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Celebes Journal Of Elementary Education
Published by Universitas Sulawesi Barat
ISSN : -     EISSN : 30318858     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Celebes Journal Of Elementary (CJEE) adalah publikasi yang memuat hasil-hasil penelitian dan kajian kritis tentang berbagai aspek dari pendidikan, termasuk teori, metodologi, dan aplikasi. Isi jurnal ilmu pendidikan bisa meliputi berbagai topik seperti, Pembelajaran, Inovasi pembelajaran, Pengembangan kurikulum, STEAM.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 61 Documents
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Model Evaluasi Autentik Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Siti Syarifah; Natibah, Siti; Hamzah, Rahmatika; Najamuddin, Dudun
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5144

Abstract

Evaluasi autentik merupakan pendekatan penilaian yang menekankan pada keterlibatan peserta didik dalam aktivitas nyata yang mencerminkan tantangan dan tuntutan dunia luar sekolah. Pendekatan ini tidak hanya mengukur hasil akhir pembelajaran, tetapi juga proses berpikir, kemampuan analitis, dan kreativitas siswa. Penelitian ini bertujuan untuk mengkaji secara mendalam implementasi evaluasi autentik dalam proses pembelajaran di MA Syamsul ‘Ulum, serta mengevaluasi pengaruhnya terhadap keterampilan berpikir kritis peserta didik. Selain itu, penelitian ini juga menelaah strategi yang digunakan dalam penerapan evaluasi autentik dan mengidentifikasi tantangan yang dihadapi selama proses implementasinya. Metode yang digunakan adalah kualitatif dengan pendekatan studi kasus, dengan pengumpulan data melalui wawancara mendalam, observasi langsung di kelas, serta dokumentasi pelaksanaan pembelajaran dan evaluasi. Hasil penelitian menunjukkan bahwa penggunaan evaluasi autentik mampu meningkatkan kemampuan berpikir kritis peserta didik melalui tugas-tugas berbasis proyek, diskusi kelompok, penilaian sejawat, serta kegiatan reflektif. Namun, pelaksanaan evaluasi autentik juga menghadapi sejumlah kendala seperti keterbatasan waktu, kurangnya pelatihan guru, serta hambatan dalam penyusunan instrumen evaluasi yang tepat. Temuan ini menegaskan pentingnya pengembangan model evaluasi yang kontekstual dan berkelanjutan untuk meningkatkan kualitas pembelajaran di lembaga pendidikan menengah.
Efektivitas Penilaian Portofolio sebagai Alat Evaluasi Autentik di Kelas The Effectiveness of Portfolio Assessment as an Authentic Evaluation Tool in the Classroom Lisnawati, Ratih
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5279

Abstract

Penilaian autentik menjadi pendekatan evaluasi yang semakin penting dalam pendidikan, terutama dalam menilai kompetensi secara menyeluruh. Salah satu bentuk penilaian autentik yang mulai diterapkan di beberapa lembaga pendidikan adalah penilaian portofolio. Penelitian ini bertujuan untuk mengetahui efektivitas penilaian portofolio sebagai alat evaluasi autentik di MTs Syamsul Ulum, khususnya dalam konteks pelaksanaan di kelas. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa penilaian portofolio memberikan gambaran yang lebih lengkap tentang perkembangan belajar siswa, meningkatkan keterlibatan aktif siswa dalam proses pembelajaran, serta mendorong refleksi diri dan tanggung jawab terhadap hasil belajar. Meskipun terdapat beberapa kendala seperti waktu yang relatif lebih lama dalam pengumpulan dan penilaian dokumen, secara umum penerapan penilaian portofolio dinilai efektif dan sesuai sebagai bentuk evaluasi autentik. Kesimpulan dari penelitian ini adalah bahwa penilaian portofolio mampu menjadi alternatif evaluasi yang lebih komprehensif dalam menilai kemampuan siswa secara holistik di lingkungan MTs Syamsul Ulum.
Integrasi Nilai Kepemimpinan Autentik dalam Praktik Supervisi Akademik: Strategi Menuju Sekolah Bermutu di SDN 50 Cendana Hasanah, Uhwah; Ampry, Evy Segarawati; A.M, Muh. Inayah; Harpiani, St; Munawir Anas; Resa, Asmirinda; Hasbahuddin; Mithhar; Waqif, Abdul; Aslam
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5342

Abstract

This study aims to describe the integration of authentic leadership values into academic supervision practices and how this integration becomes a strategy in realizing a quality school at SDN 50 Cendana, Enrekang Regency. The approach used is descriptive qualitative, with data collection techniques through in-depth interviews, direct observation, and documentation. The results show that the principal has integrated authentic leadership values such as self-awareness, relational transparency, balanced information processing, and an internalized moral perspective in academic supervision practices. The integration of these values has a positive impact on teacher motivation, a conducive work climate, improved learning quality, and the formation of a supportive and reflective school culture. These findings indicate that authentic leadership-based academic supervision can be an effective strategy in improving the quality of education sustainably.
Pentingnya Pengembangan Pembelajaran Bahasa Indonesia untuk Meningkatkan Kompetensi Literasi Siswa SD Fitriyani; Hamzah, Rahma Ashari; Nadia Nafisa Nuraqila; Andi Intan Nuraeni; Pelita Koyange; Noviana
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5830

Abstract

Pembelajaran Bahasa Indonesia di level Sekolah Dasar memiliki peranan yang sangat penting dalam membangun kemampuan dasar berbahasa dan berpikir anak didik. Bahasa Indonesia tidak hanya berfungsi sebagai alat komunikasi, tetapi juga sebagai sarana untuk mengembangkan aspek-aspek intelektual, sosial, emosional, serta untuk membentuk karakter peserta didik. Tujuan dari penelitian ini adalah untuk menguraikan pentingnya pengembangan pembelajaran Bahasa Indonesia di SD agar lebih sesuai dengan konteks kehidupan siswa, bersifat kreatif, memiliki makna, dan mudah dimengerti. Penelitian ini menggunakan metode studi pustaka (Library Research) dengan mengumpulkan dan menganalisis berbagai sumber literatur yang relevan, termasuk artikel jurnal ilmiah dan buku yang diterbitkan dalam periode lima tahun terakhir (2020-2025). Hasil penelitian ini menunjukkan bahwa kemajuan dalam pengajaran Bahasa Indonesia dapat dicapai melalui peningkatan keahlian pendidik, penggunaan metode dan sarana pengajaran yang kreatif, serta penanaman nilai-nilai nasionalisme melalui aktivitas berbahasa. Dengan pengembangan pembelajaran yang tepat, proses pembelajaran Bahasa Indonesia bisa berfungsi sebagai fondasi yang penting untuk memperkuat keterampilan membaca dan menulis, membangun karakter, serta mendukung keberhasilan siswa dalam berbagai mata pelajaran. Oleh karena itu guru harus mengembangkan pembelajaran bahasa indonesia terkhususnya di sekolah dasar, agar pembelajaran bisa lebih baik dan memenuhi kebutuhan peserta didik.
Pengembangan Keterampilan Berbicara Siswa Sekolah Dasar Berbasis Pembelajaran Interaktif Annisa, Nur; Hamzah, Rahma Ashari
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5937

Abstract

Speaking skills in elementary school play a crucial role in developing students’ communication skills and supporting their learning success in various fields. The purpose of this study was to analyze effective strategies and methods for developing elementary school students’ speaking skills. The method used was a literature review, reviewing various journals, books, and relevant research findings related to speaking instruction. The results showed that storytelling, show and tell, role-playing, and group discussions can improve students’ courage, fluency, and critical thinking skills. An interactive learning environment and teacher support as facilitators are also important factors in the successful development of speaking skills in elementary school
Penerapan Problem Based Learning dalam Pembelajaran IPS untuk Membangun Kesadaran Sosial Siswa Sekolah Dasar badriyah, Laila
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.5972

Abstract

This Study explores how the implementation of the problem Based Learning (PBL) model in Social Studies (IPS) instruction can faster social awarenes among elementary school students. Using a literature review approach, the study examines a range of recent journals, academic articles, and books relevant to the topic. The reviewed literature indicates that Social Studies plays a crucial role in helping students understand social phenomena, develop empathy, and build a sense of responsibility toward their surrounding community. However, Social Studies learning in many elementary classrooms is still dominated by teacher centered methods, which limit students’ opportunities to engage actively in disscussions, investigate real issues, and think critically. The PBL model offers an alternative approach by positioning real-life problems as the foundation of the learning procces. Through collaborative inquiry, group discussions, and guided problem-solving, students gain learning experiences that are meaningful and closely connected to everyday social realities. Findings across several studies show that PBL enhances students’ motivation, critical thinking, cooperation, and sensitivity to social issues. Therefore, integrating PBL into Social Studies instruction serves as an effective strategy not only for strengthening social awareness but also for shaping students’ character in a consistent and sustainable manner. This review provides a theoretical foundation for teachers who wish to design Social Studies lessons that are more participatory, reflective, and relevant to students’ social development.
Inquiry-Based Approach in Biological Anthropology Education: Evidance of Early Bipedalism in Basal Hominins Sumilih, Dimas Ario
Celebes Journal of Elementary Education Vol. 3 No. 2 (2025): Celebes Journal of Elementary Education : Desember (2025)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v3i2.6000

Abstract

This paper analyses the effectiveness of the guided inquiry approach in enhancing students’ understanding of evidence for early bipedalism in basal hominins, a topic that demands strong analytical skills for interpreting paleoanthropological data. The study adopts a qualitative approach, using a literature review to examine scientific publications, empirical reports, and theoretical discussions on implementing inquiry in biological anthropology education. The analysis focuses on patterns in the application of inquiry syntax, the use of fossil data representations, and their contribution to the development of students’ scientific process skills. The synthesis indicates that guided inquiry improves students’ understanding of early bipedal traits while strengthening their abilities in observation, question formulation, data classification, and drawing evidence-based conclusions. The literature also reports increased learning motivation and scientific attitudes when inquiry is implemented in a structured manner, even without direct laboratory-based fossil analysis. This paper concludes that guided inquiry is an effective pedagogical strategy for developing scientific literacy and enhancing students’ interpretative abilities regarding human evolutionary evidence.
Storytelling Methods In Islamic Cultural History Learning: A Systematic Literature Review On Students’ Learning Interest Muhammad Hori; Siti Zaenab Raihanah; Jasmansyah Faizza; Irfan Sofian; Ia Hidarya
Celebes Journal of Elementary Education Vol. 4 No. 1 (2026): Celebes Journal of Elementary Education : Juni (2026)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the utilization of storytelling techniques in the instruction of Islamic Cultural History (SKI) and their correlation with students’ learning interests. History education is frequently regarded as monotonous and less engaging due to intricate content, teacher-centered delivery, rote memorization practices, and limited contextual presentation. These factors contribute to students’ diminished interest in learning SKI. Consequently, innovative pedagogical approaches are necessary to make learning more meaningful and captivating. This research employed a Systematic Literature Review (SLR) by analyzing twenty articles published between 2019 and 2025 sourced from Google Scholar, Scopus, and SINTA databases. Articles were selected based on inclusion and exclusion criteria pertinent to storytelling methodologies, SKI learning, and students’ learning interests. The chosen studies were analyzed thematically to identify key findings and emerging research trends. The review identified three primary findings: (1) storytelling enhances students’ attention and emotional engagement, (2) storytelling facilitates a contextual and meaningful comprehension of historical content, and (3) its effectiveness is contingent upon teachers’ pedagogical competence, media support, and integration with other learning strategies. In summary, storytelling presents a promising approach for boosting students’ interest in learning SKI and elevating the quality of history education.
Integration Of Pjbl-Stem And Virtual Laboratory: A Strategy To Improve Critical Thinking Skills Of Prospective Elementary School Teachers Fajri Basam; Hartono Bancong
Celebes Journal of Elementary Education Vol. 4 No. 1 (2026): Celebes Journal of Elementary Education : Juni (2026)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated the effectiveness of integrating Project-Based Learning in Science, Technology, Engineering, and Mathematics (PjBL-STEM) with a virtual laboratory in enhancing the critical thinking skills of prospective elementary school teachers in physics-oriented science learning. The study employed a pre-experimental one-group pretest–posttest design involving 112 students from the Madrasah Ibtidaiyah Teacher Education Study Program at Universitas Islam Negeri Alauddin Makassar. Participants were selected through total sampling across three classes. Data were collected using a 10-item essay-based critical thinking test covering interpretation, analysis, and conclusion-drawing skills. The instrument demonstrated satisfactory validity (Aiken’s V ≥ 0.80) and reliability (Cronbach’s α ≥ 0.70). Data were analyzed using descriptive statistics and Hake’s normalized gain (N-Gain). The results showed substantial improvement in students’ critical thinking skills. While all participants were initially categorized as poor, posttest results indicated that 25% achieved excellent, 70% good, 2% fair, and only 4% remained poor. The mean N-Gain was 0.75, indicating a high level of improvement. High gains were also observed across all indicators: interpretation (0.77), analysis (0.71), and conclusion drawing (0.76). These findings suggest that PjBL-STEM integrated with virtual laboratories effectively promotes critical thinking and supports the development of 21st-century competencies among prospective elementary teachers.
Evaluating the Effectiveness of the KP4 Model for School Governance Quality Improvement: The Role of School Management and Community Participation in 3T Regions Aslam; Nurafni; Syahrial Syah; Fitri Alyani; Hella Jusra; Evy Segarawati Ampry; Diki Rukmana
Celebes Journal of Elementary Education Vol. 4 No. 1 (2026): Celebes Journal of Elementary Education : Juni (2026)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/cjee.v4i1.6367

Abstract

This study examines the effectiveness of the KP4 model comprising participative leadership, collaborative planning, inclusive organization, and community based monitoring and evaluation in improving school governance in a 3T (underdeveloped, frontier, and outermost) context. Employing a mixed methods approach Quantitative data were analyzed using descriptive statistics, followed by qualitative analysis to explain the statistical trends. Integration was conducted through connecting and merging procedures, where interview findings were used to interpret and validate quantitative results, the study integrates quantitative data from 30 respondents with qualitative insights from in depth interviews involving eight key informants, including school leaders, teachers, administrative staff, and community representatives. Quantitative findings reveal an overall mean score of 3.957, indicating that the implementation of the KP4 model is effective and approaches a “very good” level. The strongest dimensions are collaborative planning and participative leadership, which significantly enhance stakeholder engagement and organizational coherence. Qualitative findings further confirm that the model fosters shared responsibility, strengthens school–community collaboration, and promotes a transparent and inclusive organizational culture. However, the monitoring and evaluation dimension remains relatively underdeveloped, particularly in terms of data-driven and technology-supported practices. The study contributes to the literature by proposing an integrative governance model that aligns leadership, organizational processes, and community participation, particularly in resource constrained educational settings. The findings suggest that the KP4 model can serve as a scalable framework for improving school quality, although further development of digital based evaluation systems is necessary to ensure sustainability.

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