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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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The Role of School Libraries in Promoting Reading Interest Among Elementary School Students in Purwakarta: A Descriptive Study Gina Permata Sari; Wahyu Sopandi
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.v9i1.17153

Abstract

The strengthening of reading interest in elementary school students cannot rely solely on encouragement to read, but requires an enabling literacy ecosystem that is close to children’s daily learning experiences. The school library is expected to function as a learning resource center and a literacy space, yet its role is often uneven due to collection quality, facilities, and management. This study aims to describe the role of the school library in fostering sixth-grade students’ reading interest in a private Islamic elementary school in Purwakarta. The research employed a qualitative approach with a descriptive design. Data were collected through student questionnaires, observations of library use, and interviews with teachers and librarians, involving 76 students, 22 teachers, and 2 librarians. Data analysis used an interactive model supported by method and source triangulation. The findings indicate that students’ reading interest tends to be positive and aligns with the library’s functioning, reflected in weekly visits (70%), interest in reading beyond textbooks (72%), positive perceptions of collection attractiveness (80%) and room comfort (75%), as well as the library’s perceived support for learning activities (63%). Digital use has begun to emerge (65% using computers/e-books), but digital library integration remains inconsistent among teachers (70% not routine). Key constraints include limited child-friendly fiction collections and uneven home–school collaboration to sustain reading habits outside school. It can be concluded that the school library plays a multidimensional role in supporting reading interest; however, strengthening relevant collections, hybrid literacy services (print, digital), and sustained school parent collaboration is essential for long-term impact. Keywords: chool library, reading interest, elementary students
The Effect of Interactive Snakes and Ladders Game on Improving Elementary School Students' Basic Motor Skills Siti Mutamimah; Himly Aliriad; Rohmad Apriyanto
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.v9i1.17177

Abstract

Fundamental movement skills are an essential foundation for the motor development of elementary school students, particularly in lower grades where children experience rapid motor growth. However, physical education learning in elementary schools is often dominated by conventional teaching methods that provide limited opportunities for active student engagement. The use of interactive digital game-based learning media is considered a potential strategy to enhance students’ motor stimulation and learning involvement. This study aimed to examine the effect of an audio-visual interactive snakes and ladders game on improving fundamental movement skills of elementary school students. The research employed a pre-experimental method using a one group pretest–posttest design. The population consisted of all second-grade students at UPT SDN Kemlaten, with a total sample of 18 students selected through total sampling. Data were collected using an observation checklist assessing five aspects of fundamental movement skills: balance, coordination, locomotor skills, non-locomotor skills, and manipulative skills. Data analysis was conducted using normality tests and a paired sample t-test. The results indicated a significant difference between pretest and posttest scores with a significance value of < 0.05, demonstrating an improvement in students’ fundamental movement skills after the implementation of the interactive learning media. In conclusion, the audio-visual interactive snakes and ladders game is effective in enhancing fundamental movement skills of lower-grade elementary school students and can serve as an innovative and engaging alternative learning medium in physical education classes.
The Impact of Ethnoscience Learning on Maintaining the Learning Concentration of Slow Learners in Elementary School Detha Agustiyana; Minsih
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.v9i1.17272

Abstract

Latar belakang penelitian ini bermula dari fakta bahwa siswa yang lambat belajar memiliki kecepatan pemrosesan yang lebih lambat, rentang perhatian yang lebih pendek, dan mudah teralihkan, sehingga membutuhkan strategi pembelajaran yang disesuaikan dengan kebutuhan spesifik mereka. Salah satu strategi pembelajaran yang berpotensi mengatasi tantangan ini adalah pembelajaran etnosains, yang mengintegrasikan konsep ilmiah dengan konteks budaya dan lingkungan. Penelitian ini bertujuan untuk mendeskripsikan dampak pembelajaran etnosains terhadap pemeliharaan konsentrasi belajar siswa yang lambat belajar di sekolah dasar inklusif. Penelitian ini menggunakan pendekatan kualitatif dan desain studi kasus. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi, yang melibatkan guru kelas, guru pendamping, dan siswa berkebutuhan khusus di kelas VB di SD Muhammadiyah Alam Surya Mentari Surakarta. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa (1) mereka menunjukkan perhatian awal yang baik dan mampu memfokuskan kembali dengan mudah bahkan setelah terganggu, (2) mereka stabil, antusias, dan mampu terlibat dalam setiap tahap pembelajaran, (3) mereka mampu mengikuti instruksi sederhana secara bertahap, (4) mampu menjawab lembar kerja dengan konsep yang benar meskipun memiliki kemampuan menulis yang terbatas, (5) siswa yang lambat belajar belum mampu mengungkapkan pendapat, belum berkomunikasi secara aktif, dan masih bergantung pada instruksi guru. Kesimpulan dari penelitian ini menekankan bahwa pembelajaran etnosains efektif dalam menjaga konsentrasi siswa yang lambat belajar dan relevan untuk diterapkan dalam konteks sekolah dasar inklusif.
Influence of Electronic Modules on Environmental Literacy in Raising Environmental Awareness among Fifth Grade Elementary School Students Ai Nina Karlina Puspitasari; Mubarok Somantri
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.v9i1.17432

Abstract

This study aims to test the effectiveness of the ecoliteracy e-module in improving elementary school students' conceptual understanding and pro-environmental behavior, particularly regarding waste management and environmental awareness. The background of this study is the limited learning media that can comprehensively and contextually integrate ecological knowledge, attitudes, and behavioral aspects into elementary school learning. The ecoliteracy e-module was developed as an alternative digital teaching material. It is interactive, contextual, and suited to the characteristics of elementary school students. This study used a pre-experimental design with a quantitative approach. It involved one group of students who received treatment without a comparison group. Data collection techniques included pretests and posttests to measure students' understanding. Structured observations were used to identify changes in student behavior in waste management in the school environment. Data analysis focused on comparing scores before and after using the e-module and interpreting findings from behavior observations. The results showed a significant increase in student understanding after using the ecoliteracy e-module. The average pretest score increased by 19.20 points in the posttest. This indicates that the e-module helps students better understand waste management and environmental issues. However, observations indicate that these gains in understanding have not led to consistent behavioral changes. Students' behavior in sorting waste and reducing single-use plastics still varies significantly between individuals. Based on these findings, it can be concluded that the ecoliteracy e-module is effective in improving elementary school students' understanding of waste management and environmental awareness.
Implementation of the Eco School Program in Cultivating Environmental Awareness among Elementary School Students Yulia Agustin; Ganes Gunansyah; Putri Rachmadyanti; Yulia Agustin
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.v9i1.17586

Abstract

Meningkatnya kompleksitas isu lingkungan menggarisbawahi perlunya pendidikan dasar untuk menumbuhkan tanggung jawab lingkungan sejak usia dini. SDN Rungkut Menanggal I Surabaya telah berulang kali memenangkan penghargaan Sekolah Ekologi Surabaya, menghadirkan konteks unik untuk meneliti bagaimana program tersebut membentuk perilaku ekologis siswa. Studi ini bertujuan untuk mendeskripsikan implementasi program Sekolah Ekologi, mengidentifikasi faktor pendukung dan penghambatnya, serta menganalisis dampaknya terhadap tanggung jawab lingkungan siswa. Penelitian ini dipilih karena terbatasnya studi yang mengeksplorasi praktik Sekolah Ekologi berbasis tindakan di sekolah dasar pemenang penghargaan. Dengan menggunakan desain studi kasus kualitatif, data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Hasil menunjukkan bahwa program tersebut diimplementasikan secara sistematis melalui kebijakan lingkungan, rutinitas ekologis sehari-hari, upaya konservasi air, praktik pengelolaan sampah, dan partisipasi yang kuat dari komunitas sekolah. Faktor pendukung utama meliputi kepemimpinan sekolah, keterlibatan orang tua, kolaborasi dengan Tunas Hijau, dan budaya lingkungan yang mapan, sementara tantangan muncul dari keterbatasan fasilitas dan perilaku siswa yang tidak konsisten. Studi ini menyimpulkan bahwa Sekolah Ekologi secara efektif menumbuhkan tanggung jawab lingkungan dengan mengintegrasikan praktik ekologis ke dalam budaya sekolah. Keunikan dari pendekatan ini terletak pada fokusnya pada sekolah yang secara konsisten meraih penghargaan dan dalam mengungkap mekanisme pembentukan karakter melalui ekopedagogi berbasis tindakan. Kata kunci : Sekolah Ekologi; tanggung jawab lingkungan; pendidikan lingkungan; pembiasaan ekologis; studi kualitatif
Teachers’ Perspectives on the Transition from Early Childhood Education to Grade One Ali Khamis; Mubarok Somantri; Ernawulan Syaodih
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.v9i1.17668

Abstract

Moving from ECE to Grade One is a pivotal step that can either support or disrupt children's early learning, especially when classroom expectations change abruptly. Yet, evidence from developing education systems remains limited, and little is known about how teachers in Zanzibar interpret and manage this transition. Therefore, this study aims to address that gap by exploring teachers' perspectives on the transition from ECE to Grade One in Zanzibar's unique cultural and linguistic context. This study employed a qualitative descriptive design, involving six teachers: 3 from ECE and 3 from lower primary. Data were collected through interviews and analysed thematically to identify recurring patterns in teachers' experiences. The findings revealed five interconnected themes: First, teachers primarily framed readiness for Grade One in terms of basic literacy skills, chronological age, and children's independence and social competence. Second, early adjustment is often marked by emotional distress and uneven preparedness, particularly for children without preschool experience. Third, teachers described a sharp pedagogical shift, compounded by changes in the language of instruction and classroom routines. Fourth, overcrowded classes, limited learning materials, inadequate infrastructure, and scarce professional support constrained teachers' ability to respond to diverse learning needs. Finally, teachers recommended stronger alignment between pre-primary and primary settings, sustained parent-teacher collaboration, targeted training on transition support, and reduced class sizes. By foregrounding teachers' perspectives from an underrepresented context, this study positions transition as a shared responsibility of children, families, and schools, and offers practical directions for policy and school-level improvement in Zanzibar and similar settings.

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