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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 32 Documents
 1   2   3   4 
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.

Page 4 of 4 | Total Record : 32

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