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Journal of Primary Education
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25024515     DOI : https://doi.org/10.15294/jpe
Core Subject : Education,
Education
Journal of Primary Education publishes research articles results and conceptual studies in field of elementary mathematics education, science, Indonesian languange and social studies for primary education level. Journal of Primary Education publishes research studies employing a variety of qualitative and/or quantitative methods and approaches in the field of primary education, with a particular emphasis on the Indonesian context and global perspective.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Analysis Of Ethnoscience-Based Problem-Based Learning (PBL) Models At The Elementary School Level: Bibliometric Analysis On Selected Journals In 2019-2025 Damayanti, Lilis; Tri Joko Raharjo; Bambang Subali; Ellianawati Ellianawati
Journal of Primary Education Vol. 13 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v13i2.25358

Abstract

This study examines trends, contributions, and research directions related to ethnoscience-based Problem-Based Learning (PBL) models at the elementary school level during the 2019-2025. This study used a systematic literature review method with the PRISMA approach to select and analyze relevant scientific articles. Articles that met the inclusion criteria were analyzed using VOSviewer to map bibliometric visualizations, including keyword networks, authors, and research topic trends. The results showed that integrating ethnoscience in the PBL model consistently improved elementary school students' critical thinking skills, understanding of science concepts, and respect for local culture. In addition, this approach is also considered effective in increasing students' active involvement in the contextualized problem-based learning process. Research trends show a significant increase in ethnoscience approaches since 2019, especially in IPAS and science learning. VOSviewer analysis showed dominant keywords such as “ethnoscience,” “critical thinking,” and “basic education” interconnected in authorship and topic networks. This research confirms the importance of learning approaches that combine local wisdom with innovative methods such as PBL. This article recommends the need for further research that develops local culture-based learning models collaboratively between educators, communities, and education stakeholders.
Development of STEM-Based Augmented Reality Media to Strengthen Adaptive Reasoning and Creativity Skills of Elementary School Students Opidianto, Myo; Ellianawati Ellianawati; Arif Widiyatmoko
Journal of Primary Education Vol. 14 No. 1 (2025): Juni (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v14i1.31324

Abstract

  The ability of adaptive reasoning is greatly needed to develop cognitive skills in students through mathematical observations of an object and problems caused by the aspect of creativity often being neglected because of the focus on mastery of the material, with students' answers being brief without elaboration and explanation. This research background study aims to develop STEM-based Augmented Reality (AR) learning media to assess the adaptive reasoning and creativity skills of fifth-grade students in IPAS (Science and Social Studies Integration) subjects. The research subjects included validators, teachers, and students to evaluate the media's validity, practicality, effectiveness, and user response. Validation results indicated that the media was highly feasible, with scores from content validators at 96%, media experts at 91%, and language experts at 94%. Practicality was rated at 97% by teachers and 82% by students. Effectiveness was measured using validated pretest and posttest instruments, yielding Aiken’s V scores ranging from 0.91667 to 1.00, indicating a “very high” category. Student responses showed score improvements, particularly in adaptive reasoning indicators such as “evaluating the correctness of answers” and “drawing conclusions,” which increased from mean scores of 6.33 and 6.27 to 6.88 and 8.3, respectively. Creativity indicators remained relatively stable between pretest and posttest, with mean scores consistently above 11 across all components. Overall, the AR-based media is considered feasible and effective for implementation in learning, although the interpretation of results should be approached with caution.
Promoting Inclusive Literacy through Teaching Practices for Students with Dyslexia in Primary School Settings MALAHLELA, Moyagabo Kate; Masupe, Doreen Boikhutso
Journal of Primary Education Vol. 14 No. 1 (2025): Juni (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v14i1.34401

Abstract

This study aligns with Sustainable  Development Goal 4 and the United Nations Convention on the Rights of Persons with Disabilities, both of which advocate for inclusive and equitable quality education. It investigates teaching strategies that support inclusive literacy for students with dyslexia in primary school settings. Using a quantitative descriptive and correlational design, the research was conducted in five mainstream primary schools under Botswana's Ministry of Education and Skills Development. The sample comprised 143 teachers and school administrators involved in special education, selected through the Cochran formula. Data were collected via a standardized, self-administered questionnaire and analysed using SPSS. Findings revealed a strong positive correlation (R = 0.864) between inclusive literacy outcomes and factors such as teaching strategies, teacher preparation, inclusive practices, and resource availability.  The regression analysis (F = 34.251) confirmed that these variables significantly predict literacy success for students with dyslexia. The study concludes that empowering teachers through systemic professional development is essential for fostering effective, inclusive education. It highlights the critical role of teacher preparedness in implementing inclusive literacy strategies and calls for targeted training programs to address the needs of students with dyslexia.
E-Book Innovation Based on the REACT Learning Model to Improve the Communication Skills of Elementary School Teacher Education Students Eko Sucahyo; Rani Ningtyas; Sabri Sabri
Journal of Primary Education Vol. 14 No. 1 (2025): Juni (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v14i1.35923

Abstract

This study aims to develop an E-Book based on the REACT learning model (Relating, Experiencing, Applying, Cooperating, Transferring) to improve the communication skills of elementary teacher education (PGSD) students. The research adopted the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). At the analysis stage, students’ needs and profiles were identified. The design stage focused on structuring the E-Book integrated with the REACT syntax. The development stage produced a prototype validated by experts. Implementation was carried out through limited and field trials using a One Group Pretest–Posttest design. The limited trial involved 15 PGSD students, while the field (wider) trial was conducted with 40 students. Evaluation was conducted both formatively and summatively. Validation results showed an average score of 88.25% (valid category). The paired sample t-test indicated sign. (2-tailed) = 0.000 < 0.05, proving a significant difference in communication skills before and after using the E-Book. Moreover, the comparison test yielded to count = 11.915 > ttable = 1.684, confirming a meaningful improvement. In conclusion, the REACT-based E-Book developed through the ADDIE model is valid, practical, and effective in enhancing the communication skills of PGSD students and is recommended for wider application in higher education.
Cognitive Learning Outcomes of Elementary School Students Through Differentiated Problem-Based Learning Husna Lailatul Latifa; Sigit Saptono; Barokah Isdaryanti
Journal of Primary Education Vol. 14 No. 1 (2025): Juni (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v14i1.36825

Abstract

Learning that focuses solely on one-way knowledge transmission without integrating students into the learning process is one factor contributing to students' low cognitive learning outcomes. Conventional learning encompasses this kind of learning. Since every student learns differently, the current application of the Merdeka Curriculum's tenets is not in line with the use of conventional teaching methods. The purpose of this study is to investigate how the use of a differentiated Problem-Based Learning paradigm can improve students' cognitive learning outcomes in science. This study uses Nonequivalent Control Group Design and is quantitative in nature. The study's sample comprised 28 fourth-grade children from SDN Ngemplak Simongan 01 and 28 students from SDN Manyaran 03. The N-Gain test findings, which show that the experimental group received an average score of 0.71 while the control group received an average score of 0.55, provide evidence of this. Furthermore, the independent sample t-test used for hypothesis testing produced a significant value of 0.000<0.05, which resulted in the rejection of H0. This suggests that, in comparison to children who received conventional instruction, the cognitive learning outcomes of students taught utilizing the differentiated PBL paradigm demonstrated a high degree of progress and a significant difference.

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