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International Journal of Elementary School
Published by Sekolah Tinggi Agama Islam Solok Nan Indah
ISSN : -     EISSN : 30473403     DOI : Prefix 10.69637 by Crossref
Core Subject : Humanities, Education,
Humanities Education Other
International Journal of Elementary School is an international peer-reviewed journal published by Institute of Research and Community Service STAI Solok Nan Indah, Indonesia in collaboration with the International Islamic Studies Development and Research Center (IISDRC) https://iisdrc.org/. International Journal of Elementary School is a peer-reviewed journal on education and teacher training. The journal is intended to provide academic forums for researchers who are interested in the discussion of current and future issues on education and teacher training, especially elementary education. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of the published articles. The journal is open to authors around the world regardless of nationality. Aims and Scope 1. Social science education in elementary education. 2. Mathematics education in elementary education. 3. Language education in elementary education. 4. Science education in elementary education. 5. Arts and culture education in elementary education. 6. Citizenship education in elementary education. 7. Religious education in elementary education. 8. Sports education in elementary education. 9. Learning and teaching in elementary education. 10. Psychology in elementary education. 11. Learning media in elementary education. 12. Management of education in elementary education. 13. Learning media and educational technology in elementary education. 14. Music education in elementary education. 15. Dance and drama education in elementary education. 16. Extracurricular in elementary education. 17. Environment education in elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2026): september" : 6 Documents clear
The Association Between Digital Literacy and Reflective Thinking Skills Among Elementary School Students Herliana Septianti; Octarina Hidayatus Sholikhah; Upik Wahyuni Nawang Putri
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.859

Abstract

Digital literacy is an essential competency for elementary school students in navigating 21st-century learning. Beyond the ability to use digital technologies, it involves accessing, understanding, evaluating, and using digital information critically and responsibly. Reflective thinking enables students to examine their thought processes, learn from experiences, and evaluate problem-solving strategies. This study aimed to examine the association between digital literacy and reflective thinking skills among elementary school students. A quantitative approach with a correlational design was employed with 59 students aged 9–12 years. Data were collected using digital literacy and reflective thinking questionnaires that demonstrated acceptable validity and reliability. Data were analyzed using descriptive statistics, Pearson product–moment correlation, and simple linear regression. The results showed a very strong positive and statistically significant association between digital literacy and reflective thinking (r = 0.833, p < 0.001). The regression model was also statistically significant, with R² = 0.694, indicating that digital literacy accounted for 69.4% of the variance in reflective thinking scores within the sample. These findings suggest that students with higher levels of digital literacy tended to demonstrate stronger reflective thinking skills. However, because of the correlational design, the findings indicate statistical association rather than causality. The study highlights the importance of developing digital literacy and reflective thinking as complementary competencies in elementary education and provides a basis for future experimental or longitudinal research to investigate their potential causal relationship.
Interactive Digital Media in Problem-Based Science Learning in Elementary Schools: A Systematic Literature Review Khoirunnisa Khoirunnisa; Muhtar Mochamad Solihin
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.866

Abstract

To address the underexplored intersection between interactive digital media and the PBL model in elementary science, this study aims to map the types and characteristics of interactive digital media and identifying the constraints and recommendations for their implementation in PBL-based science instruction in elementary schools. The method employed is a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. Article searches were conducted through Google Scholar and Publish or Perish from 2021 to 2026, yielding 37 final articles analyzed using narrative synthesis techniques. The findings identified 20 types of interactive digital media, which were classified into five functional groups: presentation/design tools (e.g., Canva, PowerPoint), gamified quizzes (e.g., Quizizz, Wordwall), narrative digital media (e.g., digital comics), immersive technologies (e.g., Augmented Reality), and interactive e-books/flipbooks. Canva was the most dominant platform (29.72%), with media usage heavily concentrated in upper grades (IV and V), while no articles addressed grades I–II or utilized Learning Management Systems. The main implementation constraints include limited internet infrastructure, inadequate teacher competencies in developing digital media, and the varying digital literacy readiness of students. The proposed recommendations encompass developing offline media, providing continuous teacher training, and conducting further research with stronger designs and broader scope. By systematically classifying the media and synthesizing contextual barriers, these findings provide a comprehensive evidence-based map for teachers and policymakers to strategically select and develop interactive digital media suitable for the PBL context in elementary schools.
Educational Participation in Indonesia’s Inpres School Expansion 1973–1978 Miftakhuddin Miftakhuddin
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.867

Abstract

This study examines how families living through Indonesia’s New Order school expansion experienced the arrival of new primary schools and decided whether their children would attend them. While previous studies have documented the construction of more than 61,000 Presidential Instruction (Inpres) primary schools between 1973 and 1978 and their long-term effects on schooling and wages, less attention has been given to how families responded to this expansion at the time. The study employs Kuntowijoyo’s historical method to analyse presidential instructions, a regional field report from West Sumatra, provincial funding studies, and government statistics. The sources were examined in digitized form and assessed through external and internal criticism before interpretation. The analysis focuses on three dimensions: family motives, regional variation in participation, and local explanations of children’s presence or absence from school. The findings indicate that cultural capital, rational choice, and parental aspiration each explain aspects of participation in Inpres primary schools, but none fully accounts for the available evidence. The central finding is a substantial documentary imbalance: official decisions concerning school construction and location are extensively recorded, whereas family reasoning and children’s actual attendance are rarely documented. This finding implies that assessments of large-scale educational expansion should distinguish between the provision of educational infrastructure and its social uptake. It also highlights the importance of incorporating local and family-level evidence when evaluating the social consequences of state-led school expansion.
Written Mathematical Communication of Pre-service Elementary Teachers in Solving Solid Geometry Problems Andi Gusmaulia Eka Putri; Rian Priyadi
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.871

Abstract

Mathematical communication skill is an essential competency for Elementary Education students as future teachers, to be able to present ideas or concepts clearly and accurately, both orally and in writing. In fact, it is still observed during lectures that students face difficulties in communicating mathematical ideas. This research aims to describe the characteristics of Elementary Education students written mathematical communication skills as reflected in how they present solutions to contextual solid geometry problems. This research used a descriptive qualitative approach with three research subjects purposively selected from 33 students to represent low, moderate, and high levels of skill. Data was collected through a written mathematical communication test which included understanding and representing problems, explaining the solution process, drawing conclusions, and providing mathematical arguments. The results showed differences in characteristics of each skill level. Low-skill students still experience misconceptions and difficulties in understanding and representing problems. Moderate-skill students demonstrated procedural fluency but were unable to draw logical conclusions. Meanwhile, high-skill students demonstrated comprehensive written communication skills throughout all indicators. These findings provide a basis to improve mathematics instruction that trains students in computational skills and logical reasoning.
Learning Attitudes and Habits of Gen Z Elementary Students in the Digital Era Sutarto Sutarto; Dewi Purnama Sari; Aida Rahmi Nasution
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.873

Abstract

While technology can support learning, it can also disrupt concentration, time management, and study consistency. This is especially complex for elementary school students, as their self-regulation skills are still developing and require habit-building, guidance, and family involvement. This study analyzes the learning attitudes and habits of Gen Z elementary school students in the digital era in Rejang Lebong Regency. The study used a qualitative case study design. Participants included eight teachers and twelve elementary school students, selected through snowball sampling. The researcher collected data through semi-structured interviews. The researcher analyzed the data in four stages: coding; description and classification based on thematic codes; interpretation based on identified themes; and data presentation and visualization. To ensure data accuracy, the researcher extended the duration and improved the quality of interviews when the data were insufficient; the researcher also employed source triangulation. The results reveal disparities in the learning attitudes and habits of Gen Z elementary school students, characterized by two primary patterns. Some students showed discipline, responsibility, independence, learning awareness, and effective time management, while others lacked discipline, were passive, and struggled to manage their study time effectively. These differences indicate that Gen Z learning characteristics are not homogeneous but shaped by the interplay of family environments, parenting styles, and technology use. These findings underscore the importance of strengthening family support and providing guidance on technology use as strategies to foster more adaptive and effective learning attitudes and habits among Gen Z students
Mind Mapping to Enhance Reading Literacy of Informative Texts in Elementary Schools Fadly AS; A’rafatil Huda; Anisa Fitri Yeni; Yunis Eka Putra
International Journal of Elementary School Vol. 3 No. 2 (2026): September
Publisher : Sekolah Tinggi Agama Islam Solok Nan Indah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69637/ijes.v3i2.874

Abstract

This study was motivated by fourth-grade students’ difficulties in reading comprehension, particularly in identifying main ideas, organizing information, and understanding instructions in Indonesian. The frequent use of regional languages in daily communication may create challenges when students encounter Indonesian as the language of instruction. This study aimed to improve students’ reading literacy and learning outcomes through the mind mapping model, which visually organizes keywords, main ideas, and conceptual relationships. The study employed participatory Classroom Action Research (CAR) involving 22 fourth-grade students (12 boys and 10 girls) at State Elementary School 04 Sulit Air, Solok, during the odd semester of the 2025/2026 academic year. The research was conducted in two cycles, each consisting of three meetings covering planning, implementation, observation, and reflection. Data were collected through observations, learning achievement tests, and documentation. Results showed improvement from Cycle I to Cycle II. In Cycle I, 11 students (50%) achieved the minimum mastery criterion, with an average score of 73.0. In Cycle II, 20 students (90.91%) achieved mastery, with an average score of 87.7. Thus, the average score increased by 14.7 points, while classical mastery increased by 40.91 percentage points, exceeding the 75% target. The findings indicate that mind mapping supported improvements in reading comprehension, main-idea identification, and classroom participation.

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