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Moch. Rizal Fuadiy
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jeerp@ojs.cesmid.org
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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 14 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 (JEERP)
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 (JEERP)
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 (JEERP)
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 (JEERP)
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.

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