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Jurnal Elementaria Edukasia
Published by Universitas Majalengka
ISSN : 26154625     EISSN : 26550857     DOI : https://doi.org/10.31949/jee
Core Subject : Education,
Education Other
Jurnal of Elementaria Edukasia (JEE), mainly focuses on major issues in Teaching in Elementary School, Assessment in Elementary School, Learning Media in Elementary School, Development subject of Elementary School, and Management of Elementary School. This Journal received All topics about the results of studies and research of lecturers, students, teachers, practitioners and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies. JEE welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. The major criteria in the review and the selection process concern the significance of the contribution to the area of elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 486 Documents
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Literature Review: The Use of Justified Multiple-Choice Tests in Scientific Literacy at Elementary School Level Tamarin, Vina; Widi Wisudawati, Asih
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2025): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.14089

Abstract

Evaluation plays a crucial role in the learning process, particularly in assessing students' science literacy. Among various assessment methods, reasoned multiple-choice tests stand out as an effective tool because they not only determine whether answers are correct or incorrect but also uncover the reasoning behind students' choices. This allows educators to gain a clearer and deeper understanding of students’ comprehension and critical thinking skills related to science concepts, especially at the elementary school level. This study aims to systematically review existing literature on the application of reasoned multiple-choice tests in measuring science literacy among elementary school students. Employing a Systematic Literature Review (SLR) approach guided by the PRISMA framework, the study ensures a transparent and rigorous selection of relevant articles. Data collection involved gathering studies focused on science literacy and reasoned multiple-choice testing, which were then synthesized to draw meaningful conclusions. The data analysis process consisted of identifying, selecting, and extracting articles that met inclusion criteria, followed by thematic analysis to identify recurring patterns and key findings. The results of this review indicate that reasoned multiple-choice tests are widely regarded as an appropriate and effective method to comprehensively assess science literacy in elementary education, providing valuable insights into students’ knowledge and reasoning abilities.
Strategic Management Cycle in Internalizing Student Discipline: A Qualitative Case Study in Adiwiyata Schools Vira Nurohma Yalanyta; Achadi Budi Santosa; Dian Hidayati
Jurnal Elementaria Edukasia Vol. 9 No. 1 (2026): Maret
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i1.17449

Abstract

Every student should instill the value of discipline. This study aims to describe strategies for fostering discipline among students at the Adiwiyata school, Muhammadiyah Condongcatur Elementary School, using Hitt et al.'s strategic management cycle approach. This study employed a descriptive qualitative research method, supported by ATLAS.ti 9, for data analysis. The data analysis employed Miles, Huberman, and Saldana's model to ensure that the theoretical and practical results of this study could be understood and replicated in other schools to improve environmental discipline. In the results of this study, it was found that five stages are interrelated in a complete strategic management cycle, including: 1) strategy formulation (Strategize) through establishing visionary commitments, identifying challenges and obstacles and ecosystem synergy, 2) planning (Plan) is made structured by optimizing resource governance and policy legality, 3) implementation of the strategy (Act) is realized through habituation, role models, and integration of environmentally conscious learning, 4) supervision (Monitor) is carried out through direct observation of students' daily lives and periodic evaluations, until 5) results (Outcome) are achieved in the form of formal recognition of the predicate of an independent Adiwiyata school at the provincial level, manifestation of changes in student character to become a sustainable school culture.
The Effectiveness of Group Guidance to Prevent Body Shaming in Elementary School Students Bagas Fevernova Wibowo Fevernova Wibowo; Minsih
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.17665

Abstract

Body-shaming behavior among elementary school students can negatively impact a child's self-confidence and socioemotional development. Therefore, preventive efforts through guidance and counseling services in schools are needed. This study aims to determine the effectiveness of group guidance services in preventing body-shaming behavior among fifth-grade students at SD Gondang 6 in Sragen Regency during the 2025 academic year. The quantitative research method used is a one-group pre-test and post-test design. The study population included all fifth grade students at SD Gondang 6, and the sample was selected using a purposive sampling technique. Six students who exhibited tendencies toward body shaming behavior were selected based on the results of questionnaires completed by thirteen students. The research instruments included body-shaming questionnaires, observations, and documentation. Data analysis was performed using paired sample t-tests. The results of the analysis showed the value of GIS. (two-tailed) of 0.121 (p > 0.05), indicating there is no significant difference between the pre-test and post-test results. Group tutoring services did not significantly impact the prevention of body shaming behavior among students. In conclusion, group guidance services have not been effective in preventing body shaming behavior. Further research is recommended that uses a research design with a control group so that the effectiveness of group guidance services in preventing body-shaming behavior can be compared more objectively. Keywords: group guidance, body shaming, elementary school students, verbal bullying, behavior prevention.
Teacher Strategıes In Overcomıng Readıng Dıffıcultıes In Grade 1 Students Of Pombewe Elementary School Amanda Putri Ramadani; Andi Imrah Dewi; Kadek Hariana; Zulnuraini; Kasmawati
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.17925

Abstract

This study aims to determine teacher strategies for addressing reading difficulties in first-grade students at Pombewõ Elementary School. The study used a qualitative, descriptive approach. Subjects included first-grade homeroom teachers and first-grade students at Pombewõ Elementary School. Data collection techniques included observation, interviews, and documentation. The data obtained were then analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing.The results showed that students' reading difficulties focused on three main aspects: visual, phonetic, and psychological. In the visual aspect, students had difficulty distinguishing letters with similar shapes and had a poor ability to memorize alphabetic shapes. In the phonetic aspect, students have not yet mastered the relationship between letters and sounds and have difficulty combining syllables. Meanwhile, in the psychological aspect, students demonstrated low self-confidence, shyness, and fear of peer evaluation. To address these issues, teachers implemented various strategies, such as the use of syllable and phonics methods, reading aloud techniques to improve reading fluency, and game-based learning to increase student motivation. The results of the study showed that the strategy was effective in helping students improve their reading skills and supporting the transition process from the spelling stage to fluent reading.
The Influence Of Dıgıtal Learnıng Medıa Assısted By Google Arts And Culture On Students' Sbdp Learnıng Outcomes Class V SD Inpres 2 Tanamoındı Miska Pratiwi; Andi Imrah Dewi; Kadek Hariana; Nashrullah; Kasmawati
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.17926

Abstract

This study aims to determine the effect of using digital learning media assisted by Google Arts and Culture on the learning outcomes of Arts, Culture, and Crafts (SBDP) of fifth-grade students at SD Inpres 2 Tanamodindi. This study used a quantitative approach with a Pre-experimental method and a One Group Pretest-Posttest Design. The subjects were 28 fifth-grade students at SD Inpres 2 Tanamodindi. The data collection technique used a learning outcome test in the form of multiple-choice questions given before (Pretest) and after treatment (Posttest). The data obtained were analyzed using descriptive statistics, normality tests, and Normalized Gain (N-Gain) tests. The results showed an increase in student learning outcomes after the implementation of digital learning media assisted by Google Arts and Culture, as indicated by an increase in the average score from Pretest to Posttest and the results of the N-Gain calculation in the moderate to high increase category. Thus, it can be concluded that the use of digital learning media assisted by Google Arts and Culture has a positive effect on the SBDP learning outcomes of fifth-grade students at SD Inpres 2 Tanamodindi.
Visual Discovery Learning with Canva to Enhance Science Understanding and Self Regulated Learning Putri Hilma Rizkiah; Asep Samsudin; Wahyu Hidayat
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.17964

Abstract

This study was motivated by the low level of students’ science conceptual understanding and self regulated learning in elementary schools, indicating the need for more effective and meaningful instructional innovations. The study aimed to develop a Canva-assisted Discovery Learning model to improve both aspects. A quantitative descriptive method was employed using a Research and Development (R&D) approach adapted from Borg and Gall, which included preliminary study, product development, expert validation, limited trials, and field testing. The participants were 56 elementary school students. The instruments consisted of expert validation sheets, a conceptual understanding test, and a self-regulated learning observation sheet. Data were analyzed using reliability and normality tests, followed by a paired sample t-test for normally distributed conceptual understanding data and a Wilcoxon test for non-normally distributed self regulated learning data. Learning improvement was further examined using N-gain analysis. The results showed that the developed model had high validity and was suitable for implementation. In addition, there was a significant improvement in students’ science conceptual understanding (N-gain = 0.34; moderate category; p < 0.05) as well as in their self-regulated learning (p < 0.05). Therefore, the Canva-assisted Discovery Learning model is effective as an interactive, contextual, and student-centered approach to science learning.
CTL Based Pocket Book to Improve Fourth Grade Elementary School Students’ Learning Outcomes in Pancasila Education wahyushafa88 shafa; Rudi Erwandi; Tio Gusti Satria
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.17997

Abstract

This study aims to determine the completeness of student learning outcomes after the implementation of a pocket book based on Contextual Teaching and Learning in the Pancasila Education subject for fourth-grade students of SD Negeri 2 Tegalrejo. This type of research is Research and Development (R&D) and the research method used is the ADDIE development model, which consists of the stages of analysis, design, development, implementation, and evaluation. Using a pre-test and post-test research design, with 10 multiple-choice questions. The research subjects were 22 fourth-grade students and teachers of SD Negeri 2 Tegalrejo. Data collection techniques consisted of documentation, questionnaires, and tests. Data analysis techniques consisted of a pocket book validity test, a test of validity and reliability of instrument test questions, a practicality test, and an effectiveness test. The results of the study indicate that the developed Pancasila Education pocket book has met the valid criteria based on the assessment of language, media, and material experts. In addition, the Pancasila Education pocket book was also declared practical based on teacher and student responses. In addition to being effective in improving student learning outcomes on the material on the values ​​and meaning of Pancasila, this pocket book on Pancasila education based on Contextual Teaching and Learning is suitable for use as teaching material for Pancasila education in elementary schools.
Development of a Storytelling Stage Model Assisted by Role Mask Media to Strengthen the Self-Confidence of Fourth Grade Elementary School Students Tangguh Veliana Puspitasari; Kuntoro; Ana Andriyani; Ine Kusuma Aryani
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18020

Abstract

The low level of self-confidence among elementary school students has become a significant issue affecting their participation and courage in the learning process. This study aims to develop a storytelling stage model assisted by role mask media that is valid, practical, and effective in strengthening the self-confidence of fourth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 39 fourth-grade students at SD Negeri 1 Bantarwuni. Data were collected through questionnaires, interviews, and documentation, while data analysis used both quantitative and qualitative approaches. The results showed that the developed model achieved a validity score with an average of 3.41, categorized as valid. User responses were in the very good category, with an average score of 3.50 from teachers and 3.42 from students. The implementation of the model was also proven effective in improving students’ self-confidence, indicated by an increase in scores from 2.45 to 3.40 and the result of the paired sample t-test with a significance value of 0.000. The N-Gain Score of 0.65 indicates a moderate level of improvement. These findings suggest that the storytelling stage model assisted by role mask media can create an interactive and enjoyable learning environment and contribute to strengthening students' self-confidence in elementary schools.
Understanding Teachers’ Perceptions and Challenges in Fostering Scientific Attitudes in Elementary Science Education Fransiska Astri Kusumastuti; Ari Widodo; Ernawulan Syaodih; Muslim
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18034

Abstract

Scientific attitude is an important component of science learning as it shapes how students think, evaluate evidence, and respond to phenomena. However, in elementary classrooms, its development often receives less attention than knowledge and skills. This study aims to explore teachers’ perceptions and practices in constructing students’ scientific attitudes in elementary science learning. A descriptive survey design is used involving 59 elementary school teachers from several cities in Java, Indonesia. Data are collected through an online questionnaire consisting of closed and open-ended questions, and analyzed using descriptive statistics and thematic identification. The results show that most teachers have a general understanding of scientific attitude, but it remains limited and is mainly associated with curiosity. Teaching practices are dominated by questioning and discussion, while the use of inquiry-based activities is still low. In addition, teachers tend to assess scientific attitude based on students’ activeness rather than using structured indicators. Teachers also report challenges related to students’ low engagement and limited instructional time. This study concludes that there is a gap between teachers’ understanding and their classroom practices in developing scientific attitude, indicating the need for more structured instructional and assessment approaches in elementary science learning.
A Development of a Digital Book (Flipbook) for Teaching Explanation Text Writing in Grade 5 Elementary School Nining Kundari; Kuntoro; Ana Andriyani; Ine Kusuma Aryani
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18057

Abstract

The low level of explanatory text writing skills among elementary school students has become a significant issue affecting their ability to organize ideas, apply text structures, and use appropriate language features. This study aims to develop a flipbook-based digital book that is valid, practical, and effective in improving the explanatory text writing skills of fifth-grade elementary school students. The research employed a Research and Development (R&D) method using the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of fifth-grade students at SD Negeri 1 Karangtengah Banjarnegara. Data were collected through observation, interviews, questionnaires, tests, and documentation, while data analysis used both quantitative and qualitative approaches. The results showed that the developed flipbook achieved a validity score with an average of 4.25, categorized as very valid. User responses were in the very good category, with an average score of 4.40 from teachers and 4.35 from students. The implementation of the media was also proven effective in improving students’ writing skills, indicated by an increase in mean scores from 62.40 to 78.60 and the result of the paired sample t-test with a significance value of 0.000. The N-Gain Score of 0.65 indicates a moderate level of improvement. These findings suggest that the flipbook-based digital book can create an interactive and engaging learning environment and contribute to improving students' explanatory text writing skills in elementary schools.

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