cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
DEVI AFRIYUNI YONANDA
Contact Email
deviyonanda1990@gmail.com
Phone
+6281329214893
Journal Mail Official
deviyonanda1990@gmail.com
Editorial Address
BLOK TENGAH RT 02 RW 01 DESA/KECAMATAN. KRANGKENG KABUPATEN INDRAMAYU 45284
Location
Kab. majalengka,
Jawa barat
INDONESIA
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
 45   46   47   48   49 
Anticipation Guides with GenAI to Improve Text Understanding and Math Literacy in PGSD Students Eko Fajar Suryaningrat; Nebella Alani; Abdul Hakim
Jurnal Elementaria Edukasia Vol. 8 No. 3 (2025): September
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v8i3.15283

Abstract

The ability to comprehend texts and mathematical literacy are crucial competencies for future elementary school teachers. However, research shows that students in the Elementary School Teacher Education (PGSD) program often struggle with interpreting texts and solving mathematical problems, indicating low levels of disciplinary literacy. This study aims to examine the implementation and effectiveness of the Anticipation Guides reading strategy integrated with Generative Artificial Intelligence (GenAI) in improving students’ text comprehension and mathematical literacy. A quasi-experimental design with a nonequivalent control group was used, involving 50 PGSD students divided into experimental and control groups. The experimental group received instruction using Anticipation Guides integrated with GenAI, while the control group received conventional instruction. Data were collected through pretest and posttest instruments measuring both competencies and analyzed using Independent Sample t-tests and MANOVA. The results showed that the experimental group achieved significantly higher N-gain scores in text comprehension (0.65) and mathematical literacy (0.60) compared to the control group. The statistical analysis indicated a significant effect (p < 0.001) with large effect sizes and a multivariate impact based on Wilks' Lambda (Λ = 0.291, F(2,46) = 55.93). These findings suggest that integrating Anticipation Guides with GenAI provides effective scaffolding and fosters higher-order thinking skills. The strategy enhances student engagement, supports personalized learning, and strengthens cross-disciplinary literacy. Therefore, this approach offers a relevant and innovative solution for improving essential literacies among teacher education students in the digital era. Keywords: Anticipation Guides; Generative AI; text comprehension; mathematical literacy; PGSD students
The Implementation of the Discovery Learning Model with Digital Media in Writing Narrative Texts in Elementary Schools Partini; Farida Nugrahani; Mukti Widayanti
Jurnal Elementaria Edukasia Vol. 8 No. 4 (2025): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v8i4.15536

Abstract

This study aims to describe the planning, implementation, challenges, and solutions in teaching narrative writing using the Discovery Learning model based on digital media to fifth-grade students at SDN 01 Wonosari, Gondangrejo, Karanganyar for the 2024/2025 academic year. The research method used is descriptive qualitative. The data used in this study includes information about planning, implementation, challenges, and solutions in teaching narrative writing. The data sources include teachers, students, and related documents such as the Lesson Plan, learning activities and evaluation results. Data were collected through observation, semi-structured interviews, and document analysis. The sampling technique used is purposive sampling. The validation technique uses source and technique triangulation to ensure the validity of the data. Data analysis was carried out using the Miles and Huberman interactive model through three stages: data reduction, data presentation, and conclusion drawing/verification. The results of the study show that: 1) the lesson planning involves selecting interesting themes, using digital media, and systematic evaluation and feedback; 2) the implementation went well, with students actively engaging in exploring the material using digital media, and the teacher facilitating the learning process in accordance with the Discovery Learning model; 3) challenges arose in the use of technology by students and time management by the teacher; 4) proposed solutions include technical training for students and teachers, as well as flexibility in schedule management to optimize the learning process. This study provides insights into the effectiveness of the Discovery Learning model based on digital media in improving students' narrative writing skills, as well as the importance of technology readiness and structured evaluation in learning.
Integrating Climate Change Contexts into Numeracy Learning: Project-Based Activities in Primary School Fitriya Maharani; Beti Istanti Suwandayani
Jurnal Elementaria Edukasia Vol. 8 No. 4 (2025): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v8i4.16124

Abstract

Perubahan iklim merupakan tantangan global yang berdampak pada kesehatan, lingkungan, dan sosial ekonomi, sehingga menuntut inovasi dalam pendidikan dasar. Numerasi berperan penting tidak hanya sebagai keterampilan numerasi, tetapi juga sebagai sarana membangun kesadaran kritis siswa terhadap isu-isu lingkungan. Penelitian ini bertujuan untuk menganalisis penerapan numerasi berorientasi perubahan iklim melalui konteks budidaya ikan lele pada siswa kelas VI SD Muhammadiyah 3 As-Salam Kota Malang. Metode penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek penelitian guru, siswa, dan kepala sekolah. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa penerapan numerasi terintegrasi dalam pembelajaran berbasis proyek (PjBL), meliputi perhitungan biaya pakan, keuntungan ekonomi, dan analisis data pertumbuhan ikan terkait faktor lingkungan seperti suhu dan kualitas air. Kendala yang ditemukan antara lain perbedaan kemampuan numerasi siswa, keterbatasan media pembelajaran kontekstual, dan kecenderungan siswa menghafal angka tanpa menyimpulkan. Strategi guru untuk mengatasi kendala ini meliputi pembelajaran diferensiasi, pemanfaatan sumber daya lokal, penggunaan media digital, dan diskusi reflektif. Kesimpulan penelitian ini menegaskan bahwa penerapan numerasi berbasis perubahan iklim tidak hanya meningkatkan keterampilan numerasi tetapi juga menumbuhkan kesadaran ekologis siswa sejak usia dini.
Ethnopedagogy of Turonggo Yakso Dance: Ki Hajar Dewantara's Approach to Cultivating Cultural Literacy in Fourth Grade Elementary School Students: English Laily Novitasari; Ari Metalin Ika Puspita; Nadi Suprapto
Jurnal Elementaria Edukasia Vol. 8 No. 4 (2025): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v8i4.16514

Abstract

Cultural literacy is important in 21st-century education because it shapes character, national identity, and a reflective attitude towards local values. A study at SDN 1 Gondang, Trenggalek Regency, showed that most students did not understand the philosophical meaning of the Turonggo Yakso Dance, a traditional art form of their region. Teachers also have not utilized this dance as a learning resource, even though the school is located at the center of cultural preservation. This study aims to describe the improvement of cultural literacy of fourth-grade students through the application of Turonggo Yakso Dance Ethnopedagogy. The method used was descriptive qualitative with observation, interview, and documentation techniques. The results showed that the application of Ethnopedagogy with the principles of Ki Hajar Dewantara's 5N made learning more contextual and meaningful. Students better understand cultural values, the spirit of togetherness, and local identity. In addition to enhancing cultural literacy, this learning also supports the achievement of the Sustainable Development Goals (SDGs), namely SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 11 (Sustainable Cities and Human Settlements), and SDG 16 (Peace, Justice, and Resilient Institutions)
Using Using Batik in Sidomukti Village as an Etnopedagogical Learning Resource: Pemanfaatan Batik di Desa Sidomukti Sebagai Sumber Belajar Etnopedagogis Wulan Wulan Nawangsari; Ari Metalin Ika Puspita; Nadi Suprapto
Jurnal Elementaria Edukasia Vol. 8 No. 4 (2025): Desember
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v8i4.16534

Abstract

Batik is one of the identities of the Indonesian nation. Batik is one of the common things in Indonesia related to one of the cultural diversity in Indonesia. The motifs in batik are closely related to life and Javanese culture which is quite strong. One of the Nusantara batik that is quite famous in East Java, specifically in Magetan Regency, is sidomukti batik. Sidomukti batik has quite a lot of its own motifs, each of which certainly has its own meaning and significance. It can be called sidomukti batik because this batik is made in the Sidomukti village area, this village is one of the villages in Magetan Regency that produces quite a lot of batik and of course many motifs have their own meaning and significance. Sidomukti Magetan batik has its own characteristics, namely batik with bamboo motifs. This existence of this research was conducted with the aim of utilizing sidomukti batik as a learning resource for ethnopedagogy. This study used a descriptive qualitative research design. After conducting the research, it can be concluded that sidomukti batik can be used as a learning resource for ethnopedagogy in elementary schools. Moreover, in a broader context, this research has illustrated how local art traditions can be transformed into innovative and sustainable learning media, which contribute to the achievement of SDG 4: quality education and preservation of Indonesian cultural heritage. Keywords: Batik, identity, learning resources, ethnopedagogy.
Implementation of Psychomotor Assessment in Islamic Religious Education: An Instrumental Case Study in Indonesian Elementary Schools: Teachers’ Understanding of Psychomotor Assessment, Planning of Psychomotor Assessment, Strategies and Techniques of Psychomotor Assessment Alya Muti&#039;ah Setiani; Saepul Anwar; Mohammad Rindu Fajar Islamy
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.v9i1.16603

Abstract

Psychomotor assessment in Islamic Religious Education (IRE) at the elementary school level is essential for ensuring that students' religious understanding extends beyond cognitive knowledge to encompass practical worship skills. This study aims to analyze the implementation of psychomotor assessment in IRE learning at a public elementary school in Bandung, Indonesia, examining teachers' understanding, assessment planning, and implementation strategies. A descriptive qualitative approach with an instrumental case study design was employed. Data were collected through semi-structured interviews with 3 IRE teachers, non-participant classroom observations (12 sessions), and document analysis of assessment instruments and student portfolios. Data were analyzed thematically using Miles and Huberman's interactive model, involving data reduction, display, and verification. Teachers conceptualized psychomotor assessment as authentic evaluation of worship practices integrated with character development. Assessment planning systematically translated curriculum objectives into observable performance indicators using criterion-referenced rubrics. Implementation strategies combined direct observation (70%), practice simulations (20%), and peer assessment (10%), with multiple assessment points ensuring reliability. Assessment data informed formative feedback, differentiated instruction, and curriculum refinement. Professional development occurred through formal training programs (twice annually), peer collaboration networks, and self-directed learning initiatives. The study demonstrates a comprehensive psychomotor assessment system that effectively bridges theoretical knowledge and practical application in IRE. Findings suggest the need for standardized assessment rubrics, sustained practical training programs, and systematic documentation protocols to enhance assessment validity and pedagogical impact in religious education contexts.
A Culture-Based Pedagogical Approach: Exploring the Role of Keraton Sumenep's Andhāp Asor in Fostering Pancasila Character among Fourth-Grade Students Asri Istiqomaturrobiah; Ahmad Sudi Pratikno
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.v9i1.16643

Abstract

This study aims to examine in depth the role of Andhāp Asor values, which originate from the culture of the Keraton Sumenep, in shaping the Pancasila character of fourth-grade elementary school students. Through a culture-based pedagogical approach and exploratory methods, this study was conducted at elementary school of Daramista II, focusing on how elements of local culture can be integrated into the learning process to strengthen students' moral and social character. The main issue examined in this study is how the noble values of Andhāp Asor, such as humility, respect, politeness, and courtesy, can be internalized in learning activities as part of efforts to build Pancasila character. This study used an exploratory qualitative approach, with data collection techniques in the form of field observations, interviews with teachers, students, and cultural figures from the Keraton Sumenep, as well as documentation. The findings show that the cultural values of Andhāp Asor are still alive and practiced in the life of the Keraton Sumenep and have a strong connection with the values of Pancasila, especially in the aspects of humanity, social justice, and harmony in society. The application of Andhāp Asor values in the classroom is able to foster mutual respect, cooperation, and polite communication among students. Based on this, it can be said that the application of a culture-based pedagogical approach through the exploration of Andhāp Asor values can support the strengthening of Pancasila character education and raise students' awareness and pride in their local culture.
Teacher Professional Ethics as a Foundation for Culture-Based Pedagogy in Fostering Peaceful Primary Schools: A Systematic Literature Review Nabilla Fissalma; Oktaviani Adhi Suciptaningsih; Ade Eka Anggraini; Intan Sari Rufiana; Mardhatillah; Aynin Mashfufah; Slamet Arifin
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.v9i1.16716

Abstract

The modern era is characterized by the complexity of a pluralistic culture that requires teachers to act as educators, moral guardians, and facilitators in the learning environment. This challenge requires a foundation of scientific ethics and a contextual learning approach. This study aims to systematically examine scientific ethics as a moral foundation and strategic filter in fostering cultural diversity in elementary schools. The method used is a Systematic Literature Review. Data were collected and analyzed from 16 scientific articles published in 2021-2025, using the PRISMA guidelines from the Google Scholar and ScienceDirect indexed databases. The results of the study show that scientific ethics serve as a moral compass that guides every decision and interaction in the classroom through eight prerequisites of professionalism. Scientific ethics directs the application of a culture-based approach as an effective pedagogical strategy for fostering diversity. The synergy between scientific ethics and a cultural approach is the basis for realizing peaceful schools through three main prerequisites: the moral integrity of educators, pedagogical approaches, and collaboration between teachers, parents, and the community. A cultural approach supported by a strong ethical foundation can help connect the curriculum to students' lives, fostering tolerance, empathy, and mutual cooperation. Thus, this study not only discusses the relationship between scientific ethics and culture-based approaches but also provides a novelty in the form of a conceptual model of the synergy between the two as a pedagogical foundation for multicultural education in an independent curriculum.
The Enhancing Elementary Students’ Conceptual Understanding of Ecosystems through a Metaverse-Based Project-Based Learning Model: A Quasi-Experimental Study Candra Abdillah; Erni Suharini; Arif Widiyatmoko; Barokah Isdaryanti
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.v9i1.17085

Abstract

This study aims to analyze the effectiveness of the metaverse-based PjBL model on elementary school students' conceptual understanding of the Natural and Social Sciences subject of Ecosystem material. This study uses a quantitative approach and quasi-experimental methodology with a times series design. The research sample is fifth grade students in Banten, Indonesia. This sample selection uses a simple random sampling technique. The data collection technique in this study uses a test technique with a concept understanding test instrument. The data analysis technique uses a one-sample t-test, one-sample binomial test, N-gain test, and paired sample t-test. The results of the study include: (1) The average conceptual understanding of students after being taught with the metaverse-based PjBL model is 83.70; (2) the classical completeness of students' conceptual understanding after being taught with the metaverse-based PjBL model is 76.67%; (3) there is an increase in students' conceptual understanding after being taught with the metaverse-based PjBL model with a moderate increase criterion of 63.33%, (4) there is a significant difference in students' conceptual understanding before learning with an average of 58.30 and after learning with an average of 83.70 so that there is a difference in scores of 25.40. The conclusion of this study is that the metaverse-based PjBL model is effective in increasing elementary school students' conceptual understanding of the Natural and Social Sciences subject of the Ecosystem material.
Internal Dimensions of Elementary Students' Mathematics Engagement: A Bibliometric Analysis (2019-2025) Ikmal Choirul Huda; Arif Widiyatmoko; Sri Sumartiningsih
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.v9i1.17106

Abstract

Internal dimensions including motivation, self-efficacy, emotion, interest, and metacognition are critical psychological factors influencing elementary students' mathematics learning engagement. This bibliometric study examines research trends in internal dimensions from 2019 to 2025 using text mining and co-occurrence analysis. Data comprising 995 peer-reviewed articles were obtained from Google Scholar and analyzed using VOSviewer. Results identified 76 key terms forming 5 thematic clusters: (1) technology-mediated internal factors, (2) self-efficacy and achievement, (3) teacher as facilitator of internal development, (4) developmental and relational factors, and (5) motivation as core dimension. The network demonstrated high interconnection (995 links, total link strength 1,999), with self-efficacy emerging as the most researched construct. Temporal analysis revealed a paradigm shift from studying isolated psychological factors (2019-2020) toward integrated models examining multiple internal dimensions within technology-enriched learning contexts (2023-2024). Research gaps exist in developmental trajectories of internal factors across elementary grades and in mechanisms linking teacher practices to students' internal engagement. Practical implications emphasize holistic interventions simultaneously addressing motivation, self-efficacy, and mathematics anxiety through developmentally appropriate, technology-enhanced strategies. This study contributes comprehensive mapping of internal dimensions literature and identifies priorities for future research

Page 48 of 49 | Total Record : 486

 45   46   47   48   49 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026): JUNI Vol. 9 No. 1 (2026): Maret Vol. 9 No. 2 (2025): JUNI Vol. 8 No. 4 (2025): Desember Vol. 8 No. 3 (2025): September Vol. 8 No. 1 (2025): Maret Vol. 7 No. 4 (2024): Desember Vol. 7 No. 3 (2024): September Vol. 7 No. 2 (2024): juni Vol. 7 No. 1 (2024): Maret Vol. 6 No. 4 (2023): Desember Vol. 6 No. 3 (2023): september Vol. 6 No. 2 (2023): juni More Issue