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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 25 Documents
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Bridging Policy and Practice: Integrating Indigenous Knowledge and Value-Based Education in Primary School Curriculum under the Indian National Education Policy Archana Pujar
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (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/qp36bk51

Abstract

This study examines the integration of Indigenous Knowledge Systems (IKS) and value-based education into primary school curricula under India’s National Education Policy 2020 (NEP 2020), with a particular focus on bridging the gap between policy intentions and classroom practices. Employing an integrative literature review and policy analysis, the study synthesizes policy documents, conceptual works, curriculum studies, and empirical literature related to IKS, value-based education, and curriculum implementation in Indian education. The findings reveal that although NEP 2020 provides a strong philosophical foundation for culturally rooted and holistic education, its implementation remains uneven due to limited operational guidance, inadequate teacher preparedness, insufficient contextual learning resources, and persistent structural constraints. The study further demonstrates that IKS and value-based education are mutually reinforcing, as Indigenous knowledge provides a culturally grounded context for ethical, moral, and social development. Teacher agency also emerges as a critical mediating factor in translating policy principles into classroom practices. The novelty of this study lies in its development of a policy–pedagogy–teacher agency framework for integrating IKS and value-based education in primary education under NEP 2020. By linking policy orientation, pedagogical practice, and teacher agency, this study contributes to the literature on culturally responsive curriculum reform and offers practical implications for policymakers, curriculum developers, teacher educators, and primary school practitioners seeking to advance context-sensitive and value-oriented education.
Platform-Mediated Managerial Reconfiguration in Primary School Administration through Google Workspace Integration Nasywa Rosyida; Afiful Ikwan; Halil Yavuz Ezginci
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (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: 10.70376/7q5bfk15

Abstract

This study examines how Google Workspace integration reconfigures school administration in the context of an Indonesian primary school. While previous research on educational technology has largely focused on instructional innovation and digital learning, less attention has been given to how digital platforms reshape administrative governance and managerial functions at the school level. Addressing this gap, this study explores how Google Workspace mediates the reconfiguration of planning, organizing, directing, and controlling practices in primary school administration. A qualitative case study design was employed at SDN Banjarejo, Madiun City, Indonesia. Data were collected through semi-structured interviews with one principal, eight teachers, and two administrative staff, supported by non-participant observations and document analysis. The data were analyzed using thematic analysis through data condensation, data display, and conclusion drawing. The findings show that Google Workspace transforms planning into a continuous and data-informed process, organizing it into platform-mediated coordination, directing it into distributed digital leadership, and controlling it through real-time embedded accountability. These transformations indicate that digital platforms function not merely as administrative tools but as organizational infrastructures that reshape managerial practices and governance routines. Theoretically, this study contributes the concept of platform-mediated managerial reconfiguration to explain how digital transformation alters the logic, temporality, and coordination of school administration. In practice, the findings highlight the importance of leadership support, digital competence, a collaborative culture, and infrastructure readiness in sustaining digitally based school governance.
Reconceptualizing Islamic Religious Character Education: A Theoretical Framework for National Character Formation Haniefa Nuruddienil Fithriy; Dewi Churiah; Laila Julistiqomah; Muhammad Thufaili Ubaidillah
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (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: 10.70376/27431h52

Abstract

This study examines Islamic religious character education as a conceptual framework for national character formation through a qualitative, theory-driven library research approach. Drawing on Islamic educational thought and engaging with contemporary character education theories advanced by Lickona, Bandura, and Kohlberg, the study analyzes how moral internalization, pedagogical practices, and spiritual accountability shape ethical behaviour and civic virtue. The findings indicate that Islamic religious character education converges with established character education frameworks in its emphasis on moral cognition, modelling, and habituation, while extending them by integrating spiritual accountability as a sustained source of moral motivation. In pluralistic societies, religious character education, when grounded in inclusivity and moderation, supports national civic virtues such as justice, tolerance, social responsibility, and respect for human dignity. This study contributes to international debates on character education by positioning Islamic religious character education as a theoretically relevant and context-sensitive resource for national character formation. Future studies are encouraged to empirically explore how inclusive models of religious character education are implemented across diverse educational settings and their implications for educational policy and practice.
Artificial Intelligence in Indonesian Elementary Education: A Systematic Review of Student Motivation, Engagement, and Implementation Challenges Afif Alfiyanto; Fitri Hidayati; Muhammad Ghazali; Ivan Riyadi
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (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: 10.70376/5dp9pd92

Abstract

Artificial intelligence (AI) is increasingly used in elementary education to support personalized, multimodal, inclusive, and emotionally responsive learning. However, evidence on its contribution to students’ motivation and engagement in Indonesian elementary schools remains limited and fragmented. This systematic literature review synthesized eight Indonesian studies published between January 2020 and April 2026, selected through PRISMA 2020 procedures from Scopus, ERIC, Web of Science, Google Scholar, and relevant national peer-reviewed journals. Using thematic narrative synthesis, the review found that AI-supported learning may enhance students’ behavioral, emotional, and cognitive engagement through interactive inquiry, culturally relevant multimedia, emotional learning support, adaptive scaffolding, and inclusive access. AI-based mobile applications, AI-generated animation, AI-driven Canva tools, digital counseling platforms, AI game-based literacy models, and AI-assistive technologies were reported to strengthen participation, enjoyment, learning interest, comfort, comprehension, and accessibility. However, the evidence remains small, methodologically diverse, and inconsistent in measuring motivation and engagement. The findings indicate that AI should be positioned as a pedagogical support rather than a teacher substitute, requiring teacher readiness, ethical governance, inclusive design, infrastructure support, and contextual alignment with Indonesian elementary classrooms.
Empathy-Based Problem-Based Learning in Teaching Inspirational Story Texts at the Elementary School Level Ngainun Ni'mah; Kms. Muhammad Amin Fauzi
Journal of Elementary Education Research and Practice Vol. 2 No. 2 (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/cy22q213

Abstract

This study explores how Problem-Based Learning (PBL) supports empathy-based interpretation and character-oriented literacy in teaching inspirational story texts at the elementary school level. Previous studies have often examined PBL in relation to comprehension, participation, or textual analysis, while limited attention has been given to its role as a pedagogical mechanism that connects empathy, moral interpretation, written reflection, and character formation. Using a qualitative embedded single-case study design, this research was conducted in a Grade VI Indonesian language classroom consisting of 25 students, with 14 main informants selected through purposive and maximum variation sampling. Data were collected through interviews, focus group discussions, classroom observations, and document analysis, and were analyzed thematically. The findings show that contextual problem orientation stimulated students’ empathy before textual analysis, collaborative discussion supported moral interpretation, and teacher scaffolding helped students develop written reflections. The study identifies an empathy-based PBL mechanism in which contextual problems stimulate empathy, empathy encourages collaborative critical discussion, and discussion strengthens moral interpretation, written reflection, and character formation. The findings suggest that PBL can function as an integrative approach for connecting literacy, empathy, writing, and character education in elementary Indonesian language learning.

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