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INDONESIA
EDUCARE: Journal of Primary Education
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : 27161021     EISSN : 27161013     DOI : DOI: https://doi.org/10.35719/educare.v1i1.2
Core Subject : Education, Social,
Education Social Sciences
EDUCARE: Journal of Basic Education is a leading peer-reviewed and open access scientific journal, which publishes scientific work by researchers and scholars from all over the world and specializes in publishing research results on Madrasah Ibtidaiyah (MI) and Elementary School (SD) education. The scope of articles published in the journal EDUCARE: Journal of Primary Education includes: Model and Development of Educational Curriculum in MI/SD, Learning Strategies and Methods, Technology and Learning Media in MI/SD, Professionalism of MI/SD Teachers, Character Education of MI Children / Elementary School, and Educational Management of MI/SD educational institutions.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 87 Documents
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The Effectiveness of the RADEC Learning Model in Improving Student Learning Achievement Ulum, Achmad Miftachul; Alfani, Moch. Farich; Zakaria, Abd Razak
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.313

Abstract

Learning is closely related to student academic achievement as one of the indicators of success. In the era of Society 5.0, many learning models have not met effectiveness standards, thus requiring more relevant innovations. The RADEC (Read, Answer, Discuss, Explain, Create) model is an alternative that encourages active student involvement and enhances learning outcomes. This study aims to examine the effectiveness of the RADEC model in improving the academic achievement of elementary school students. The research employs a quantitative approach with a pretest-posttest control group experimental design involving two elementary school students. Data were collected through tests and observations and analyzed descriptively and inferentially using the Wilcoxon test to measure the effectiveness of the RADEC model in improving learning outcomes. The results indicate that the RADEC learning model effectively improves elementary students’ academic achievement through five active stages that promote critical thinking, creativity, and collaboration. The average posttest score of the experimental group reached 83.06. This model also strengthens intrinsic motivation, reflectivity, and 21st-century skills. The role of the teacher as a facilitator and ongoing training are key to the successful and meaningful holistic implementation of the model. This study contributes to the development of innovative learning models relevant to the needs of 21st-century education. The RADEC model proves capable of enhancing student academic achievement, critical thinking skills, creativity, and collaboration. The findings serve as a reference for educators and policymakers in designing effective learning strategies and encourage continuous teacher training to improve the quality of education in elementary schools.
The Morning Literacy Program as an Effort to Strengthen the Reading Culture and Improve the Reading Skills of Madrasah Ibtidaiyah Students Ain, Nafilatul; Marfuah, Siti; Karim, Abdul; Omiwole, Joseph Lere; Dasuki, Moh.
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.316

Abstract

This study examines the low reading ability of students, the lack of teacher assistance in literacy programs, and the limited parental support for school literacy initiatives. The research method used in this study is qualitative. The type of research is field research. The study focuses its population on all students at the elementary madrasah, with research subjects including the principal, classroom teachers, and students. Data collection techniques used in this study include observation, interviews, and documentation. The type of observation employed is participatory, and the interviews are semi-structured. Documentary data was obtained through photos and videos taken during activities. The collected data was analyzed using the Miles and Huberman model, which consists of three stages: data reduction, data presentation, and conclusion drawing. The researcher validated the data using triangulation techniques. The results of this study indicate that there are three key approaches to improving students' reading skills in madrasah ibtidaiyah: a) teachers should use interactive and enjoyable strategies, b) teachers should engage in training on models and media that are attractive, while also providing supporting facilities such as libraries and reading corners, and c) parents should be involved in the school literacy program by providing interesting books at home and participating in family reading programs. This research contributes to strengthening teaching strategies, providing adequate facilities, and enhancing parental involvement to improve students' literacy skills in madrasah ibtidaiyah.
Gender Roles and Identity in Visual Representations of Primary Education Textbooks in West Bengal and Bangladesh Nandi, Ankur; Hader, Tarini; Das, Tapash
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.350

Abstract

Textbooks serve as a vehicle for social change. From childhood in school through textbooks and classroom experiences students embrace gender socialization, societal norms, and beliefs, gender roles, inequality, and bias. So, it is very important to make textbooks gender-neutral, to do this, textbook analysis is required. This study investigates the images used in textbooks of primary education in West Bengal and national curriculum and textbook Board, Govt. of Bangladesh, to examine gender stereotypes and bias. The study adopted qualitative and documentary research approaches through content analysis. The findings demonstrate that gender patriarchy and bias are reflected through visual imagery in textbooks. Images often lack representation of women and tend to portray them engaging in indoor tasks such as domestic and household work, or menial labor. Meanwhile, men are predominantly shown in outdoor, professional, and leadership roles, reinforcing gender disparities in identity and societal roles. There is a limited attempt to showcase gender neutrality in primary-level language textbooks in West Bengal and Bangladesh, and there's minimal encouragement for gender reflection, hindering the development of sustainable perceptions of gender roles in society. The findings of the study provide a foundation for policy changes at the state or national level to ensure the development and implementation of guidelines that promote gender-neutral content in educational materials and are useful for textbook development agencies, textbook writers, and teachers in developing a gender-sensitive curriculum, and textbooks.
Analyzing Student Retention Trends in Public Schools Across Kwara State Nigeria Shittu, Afeez Adeshina; Sheu, Muritala Adaramaja; Faruk, Yusuf Abubakar
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.360

Abstract

This study investigated the assessment of students’ retention rate in public junior secondary schools in Kwara State, Nigeria. The study specifically sought to examine the retention rate of the public junior secondary school students in Kwara State from 2013/14 to 2019/2020 based on gender, and investigate the retention rate of the public junior secondary school students in Kwara State from 2013/14 to 2019/2020 based on location. Two research questions were raised and answered to guide this study, while two hypotheses were formulated and tested at the 0.05 significance level. The study was a descriptive survey that adopted the correlational research design. The target population comprised all 230 public junior secondary schools in the 6 LGA selected from the three senatorial districts in Kwara State. The instrument for this study was the Students’ Flow Checklist (SFC). The data collected were analysed using the formula, standard progression method, rate method, and t-test. The findings revealed a significant difference in the retention rates of male and female students in Ilorin West and Asa LGA in public junior secondary schools in Kwara State. There was a considerable difference in the retention rates of students in Ilorin West LGA (Urban) and Asa LGA (Rural) in public junior secondary schools in Kwara State. It is recommended that retention rates in Kwara State’s public junior secondary schools be maintained by providing more classrooms, utilizing available resources, and ensuring effective teaching to achieve educational goals for all students.
Needs Analysis for Educational Comic Media as a Learning Tool in Elementary Schools Yulianti, Maulida Rizka; Usman, Herlina; Yunus, Mahmud
EDUCARE: Journal of Primary Education Vol. 6 No. 1 (2025): EDUCARE: Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i1.367

Abstract

Technological advancements have driven innovation in learning media; however, their utilization at the elementary school level remains limited. Several institutions lack media that aligns with the characteristics and needs of fifth-grade students. The absence of media that integrate visual and narrative elements hinders the improvement of student motivation and comprehension. Therefore, a needs analysis of educational comic press as a practical learning tool in elementary schools is necessary. This study employs a descriptive qualitative approach to examine the need for educational comic media in elementary education through observation, interviews, and document analysis. Data analysis employs Miles and Huberman’s interactive model, which involves data reduction, display, and verification, with validity reinforced through triangulation. Findings indicate the need for innovative learning media suited to students’ developmental stages and learning contexts. The results show that digital comics have a strong potential to enhance student interest and engagement. Combining visual and textual elements makes the material more accessible, especially for visual learners. Digital comics are also effective for character education. However, successful implementation requires infrastructure support and teacher training. Collaboration between teachers and parents is essential to create inclusive, engaging learning that meets 21st-century educational needs. This research expands learning media alternatives by proposing digital comics as practical tools for improving reading interest, material comprehension, and character education. It also highlights the importance of teacher-parent collaboration and the need for training and infrastructure in the digital era.
Analysis of students' interest in learning pancasila education in islamic elementary schools Ali, Aurah Jauhara; Hasanah, Uswatun; Suhendro, Petrus Paulus Mbette
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.370

Abstract

One of the main challenges in teaching Pancasila Education at the elementary school level is the low level of student interest in learning. This is reflected in the lack of attention, low engagement, weak internal motivation, and the tendency to procrastinate. In addition, students perceive the subject as boring, even though Pancasila Education is essential for character formation and the development of social skills. This study employed a descriptive qualitative approach with 28 fifth-grade students and one homeroom teacher as participants. Data were collected through observation, interviews, and questionnaires based on Crow and Crow’s learning interest indicators. Triangulation techniques were applied to ensure data accuracy, thus providing a comprehensive overview of students’ learning interest in Pancasila Education. The research findings show that students’ interest in learning Pancasila Education is high when visual media and interactive activities are used. However, their awareness and concentration vary due to lecture-based methods and end-of-day scheduling. The main obstacles include difficulty understanding the material and limited media. Learning interest increases through varied methods, interactive media, differentiation, motivation, and more optimal scheduling. This study contributes by demonstrating that students’ interest in learning civics can be enhanced through a combination of interactive media, varied teaching methods, and differentiation. These findings enrich the discourse on effective strategies that improve students’ motivation, focus, and participation in Pancasila learning.
Functional skills gap: The role of artificial intelligence and teachers' digital competence in South Pakistani Islamic schools Majeed, Muhammad Kashif; Ahamad, Tunku Badariah
EDUCARE Journal of Primary Education Vol. 6 No. 2 (2025): EDUCARE Journal of Primary Education
Publisher : EDUCARE: Journal of Primary Education Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/educare.v6i2.379

Abstract

The gap in teachers' functional skills in utilizing artificial intelligence and digital competencies remains a major issue in Islamic schools in Southern Pakistan. Gender variations show differences in technological adaptation abilities, so that AI integration has not had an equal impact on improving functional pedagogical practices. This study aims to analyze the influence of digital competence and AI use on the functional skills of Islamic school teachers in Southern Pakistan and to examine the moderating role of gender in this relationship. This quantitative research with a cross-sectional survey design involved 450 Islamic school teachers in South Punjab using a Likert scale questionnaire to analyze the relationship between digital competence, AI use, and functional skills, as well as to identify gender-based differences in technology integration. This study concludes that the integration of AI and digital competence in Islamic education in Southern Pakistan is influenced by gender factors, with female teachers being more effective at converting AI into functional teaching skills. These findings call for gender-sensitive, inclusive, and sustainable professional development policies. This research contributes by strengthening empirical evidence of the role of gender in AI integration, enriching gender-perspective organizational theory, and offering a conceptual basis for gender-sensitive professional development policies for Islamic teachers.

Page 9 of 9 | Total Record : 87

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