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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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Enhancing Motivation for Learning Mathematics through Gamification Using Gimkit jimmy; Eliya Rochmah; Hanikah
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.v9i2.18097

Abstract

Motivasi belajar siswa sekolah dasar dalam pembelajaran matematika masih tergolong rendah, yang berdampak pada rendahnya partisipasi dan hasil belajar siswa. Kondisi ini disebabkan oleh pembelajaran yang cenderung monoton dan kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk mendeskripsikan kondisi motivasi belajar siswa sebelum penerapan pembelajaran, menganalisis proses penerapan model pembelajaran gamifikasi berbantuan Gimkit, serta mengetahui peningkatan motivasi belajar siswa setelah penerapan model tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, yang masing-masing terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 20 siswa kelas VI sekolah dasar. Teknik pengumpulan data menggunakan angket motivasi belajar dan observasi aktivitas guru. Analisis data dilakukan secara deskriptif kuantitatif menggunakan persentase. Hasil penelitian menunjukkan bahwa motivasi belajar siswa mengalami peningkatan setelah penerapan model pembelajaran. Pada siklus pertama, motivasi belajar siswa berada pada kategori tinggi dengan persentase 81,25%, dan meningkat pada siklus kedua menjadi 90% dengan kategori tinggi. Seluruh siswa menunjukkan peningkatan motivasi belajar yang ditandai dengan meningkatnya partisipasi, minat, dan keterlibatan dalam pembelajaran. Selain itu, aktivitas guru juga mengalami peningkatan dari kategori baik menjadi sangat baik. Dengan demikian, penerapan model pembelajaran gamifikasi berbantuan Gimkit efektif dalam meningkatkan motivasi belajar siswa pada pembelajaran matematika di sekolah dasar. Kata Kunci: Motivasi belajar; Gamifikasi; Gimkit; Pembelajaran Matematika; Sekolah Dasar
Development of Google Sites-Based Digital Teaching Materials for Indonesian Language Literacy Skills in Elementary Schools Sukmawati Ishak; Akhmad Qomaru Zaman; Rarasaning Satianingsih
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.v9i2.18164

Abstract

Twenty-first-century learning requires the mastery of basic literacy skills from an early age. However, the utilization of interactive technology and teaching materials in elementary schools remains highly limited, especially in archipelagic areas with minimal digital infrastructure access. Therefore, this study aims to develop an effective, practical, and valid Google Site-based digital teaching material to improve the Indonesian language literacy skills of fourth-grade students at SD Negeri 29 Kabupaten Raja Ampat. The research method used is Research and Development (R&D), adapting the modified Borg and Gall model into six continuous stages. The trial was conducted directly on 30 students to evaluate user responses and learning outcomes improvement. The development results indicate that this product is highly valid and practical, capable of presenting multimodal materials (text, images, videos) in a structured manner with a low-bandwidth interface design. Empirically, the use of this teaching material is proven effective and significantly improves students' literacy skills. This is characterized by an escalation in the final average scores for fluent reading by 30%, reading comprehension by 38%, and writing simple responses by 38%. In conclusion, the Google Site-based digital teaching material is proven highly effective and feasible to be implemented as an innovative solution to overcome the limited literacy learning resources sustainably in elementary education, particularly in frontier, outermost, and underdeveloped (3T) areas. Keywords: Digital teaching materials; Google Site; literacy skills; elementary school; Indonesian language
Development of PBL with Interactive PowerPoint and Quizizz to Improve Elementary Students’ Understanding and Confidence Melinda Insania Rahayu Melin; Anik Yuliani; Luvy Sylviana Zanthy
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.v9i2.18185

Abstract

The development of a problem-based learning model is urgent so that learning can be better tailored to children’s characteristics, with the hope that children will gain good conceptual and affective understanding. Teachers still face several challenges when applying the PBL model. The purpose of this study is to examine the development process and feasibility of a problem-based learning model assisted by interactive PowerPoint and Quizizz to enhance students’ conceptual understanding of IPAS and their self-confidence, as well as to assess the effectiveness of this model and these media in improving students’ understanding and self-confidence in IPAS lessons. This study utilized the R&D method. The research subjects were third-grade elementary school students in three different classes for the pilot test. Data were collected through observation, tests, questionnaires, and document analysis. The data were analyzed using Excel for the validation of observation results and questionnaires, SPSS for test questions and questionnaires, and Miles & Huberman for observational data. The research results showed that the average score on the validation test of the teaching materials was categorized as very good. Regarding the test results on conceptual understanding, there was an increase from an average of 72.81 before the intervention to 83.53 afterward. The average score for students’ self-confidence was 68.00 before the intervention and increased to 85.61 afterward. During the dissemination session, the researchers shared their findings with fellow teachers and recommended the use of the developed model and media in instruction, citing several benefits and noting that the approach aligns with the characteristics of elementary school students; it appears that teachers are eager to try applying it. Keywords: PBL Development; Interactive PowerPoint; Quizizz; Conceptual Understanding; Self-Confidence
Utilizing Used Cooking Oil for Aromatherapy Candle Production in Green Industry Programs Bagus Tri Sutrisno; Ina Magdalena; Sa'odah
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.v9i2.18284

Abstract

Used cooking oil is often discarded carelessly after use. The disposal of used cooking oil into the environment, especially into waterways and soil, can cause serious pollution and contribute to ecosystem disruption as well as human health problems. At SDN Semanan 12 Pagi, the “Tersenyum” Program (Terima Sedekah Minyak Jelantah Untuk Mereka) has been implemented in collaboration with Rumah Sosial Kutub. The Tersenyum Program is a community empowerment initiative in the environmental field in the form of a Used Cooking Oil Donation Movement. The purpose of this study is to provide a creative and educational solution by transforming used cooking oil waste into a useful product, namely aromatherapy candles. By integrating a Project-Based Learning approach, the researcher seeks to encourage students to learn actively, creatively, and applicatively. This study employs a qualitative descriptive method, aiming to describe in depth the process of utilizing used cooking oil as a raw material for making aromatherapy candles. Data collection techniques include technique triangulation and source triangulation through interviews, observations, and documentation, as well as interviews with three different informants.
The Effect of the Tabuk Lebah Educational Game on Fourth-Grade Elementary School Students' Ability to Identify Facts and Opinions Nury Yuniasih; Rizky Ayu Wachdani; Aris Sri Sunarti
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.v9i2.18504

Abstract

This study aims to determine the effect of the educational game Tabuk Lebah on elementary school students’ ability to identify factual and opinion-based sentences. This study employs a quantitative approach using a pre-experimental research design with a repeated measures design. The participants consisted of 21 fourth-grade students from SDN Tanjungrejo 4, Malang City, selected using total sampling. The data collection instrument consisted of tests comprising a pretest, posttest 1, and posttest 2, each containing 15 items. The results of the prerequisite tests indicated that the data were normally distributed and met the assumption of sphericity; therefore, the analysis was conducted using Repeated Measures ANOVA with the Sphericity Assumed approach. The hypothesis test showed a significant difference in students’ ability to identify factual and opinion-based sentences before and after learning using the Tabuk Lebah educational game (p < 0.001). Post hoc pairwise comparisons revealed significant differences across all measurement time points (p < 0.001). The largest mean difference was found between the pretest and posttest 2, with a value of 52.714. The results indicate that students’ abilities improved through repeated learning using the Tabuk Lebah educational game. Thus, the Tabuk Lebah educational game has a significant effect on students’ ability to identify factual and opinion-based sentences.
Interactive Diorama-Assisted Project-Based Learning to Improve Students IPAS Learning Motivation Sri Rohana Fitriyah; Dianasari; Diana Setiana
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.v9i2.18600

Abstract

This study was conducted in response to the low learning motivation of elementary school students in Natural and Social Sciences, particularly in abstract ecosystem topics that are frequently taught through conventional instruction. The study aimed to examine the influence of Interactive Diorama-assisted Project-Based Learning on students’ learning motivation in Natural and Social Sciences. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants were 46 fifth-grade students, consisting of 23 students in the experimental group and 23 students in the control group. The experimental group received Interactive Diorama-assisted Project-Based Learning, while the control group received conventional instruction. Data were collected using a 25-item learning motivation questionnaire administered before and after the treatment. Supporting data were obtained through a cognitive test, observation, and documentation. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s homogeneity test, Independent Samples T-Test, and N-Gain Score. The findings revealed that the experimental group showed a greater improvement in learning motivation than the control group. The Independent Samples T-Test produced a significance value of 0.000, indicating a significant difference between the two groups. The experimental group obtained an N-Gain of 44.76% in the moderate category, while the control group obtained −12.21% in the low category. Thus, Interactive Diorama-assisted Project-Based Learning significantly improves elementary students’ learning motivation in Natural and Social Sciences and can serve as an active, visual, collaborative, and meaningful learning alternative.
Augmented Reality-Assited Problem-Based Learning for Improving Fourth-Grade Science Learning Outcomes Resta shafrilla; Dianasari dianasari; Diana setiana
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.v9i2.18606

Abstract

This study focuses on learning to enhance science learning outcomes for fourth-grade students. It was driven by the low performance in science and social studies observed among students of that grade. Jungjang State Elementary School 3 regarding the abstract concept of the water cycle, where sixty percent of the students had not yet met the minimum proficiency standard. The purpose of this study was to improve student achievement through the application of a Problem-Based Learning model supported by Augmented Reality media. The research method used was the Kemmis and McTaggart Classroom Action Research model, conducted in two cycles with twenty-four students. Data were collected through observation, interviews, field notes, and formative tests, which were then analyzed qualitatively and quantitatively. The results showed a significant and consistent improvement in learning outcomes. In the pre-cycle stage, the classical mastery rate was only 39.13% with an average of 55.9. After the intervention was implemented, the classical mastery rate increased to 50% with an average of 66 in Cycle I, and peaked at 83.33% with an average of 79 in Cycle II. The conclusion of this study states that the implementation of a Problem-Based Learning model supported by Augmented Reality is effective in improving students’ learning outcomes on the topic of the water cycle. The integration of contextual problems and three-dimensional visualizations is able to transform abstract concepts into concrete ones, increase students’ active engagement, and create a meaningful learning environment in elementary schools.
Integration of RADEC Model and Digital Worksheets to Improve Narrative Writing in Primary School Indry Anggraeni; Dadan Djuanda; Rana Gustian Nugraha
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.v9i2.18622

Abstract

This classroom action research aimed to improve narrative text writing skills of fourth-grade elementary school students through the integration of the RADEC (Read-Answer-Discuss-Explain-Create) learning model assisted by digital worksheets. The study involved 25 students at SDN Ujungjaya 1, Sumedang, and followed a cyclical design of planning, implementation, observation, and reflection across three cycles. Data were collected through teacher performance observation sheets, student activity observation sheets, and narrative writing skill tests assessing text structure, intrinsic story elements, and language mechanics. The baseline data showed that no students met the minimum mastery criteria. After Cycle I, student mastery increased to 24% (6 of 25 students), with teacher planning at 75% and implementation at 68%. In Cycle II, mastery rose to 32% (8 students), while teacher planning reached 79.3% and implementation 78%, with student activity improving to 76%. In Cycle III, following refinements in group division and instructional guidance, student mastery reached 76% (19 students), teacher planning achieved 92%, implementation 90%, and student activity 88%. These findings demonstrate that the RADEC model integrated with digital worksheets systematically improves narrative writing skills. The structured syntax (Read, Answer, Discuss, Explain, Create) provided a coherent framework for understanding narrative text structure, while digital worksheets facilitated interactive and engaging writing practice. This approach is recommended as an effective instructional strategy for enhancing writing skills in primary education.
Optimizing Fifth-Grade Students’ Mathematics Learning Outcomes Through the Teaching at the Right Level (TARL) Approach Irna Helvianti Helvianti; Sati; Abdul Karim
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.v9i2.18626

Abstract

This study was conducted based on classroom observations and interviews with the fifth-grade teacher at SD Negeri 3 Sedong Lor, Cirebon Regency. The findings indicated that students’ mathematics learning outcomes were still unsatisfactory, particularly in addition operations involving whole numbers. One of the contributing factors was the implementation of uniform instruction that did not adequately accommodate differences in students’ learning readiness and abilities. As a result, many students experienced difficulties in understanding concepts, analyzing problems, and drawing conclusions during learning activities. Therefore, this study aimed to examine the effectiveness of the Teaching at the Right Level (TaRL) approach in improving students’ mathematics learning outcomes. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The participants consisted of 23 fifth-grade students selected through total sampling. Data were collected using observation sheets and learning achievement tests. The results revealed improvements in several aspects of the learning process, including the quality of teaching modules, teacher performance, student learning activities, and cognitive achievement. Statistical analysis showed a significant difference between students’ scores before and after the implementation of TaRL (t = 107.861; p < 0.000). These findings indicate that the TaRL approach effectively supports mathematics learning by aligning instruction with students’ actual learning needs and levels of understanding
Improving Students’ Critical Thinking Skills Through Active Learning in IPAS Learning Resti Dwi Shafrilla; Sati
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.v9i2.18766

Abstract

This study was conducted due to the low level of critical thinking skills among fifth-grade students at SD Negeri 5 Jungjang in IPAS learning. Critical thinking is one of the essential competencies required in the 21st century and needs to be developed through active learning. This study aimed to improve students’ critical thinking skills through active learning in IPAS learning. The research employed Classroom Action Research (CAR) using the Kemmis and Taggart model, which was conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 20 fifth-grade students. Active learning was implemented through the Project Based Learning (PjBL) model, which encouraged students to actively investigate problems, collaborate with peers, and develop project-based solutions. Data were collected through observation and tests and analyzed using qualitative and quantitative techniques. The results showed an improvement in students’ critical thinking skills. In the pre-cycle, only 20% (4 students) achieved the expected criteria. The percentage increased to 60% (12 students) in Cycle I and reached 95% (19 students) in Cycle II. These findings indicate that active learning effectively improves students’ critical thinking skills in IPAS learning. Therefore, active learning can be used as an alternative learning approach to foster critical thinking skills in elementary schools.

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