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Redaksi Journal IJEETI (Indonesian Journal of Elemantary Education and Teaching Innovation) Jl. Brawijaya No.99, Tamantirto, Bantul, Yogyakarta 55183
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INDONESIA
Indonesian Journal of Elementary Education and Teaching Innovation
Published by Universitas Alma Ata Yogyakarta
ISSN : -     EISSN : 28283538     DOI : 10.21927/ijeeti
Core Subject : Education,
Education
Focus and Scope 1. Innovation of Curriculum, 2. Instructional Design, 3. Learning Styles, 4. Learning and Teaching, 5. Media Development, 6. Teaching Methods and Strategies, 7. Developing Teaching Materials, and 8. Developing Learning Evaluation Peer Review Process Review Policy of IJEETI Every articles will be reviewed by the reviewer. The review process using a double Blind Review, meaning that the reviewer does not know the identity of the author, and the author did not know the identity of the reviewer. In the process of review, the reviewer gave consideration related to the suitability of the title, abstract, introduction, research methods, results and discussion and conclusions. Addition reviewer also gave consideration associated with novelty, scientific impact, and references used.
Arjuna Subject : Umum - Umum
Articles 62 Documents
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Penerapan Model Phonics Berbantuan Media Video Animasi Canva dalam Meningkatkan Kemampuan Membaca Permulaan Siswa Sekolah Dasar Dara Baldevi Lubis; Sarah Fazilla; Misrina
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 5 No. 2 (2026)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2026.5(2).106-117

Abstract

This study aims to analyze the effect of the application of the Canva-based animated video-assisted Phonics model on the initial reading ability of elementary school grade I students. This study uses a quantitative approach with a quasi-experimental design of the nonequivalent control group design. The research sample amounted to 40 students consisting of 20 students in the experimental group and 20 students in the control group. The data collection technique used the initial reading ability test through pre-test and post-test, which was analyzed using normality, homogeneity, and t-test tests. The results showed that the initial ability of the two groups was relatively similar, with an average pre-test of 56.25 in the experimental group and 55.75 in the control group. After treatment, the average post-test of the experimental group increased to 82.50 (very good category), while the control group became 68.00 (good category). The t-test results showed a significance value of 0.000 < 0.05, which means there was a significant difference between the two groups. The N-Gain value of the experimental group was 0.60 (medium–high category), higher than that of the control group of 0.28 (low category). Thus, the application of the Canva-based animated video-assisted Phonics model is effective in improving the early reading skills of elementary school students through increased motivation and learning engagement.
Pengembangan Media Pop Up Book Bermuatan Ejaan Suku Kata untuk Meningkatkan Kemampuan Membaca Permulaan Siswa Kelas I SD Junita Asih; Suryandari Suryandari; Galih Albarra Shidiq; Indah Perdana Sari
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).156-165

Abstract

This study aims to develop Pop-up Book learning media featuring syllable spelling to enhance the beginning reading skills of first-grade elementary school students. Beginning reading skills are a crucial foundation for young learners to recognize letters, spell words, and read simple sentences. The research employed the Research and Development (R&D) method with the Borg and Gall model, encompassing stages such as needs analysis, product development, initial trials, evaluation, and revision. The study was conducted with first-grade students from SD Muhammadiyah Kalakijo, utilizing data collection techniques including material, media, and teacher validation questionnaires, student interviews, and baikobservations of reading progress after using the media. The results indicated that the media was deemed appropriate, with a material expert validation score of 75% and a media expert validation score of 87.5%. Teacher responses were highly favorable, with a 100% agreement on the media’s effectiveness in supporting learning activities. Students provided positive feedback, describing the Pop-up Book as engaging, easy to use, and enjoyable, significantly improving their beginning reading abilities. This media not only enhances students' reading skills but also motivates them to learn with enthusiasm. The study demonstrates that visually appealing and interactive Pop-up Books can serve as innovative and effective tools for teaching reading. The use of syllable spelling further facilitates students in gradually understanding the material. It is hoped that this media development can be widely implemented in various educational settings to support literacy needs among young learners. 
Al-Quran Based on the Local Culture Learning “Nggahi Mbojo” For TPQ Students in Pajo District, Dompu Regency Arifin Arifin; Indah Afrianti; Asmedy Asmedy; Enung Nurhasanah
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).90-104

Abstract

The objective of this study is to ascertain the local culture-based Quran learning method known as 'Nggahi Mbojo' for TPQ students in Pajo Sub-district, Dompu Regency. The present study employs a mixed-methods research approach, utilising a combination of observational studies, questionnaires, documentation analysis, and direct interviews. The collected data is then subjected to rigorous analysis employing two primary approaches. Firstly, qualitative analysis was employed, encompassing data reduction, narrative presentation, and conclusion drawing based on patterns that emerged from interviews and observations. Secondly, quantitative analysis was utilised, encompassing the processing of questionnaire data to generate numerical values or scores, which were then presented in tabular, graphical, or descriptive statistical formats. The findings of the data analysis demonstrate the efficacy of local culture-based Qur'an learning 'Nggahi Mbojo' as a support for the learning process of reading the Qur'an for students at TPQ in Pajo sub-district, Dompu district. The integration of Qur'an learning with local culture-based learning in Nggahi Mbojo has been found to be a highly engaging subject, as evidenced by the results of the questionnaire, which revealed that 30 respondents strongly agreed (50.84%), while 20 respondents expressed agreement (33.89%). These results are further substantiated by internal factors, namely the motivation and enthusiasm of TPQ students, who have been encouraged to utilise local languages in Qur'an learning. The integration of Nggahi Mbojo has been found to enhance the interest and participation of students in the learning process of the Qur'an at TPQ. It has been observed that students' proficiency in reading the Qur'an is found to be deficient; however, by the integration of local culture into the Qur'an learning process, as exemplified by Nggahi Mbojo, serves to enhance students' motivation, given the ease with which they can comprehend the lessons delivered in their local language. 
Inisiasi Penguatan Kemampuan Literasi dan Numerasi Siswa Sekolah Dasar melalui Program Literasi Berbasis Rumah Endi Rochaendi; Saepul Ma’mun; Asim Supriadi; Deni Hardianto
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).120-140

Abstract

The decline in literacy and numeracy achievement among primary school students across various regions, including Majalengka Regency, underscores the urgent need for educational interventions that transcend conventional institutional approaches and emphasize cross-contextual learning collaboration. This article critically examines the potential of the Home-Based Literacy Program as an alternative strategy to not only strengthen students’ foundational competencies but also accelerate the realization of the six dimensions of the Pancasila Student Profile. Employing a literature review method, the study consolidates and analyzes recent scholarly works related to parental involvement, digital literacy development, and the integration of character values within the domestic learning environment. Findings indicate that home-based literacy, when supported by contextually relevant instructional design, functional school-family synergy, and sustained policy backing, significantly enhances literacy and numeracy skills while fostering values such as independence, collaboration, critical reasoning, and creativity. Furthermore, digital literacy integration and sensitivity to local cultural diversity emerge as critical determinants of program efficacy and social acceptability. The study concludes that home-based literacy represents a transformative, ecosystem-driven initiative with strong potential for broad contextual replication and serves as a strategic foundation for the reformulation of inclusive, participatory, and equitable educational policy.
The Effect of Virtual Reality (VR) Learning Media on Enhancing Critical Thinking Skills in Science Subjects among 4th Grade Students at an Integrated Islamic Elementary School Ulil Absor; Nur Atikoh; Ahmad Arifuddin
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).141-155

Abstract

Due to repetitive, teacher-centered education, which makes students passive and less involved in the learning process, SDIT Al-Ishlah Sudimampir students' critical thinking abilities in scientific classes are low.  Virtual reality (VR) media is thought to be able to offer a stimulating educational experience and can improve 21st-century abilities, especially critical thinking.  This study intends to: (1) investigate the use of Virtual Reality (VR) learning materials in Natural Science (IPA) courses for fourth-grade students at SDIT Al-Ishlah Sudimampir; (2) evaluate the enhancement of critical thinking abilities among fourth-grade science learners following the use of VR-based learning materials; and (3) ascertain if employing VR learning materials has a greater influence on fourth-grade pupils at SDIT Al-Ishlah Sudimampir than using traditional media (PowerPoint). This study used a Nonequivalent Control Group Design using a quantitative methodology. 52 students made up the sample, which was split into two groups: a control group (25 students using PowerPoint) and an experimental group (27 students using VR). Pre-tests, post-tests, and observation sheets were used to gather data, which were then analyzed using both descriptive and inferential statistical techniques. The study's findings demonstrate that: (1) the use of virtual reality learning materials was effective, as demonstrated by observational data showing that student participation in the experimental class and the learning implementation both achieved an exceptional category (100%); (2) After using VR learning materials, students' critical thinking abilities significantly improved, as evidenced by the experimental group's average pre-test score of 51.85, which rose to 86.67 in the post-test; and (3) the Independent Samples T-test showed a significant difference between the two groups, with a Sig. (2-tailed) value of 0.000 (< 0.05). The experimental group's average N-Gain score was 0.756 (high category), which was significantly higher than the control group's 0.519 (medium category). These results showed that the learning medium had a substantial impact on students' critical thinking abilities, leading to the rejection of the null hypothesis (Hâ‚€) and the acceptance of the alternative hypothesis (H₁). Thus, it can be said that using Virtual Reality (VR) learning materials significantly improves students' capacity for critical thought.
Pengembangan Modul Ajar Digital Berbasis Flipbook untuk Meningkatkan Pemahaman Konsep IPAS Pada Siswa Kelas IV SD Alfikhairina Alfikhairina; Sarah Fazilla; Lisa Lisa
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).105-119

Abstract

In the current era of revolution, the world of education is required to follow technological developments and utilize them to facilitate the learning process. However, currently in designing learning, many teachers still only use teaching modules in the form of printouts on paper so that learning activities are very monotonous and less interesting.The purpose of this research is to produce a digital teaching module product in the form of flipbook which focuses on learning science materials on the state of matter and its changes which can help the success of the learning process through more interesting and easy-to-understand learning. The type of research conducted is development research (Research and Development) using the ADDIE model which consists of 5 stages, namely analysis, design, development, implementation and evaluation. The data collection methods used were questionnaires, sheets pretest and posttest, and observation sheets. The results of this study indicate that the digital teaching module that has been developed is very valid with a validation percentage of 96% and 88% by the validator, very practical with a percentage of 96%, very effective with a percentage of 92% for the student response questionnaire, 99% for the teacher activity observation sheet and 96% for the student activity observation sheet, and can improve students' understanding of concepts in learning with an N-Gain value between 0.4-1 which indicates medium and high criteria results. This is shown by the positive response and increased understanding of students' concepts related to the science material being studied.
Analisis Pengaruh Model Flipped Classroom Berbantuan Peta Konsep terhadap Hasil Belajar IPAS Siswa Kelas V SD Negeri 2 Dangin Puri, Denpasar Gusti Ayu Sri Wulandari; I Made Wiguna Yasa; I Komang Wisnu Budi Wijaya
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 4 No. 2 (2025)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2025.4(2).166-183

Abstract

Thelearningmodel isoneofthesupportingfactorsoflearningquality,initsapplicationitis important to choose the right model with learning needs. This study aims to determine the significant effect of the Flipped Classroom learning model assisted by concept maps on the learningoutcomes of students in scienceingradeVof SDNegeri 2 Dangin Puri, North Denpasar. This study is a quantitative study, namely experimental research with a quasi-experimental design (Quasi-ExperimentalDesign)usingadesign,namelynon-equivalentcontrolgroupdesign.The populationofthisstudywas56studentsingradeVofSDNegeri2DanginPuri,Denpasar.The samplewastakenusinga saturatedsamplingtechniquewherethe entirepopulationwasused as asample,namely28studentsinclassVAastheExperimentalclassandVBasthecontrolclass totaling 28 students. The data collection method uses a test with a multiple-choice test instrument. The research data were analyzed using inferential statistical techniques (t-test) independent sampletest..Theresultsoftheindependentsamplet-testanalysisonthelearningoutcomesofthe experimental group and the control group, the significance value obtained was 0.001 by comparingthesignificancelevelof0.05,thentheresultsofthet-testwithasignificanceof0.001 < 0.05. Descriptively, the average post-test score of the experimental class was 86.79 and was greater than the control class which only had a score of 67.68.  ItcanbeconcludedthatHοisrejectedandHaisacceptedwhichstatesthatthereisan influenceof sciencelearningoutcomesbetweenthe groupgiventheFlipped Classroomlearning model treatment and the group using the lecture or conventional learning model on class V studentsofSDNegeri 2DanginPuri Denpasar inthe2024/2025AcademicYear.
Integrasi Media Gambar Berseri dan Model Experiential Learning dalam Meningkatkan Kemampuan Menulis Siswa Kelas V Sekolah Dasar Nadia Salsabilla; Zainal Abidin; Rahima Nurviani
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 5 No. 2 (2026)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2026.5(2).131-143

Abstract

This study aims to determine the effect of integrating image series media and the Experiential Learning model on the ability to write simple essays of fifth-grade elementary school students. This study used a quantitative method with a quasi-experimental approach with a one-group pretest- posttest design. The subjects were 28 fifth-grade elementary school students. Data collection techniques were carried out through a simple essay writing test given before and after treatment and observation of student activities. The assessment instrument covered aspects of content, organization, vocabulary, language use, and mechanics. Data analysis was carried out through a normality test using the Shapiro-Wilk test and a hypothesis test using a paired sample t-test. The results showed that students' writing ability improved after the implementation of the Experiential Learning model assisted by picture series media. The mean pretest score increased from 62.43 to 73.43 in the posttest, with an improvement of 11 points. The results of the paired sample t-test showed a significance value of p < 0.05, indicating a significant difference between the pretest and posttest results. Furthermore, the observation results showed an increase in students' activeness, creativity, and self-confidence during the learning process. Therefore, the integration of picture series media and Experiential Learning model significantly affects the improvement of students' simple essay writing skills.
The Role of Instructional Media in Improving Mathematical Literacy Among Primary School Students: A Systematic Literature Review Mumun Muntasiroh; Riandi Marisa2; Indra Jaya
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 5 No. 2 (2026)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2026.5(2).118-130

Abstract

Low mathematical literacy among Indonesian students and the diverse use of instructional media in elementary schools indicate the need for a comprehensive synthesis of research related to the effectiveness of instructional media. However, previous studies have focused mainly on specific cases and certain types of media, resulting in a limited understanding of the most effective media in supporting mathematical literacy. Therefore, this study aims to identify, analyze, and synthesize empirical evidence regarding the effectiveness of instructional media in improving mathematical literacy among elementary school students in Indonesia. This study employed a Systematic Literature Review (SLR) approach based on the PRISMA 2020 protocol, which includes four stages: identification, screening, eligibility, and inclusion. Data were collected through Google Scholar because this database provides broad coverage of national scientific publications and facilitates the retrieval of studies related to elementary education in Indonesia. The search was conducted using predetermined keywords, and the inclusion criteria covered articles published between 2015–2025 in Sinta 1–3 indexed journals, written by Indonesian authors, focused on elementary education, and discussing instructional media in the context of mathematical literacy. A total of seven Indonesian-language articles published between 2018–2025, predominantly using Research and Development (R&D) and quasi-experimental methods, met the inclusion criteria and were systematically analyzed. The findings indicate that various types of instructional media, including computer-based, audio-visual, graphic, printed, manipulative, and digital game-based media, positively affect students’ mathematical literacy. Synthesized findings show that visual, interactive, and contextual media tend to be more effective in improving reasoning, problem-solving, and the application of mathematical concepts. Among these, audio-visual media, particularly HOTS-based and STEAM-integrated videos, demonstrated the most prominent impact by connecting abstract concepts with real-life situations. In addition, culturally based media and digital games enhanced student engagement and supported meaningful learning experiences
Penerapan Self-Help Skill untuk Membentuk Kemandirian Siswa Kelas Rendah Sekolah Dasar di Kabupaten Grobogan Puspadenty Arningtyas Anggraeny
Indonesian Journal of Elementary Education and Teaching Innovation Vol. 5 No. 2 (2026)
Publisher : Alma Ata University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21927/ijeeti.2026.5(2).144-156

Abstract

Many lower-grade elementary school students have not optimally developed self-help skills, the ability to independently perform daily activities such as changing clothes, eating, and maintaining personal hygiene. This study examines how these skills are practiced among first- to third-grade students in six public and private elementary schools in Grobogan Regency, a stage when children are expected to take over routines previously assisted by adults. A qualitative descriptive approach was used, with data collected through in-depth interviews, classroom observations, and document analysis involving 12 class teachers, six principals, and 30 parents. Only two of the six schools had a structured self-help skill program; the rest relied on incidental guidance from teachers. Where structured practices were in place, students adapted faster, showed more confidence, and were better prepared to learn. Inconsistent practices between home and school created a double burden for children caught between different sets of expectations. Three categories of barriers were found: limited parental understanding of age-appropriate independence, constraints on teacher time and training, and the absence of a systematic school program. Good practices observed in the field included weekly self-help routines and a home-school communication notebook, both supported by principal leadership that encouraged collaboration among teachers and parents. These findings suggest that self-help skill development depends as much on coordination between schools and families as on classroom instruction. The study recommends including self-help skill indicators in the grades I-III curriculum, strengthening teacher preparation, and building more structured school- parent collaboration.

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