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GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Published by Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah
ISSN : -     EISSN : 31094449     DOI : https://doi.org/10.62448/Genius
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
The focus of **GENIUS: Journal of Elementary Pedagogy and Innovation Studies** is on the study of basic education, both in general across various countries and specifically in Indonesia, with an emphasis on theories and practices of basic education in today’s developing world through the publication of scholarly articles. The journal covers a wide range of studies on theories and practices in basic education, aiming to explore original research and current issues. It welcomes contributions from scholars in related fields, particularly on topics such as e-learning, technology and innovation management, child development, inclusive education, literacy and numeracy, Islamic religious curriculum, educational innovation, Islamic religious education, general education, education for primary school teachers, and the development of teaching materials.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
 1   2 
Implementation of Cooperative Learning Method in Improving Civic Education Learning Outcomes of Third Grade Students Sulyani, Binti; Rizapoor, Habiburrahman
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.219

Abstract

Civic education learning in Madrasah Ibtidaiyah requires methods that encourage student activity and cooperation in order to improve learning outcomes. This study aims to describe the planning, implementation, and evaluation of the Cooperative Learning method in improving the civic education learning outcomes of third-grade students at MI PSM 1 Baron. This study uses a qualitative approach with a descriptive research type. The research subjects were third-grade teachers, with secondary data sources in the form of school documentation and archives. Data collection techniques included observation, interviews, and documentation. The data were analyzed deductively and comparatively. The results showed that the learning plan was systematically prepared in accordance with the objectives and characteristics of the students. The implementation of the Cooperative Learning method was able to increase student activity, cooperation, and understanding. The learning evaluation showed an increase in student learning outcomes. Thus, the Cooperative Learning method is effective when applied in Civic Education learning at Madrasah Ibtidaiyah.
Gender and School-Origin Differences in Elementary Students’ Mastery of the Greatest Common Factor Nurhikmah; Al Ayyubi, Ibnu Imam; Miftahussurur, Wildan; Khairunnisa, Brilliant Windy
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.546

Abstract

Mastery of the Greatest Common Factor (GCF) is a fundamental component of number learning in elementary mathematics, as it supports students’ understanding of arithmetic operations and later mathematical reasoning. However, differences in students’ mathematical achievement may be associated with individual and institutional factors, including gender and school type. This study aims to examine the effects of school type and gender on elementary school students’ mastery of the Greatest Common Factor and to determine whether an interaction exists between these variables. The study employed a quantitative approach using an ex post facto comparative factorial design. The sample consisted of 28 sixth-grade students from three Islamic elementary schools in West Bandung Regency, Indonesia. Data were analyzed using descriptive statistics and Two-Way ANOVA after meeting the assumptions of normality and homogeneity. The results indicate that school type significantly affects students’ GCF mastery. Gender also shows significant differences in learning outcomes between male and female students. However, no significant interaction effect was found between school type and gender. These findings suggest that variations in GCF mastery are influenced more by institutional context and gender differences independently rather than by their combined effect. This study contributes empirical evidence on how student characteristics and school context relate to numeracy achievement in elementary mathematics learning.
Inclusive Education in Elementary Schools: Creating a Welcoming and Character Building Learning Environment Rosyidah, Aning
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.98

Abstract

Inclusive education in elementary schools is an effort to build a friendly and character-building learning environment, particularly at SDN Sumberagung 2 Wates Jawa Timur. This research is motivated by the challenges of creating an inclusive and character-building learning atmosphere amidst student diversity. The aim of this study is to evaluate and develop effective inclusive learning strategies at SDN Sumberagung 2 Wates Jawa Timur. The research method used is qualitative with a literature study approach. Data were obtained through the review and analysis of various references such as books, scholarly journals, articles, and other documents related to the topic. The researcher then drew conclusions from the findings and reviews conducted. The implications of this study show that well-designed inclusive education can enhance active participation, creativity, and character development of students. Additionally, schools that implement inclusive principles are also able to create a more equitable and harmonious learning environment, reduce discrimination, and strengthen social relationships among students. This study provides recommendations for expanding teacher training programs and developing school policies that comprehensively support inclusion.
Systematic Review of PBL–LMS Effects on Critical Thinking and Adversity Quotient in Elementary Education Putra, Ari Limay Trisno; Al Ayyubi, Ibnu Imam; Fitriani, Namiyah; Noerzanah, Firda; Almuzakky, Alamul Huda
GENIUS: Journal of Elementary Pedagogy and Innovation Studies Vol. 2 No. 1 (2026): GENIUS: Journal of Elementary Pedagogy and Innovation Studies
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul 'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/genius.v2i1.540

Abstract

Despite the increasing emphasis on critical thinking skills and adversity quotient in elementary education, existing studies remain fragmented and lack comprehensive synthesis regarding the integration of instructional models and digital platforms. Specifically, the combination of Problem-Based Learning (PBL) and Learning Management Systems (LMS) has not been systematically examined within elementary mathematics contexts. This study aims to synthesize empirical evidence on the effectiveness of PBL integrated with LMS in enhancing students’ critical thinking skills and adversity quotient. This research employs a Systematic Literature Review (SLR) using structured stages: identification, screening, eligibility, and inclusion. A total of 16 peer-reviewed articles published between 2020 and 2025 were selected from Google Scholar and Scopus based on predefined criteria. The analysis focuses on research design, intervention characteristics, and learning outcomes. The findings indicate that PBL–LMS integration effectively promotes critical thinking through problem exploration, collaboration, and reflection. It also strengthens students’ adversity quotient by fostering persistence, adaptability, and resilience in learning challenges. Furthermore, its effectiveness is influenced by instructional design quality, digital facilitation, and task alignment with student characteristics. This study contributes a focused synthesis highlighting the dual impact of PBL–LMS integration on cognitive and non-cognitive development in elementary mathematics learning.

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