric properties that are also culturally relevant. This study examined the validity and reliability of a numeracy assessment instrument based on Javanese ethnomathematics for fifth-grade students at an Islamic elementary school (Madrasah Ibtidaiyah). Method: The article reports the quantitative validation and psychometric testing phases of a broader Research and Development (R&D) study based on the Borg and Gall model. Thirty test items were developed in multiple-choice, complex multiple-choice, true-false, and short-answer formats, covering content domains, cognitive processes, and Javanese cultural contexts. Content validity was evaluated using Aiken's V and the Intraclass Correlation Coefficient (ICC), while Rasch modeling was applied to examine the instrument's overall psychometric characteristics. Result: The findings showed that all stimuli met the content validity criterion (Aiken's V ≥ 0.80), and inter-rater reliability was excellent (ICC = 0.909). Rasch analysis confirmed unidimensionality (raw variance explained = 46.0%), all items demonstrated positive polarity, and only one item failed to meet the item-fit criterion. Item reliability in the limited trial was very high (0.96). These findings indicate that the instrument possesses adequate psychometric quality to measure primary school students' numeracy reliably within a Javanese cultural context. Implication: The validated instrument provides a culturally responsive tool for assessing primary school students' numeracy within a Javanese cultural context
Implementasi Kebun Sekolah dalam Mengembangkan Literasi Lingkungan Siswa Sekolah Dasar Edi Gunawan; Renan Subantoro
Elementary Education Journal Vol. 4 No. 2 (2025): Elementary Education Journal
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/eej.v4i2.3596

Abstract

Background: This study describes the implementation of a school garden and changes in students’ environmental literacy indicators at SDN Ngaliyan 1 Semarang. Method: A descriptive qualitative case-study design was employed. Data were collected from May to July 2025 through observations, interviews, response questionnaires, and documentation. The participants included the principal, [insert number] teachers, and [insert number] students in grade [insert grade]. The implementation involved needs assessment, planning, socialization and training, garden development, garden-based learning, and evaluation. Data were analyzed through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. Result: The findings show that an underused school area was transformed into an outdoor learning environment containing planting beds, vegetables, medicinal plants, plant labels, gardening tools, and a composting area. The comparison of initial and final observations indicated category changes in five indicators: understanding the role of plants, maintaining environmental cleanliness, caring for plants, sorting waste, and collaboration. Teachers also began to use the garden as a contextual learning resource. Implication: The findings suggest that school gardens can function as living laboratories for environmental literacy

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