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Journal of Primary Education
Published by Universitas Islam Negeri Fatmawati Sukarno Bengkulu
ISSN : 29643465     EISSN : 27766047     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
JPE: Journal Primary Education is a scientific journal that aims to communicate research results of professors, teachers, practitioners, and scientists in the primary education covering: Development of Elementary Education Learning Dynamics of Elementary Education Systems Innovation and Creativity in Elementary Education The relevance of local wisdom in Elementary Education Parental Involvement in Elementary Education Applied Science of Elementary Education Analytical critical studies of Elementary Education
Arjuna Subject : Umum - Umum
Articles 68 Documents
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The Relationship Between Curriculum, Learning Media, and Mental Health in Contemporary Islamic Education Dede Indra Setiabudi; Cucu Zenab Subarkah; Laely Syaudah; Anjar Sulistyani; Buci Morisson; Meity Suryandari
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11366

Abstract

Mental health has become an increasingly important concern in higher education, particularly among prospective teachers who face academic, social, and technological challenges. Although previous studies have examined Islamic education, learning media, and student well-being separately, limited research has explored how curriculum and learning media jointly influence student mental health within Islamic higher education settings. This study aims to explore the relationship between curriculum implementation, learning media, and student mental health among PGMI students at Institut Agama Islam Al-Zaytun Indonesia. Using a qualitative case study approach, data were collected through observations, in-depth interviews, and document analysis involving PGMI students and lecturers. The findings reveal that an Islamic Education curriculum integrating spiritual values, character education, and humanistic learning contributes positively to students’ psychological well-being. Interactive digital learning media enhance engagement, learning motivation, and psychological comfort, while a religious academic environment strengthens emotional stability through social support and spiritual practices. However, excessive reliance on digital media may lead to digital fatigue and reduced social interaction. The novelty of this study lies in its integrated examination of curriculum, learning media, and mental health within contemporary Islamic higher education from students lived experiences. The findings suggest that Islamic higher education institutions should develop adaptive, humanistic, and spiritually oriented learning systems to promote student well-being and mental health.
Analysis of Students’ Literacy Skills in Identifying Religious Intrinsic Elements in the Folktales Puyang Lambung Karang and Bujang Juaro among Fifth-Grade Learners at SDN 1 Tanjung Sakti, Lahat Regency Rega Agustina
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.9433

Abstract

This study aims to analyze the literacy abilities of elementary school students in identifying intrinsic elements with religious nuances in the folktales Puyang Lambung Karang and Bujang Juaro. The research is grounded in the importance of literacy as a multidimensional competence encompassing the ability to comprehend, interpret, and analyze texts, as well as the relevance of folktales as a medium for fostering religious and cultural character education. Using a descriptive qualitative approach, the study was conducted at SDN 1 Tanjung Sakti from February to March 2025 and employed observation, interviews, and documentation as data sources. Data validity was ensured through source, method, and document triangulation.The findings indicate that students’ literacy abilities in identifying themes, characters, plot, setting, and moral messages are still categorized as developing. Some students were able to connect intrinsic elements with moral and religious values—such as honesty, mutual assistance, and the prohibition of immoral behavior—while others demonstrated only literal comprehension without deeper interpretation. Variations in student performance were influenced by internal factors, including reading interest, motivation, and limited vocabulary, as well as external factors such as the predominance of lecture-based instruction, a lack of learning media, and suboptimal learning environment support. These results are interpreted through Piaget’s cognitive developmental theory and Vygotsky’s social constructivism, both of which emphasize the importance of concrete experiences, social interaction, and teacher scaffolding in enhancing literacy comprehension and moral understanding. The study recommends the use of interactive and contextual learning strategies based on local folktales to strengthen students’ cultural and religious literacy.
Integrating Islamic Values Into Digital Learning for Character Education in Elementary Schools Yusuf Yusuf; Ade Aspandi
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11512

Abstract

The rapid development of digital learning in elementary education has created new challenges in strengthening students’ character and moral values. Digital learning at the elementary school level often focuses more on cognitive achievement and technological adaptation, while the integration of religious and character values remains limited. This study aims to analyze the integration of Islamic values into digital learning as an effort to strengthen character education at SDN Taman Kalijaga Permai. The research employed a qualitative case study approach involving teachers, school principals, and elementary students as research participants. Data were collected through interviews, observations, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings reveal that the integration of Islamic values in digital learning is implemented through religious habituation before online learning activities, the insertion of Islamic messages in digital teaching materials, reflective learning activities, and teacher modeling in digital communication. The implementation of these strategies contributes positively to students’ discipline, responsibility, politeness, and digital ethics. However, several challenges remain, including limited teacher competence in value-based digital pedagogy and students’ inconsistent digital literacy levels. This study concludes that integrating Islamic values into digital learning can serve as an effective strategy for strengthening character education in elementary schools when supported by contextual learning approaches and active teacher involvement.
The Use of Cohesive Markers in Reading Passages of The English Textbooks for Primary School Students Torian Putra; Arono Arono; Wisma Yunita
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11118

Abstract

This study aimed to identify cohesive markers in English textbooks of the 2013 Revised Curriculum for Grades IV, V, and VI published by the Indonesian Ministry of Education and Culture. The analysis focused on grammatical cohesion (reference, conjunction, substitution, and ellipsis) and lexical cohesion (repetition, hyponymy, synonymy, antonymy, and collocation). Using a content analysis method, 39 reading texts were analyzed (14 from Grade IV, 9 from Grade V, and 16 from Grade VI). The results indicated that: 1) Reference was the most dominant grammatical cohesive marker across all levels; 2) Repetition was the most frequent lexical cohesive marker; 3) Grammatical cohesion overall occurred more frequently than lexical cohesion. Furthermore, while distribution patterns were similar, the variety of markers evolved across grades. However, synonyms were found to be the least utilized markers. In conclusion, the prevalence of these markers suggests that they should be explicitly taught to elementary students to enhance their reading comprehension and mastery of textual meaning.
Transformation of Islamic Education in Responding to National and Global Issues: A Case Study of Strengthening National Values and Social Justice at Sekolah Dasar Islam Terpadu Daar El Falah Cianjur Uus Ruswandi; Rusman Nurdiansyah; Raka Akhmad Hilman Nurwahyu; Sofwan Gozali; Mohamad Erihadiana
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.10631

Abstract

Islamic education at the elementary school level faces various challenges arising from national and global issues, including globalization, digital transformation, declining national awareness, and social inequality. These challenges require educational institutions to transform their approaches in order to remain relevant and responsive to contemporary societal needs. This study aims to analyze the transformation of Islamic education in strengthening national values and social justice at Daar El Falah Integrated Islamic Elementary School (SDIT Daar El Falah) Cianjur. The research employs a qualitative case study approach through observations, interviews, and document analysis. The findings indicate that the transformation of Islamic education is reflected in the integration of Islamic and national values within the curriculum, contextual learning practices, the development of an inclusive school culture, and the strengthening of teachers’ roles as agents of character formation. These efforts contribute to fostering nationalism, tolerance, social responsibility, and awareness of justice among students. The study concludes that Islamic education at SDIT Daar El Falah plays a strategic role in preparing students to respond constructively to national and global challenges while upholding Islamic values, national identity, and social justice.
The Implementation of Friday Morning 'Tafakur' Program in Strengthening Religious Character: Dimensions of Faith and Piety at SDN 81 Kota Bengkulu Iwan Ramadhan Sitorus; Sinar Khomalasari
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.8367

Abstract

This study aims to describe: 1) the implementation of the Friday Morning Tafakur program at SDN 81 Kota Bengkulu; 2) the implications of this program on strengthening religious character within the dimensions of faith and piety; and 3) the supporting and inhibiting factors in its implementation. This research employs a descriptive qualitative approach. Data were collected through interviews, observation, and documentation. The results indicate that: 1) The Friday Morning Tafakur program at SDN 81 Kota Bengkulu has been implemented consistently once a week, involving all students, teachers, and staff; 2) The implication of this program is the strengthening of students' religious character, specifically in worship discipline through activities such as congregational Dhuha prayer, istigfar, shalawat, and almsgiving (infaq); 3) Supporting factors include adequate facilities and full support from teachers, while the primary obstacles are the lack of enthusiasm and discipline among some students.
Stimulation of Early Mathematics Concepts in Early Childhood through Balloon Number Coloring Activities Heri Purnomo; Wahdah Zakiyatun Nisa; Abdul Halim Abdullah
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11186

Abstract

Mathematical learning starts in early childhood, a fundamental phase for laying the groundwork of academic concepts. This study seeks to explore the early numeracy development in young children through balloon-number coloring activities. This research used a qualitative descriptive study design in an early childhood classroom. Data were obtained from in-class observations, children’s worksheets documentation and reflective notes of the teacher during a learning activity based on the theme: “Numbers and Balloon Colors”. The results suggest that the balloon-number coloring activity engaged multiple aspects of early mathematical development, including number recognition, number–color association, symbolic thought and simple pattern recognition. While coloring, the children engaged with numerical symbols and showed interest in numbers. The findings indicate that playful and developmentally fit learning environments can significantly support the growth of early numeracy concepts when creative visual activities are activated.
Developing The Sehati Model Through Experiential Learning and Aji Saka 3D Animation for Early Childhood Social-Emotional Development Titis Antika Sari; Sri Utaminingsih; Edris Zamroni
Journal of Primary Education (JPE) Vol 6, No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/jpe.v6i1.11315

Abstract

This study aimed to analyze learning needs, develop the SEHATI model, and evaluate its potential to improve early childhood social-emotional development across different cognitive styles. The study employed a R & D approach adapted from Borg and Gall, consisting of six stages: needs analysis, planning, product development, preliminary testing, revision, and field testing. Participants were 45 children from three early childhood education institutions. Data were collected through interviews, observations, questionnaires, and the CEFT to classify field-dependent and field-independent cognitive styles. Data were analyzed using descriptive statistics and a paired-sample t-test. Expert and practitioner validation indicated that the SEHATI model was highly feasible, with an average validity score of 92.2%. Field testing showed an increase in children's social-emotional development scores from 51.3% (pretest) to 78.8% (posttest), with an N-gain score of 0.57 in the moderate category. Children with both field-dependent and field-independent cognitive styles demonstrated positive improvement, although field-dependent children showed slightly higher gains. The paired-sample t-test revealed a significant difference between pretest and posttest scores (p < .05). These findings suggest that the SEHATI model has strong potential to support social-emotional development through experiential learning assisted by Aji Saka 3D animation while accommodating differences in children's cognitive styles.

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