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Bima Journal of Elementary Education
Published by STKIP Taman Siswa Bima
ISSN : -     EISSN : 29872421     DOI : https://doi.org/10.37630/bijee
Core Subject : Education,
Education
Bima Journal of Elementary Education covers the levels of SD (Elementary School), SMP (Junior High School), Elementary School Teacher Education, and Elementary Education with subjects in Indonesian Language, Mathematics, Natural Sciences (Natural Science), IPS (Science) Social Sciences), Civics (Citizenship Education), Physical and Health Education, and Arts and Culture. The scope or scope of Bima Journal of Elementary Education includes: "Learning Strategies, Curriculum Development, Educational Evaluation, Use of Technology in Education, Education Inclusiveness, Educational Psychology, Teacher Professional Development, and Education Management
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 66 Documents
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Pengaruh Mindfulness-Based Learning Terhadap Fleksibilitas dalam memecahkan masalah Matematika di Sekolah Dasar Saleh, Sitti Fithriani; Mutmainnah, Mutmainnah; Dwidelia, Nurfidhea; Azzahra, Rachel Aura
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2648

Abstract

The background of this research is based on the urgency to increase flexibility of thinking in solving mathematical problems at the Elementary School level. This study aims to examine the effect of Mindfulness-Based Learning (MBL) on students' flexibility of thinking in solving mathematics problems in elementary school. The research design used was quasi-experimental with a pretest-posttest non-equivalent control group design. The research sample consisted of 60 fourth and fifth grade students who were divided into two groups: an experimental group that participated in mindfulness-based learning and a control group that participated in conventional learning. Data were collected through a mathematical thinking flexibility test, a mindfulness questionnaire, and classroom observations. The results showed that the experimental group experienced a significant increase in thinking flexibility, with a higher average posttest score (85.767) than the control group (69.733), with a p-value < 0.001. The application of Mindfulness-Based Learning is proven to be effective in improving students' ability to move between various mathematical problem-solving strategies, as well as increasing awareness and focus in the problem-solving process. These findings indicate that mindfulness intervention can be an effective approach to increasing flexibility of thinking in primary school, especially in mathematics learning.
Pengaruh Model Inquiry-Based Learning Berbasis Etnosains Rumah Lengge terhadap Kemampuan Berpikir Logis Siswa Sekolah Dasar Asriyadin, Asriyadin; Fuadi, Muhammad; Ibnusaputra, M.; Anwar, Khairil
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2652

Abstract

This study aims to analyze the effect of the Inquiry-Based Learning (IBL) model integrated with Rumah Lengge ethnoscience on elementary school students’ logical thinking skills. The background of this research is rooted in the low level of students’ logical reasoning abilities, which are still dominated by conventional teaching methods that lack contextual relevance and fail to stimulate scientific reasoning. This quantitative study employed a one-group pretest-posttest design involving one experimental class of 25 fifth-grade students in Wawo District, Bima Regency. The research instrument consisted of a logical thinking skills test based on Ennis' (1996) indicators, comprising 10 multiple-choice items with reasoning. Data were analyzed using a paired sample t-test to examine significant differences between pretest and posttest scores. The results indicated a notable increase in the average score from 61.7 to 71.6, with a statistically significant difference (t = -28.4; p < 0.001). The normality test on the residuals confirmed that the data met the requirements for parametric analysis. These findings demonstrate that the IBL model based on Rumah Lengge ethnoscience is effective in enhancing students’ logical thinking skills by integrating scientific inquiry processes with relevant and meaningful local cultural contexts. The implication of this study suggests that locally contextualized inquiry-based approaches can serve as a strategic alternative to improve the quality of science education in elementary schools.
Pengaruh Model Challenge-Based Learning Berbantuan GeoGebra terhadap Kemampuan Berpikir Kritis dalam Menganalisis Informasi Siswa Sekolah Dasar Kurniati, Nurdiyah; Arafah, Andi Asrafiani
Bima Journal of Elementary Education Vol. 3 No. 1 (2025): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v3i1.2667

Abstract

The background of this research is based on the urgency of transforming basic education to prepare students to face the challenges of the 21st century digital era. This study aims to examine the effect of the Challenge-Based Learning model assisted by the GeoGebra application on elementary school students' critical thinking skills in analyzing information. The focus of the research lies in strengthening higher-order thinking skills through challenge-based instruction supported by visual technology. The research employed a quasi-experimental method with a one-group pretest-posttest design, without a control group. The sample consisted of 25 fifth-grade students from a public elementary school in Samarinda, selected using purposive sampling. The research subjects were students who received mathematics instruction through a challenge-based approach integrated with digital exploration via GeoGebra. The instrument used was an essay test developed based on indicators of critical thinking skills in mathematical contexts. Data were analyzed using descriptive and inferential statistics, with a paired sample t-test applied to assess the score differences before and after the intervention. The results revealed a significant improvement in students' critical thinking abilities, with posttest scores consistently higher than pretest scores. Inferential analysis yielded a significance value that confirmed a meaningful difference as a result of the treatment. The study concludes that the application of the Challenge-Based Learning model supported by GeoGebra is effective in fostering students’ analytical and critical reasoning skills. Further research is recommended to investigate the model’s effectiveness in other subjects, educational levels, or over a longer duration to broaden its impact in educational practice
Tren, Dampak, dan Tantangan Implementasi Artificial Intelligence dalam Pendidikan Dasar di Indonesia: A Systematic Literature Review Mohamad Azhar Annawa UBM; Wulan Feronika Maharani; Lathif Abdul Razaq
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4262

Abstract

Low literacy and numeracy achievement, along with disparities in the quality of learning in Indonesia, necessitate adaptive technological innovations, one of which is the use of artificial intelligence (AI) in primary education. This study aims to map the forms and trends of AI implementation, analyze its impact on learning, and identify challenges and supporting factors at the primary education level (SD/MI). This study employed a Systematic Literature Review (SLR) approach following the PRISMA 2020 protocol, examining 153 accredited primary education journals (SINTA 1–6) published between 2022 and 2026, of which 16 articles met the inclusion criteria, with data analyzed through thematic coding and descriptive analysis. The results indicate that AI implementation remains at an early stage and is predominantly focused on the development of AI-based teaching media and instructional materials, while the use of adaptive platforms and pedagogical integration remains limited, with emerging trends including personalized learning, the strengthening of literacy and STEM, as well as the incorporation of local contexts. AI implementation has a positive impact on learning outcomes, cognitive skills, motivation, student engagement, as well as learning efficiency and teacher planning, although these effects may be influenced by the novelty effect. Key challenges include infrastructure limitations, teachers’ digital competencies, access disparities, and ethical concerns, while major supporting factors include school leadership and the flexibility of the Merdeka Curriculum. The limitations of this study lie in the limited number of studies and the predominance of descriptive research designs; therefore, future research is recommended to employ more rigorous designs and a broader scope.
The Effectiveness of Artificial Intelligence-Assisted Problem-Based Learning Model to Improve Elementary School Students' Mathematical Representation Processing Ability Frida Destini; Ulwan Syafridin; Rizky Drupadi
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4351

Abstract

Mathematical representation processing ability constitutes a foundational cognitive competency for elementary students, yet persistent deficits in this domain across Indonesian schools call for innovative, evidence-based instructional solutions. This study examines the effectiveness of an Artificial Intelligence-Assisted Problem-Based Learning (AI-PBL) model in improving mathematical representation processing ability among fifth-grade elementary school students in Lampung Province. Employing a quasi-experimental Non-Equivalent Control Group Design, 60 students from a single elementary school in Lampung were assigned to an experimental class (n=30, receiving AI-PBL) and a control class (n=30, receiving conventional instruction). Data were collected via a validated 10-item representation test and analyzed using the Shapiro-Wilk normality test, Levene's homogeneity test, independent samples t-test, normalized N-Gain, and Cohen's d effect size. The experimental class achieved a posttest mean of 80.07 (pretest: 52.43), while the control class reached 64.90 (pretest: 52.23). The independent t-test yielded t=6.317 (p<0.001), confirming a statistically significant difference. Mean N-Gain was 0.597 (moderate) for the experimental class versus 0.275 (low) for the control, with Cohen's d=1.631 indicating a very large effect. These findings confirm that AI-PBL is highly effective in developing elementary students' mathematical representation processing ability, contributing a replicable, AI-integrated pedagogical model for primary mathematics education.
Integrating Large Language Model as an Adaptive Reading Assistant to Enhance Reading Literacy among Fifth-Grade Elementary School Students in Indonesia Isna Muhammad Fathoni; Sarifatul Adawiyah; Raka Firman Baskara Permana; Ilham Jaya
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4380

Abstract

Reading literacy is a fundamental competency determining academic success, yet Indonesian elementary students rank 71st out of 81 countries in PISA 2022. This study examined the integration of Large Language Models (LLMs) as adaptive reading assistants to enhance elementary students' reading literacy through three objectives: (1) developing an LLM-based adaptive reading assistant prototype; (2) measuring its effectiveness; and (3) exploring students' learning experiences. An explanatory sequential mixed-method design with a quasi-experimental nonequivalent control group involved 72 fifth-grade students from two public elementary schools in Bekasi (experimental n=36; control n=36). Data were collected through a PIRLS-adapted reading literacy test, classroom observations, and semi-structured interviews. Quantitative data were analyzed using ANCOVA with partial eta squared (η²ₚ) as the effect size estimator; qualitative data underwent reflexive thematic analysis. Results: (1) The prototype successfully delivered adaptive questioning, scaffolding, and Socratic dialogue; (2) the experimental group exhibited significantly higher gains (M=23.45) than the control group (M=9.82), F(1,69)=50.21, p<0.001, η²ₚ=0.42, 95% CI [10.97, 16.29], Cohen's d=1.42; and (3) students reported increased engagement, confidence, and self-regulated learning. This study is the first to operationalise cognitive apprenticeship principles in an Indonesian-language LLM prompt designed for elementary readers, combining a quasi-experimental evaluation with ethical safeguards for minors. LLM integration is an effective pedagogical strategy when complemented by teacher mediation.

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