cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Siti Rokhmah
Contact Email
penerbithellowpustaka@gmail.com
Phone
+6282316484975
Journal Mail Official
penerbithellowpustaka@gmail.com
Editorial Address
Penerbit Hellow Pustaka Alamat : Jl. Dampuawang No. 9 Simpang Tiga Utara Karangampel Indramayu Jawa Barat 45283
Location
Kab. indramayu,
Jawa barat
INDONESIA
Elementaria: Journal of Educational Research
Published by Penerbit Hellow Pustaka
ISSN : -     EISSN : 29885949     DOI : https://doi.org/10.61166/elm.v1i1.5
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Elementaria: Journal of Educational Research aims to provide a forum for original and theoretical studies in education. The journal publishes fully refereed papers which cover applied and theoretical approaches to the study of education. Papers should constitute original research, and should be methodologically sound, theoretically informed and of relevance to an audience. The journal is particularly interested in research that aims to inform educational practice(s) within and/or across sectors. Elementaria: Journal of Educational Research more specifically, accept papers mostly on the subjects listed below: - Curriculum & Program Development in Education - Early Childhood Education - Education & Behavior - Educational Assessment & Evaluation - Educational Economics & Finance - Educational History - Educational Leadership & Management - Educational Philosophy - Educational Policy - Educational Psychology & Counselling - E-Learning - Higher Education - Special Education - Teacher Education & Development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 43 Documents
 1   2   3   4   5 
Diagnostic Analysis of Family Understanding of School Curriculum Goals and Structure Naylur Rosyid; Eha Suhayari
Elementaria: Journal of Educational Research Vol. 3 No. 2 (2025): Learning Policy Perspectives Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i2.102

Abstract

The role of families in education is increasingly strengthened with the implementation of the Independent Curriculum, which positions students as the subjects of learning and emphasizes competency and character development. However, the success of curriculum implementation is determined not only by the readiness of schools and teachers, but also by families' understanding of the objectives and structure of the school curriculum. This study aims to diagnostically analyze the level of family understanding of the objectives and structure of the elementary school curriculum. The study used a descriptive approach with a diagnostic study design. The subjects were families of elementary school students at SDN Sukasari 1, Sukasari Village, Pulosari District, Pandeglang Regency. Data were collected through diagnostic questionnaires and structured interviews, then analyzed descriptively quantitatively and qualitatively. The results showed that families' understanding of the curriculum objectives was in the moderate category, while their understanding of the curriculum structure was in the low category. These findings indicate a gap in curriculum literacy among families that has the potential to impact the effectiveness of student learning support at home. This study contributes by providing an initial mapping of family curriculum literacy that can serve as a basis for formulating school-family communication and partnership programs to support the implementation of the Independent Curriculum.
Artificial Intelligence for Learning in Indonesia: Current Research Trends and School Implementation Anugrah Arya Bakti; Rashid, Salman; Zafrullah, Zafrullah; Nur Yusra binti Yacob; Abdulnassir Yassin; Mariano Dos Santos; James Leonard Mwakapemba
Elementaria: Journal of Educational Research Vol. 3 No. 2 (2025): Learning Policy Perspectives Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i2.103

Abstract

This study aims to analyze trends and developments in research on Artificial Intelligence for learning in Indonesia. The method used is bibliometric analysis with specific keywords that resulted in 120 research documents. Data analysis was conducted using the VOSviewer application to map keyword clusters and research novelty. The analysis concludes that research on Artificial Intelligence for Learning in Indonesia is divided into four main clusters representing different thematic focuses, including digital technology utilization, cognitive skill development, academic data governance, and instructional integration with performance analysis. The first cluster emphasizes the role of technology in enhancing user engagement, while the second cluster focuses on automation and the development of twenty-first century skills. The third cluster highlights the importance of data management and administrative efficiency, whereas the fourth cluster stresses technology integration in instructional processes and learning evaluation. Furthermore, the novelty analysis indicates that yellow-colored keywords such as “Elementary School”, “Local Wisdom”, and “Motivation” serve as indicators of recent research trends. These findings suggest a shift in research focus toward primary education contexts, the integration of local cultural values, and affective aspects in technology-based instruction.
Crisis Management Practices and Secondary School Stability in Insecurity-Prone Areas of Zamfara State, Nigeria Sule Muhammad; Abbas Sani Dahiru
Elementaria: Journal of Educational Research Vol. 3 No. 2 (2025): Learning Policy Perspectives Research
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/elm.v3i2.104

Abstract

This study examined crisis management practices and their relationship with secondary school stability in insecurity-prone areas of Zamfara State, Nigeria. Persistent insecurity arising from banditry, kidnapping, and communal violence has continued to disrupt school operations, making effective crisis management essential for sustaining educational activities. The study adopted a descriptive survey research design. The population comprised 3,812 principals and teachers in public secondary schools within insecurity-affected areas of Zamfara State, from which a sample of 346 respondents was selected using the Research Advisors (2006) sample size determination table. Data were collected using a structured questionnaire based on a 4-point Likert scale. Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Pearson Product Moment Correlation (PPMC) was employed to test the hypothesis at the 0.05 level of significance. Findings revealed that crisis management practices were implemented to a high extent overall, with safety drills and collaboration with community leaders being more prominent than formal planning, staff training, and communication systems. The study also found that challenges such as inadequate infrastructure, insufficient safety equipment, high community insecurity, and limited funding significantly hinder effective crisis management. Furthermore, a moderate positive and statistically significant relationship was established between crisis management practices and school stability (r = 0.564, p < 0.05). The study concludes that strengthening crisis management frameworks can enhance school stability in insecurity-prone contexts. It therefore recommends improved funding, comprehensive crisis planning, regular staff training, and stronger collaboration with security agencies and community stakeholders.

Page 5 of 5 | Total Record : 43

 1   2   3   4   5 

Filter by Year

2023 2025


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2025): Learning Policy Perspectives Research Vol. 3 No. 1 (2025): Advancements in Educational Technology Research Vol. 2 No. 2 (2024): Transformative Learning Approaches Vol. 2 No. 1 (2024): Advanced Educational and Moral Learning Vol. 1 No. 2 (2023): Character Education and Learning Research Vol. 1 No. 1 (2023) Vol. 1 No. 1 (2023): Educational Psychology & Counselling