cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Azmil Hasan Lubis
Contact Email
azmilhasan.lubis@mgedukasia.or.id
Phone
+6281223837343
Journal Mail Official
jips@mgedukasia.or.id
Editorial Address
Jl. Utama Rukoh, Gampong Rukoh, Kec. Syiah Kuala, Kota Banda Aceh, Provinsi Aceh - Indonesia
Location
Kota banda aceh,
Aceh
INDONESIA
Journal of Indonesian Primary School
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30477212     DOI : https://doi.org/10.62945/jips
Core Subject : Education,
Education
Journal of Indonesian Primary School is a scientific periodical published four times a year (March, June, September and December) that publishes the results of original research on primary education and primary school teacher education. This journal aims to develop concepts, theories, perspectives, paradigms, and methodologies within the scope of basic education and primary school teacher education including curriculum, teaching materials, media, methods, and evaluation of primary school learning. Since 2024, this journal has been published by Mandailing Global Edukasia.
Arjuna Subject : Umum - Umum
Articles 96 Documents
 6   7   8   9   10 
Values Education in Primary School 4th Grade Social Studies Course: An Action Research Ethem Gürhan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.624

Abstract

Values education plays a critical role in fostering students’ moral, social, and civic development, particularly during the primary school years when foundational attitudes and behaviors are formed. Within this context, Social Studies courses offer a key pedagogical space for integrating values education into everyday classroom practices. The purpose of this study is to examine how values education practices implemented through an action research framework influence students’ understanding of values, classroom interactions, and observable behaviors in a fourth-grade Social Studies classroom. The study adopted a qualitative action research design and was conducted with 26 fourth-grade students and one classroom teacher in a public primary school in Türkiye. Data were collected over a eight-week implementation period through classroom observations, reflective teacher journals, semi-structured student interviews, and student-produced materials. The values education program focused on core values including respect, responsibility, empathy, justice, helpfulness, and tolerance, and was implemented using student-centered and experiential learning activities aligned with the Social Studies curriculum. The collected data were analyzed using thematic analysis, with inter-coder reliability ensured through independent coding procedures. The findings indicate that values education practices contributed to students’ conceptual understanding of values, promoted more respectful and cooperative classroom interactions, and supported the reflection of value-based behaviors in daily classroom routines. The results further suggest that sustained and experiential values education practices can positively influence classroom climate by fostering inclusivity, empathy, and shared responsibility among students. Additionally, the action research process enhanced teacher reflexivity by enabling continuous reflection and adaptation of instructional practices in response to classroom dynamics. Overall, this study demonstrates that values education, when embedded within classroom life through action research, can function as a transformative pedagogical process rather than a set of isolated instructional outcomes. The findings highlight the potential of action research to support both student development and teacher professional growth, offering practical insights for educators seeking to integrate values education into primary school Social Studies instruction.
Effect of Using Augmented Reality-Assisted Learning Media on Elementary School Students' Learning Motivation in Social Studies Learning Muhammad Nasheh Ulwan; Wahyu Sopandi; Encep Supriatna
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.860

Abstract

Despite the rapid integration of immersive technologies in STEM disciplines, the pedagogical potential of Augmented Reality (AR) in primary humanities education, particularly social studies, remains significantly under-researched. Social studies concepts are frequently perceived by young learners as abstract and monotonous, leading to a critical decline in academic engagement. This study aims to address this gap by examining the empirical effect of AR-assisted learning media on the learning motivation of elementary school students during social studies instruction. Employing a quantitative approach with a quasi-experimental design, this research involved 76 third-grade students from SD Negeri Anyar 1, purposively divided into an experimental class (n = 38, utilizing AR-integrated media) and a control class (n = 38, utilizing conventional instructional methods). Data on student motivation were rigorously collected through structured observation techniques and analyzed using both descriptive statistics and inferential parametric tests, including independent and paired-sample t-tests. The findings demonstrated that the integration of AR-assisted learning media exerts a highly positive and statistically significant effect on students' learning motivation. Descriptive analysis indicated that the experimental group achieved an exceptional post-test motivation score (M = 89.46, falling into the very high category), whereas the control group remained substantially lower (M = 60.15, categorized as low). Inferential statistical testing confirmed this disparity to be highly significant (p < 0.001). These results suggest that AR effectively bridges the gap between abstract historical or geographical concepts and the cognitive processing of young learners by providing interactive, three-dimensional visualizations. Consequently, this study underscores that AR-assisted media serves as a powerful pedagogical intervention to overcome low student engagement, offering valuable insights for educators and curriculum designers aiming to modernize primary education.
The Effect of Digital Storytelling on Elementary School Students' Reading Literacy: An Experimental Research Arni Rizkiah; Iik Nurulpaik; Neneng Sri Wulan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.861

Abstract

In the digital era, cultivating early reading literacy requires innovative pedagogical approaches that move beyond traditional print-based methods. While digital storytelling has emerged as a promising tool, empirical evidence regarding its specific efficacy in primary school settings remains limited. This study aims to examine the effect of digital storytelling on the reading literacy of elementary school students. Utilizing a quantitative approach with a quasi-experimental design, this research involved 36 students from SD Negeri Kalibuntu, who were divided into an experimental group and a control group. Data on students' reading literacy were systematically gathered using structured observation techniques. The collected data were analyzed using descriptive statistics evaluating individual acquisition scores and classical averages based on a categorization table and inferential parametric statistics via independent and paired-sample t-tests.The findings demonstrated that digital storytelling exerts a highly positive and statistically significant effect on elementary school students' reading literacy. This is evidenced by a substantial increase in the experimental group's average literacy score from a pre-test baseline of 60.17 (low category) to a post-test peak of 92.34 (very high category). Furthermore, the experimental group's post-test literacy score (M = 92.34) significantly outperformed the control group (M = 65.61, low category), with inferential analysis confirming a high statistical significance (p < 0.000). These results indicate that integrating multimedia narratives enhances cognitive engagement and textual comprehension in young learners. Consequently, this study underscores that digital storytelling serves as a potent pedagogical alternative to mitigate low reading literacy, offering critical insights for primary school educators.
Effectivity of the Problem-Based Learning Model on Elementary School Students' Critical Thinking Skills in Mathematics Learning Arif Munandar; Supriadi; Andika Arisetyawan
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.862

Abstract

Developing critical thinking skills in primary mathematics remains a significant pedagogical challenge, as traditional teacher-centered instruction often fails to stimulate higher-order cognitive processing. While various methodologies have been proposed, empirical confirmation of structured problem-solving frameworks in early mathematics education warrants deeper exploration. This study aims to examine the effect of the Problem-Based Learning (PBL) model on the critical thinking skills of elementary school students in mathematics. Utilizing a quantitative approach with a quasi-experimental design, this research involved fifth-grade students from SKD State Elementary School, divided into an experimental class (grade Va, n = 30, utilizing the PBL model) and a control class (grade Vb, n = 30, utilizing conventional learning). Data were gathered through a dedicated critical thinking ability test and analyzed using descriptive statistics (mean, standard deviation, and percentage of completeness) alongside inferential parametric statistics (independent and paired-sample t-tests). The findings demonstrated that the PBL model exerts a highly positive and statistically significant effect on students' critical thinking skills. The experimental class achieved a substantially higher post-test mean score (M = 90.33) compared to the control class (M = 72.15). Additionally, the experimental group exhibited a smaller standard deviation, indicating a more homogenous and evenly distributed acquisition of critical thinking skills among students. In terms of academic mastery, the experimental class achieved a 92.12% completeness rate, significantly outperforming the control class at 68.43% (p < 0.000). These results suggest that PBL effectively fosters analytical capabilities by immersing students in real-world mathematical inquiry. Consequently, this study underscores the PBL model as a potent pedagogical alternative to mitigate low mathematical reasoning in primary education.
Effect of Classcraft-Based Gamification on Strengthening the Disciplinary Character of Elementary School Students Ahmad Suryadi; Arie Rakhmat Riyadi; Yulianti Fitriani
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.863

Abstract

Character education in the digital era challenges educators to find innovative ways to cultivate student discipline without relying on conventional, punitive measures. While gamification has emerged as a viable pedagogical tool, empirical evidence regarding the specific impact of immersive behavioral gamification platforms, such as Classcraft, on young learners' disciplinary character remains scarce. This study aims to investigate the effect of Classcraft-based gamification on strengthening the discipline character of elementary school students. Utilizing a quantitative approach with a quasi-experimental design, this research involved 30 upper-grade students (grades 5 and 6) from SD Negeri Padasuka Baros Serang, equally divided into an experimental group (n = 15, utilizing Classcraft) and a control group (n = 15, utilizing conventional classroom management). Data on students’ disciplinary behavior were systematically collected through structured observation techniques and analyzed using descriptive and inferential parametric statistics (independent and paired-sample t-tests).The findings revealed that Classcraft-based gamification has a highly positive and statistically significant effect on enhancing students' discipline character. Within the experimental group, discipline scores escalated dramatically from a pre-test average of 61.12 (low category) to a post-test average of 93.14 (very high category). Furthermore, the experimental group’s post-test performance (M = 92.34) significantly outperformed the control group (M = 65.61, low category) with an inferential significance value of p < 0.000. These results indicate that Classcraft’s role-playing mechanics successfully transform rigid rules into engaging, collaborative quests that internalize intrinsic discipline. Consequently, this study provides critical empirical support for leveraging digital gamification as a non-coercive, preventive alternative to mitigate behavioral issues in primary education.
Development of Mind Mapping Learning Media for Science Learning in Madrasah Ibtidaiyah Fanny Fajria
Journal of Indonesian Primary School Vol. 3 No. 2 (2026): JUNE 2026
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/jips.v3i2.883

Abstract

In elementary science education, traditional instructional methods often struggle to effectively convey abstract ecological interdependencies, necessitating the development of innovative visual learning media. This study aimed to develop and evaluate the feasibility and practicality of digital Mind Mapping learning media tailored for ecosystem topics in Madrasah Ibtidaiyah (Islamic elementary schools). Employing a Research and Development (R&D) approach, the study utilized the six-stage Luther development model: concept, design, material collecting, assembly, testing, and distribution. The interactive media was designed for Grade V students using a combination of FreeMind and Canva applications. The product’s feasibility was evaluated through rigorous expert validation, while its practical utility was assessed via a small-group trial involving five Grade V students at MIN 10 Aceh Besar. Data gathered through media validation sheets, material validation sheets, and student response questionnaires were analyzed descriptively using percentage-based criteria. The evaluation results demonstrated that the developed digital Mind Mapping media possesses exceptional instructional quality. The product achieved a media expert validation score of 92.5% and a material expert validation score of 89.28%, both positioning the media in the highly feasible category. Furthermore, the small-group trial yielded a student practicality score of 90.8%, confirming that the application is highly pragmatic for real-world classroom implementation. These findings suggest that the integration of digital Mind Mapping effectively bridges the gap between abstract science concepts and young learners' cognitive schemas. This study contributes a validated technological framework to primary science education, offering a scalable instructional alternative that optimizes conceptual organization and enhances student engagement.

Page 10 of 10 | Total Record : 96

 6   7   8   9   10 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): JUNE 2026 Vol. 2 No. 4 (2025): DECEMBER 2025 Vol. 2 No. 3 (2025): SEPTEMBER 2025 Vol. 2 No. 2 (2025): JUNE 2025 Vol. 2 No. 1 (2025): MARCH 2025 Vol. 1 No. 4 (2024): DECEMBER 2024 Vol. 1 No. 3 (2024): SEPTEMBER 2024 Vol. 1 No. 2 (2024): JUNE 2024 Vol. 1 No. 1 (2024): MARCH 2024