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Moch. Rizal Fuadiy
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Journal of Elementary Education Research and Practice
Published by Yayasan Centre For Studying And Milieu Development Of Indonesia
ISSN : -     EISSN : 30903181     DOI : 10.70376
Core Subject : Education,
Education
Aims Journal of Elementary Education Research and Practice (JEERP) aims to serve as a platform for disseminating high-quality research and evidence-based educational practices. Our primary objective is to bridge the gap between educational theory and practice, fostering a collaborative space for academics, practitioners, and policymakers. Scope JEERP welcomes original research articles, theoretical reviews, and practical case studies across a broad spectrum of topics in education. Submissions should align with one or more of the following areas: 1. Educational Research in Elementary, 2. Educational Practice in Elementary.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
 1   2 
Teacher Perceptions of Independent Curriculum Implementation in Madrasah Ibtidaiyah: A Phenomenological Study at MI Podorejo Tulungagung Himmah, Faiqotul
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/rwa3qm46

Abstract

This study examines teachers’ perceptions of the implementation of the Independent Curriculum at MI Podorejo Tulungagung, following the national shift from the 2013 Curriculum to the new competency- and character-based model. Many teachers continue to experience confusion regarding curriculum components, instructional strategies, and assessment practices, making perception an important determinant of implementation quality. This research aims to analyze teachers’ understanding of the curriculum concept, their instructional roles, and the challenges and solutions encountered during the implementation process. Using a qualitative phenomenological design, data were collected through in-depth interviews with the principal, curriculum coordinator, and Grades 3, 4, and 5 teachers, supported by relevant school documentation. The findings reveal that the Independent Curriculum has been implemented in accordance with its core principles, emphasizing flexible, student-centered learning and character development through the P5RA project. Teachers primarily act as facilitators and motivators who guide students toward independent and exploratory learning. However, several obstacles remain, including limited teacher understanding of new curriculum terminology, administrative workload, adaptation of teaching modules, parental involvement, and difficulties selecting appropriate learning methods. Madrasah-initiated solutions include capacity-building workshops, parental socialization sessions, and the provision of supporting learning resources. These results highlight the need for sustained institutional support and enhanced teacher capacity to ensure the effective implementation of the Independent Curriculum.
When Educational Videos Do Not Improve Learning: A Case Study on IPAS Achievement Among Fourth-Grade Students Alpionita, Indri; Baihaqi, Mohammad
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/b6hqvk31

Abstract

This study aims to analyze the effect of educational video media on students’ learning achievement in the IPAS subject at SDN 007 Balikpapan Barat. The research employed a quantitative pre-experimental design using a one-shot case study with 13 fourth-grade students as participants. Data were collected using a questionnaire consisting of 10 items and analyzed through validity testing, reliability testing, assumption testing, and hypothesis testing. The results of the t-test showed that the use of educational video media did not have a significant effect on students’ learning achievement (t = 1.550 < ttable = 2.201, p = 0.149). The coefficient of determination (R² = 0.179) indicated that educational video media contributed only 17.9% to the variance in student achievement. These findings suggest that educational videos, when used independently, are not sufficient to improve learning outcomes in IPAS. Greater instructional support and more varied teaching strategies may be required to optimize their effectiveness.
Evaluating Educational Marketing Strategies Using the CIPP Model: A Case Study of Student Enrollment Decline in an Islamic Primary School Tukhibul Iman, Wahyu; Muna, Nailatul; Wafirah, Milna
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/wfw3rp10

Abstract

Student enrollment sustainability has become a critical challenge for many Islamic primary schools amid increasing competition among educational institutions. This study aims to evaluate the management of educational marketing strategies in attracting new students at MI Ma’arif Ngampeldento Salaman, Central Java, Indonesia. A qualitative case study approach was employed using the CIPP (Context, Input, Process, Product) evaluation model. Data were collected through in-depth interviews with the school principal, teachers, committee members, and parents, supported by observations and document analysis. The findings indicate that, contextually, the madrasah has strong socio-religious potential within the Nahdliyin community, yet this advantage has not been translated into effective public visibility. From the input perspective, limited infrastructure, financial constraints, and the absence of a dedicated marketing team hinder strategic implementation. Process evaluation reveals that promotional activities remain conventional, sporadic, and lack systematic digital engagement. Product evaluation shows that while the madrasah offers strong Islamic character-based flagship programs and affordable tuition, these strengths have not been strategically branded or communicated to the wider community. The study concludes that improving institutional competitiveness requires an integrated educational marketing management approach that emphasizes digital-based promotion, strengthening of physical facilities, and strategic branding of flagship programs. These findings contribute to a contextual understanding of educational marketing management in Islamic primary schools facing enrollment decline.
Principal Challenges in Addressing School Bullying Through Peer Empowerment Approaches in Elementary Schools Khofi, Mohammad Bilutfikal; Sholeh, Makherus
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/0qd2aj18

Abstract

This study examines the challenges faced by school principals in implementing peer empowerment approaches to address bullying in elementary schools. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines. Twelve peer-reviewed articles published between 2015 and 2025 were selected from reputable databases, including Scopus, Web of Science, ERIC, Google Scholar, DOAJ, and Garuda. Data were analyzed using thematic analysis to identify recurring psychosocial barriers and leadership-related challenges in the implementation of peer-based anti-bullying programs. The findings reveal four dominant barriers: diffusion of responsibility, students’ fear of becoming subsequent victims, pluralistic ignorance, and observers’ limited knowledge of appropriate intervention strategies. Collectively, these factors contribute to a pattern of collective passivity that weakens students’ capacity to function as active bystanders in bullying prevention. Furthermore, the effectiveness of peer empowerment programs is strongly contingent upon principals’ leadership capacity to cultivate a safe, supportive, and prosocial school climate. This includes the implementation of witness protection mechanisms, the correction of erroneous social norms, the strengthening of moral courage literacy, and the provision of evidence-based intervention training.
Extending School Gardening Programs in Elementary Education: A Phenomenological Study of Experiential Learning Amiri, Arezoo; Geravandi, Shahpar; Rostami, Farahnaz
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/kj5mbe88

Abstract

School gardening programs have gained increasing attention as experiential learning approaches in elementary education, yet empirical evidence from developing-country contexts remains limited. This study explores the educational benefits and implementation challenges of a pilot school gardening program in an urban elementary school in Iran, drawing on social cognitive and socio-cultural learning perspectives. Using a qualitative phenomenological design, the researchers conducted semi-structured interviews with sixty-two stakeholders, including education experts, teachers, school managers, parents, and students. The researchers analyzed the data using Colaizzi’s descriptive phenomenological method to capture participants’ lived experiences. The findings indicate that school gardening programs foster students’ behavioral and psychological development, environmental awareness, collaborative learning, nutritional understanding, and experiential skill acquisition. However, institutional and structural constraints, including bureaucratic regulations, calendar misalignment, limited resources, and stakeholder resistance, continue to challenge effective implementation. This study contributes to the literature by conceptualizing school gardening as an experiential learning ecosystem and by providing context-sensitive insights to inform educational practice and policy in elementary education.
Teacher Professionalism in Primary Education: An Integrative Framework of Relational Practice, Professional Development, and Instructional Leadership Maghfiroh, Ilmi Amalia; Mahmudah, Nur
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/tp5ds084

Abstract

Teacher professionalism is increasingly recognized as a multidimensional construct that extends beyond pedagogical competence to encompass relational, moral, and contextual dimensions of teaching, particularly in primary education. This study examines how teacher professionalism is enacted through the interaction of relational–moral practices, continuous professional development, instructional leadership, parental engagement, and professional resilience under infrastructural constraints. Adopting a qualitative case study design, data were collected through semi-structured interviews with 12 informants (eleven classroom teachers and one school leader), complemented by observations and document analysis. The data were analyzed inductively using thematic analysis. The findings reveal that teacher professionalism is shaped by emotionally supportive and parental-like practices, sustained engagement in professional learning, collaborative and supportive instructional leadership, active teacher–parent communication, and adaptive responses to limited school infrastructure. These dimensions operate in an interconnected manner rather than as isolated professional attributes. This study contributes to the literature by proposing an integrative and context-sensitive conceptual framework that reconceptualizes teacher professionalism as a relationally grounded, morally informed, and institutionally embedded practice. The framework offers an analytical lens for future research and provides practical insights for strengthening teacher professionalism in primary education contexts characterized by strong community involvement and structural constraints.
Leadership in the Age of Artificial Intelligence in Elementary Education Management Khofi, Mohammad Bilutfikal; Kamal, Lahij; Arafah, Nawal Nur
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/khgvbg45

Abstract

The rapid development of Artificial Intelligence (AI) has transformed educational leadership practices, including at the elementary school level, which raises distinctive pedagogical and ethical considerations. This study aims to examine AI-based educational leadership in elementary education, emphasizing the balance among data utilization, pedagogical wisdom, and humanistic values. A Systematic Literature Review (SLR) was conducted by analyzing peer-reviewed articles published between 2015 and 2025 that address educational leadership, AI, and primary education. The findings indicate that AI significantly supports data-driven leadership by enhancing responsive and evidence-based decision-making; however, it cannot replace the role of school principals as interpreters of data who consider students’ social-emotional development and the unique context of elementary education. The successful implementation of AI is also highly dependent on establishing teachers’ psychological safety, fostered by supportive, ethical leadership that encourages reflective adaptation to technology without undermining professional autonomy. Furthermore, AI has strong potential to support differentiated and inclusive learning, provided it is managed fairly and does not lead to labeling or learning inequalities. This study underscores that elementary school leadership in the AI era must be grounded in a strong ethical commitment to child protection, equity, and inclusivity, positioning AI as a means to strengthen educational practices rather than an end in itself.
Workload-Mediated Teacher Agency in Curriculum Adaptation: Practice-Based Evidence from Turkish Primary Schools Gürhan, Ethem
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/76bhh023

Abstract

This study investigates primary school teachers’ curriculum adaptation practices and professional agency under workload-related constraints in Turkish primary education. Existing research has primarily examined teacher agency and curriculum enactment but has insufficiently theorized workload as a structural mediator shaping instructional decision-making. Addressing this gap, the study explores how teachers interpret and adapt curriculum expectations within demanding classroom contexts. A qualitative design was employed involving 12 public primary school teachers in central Türkiye. This study collected interview data using semi-structured protocols and analyzed them using descriptive content analysis with inductive coding. Findings indicate that curriculum adaptation is a routine, practice-based response to structural and instructional pressures. Workload, as manifested through time pressure, administrative demands, and assessment load, mediates the enactment of teacher agency, shaping pacing adjustments, content prioritization, and task redesign. Teachers deliberately orient their adaptation practices toward equity-driven instruction to sustain meaningful learning. The study reconceptualizes teacher agency as contextually bounded and workload-mediated, offering implications for curriculum policy, professional development, and workload-sensitive instructional support.
Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Badawi, Habib; Adiyono, Adiyono
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/r2ajk953

Abstract

The integration of artificial intelligence (AI) into K–12 education raises urgent questions about pedagogical quality, teacher readiness, and educational equity. The present investigation examines AI readiness, classroom practices, and pedagogical impact in Lebanese upper elementary science education, a context shaped by structural inequality, fragile infrastructure, and growing educator interest in digital transformation. A convergent parallel mixed-methods design was employed, combining structured teacher surveys adapted from DigCompEdu and Technological Pedagogical Content Knowledge (TPACK)-validated instruments, systematic classroom observations, and semi-structured interviews with teachers and school leaders across public and private Lebanese schools. Findings reveal that participating teachers predominantly occupy intermediate DigCompEdu competence levels (Integrator to Expert), demonstrating functional digital competence but significant underdevelopment in higher-order AI pedagogical integration. Classroom practice predominantly relies on substitutive, Replacement-level AI use, while only a small number of better-resourced private schools implement transformative, AI-enabled science instruction. Barriers to integration are structural and systemic rather than motivational, with significant sector differences confirmed across all key competence and readiness measures. Significant equity disparities in AI access, professional development, and pedagogical impact persist across public and private school sectors. The investigation also identifies five underacknowledged pedagogical risks: teacher deskilling, the erosion of epistemic authority, generative AI hallucination hazards, algorithmic opacity in assessment, and the hidden curriculum of AI-mediated knowledge, and it argues that policymakers and practitioners must address these risks alongside structural challenges. The study further provides evidence-based policy recommendations for the Lebanese Ministry of Education, school leaders, and the research community, and outlines implications for the wider MENA region.
Beyond Cognitive Skills: Humanistic Educational Philosophy in Elementary Reading Literacy Husna, Lailatul; Maemonah, Maemonah
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/ncbm7b52

Abstract

This study aims to reconceptualize elementary reading literacy through a humanistic educational perspective by examining how affective and experiential dimensions shape literacy development. While reading literacy is commonly viewed as a cognitive and technical skill, emerging evidence suggests the importance of integrating emotional, relational, and contextual aspects of learning. This study employed a systematic qualitative content analysis of 26 selected articles published between 2020 and 2025, following procedures inspired by the PRISMA framework. The findings reveal that autonomy, empathy, and meaningful learning function as key humanistic dimensions that influence reading literacy through affective engagement and experiential meaning. These dimensions act as mediating mechanisms linking pedagogical practices to literacy outcomes, including reading engagement, comprehension, and identity. The study proposes a humanistic mediation model that provides a conceptual explanation of how literacy development occurs beyond cognitive processes. The findings highlight the need for more student-centered, relational, and contextually relevant literacy instruction in elementary education. This study extends existing literacy frameworks by offering a more holistic and humanistic understanding of reading literacy and provides a foundation for future empirical research.

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