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Proceedings Series of Educational Studies
Published by Universitas Negeri Malang
ISSN : -     EISSN : 29872448     DOI : 10.17977
Core Subject : Education,
Education
The proceedings series Proceedings of Educational Study Seriesaims to publish proceedings from conferences on the theories and methods in fields of education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 754 Documents
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STAD-Type Cooperative Learning in Ipas: A Qualitative Study of Third-Year Pupils’ Engagement and Understanding Dhiya Nasywa; Surayanah Surayanah; Martha Eka Ayu Pratiwi; Nezhatian Adi Firmansyah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Abstract

The teaching of Natural and Social Sciences (IPAS) in primary schools requires teaching strategies that provide opportunities for pupils to participate actively whilst supporting their understanding of the subject matter. This study aims to describe the implementation of the Student Teams Achievement Divisions (STAD) cooperative learning method and its contribution to fostering active participation and understanding of IPAS among Year 3 primary school pupils. The study employed a qualitative approach with a descriptive design. Data were collected through observation, interviews and documentation, involving Year 3 teachers and pupils as research informants. Data validity was checked through triangulation of sources and techniques, whilst data analysis was carried out through the stages of data reduction, data presentation and drawing conclusions. The results of the study indicate that the STAD cooperative learning method was implemented through the presentation of material, the formation of heterogeneous groups, group discussion and collaboration activities, the presentation of discussion outcomes, individual assessment, and the awarding of recognition. The application of STAD provided space for pupils to engage in discussion, express their opinions, collaborate, and help one another in understanding the material. Interaction amongst pupils during group activities also supports the process of clarifying and reinforcing their understanding of the IPAS material. Pupils demonstrated positive responses and a high level of engagement whilst participating in group learning activities. Consequently, the STAD cooperative learning approach can serve as an alternative learning strategy that fosters pupil activity, interaction and understanding in IPAS learning at primary school level.
The Development of QR Code-Based Big Book Media to Foster Reading Interest Among Second-Grade Elementary School Students Ikhwan Ardhiansyah; Rika Mellyaning Khoiriya
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Abstract

This study was motivated by the low reading interest among second-grade students at SDN 1 Gedog Wetan, which was attributed to reading materials dominated by small text and minimal illustrations, making them unsuitable for the visual needs of students in the early reading phase. The objectives of this study were to develop a QR Code-based Big Book medium tailored to the students’ characteristics and to determine its feasibility and appeal in fostering reading interest. This study employed the Research and Development (R&D) method using the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development model. Data collection was conducted through interviews, observations, and questionnaires involving subject matter experts, media experts, classroom teachers, and 24 students as test subjects. The results indicate that the Big Book titled "Flying with Wira" is highly suitable for use, with an average validation rate of 93.75%, comprising a 92.5% rating from subject matter experts and a 95% rating from media experts. In the appeal test, this product fell into the "very appealing" category, with a teacher response rate of 94% and a student response rate of 92%. It can be concluded that the development of a QR Code-based Big Book has proven to be feasible and effective in creating an enjoyable reading experience while fostering students’ interest in reading.
Early Reading In Elementary Schools: A Bibliomrtric Analysis (1977-2026) Suci Noor Rahmawaty
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Abstract

Early reading is a critical foundation for a child's academic development; however, a comprehensive mapping of global research progress in this field remains limited. This study aims to analyze trends and patterns in early reading research in elementary schools using a bibliometric approach spanning 1977–2026. Data were retrieved from the Scopus database using the search string "Early Reading" OR "beginning reading" AND "elementary school" OR "primary school". After applying inclusion and exclusion criteria, 188 articles were selected for analysis. The analysis was conducted in Microsoft Excel and VOSviewer to visualize keyword networks, author collaborations, and citation maps. The results indicate that this field is growing at an average annual rate of 2.87%, with publication peaks in 2018 and 2021. The United States dominates global contributions to publications, and Florida State University is the most productive institution. Keyword analysis identified five thematic clusters: core literacy, school and family contexts, vocabulary and bilingualism, intervention and synthetic phonics, and genetics and reading difficulties. These findings confirm that early reading research is multidisciplinary and continuously evolving, with "reading" and "early reading" serving as the primary connecting hubs across clusters. This study is expected to serve as a reference for researchers, educators, and policymakers seeking to understand the developmental trajectory of early reading knowledge.
Long-Term Projection of Teacher Needs in Facing Curriculum Dynamics and Educational Policies at SMA Negeri 2 Kota Batu Brigittha Annebel Putri Rachael Simatupang; Asep Sunandar; Nudia Qurin Maharani Azzahra; Hayuning Tyas Hapsari; Inaca Ainulloh Azizah; Amarsya Windy Nurdiana
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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This study aims to analyze the long-term projection of teacher needs in public schools in response to curriculum dynamics and changes in education policy. This study employs a qualitative descriptive approach, with data collected through interviews and document analysis at SMA Negeri 2 Kota Batu. The data were analyzed using thematic analysis to identify patterns in teacher demand as well as constraints in human resource planning. The findings indicate that long-term teacher needs are influenced by several key factors, including high teacher retirement rates, changes in curriculum structure, and the mapping of students’ interests and abilities. On the other hand, centralized government policies in teacher recruitment limit school autonomy, causing schools to rely heavily on the local education office, which tends to respond slowly and provides minimal feedback. Curriculum changes also lead to shifts in teacher demand across certain subjects, resulting in an imbalance in the distribution of teaching staff. This study highlights the gap between human resource planning at the school level and the implementation of centralized policies. The novelty of this research lies in emphasizing the importance of adaptive and flexible long-term planning strategies to align institutional needs with the realities of education policy.
Project-Based Learning and Student Involvement in Elementary School Science Learning: Systematic Literature Review Cindy Aprilia Angelina; Candra Utama
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Student involvement is an important factor in the success of IPAS learning in elementary school. This study aims to synthesize the implications of Project-Based Learning (PjBL) on the behavioral, emotional, cognitive, and social involvement of students in elementary school/science learning. The study was conducted using the Systematic Literature Review referring to PRISMA 2020. Articles were searched on Google Scholar, ERIC, DOAJ, and ScienceDirect for the 2024-2025 publication range using the keywords project-based learning, student engagement, student engagement, IPAS learning, and SLR. After the identification, screening, eligibility, and inclusion process, the results of 12 studies were analyzed thematically. The results of the synthesis showed that PjBL tended to increase active participation, motivation, collaboration, creativity, critical thinking, and concept understanding, especially when the project was contextual and supported by scaffolding teachers. However, the findings need to be read carefully due to variations in research design, engagement instruments, and implementation contexts. This study provides implications for teachers to design a structured IPAS project that is structured, collaborative, and according to the development of elementary school students.
Implementation of Character Education for Grade IV Students of SDN Jatinom 01 From The Perspective of Three Centers of Education Rifatul Mahfida; Surayanah Surayanah; Afina Nilna Muna; Cherin Denis Fera Cantika
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Character education is an important part of elementary education whose implementation is not only the responsibility of schools but also requires collaboration with families and the community as part of the Three Centers of Education (Tripusat Pendidikan). This study aims to describe the implementation of character education for fourth-grade students at SDN Jatinom 01 from the perspective of the Three Centers of Education and to identify the connections and challenges encountered in its implementation. The study employed a qualitative descriptive case study approach. Data were collected through observation, interviews with the fourth-grade homeroom teacher, and documentation of character education activities. Data were analyzed using an interactive model involving data reduction, data presentation, and conclusion drawing, while validity was ensured through technical triangulation. The results indicate that character education was implemented through the integration of character values into learning, daily habits, teacher role modeling, collaborative activities, and student responsibilities. The character values developed include religiosity, responsibility, honesty, cooperation, discipline, and environmental awareness. School– family connections were established through communication between teachers and parents via WhatsApp groups and face-to-face meetings to support students’ academic and behavioral development. However, the continuity of character education between school and home remains challenging because school practices are not consistently reinforced within families. Community involvement in character education has also not been fully optimized. The findings indicate that character education has been integrated into various school activities, but stronger collaboration among schools, families, and the community is needed to ensure consistent character development across students’ different learning environments.
Changes In Pupils’ Behaviour Through Character-Building Programmes In Primary Schools: An Analysis of Discipline, Responsibility, Religiosity and Politeness Dhiya Nasywa; Surayanah Surayanah
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Abstract

The development of character in primary school pupils requires an ongoing process through consistent experiences and habit-forming activities. Character-building programmes are one of the strategies schools use to help pupils internalise positive values so that these develop into part of their everyday behaviour. This study aims to describe the implementation of character-building programmes and to analyse changes in pupils’ behaviour in terms of discipline, responsibility, religious devotion and politeness. The study employed a descriptive qualitative approach and was conducted at the Sawentar 04 State Primary School. Data were collected through observation, interviews with the headteacher and class teachers, and documentation. Data analysis was carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that the character- building programme was implemented through ‘Pagi Ceria’ (Cheerful Mornings), religious practices, line-up activities, class contracts, the practice of asking for permission, cleanliness activities, the awarding of rewards and educational consequences, as well as character- based extracurricular activities. The consistent implementation of the programme demonstrated positive developments in pupils’ behaviour. A transformation in discipline was evident in the increased orderliness of pupils in participating in school activities and adhering to rules. A sense of responsibility developed through an awareness of completing tasks, looking after personal belongings, and maintaining a clean environment. Religious devotion was strengthened through the habit of praying and participating in religious activities, whilst politeness developed through the habit of greeting others, asking for permission, using polite language, and respecting teachers and peers. The research findings indicate that the transformation of pupils’ behaviour occurs gradually through a process of habit formation, role modelling, reinforcement, supervision and environmental support. Thus, a character- building programme implemented consistently can serve as a strategy for reinforcing positive behaviour among primary school pupils.
Implementation of Office Management to Support the Creation of a Conducive Working Environment in Public Sector Organisations Khoiriyah Riska Anggraeni; Raden Bambang Sumarsono; Nazwa Az Zahra; Nazwa Niken Pratiwi; Lailatul Fitriyah; Marwah Shafa Syahida
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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This study aims to analyze the implementation of office management in supporting the creation of a conducive work environment in public sector agencies. The research approach used is qualitative, employing a case study design. Data collection was conducted through interviews, observations, and documentation involving employees in the program development division of the East Java Provincial Education Office. Data analysis was conducted using reflexive thematic analysis, which involves the processes of coding, theme development, and iterative data interpretation to gain an in-depth understanding of the phenomenon under study. The research results indicate that office management has generally been implemented effectively, as evidenced by a clear division of tasks, flexible coordination and communication, adherence to work rules, effective leadership, and the availability of adequate work facilities. Nevertheless, challenges remain in the areas of coordination and cooperation among employees, which have not yet been fully standardized. This study concludes that the creation of a conducive work environment is influenced not only by the organization’s formal systems but also by the quality of interpersonal relationships among employees. Therefore, strengthening communication, coordination, and cooperation is a key factor in improving the effectiveness of office management in public sector agencies.
The Effectiveness of Wayground Digital Quiz in Teaching Statistics for Grade 3 Students: A Case Study at MI Al Ikhlas Parakan Kauman Temanggung and SD Negeri Sukomulyo Sleman Yoga Dwi Prada; Maria Sri Mulati
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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Abstract

Traditional methods in basic statistics learning often lead to low student engagement and difficulty understanding concepts, especially at the elementary school level. This study aims to test the effectiveness of the use of Quiz Digital Wayground, a gamification based learning platform, on the statistics learning outcomes of third grade elementary school students. Using a quantitative approach with a quasi experimental non-equivalent control group design, this study involved 56 third grade students selected through purposive sampling techniques. The experimental group at SD Negeri Sukomulyo Sleman (n = 28) received learning interventions using Quiz Digital Wayground, while the control group at MI Al Ikhlas Parakan Kauman Temanggung (n = 28) was taught using conventional methods consisting of lectures and textbook exercises. Research data were collected through test instruments (pretest and posttest) and observation sheets, then analyzed using descriptive statistics, prerequisite tests (Shapiro Wilk and Levene’s Test), and hypothesis testing through Independent Sample t Test. The prerequisite test results indicated that all datasets were normally distributed, with Shapiro Wilk significance values above 0.05, while the homogeneity test produced a Levene’s Test Based on Mean significance value of 0.700 (> 0.05), confirming homogeneous variance between groups. Descriptive analysis revealed that the experimental group achieved an average posttest score of 91.8, higher than the control group average of 84.6. Furthermore, the Independent Sample t Test generated a significance value of p = 0.004 (p < 0.05), indicating that the null hypothesis (H₀) was rejected and the alternative hypothesis (H₁) was accepted. The N gain analysis also confirmed that the experimental group experienced learning improvement within the moderate category (0.62) with an effectiveness percentage of 62%, categorized as quite effective. In conclusion, the integration of Quiz Digital Wayground proved effective in improving students’ understanding and learning outcomes in statistics while providing an interactive, visual, and adaptive alternative for mathematics learning at the elementary school level.
From Planned Curriculum to Classroom Enactment: Instructional Alignment and Adaptive Simplification in Grade 3 Indonesian Language Teaching under the Merdeka Curriculum Renda Yuriananta; Gadis Maulidya Ridwan; Gita Ayu Rosalinda; Maretha Eka Wuladari; Mochamad Wildandias Firmansyah; Nizelia Cahya Dewi
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

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The Merdeka Curriculum gives Indonesian teachers substantial flexibility to design and adapt instruction, yet the educational value of this flexibility depends on how coherently planned learning is enacted in the classroom. This qualitative classroom case examines the alignment between a Grade 3 Indonesian-language teaching module and its enactment in a public primary school in Pasuruan, Indonesia. Data were drawn from direct classroom observation, a teacher interview, and document analysis conducted on 20 April 2026. The analysis compared planned and enacted instruction across five dimensions: content and objectives, pedagogy and student activity, learning media, assessment and feedback, and contextual adaptation. The teaching module was administratively comprehensive, but several elements were weakly operationalized. In enactment, planned interactive activities and media were reduced to teacher explanation, brief questioning, individual textbook work, and teacher initials on completed tasks. The teacher attributed these adaptations to heterogeneous student readiness, limited instructional time, and the need to keep the lesson manageable. We interpret this pattern as adaptive simplification: a context-responsive adjustment that preserved lesson continuity but reduced learner agency, multimodal support, and formative closure. The study contributes a planning–enactment alignment matrix for distinguishing productive adaptation from reductive simplification and argues that curriculum flexibility should preserve core pedagogical functions rather than merely reduce activity complexity.

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