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Mochammad Miftachul Huda
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JELEDUC
Published by Universitas Muhammadiyah Lamongan
ISSN : -     EISSN : 30655330     DOI : https://doi.org/10.38040/jeleduc
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Journal of Elementary Education (JELEDUC) aims to provide researchers with scholarly discourses, theories, research methods, and findings. Therefore, the journal accepts manuscripts related to all aspects of Elementary Education. It is also keen to help make connections among researchers. Journal of Elementary Education (JELEDUC) is intended to contribute to the field with academic research outcomes and disseminate knowledge about elementary education, including theories, quality of instruction, instructional planning, design, and technology from a disciplinary and/or interdisciplinary holistic approach, but it is not limited with these subjects. Journal of Elementary Education (JELEDUC) aims at: (1) Disseminating research findings, either in qualitative or quantitative inquiry; (2) Proposing new discussion directions and issues through literature reviews; (3) Emphasizing creative solutions to the existing problems and issues in the field; (4) Contributing to professional development by discussing research findings in a systematic way.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): DECEMBER" : 6 Documents clear
Development of a Science Literacy-Based E-module to Improve Science Learning Outcomes for Fourth Grade Students Maulida, Ila Nur; Wiratama, Novialita Angga
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1309

Abstract

This research focuses on the low learning outcomes of students in the IPAS subject about different energy forms. The study aims to assess the validity, practicality, and effectiveness of a science literacy-based e-module for fourth-grade students. It follows the Research and Development (R&D) method using the ADDIE model, which has five stages: Analyze, Design, Development, Implement, and Evaluation. The participants were 29 fourth-grade students from SDN Plaosan and class teacher. Data were collected through interviews, observations, questionnaires, and tests. The e-module met eligibility criteria with high validation scores: 86% for material, 84% for media, and 93. 3% for language. Teacher and student practicality scores were 88% and 94. 75%, respectively. The effectiveness score was 78%. In conclusion, the e-module is valid, practical, and effective for enhancing learning outcomes in fourth-grade classrooms.
Students' Critical Thinking Skills: Analysis of fifth-grade IPAS subjects at MI Muhammadiyah 18 Sumberrejo Bojonegoro Khikmah, Dwi Lailatul; Huda, Mochammad Miftachul; Kharisma, Ahmad Ipmawan
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1371

Abstract

This study aims to analyze students' critical thinking abilities in the Natural and Social Sciences (IPAS) subjects at MI Muhammadiyah 18 Sumberrejo, Bojonegoro Regency. The background of the research is based on the low critical thinking skills of students, as seen from learning outcomes and learning processes that are still dominated by conventional methods. The study uses a qualitative descriptive method with a case study approach through data triangulation, including observations, interviews, and documentation studies of teachers and 53 fifth-grade students. The results of the study indicate that learning has not been student-centered, the use of media is less varied, and the use of technology is not yet optimal, so the five critical thinking indicators (focus, reasoning, inference, situation, and clarity) have not developed optimally. Documentation data also show that 75% of students scored below the Minimum Competency Criteria (KKM). These findings affirm the need for more interactive, contextual, and experiential IPAS learning innovations to enhance students' critical thinking skills. The research concludes that improving the quality of learning strategies is essential so that students can actively participate and develop higher-order thinking skills.
Utilization of Artificial Intelligence (AI) in Indonesian Language Learning in Elementary Schools: Teacher Perceptions and Challenges Putra, Agung Syah; Saputra, Dio
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1374

Abstract

  The rapid expansion of Artificial Intelligence (AI) has begun to influence instructional practices in primary education, including Indonesian language learning. Although AI offers opportunities for automated feedback and personalized learning, existing studies in Indonesia have largely focused on AI use in general subjects or secondary and higher education levels, with limited empirical investigation into its application in primary-level Indonesian language instruction, particularly from the perspective of classroom teachers. Moreover, little is known about how teachers mediate AI use in relation to cultural and pedagogical appropriateness. Therefore, this study addresses this gap by exploring elementary school teachers’ perceptions and classroom experiences of AI integration in Indonesian language learning. This study aims to explore the perceptions and classroom experiences of Indonesian language teachers in utilizing AI for literacy learning in primary schools. A qualitative descriptive approach was used, involving twelve teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis. The findings show that teachers generally view AI as helpful in providing immediate corrective feedback, supporting instructional preparation, and increasing student engagement. However, challenges were also identified, including limited digital infrastructure, diverse teacher digital literacy, ethical concerns related to data security, and the risk of students relying too heavily on AI-generated suggestions. The study concluded that AI can make a meaningful contribution to Indonesian language learning when used under teacher supervision. Specifically, the results showed that teachers utilized AI to provide automatic corrections for spelling and structure, guide the process of developing open-ended sentence materials, and assist with task differentiation for students with varying abilities. Furthermore, it was found that teachers' limited digital literacy, limited availability of devices in schools, and a lack of formal training were key barriers to optimizing AI use. Therefore, educators play a mediating role to ensure that AI output remains pedagogically and culturally appropriate. Implications for policy development, teacher professional training, and future research are also discussed.
Description Of The Teaching Readiness Of PGSD UBT Students In Review From Self Efficacy Ramona, Dinda Risky; Irsalina Savitri, Desy; Zativalen, Oriza
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1381

Abstract

This research describes the level of teaching readiness in IPAS (Integrated Science and Social Science) of PGSD UBT (Elementary Teacher Education) students as viewed from self-efficacy.  Introduction and research objective: introduction and research objective: state briefly the problem or issue addressed and the research goal, method: This study applies a mixed-methods approach. The sample used in this study consists of PGSD UBT students who have undergone the PPL (Field Experience Program). The research sample involves 40 students, and the method used for sampling is total sampling. The tools used for data collection include self-efficacy, questionnaires and interview guidelines. Based on data analysis, the teaching readiness of IPAS students in terms of self-efficacy shows a high result, with an average percentage of 62.91% in the high category and 37.08% in the medium category.  results: This percentage is based on six indicators of student self-efficacy, namely: (1) Confidence in facing challenging teaching tasks reaches 50% in the high category and 50% in the medium; (2) Confidence in planning IPAS teaching is 65% high and 35% . Currently; (3) Confidence in facing various situations while teaching IPAS is 65% high and 35% moderate; (4) Confidence in anticipating new teaching situations is 72.5% high and 27.5% moderate; (5) Resilience in facing difficulties while teaching IPAS is 62.5% high and 37.5% moderate; and (6) Persistence in overcoming challenges in teaching IPAS is 25 (62.5%) high and 15 (37.5%) moderate. Thus, it can be concluded that the readiness to teach IPAS of UBT PGSD students in terms of self-efficacy is in the high category.
A Multicultural Approach to Improving Students' Understanding of Bullying at Cibeber Mandiri 2 Elementary School, Cimahi City Rohartati, Sri; Rahmawati, Deasy; Nuratifah, Lisdayanti; Subekti, Eri
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1386

Abstract

This study aims to describe the application of a multicultural approach in improving students' understanding of the concept of bullying at SD Negeri Cibeber Mandiri 2. The focus of the study includes three things: describing the process of applying a multicultural approach, analyzing significant differences between pretest and posttest results, and measuring improvements in student understanding. The research method used a quantitative approach with a one-group pretest-posttest design. The research population consisted of 52 students, with 26 students as the sample. The multicultural approach was implemented in three sessions that emphasized multicultural values and their relevance to the issue of bullying. The results showed a consistent increase in scores from the first to the third session. The Paired Sample T-Test analysis showed a very significant difference between the pretest and posttest results with a p-value of 0.000. The N-Gain analysis showed that the average increase was in the moderate category with a value of 0.48, which means that this approach is effective, but the results are not uniform across all students. Some students showed very high increases, while others showed low or even negative increases. This confirms the need for more differentiated learning strategies in order to optimally accommodate the needs and characteristics of students.  
Application of Assignment and Award Methods to Build Character of Responsibility of Elementary School Students Siregar, Trio Erawati; Arianty, Rizky; Sofiasyari, Irma; Putri, Galuh Mentari
Journal of Elementary Education Vol. 2 No. 2 (2025): DECEMBER
Publisher : Universitas Muhammadiyah Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38040/jeleduc.v2i2.1401

Abstract

Character education on responsibility in elementary school students still faces various challenges, particularly in terms of consistency in student behavior in completing learning tasks. This study aims to investigate the implementation of the task and reward method in fostering students’ responsibility character at SDN Mojolangu 3, Malang City while also examining students’ responses as well as the supporting and inhibiting factors affecting its implementation. This study uses a descriptive qualitative approach with subjects consisting of fourth, fifth, and sixth grade students, classroom teachers, the principal, and parents. Data collection techniques include observation, interviews, and questionnaires, which are analyzed through the stages of reduction, presentation, and conclusion drawing with source triangulation. The results showed that the implementation of structured tasks and consistent rewards had a positive impact on improving students' responsible character, as indicated by the positive responses of the majority of students. The main supporting factors included the role of teachers, school support, and parental involvement, while the inhibiting factors included inconsistency in rewards, limited facilities and low intrinsic motivation among some students. This study concludes that the method of assigning tasks and rewards is effective in shaping students' responsible character when applied consistently and contextually.

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