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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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Specific Learning Disorder in Elementary School Students: A Systematic Review Dewi Kapita Sari; Antonius Totok Priyadi; Siti Halidjah
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.v4i1.6382

Abstract

Specific Learning Disorder (SLD) is a neurocognitive disorder affecting 5–15% of elementary students, with dyslexia being the most prevalent form, particularly in boys. This systematic review, following PRISMA guidelines, synthesized 22 articles from PubMed and Scopus to examine SLD prevalence, influencing factors, comorbidities, and effective interventions. Key findings indicate SLD stems from deficits in executive function, working memory, genetic factors, and maladaptive learning environments. Children with SLD face high risks of comorbidities like anxiety (21%), depression (28%), ADHD (28%), and behavioral disorders (22%). Effective interventions identified include cognitive rehabilitation, multisensory teaching methods, and specific technological approaches: eye-tracking applications for early dyslexia screening (e.g., tablet-based tools achieving 84,62% accuracy), the Lexia® Core5® reading edtech program improving academic outcomes, and NAO robots showing efficacy comparable to standard human tutoring. The review concludes that early screening, holistic interventions combining cognitive and technological strategies, and robust family-teacher collaboration are vital for optimizing the academic and psychological well-being of children with SLD. This synthesis provides an evidence-based foundation for policymakers, educators, and researchers designing targeted support systems.
Effectiveness of Prophetic Education in Reducing Stereotypical Behavior and Suspicion among Early Childhood Learners Mubiar Agustin; Asep Deni Gustiana; Idat Muqodas; Aam Imaddudin; Yoga Adi Pratama
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.v4i1.6472

Abstract

This study investigates the effectiveness of the Prophetic Education Program in reducing stereotypical behavior and suspicion in early childhood while exploring its impact on strengthening sustainable education in Indonesia. Grounded in the concept of Prophetic Education, which integrates the values of the Prophet Muhammad through four approaches: structural, formal, mechanical, and organic, this study aligns with Sustainable Development Goal 4, which promotes inclusive and quality education. Using a quasi-experimental design, the study involved 340 early childhood students divided into experimental and control groups, with the experimental group participating in the Prophetic Education Program. Data were collected using questionnaires administered with teacher assistance and analyzed using an independent samples t-test to measure behavioral differences between groups. The test confirmed a statistically significant difference between groups (t = [nilai t], p < 0.001, M experimental = 1.84, M control = 2.39). In the experimental group, 91.18% of children never exhibited stereotypical behavior and 92.94% never showed suspicion, compared to 77.06% and 82.35% in the control group. These findings highlight the role of value-based education in promoting inclusivity and moral development. The study offers practical implications for early childhood education, demonstrating how Prophetic Education can be integrated into the curriculum to create inclusive, sustainable learning environments. Moreover, it provides valuable insights for educators and policymakers on the importance of Islamic value-based interventions in achieving SDGs. The study's originality lies in its innovative integration of prophetic values with sustainable development principles.
Exploring The Role Of Teacher Leaders In The Implementation Of The Independent Curriculum Nur Hakim; Ari Susetiyo; Riska Latifatul Husna
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.v4i1.6519

Abstract

The implementation of the Merdeka curriculum at several educational institutions continues to encounter various challenges. These include teachers focusing solely on instruction without sufficiently addressing students' overall development, a limited understanding of the Merdeka curriculum concept, continued dependence on traditional teaching methods, minimal use of information technology, and difficulties in applying differentiated learning strategies. In this context, having a teacher leader is crucial as both an instructional leader and a change agent dedicated to advancing educational reform. SD Negeri 2 Kampungbaru is among the schools actively implementing the Merdeka curriculum, where the teacher leader plays a central role in driving change. This study investigates: (1) the role of the teacher leader in implementing the Merdeka curriculum at SD Negeri 2 Kampungbaru, and (2) how their role is evaluated during the process. Employing a qualitative descriptive approach, data was gathered through observations, interviews, and documentation. Participants included the principal, homeroom teachers, students, and the teacher leader directly involved in curriculum implementation. Data analysis consisted of three steps: data reduction, data display, and conclusion drawing, providing a comprehensive understanding of participants’ experiences. Results show that the teacher leader at SD Negeri 2 Kampungbaru fulfills five main roles: instructional leader, learning community facilitator, teacher mentor, discussion and collaboration facilitator, and student leadership developer. Feedback from the principal, teachers, students, and the teacher leader indicates these roles are effectively performed, leading to enhanced learning quality, stronger character development among students, and increased collaboration within the school.
SIAGA in Deep Learning Curriculum Design: Instructional Differentiation Strategies to Detect Early Reading Ability Gusti Ayu Putu Sukma Trisna; Ni Ketut Desia Tristiantari; ⁠I Komang Budi Mas Aryawan
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.v4i1.6547

Abstract

The low initial reading ability of students in Bali is often due to uniform teaching and a lack of early detection of individual learning disabilities. This study aims to develop and test the effectiveness of a Deep Learning-based SIAGA (Early Reading Disorder Identification System) application to support instructional differentiation strategies. By using the Rapid Application Development (RAD) method. The research population is elementary and secondary school students in Buleleng Regency, Bali, and the research sample was taken by a purposive sampling technique. The data analysis technique is to measure the average results of UEQ, benchmarks, and comparative test results. The results of the test on 100 teachers showed that SIAGA had an identification accuracy rate of 96%, far exceeding the manual method, which only reached 42%. In terms of usability, this application obtained a System Usability Scale (SUS) score of 82.35 (categorized as Excellent) and an evaluation of the User Experience Questionnaire (UEQ), which shows excellence in terms of efficiency and novelty. This study concluded that SIAGA was effective in reducing identification time from 47.2 minutes to 14.6 minutes per 10 students, while providing an accurate data foundation for teachers to implement differentiated and targeted learning interventions to detect students' early reading ability.
The Effect Of Audiovisual Learning Media On Elementary Students’ Understanding Of Least Common Multiple And Greatest Common Divisor Puji Astuti; Muhajir; Nuril Huda
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.v4i1.6553

Abstract

The research aims to analyze the effects of audiovisual media on sixth-grade students' learning about LCM & GCF in UPTD SDN Gili Barat Elementary School, Kamal District. This research utilized a quantitative methodology employing a nonequivalent control group quasi-experimental design. The study population consisted of 275 students, from which a sample of 40 was selected, including 20 students in the control group and the other 20 in the experimental group. To determine people's understanding of both LCM and GCF, we administered multiple-choice examinations consisting of 10 questions each. The data were analyzed using an independent samples t-test and MANOVA. The control group achieved an average LCM understanding score of 57.50, whereas the experimental group scored slightly higher at 57.75. Statistical analysis using an independent t-test indicated a significant difference between the groups (p < 0.05), indicating that audiovisual media had a statistically significant and large effect on LCM comprehension. The mean score of GCF understanding in the control group was 57.50, while the experimental group obtained a mean score of 57.75. Although the difference between the two groups was relatively small, the MANOVA test indicated a statistically significant effect with a significance value of 0.021. In addition, the analysis reported a target significance level of 0.018 and an observed power of 1.000. This implies that audiovisual media impacted the students' understanding of the LCM and GCF systematically. The use of audiovisual media was thus effective in making students understand abstract ideas in arithmetic by using more concrete and immersive audiovisual experiences.
The Effect Of The Show-and-Tell Learning Model On First-Grade Elementary School Students’ Interest In Learning And Speaking Skills Ratna Juita; Sucipto; Muhajir
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.v4i1.6554

Abstract

Learning the Indonesian language in elementary education is crucial for enhancing students' communication abilities, motivating them to learn, and improving their speaking skills. This research aimed to investigate the influence of the Show-and-Tell educational model on first-grade students' interest in learning and their speaking proficiency at UPTD SDN Kemayoran 1 Bangkalan. A quantitative experimental approach was utilized, which included both control and experimental groups. Data collection was carried out using observation checklists and performance evaluations, then analyzed with an independent samples t-test and MANOVA. Results indicated that the students who experienced the Show-and-Tell approach had higher average scores in their learning interest (M = 23.97) than those in the traditional model (M = 15.21), revealing a notable difference (p < 0.001). Likewise, the experimental group demonstrated superior speaking abilities (M = 15.56) compared to the control group (M = 7.50), also indicating significant differences (p < 0.001). The results from MANOVA also confirmed that the Show-and-Tell approach had a significant impact on both learning interest and speaking skills together. To sum up, the Show-and-Tell educational model can serve as an effective strategy focused on students to enhance their motivation and communication skills in primary education. Future research is encouraged to include more participants and a longer duration of intervention
Effectiveness of Problem-Based Learning in Improving Elementary Students' Mathematics Achievement Mei Kalimatusyaro; Vivi Afbriani; Zuni Humairoh; Fitrotin Hasanah
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.v4i1.6621

Abstract

The low mathematics achievement of elementary school students remains a common problem in learning. Although the Problem-Based Learning (PBL) model has been widely studied at the secondary education level, studies on its effectiveness in mathematics learning at the Madrasah Ibtidaiyah level are still relatively limited. Therefore, this study was conducted to analyze the implementation and effectiveness of the Problem-Based Learning (PBL) model in improving the mathematics achievement of fourth-grade students at Madrasah Ibtidaiyah Hidayatul Ulum Tempel Krian Sidoarjo. The study used a quantitative approach with an experimental design involving 48 students, consisting of 24 students in the experimental class and 24 students in the control class. Data were collected through observation, tests, and documentation, then analyzed using Analysis of Covariance (ANCOVA). The results showed that the implementation of the PBL model had a significant effect on students' mathematics learning achievement, with a significance value of <0.001. The average posttest score of the experimental class was 82.08, higher than the control class's 65.83. The normalized gain value of 0.62 indicates a moderate improvement in learning outcomes. Furthermore, the ANCOVA results yielded a Partial Eta Squared value of 0.279, indicating that the PBL model had a 27.9% effect on the variation in students' mathematics learning achievement, falling within the moderate to large effect category. These findings confirm that PBL is effective in improving mathematics learning outcomes while simultaneously fostering students' critical thinking and problem-solving skills. The implication of this study is that the PBL model can be used as an effective alternative learning strategy for Madrasah Ibtidaiyah teachers to improve the quality of student-centered mathematics learning.
The Role of Teachers in Implementing Local Wisdom-Based Learning in Elementary Schools in Makassar Dyan Paramitha Darmayanti; Nurlela; Salwia; Darman Manda
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.v4i1.6646

Abstract

Basic education plays a crucial role in shaping students’ character and cultural identity, including through learning based on local wisdom. In this context, teachers occupy a central position as agents who bridge the curriculum with the cultural values that thrive in students’ communities. This study aims to examine the role of teachers in implementing local wisdom-based learning in elementary schools in Makassar City, covering teachers’ understanding of local wisdom, the forms of integration in learning, the challenges they face, and the impact on students. The study employs a qualitative case study design at SD Muhammadiyah Perumnas and UPT SPF SD Inpres Cilallang. Data were collected through in-depth interviews with teachers and school principals, classroom observations, and analysis of learning documents, and were analyzed using thematic analysis with triangulation of sources and techniques to ensure data validity. The research findings indicate that teachers at both schools possess a fairly good understanding of Bugis–Makassar cultural values such as tabe', Siri' na Pacce, and gotong royong, and actively integrate them into various subjects such as Pancasila Education, Civic Education, and Cultural Arts, through an integrative thematic and values-based approach. The forms of integration implemented by teachers include teaching the traditional Mappadendang dance, folk tales, the use of the local language, and instilling the value of tabe' in daily interactions. In carrying out their roles, teachers face three main challenges: limited resources and facilities, low parental support, and the absence of clear policy guidelines. Nevertheless, teachers' role in local wisdom-based learning has a positive impact, evidenced by increased student politeness and a growing sense of pride in local culture. This study concludes that optimizing teachers' roles requires a harmonious educational ecosystem encompassing schools, families, and policy.
Generative AI as an Agent of Knowledge Socialization among Elementary School Students Darman Manda; Dyan Paramitha Darmayanti; Iqbal Arifin; Ramdani Sidik
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.v4i1.6654

Abstract

Generative artificial intelligence (Generative AI) such as ChatGPT, Gemini, and Meta AI is increasingly present in the lives of elementary school students, both through direct access and through various digital applications commonly used by families. Discussions of this phenomenon have so far been dominated by pedagogical and technological perspectives that view AI as a learning tool, while the social and cultural dimensions of children's interaction with AI have received relatively little attention. This study aims to examine the role of generative AI as an agent of knowledge socialization among elementary school students from a digital anthropology perspective. The method used is library research, with a narrative literature review of various sources published between 2020 and 2026, complemented by several foundational theoretical works as conceptual grounding. The findings show that generative AI cannot be understood merely as a technological tool. Its dialogic and personal mode of interaction leads children to perceive AI as a human-like figure and to position it as an authoritative source of knowledge. This condition enables AI to act as an agent of knowledge socialization, helping shape how children acquire, interpret, and internalize knowledge. The study also shows that the knowledge transmitted by AI is not neutral, as it is shaped by specific data, languages, and perspectives that do not always reflect the diversity of Indonesian culture. Based on these findings, the study proposes the concept of cultural-digital literacy as a framework to help children understand AI more critically, while preserving space for cultural diversity in the process of knowledge socialization in the digital era.
Development and Validation of an AI-TPACK Instrument for Pre-Service Elementary Teachers in Mathematics Learning ERNAWATI ERNAWATI; Muh Alka
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.v4i1.6503

Abstract

This study aims to develop and validate an AI-TPACK instrument for pre-service primary school teachers in mathematics learning. The research employed a Research and Development (R&D) design using the 4D model, consisting of define, design, develop, and disseminate stages. The participants were students of the Primary School Teacher Education Program who had taken mathematics learning courses. Data were collected through expert validation forms and instrument trial questionnaires, and were analyzed using content validity, construct validity, reliability testing, and item analysis. The findings indicated that the developed AI-TPACK instrument demonstrated good content validity, adequate construct validity (KMO = 0.86; factor-loading range = 0.54–0.83) , and high reliability (Cronbach’s alpha = 0.92). The instrument is considered feasible for measuring pre-service primary school teachers’ competence in integrating artificial intelligence, pedagogy, technology, and mathematical content in instructional practices. Therefore, the instrument may serve as a valid and reliable tool for research and instructional evaluation in strengthening teacher competencies in the digital era

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