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International Journal of Educatio Elementaria and Psychologia
Published by Yayasan Adra Karima Hubbi
ISSN : 3047843X     EISSN : 30478529     DOI : 10.70177/ijeep
Core Subject : Education,
Education Other
International Journal of Educatio Elementaria and Psychologia is an international, peer-reviewed, open-access journal that publishes scientific articles primarily but not limited to the area of elementary school and education psychology. International Journal of Educatio Elementaria and Psychologia is especially committed to publishing research papers which inform educational researchers about issues of contemporary concern in education. The basic purpose of the journal is to cover a broad spectrum of education theory and its implications for teaching practice, seeking to bridge and integrate diverse methodological and substantive research. The Editorial Board brings together academics and researchers from different countries, who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. Articles accepted for publication in International Journal of Educatio Elementaria and Psychologia should address an important, up-to-date issue in education, apply appropriate research methodology, and be written in a clear and coherent style. Accepted articles should make significant contributions to the field. In addition, International Journal of Educatio Elementaria and Psychologia accepts articles which promote advances in education from closely related fields, such as cognitive psychology, child development, applied linguistics and others. International Journal of Educatio Elementaria and Psychologia does not publish articles that have appeared elsewhere or have been concurrently submitted to or are already under consideration for publication in other journals.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 4 (2025)" : 5 Documents clear
THE IMPACT OF IMMERSIVE VIRTUAL REALITY (VR) ON SCIENCE COMPREHENSION AND ENGAGEMENT IN PRIMARY SCHOOL STUDENTS Sanchez, Pedro; Gonzalez, Maria; Martinez, Juan
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3066

Abstract

Immersive Virtual Reality (VR) has gained increasing attention in educational settings as a tool to enhance learning experiences. Its ability to create interactive and engaging environments has shown promise, particularly in science education. This study examines the impact of immersive VR on science comprehension and engagement among primary school students. The research explores whether VR can provide an effective platform for teaching scientific concepts and improving student participation in science learning. The study utilized a quasi-experimental design, where two groups of primary school students participated in either VR-based science lessons or traditional, textbook-based lessons. Data was collected through pre- and post-tests to measure comprehension, along with surveys to assess student engagement levels. The findings indicate that students who engaged with VR-based lessons showed a significant improvement in science comprehension compared to their counterparts in the traditional group. Additionally, VR participants reported higher levels of engagement and interest in science subjects, suggesting that immersive experiences can enhance students’ motivation and participation in learning. This study concludes that immersive VR has the potential to revolutionize science education by fostering deeper understanding and increasing student engagement, making it a valuable tool for the future of teaching and learning in primary schools.
GAMIFIED MOBILE LEARNING APPLICATIONS: ENHANCING MATHEMATICAL MOTIVATION AND PROBLEM-SOLVING SKILLS IN GRADE 4 STUDENTS Diouf, Abdoulaye; Sow, Aissatou; Ndiaye, Ousmane
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3075

Abstract

The integration of gamified mobile learning applications has gained significant attention in educational settings, particularly in enhancing student motivation and problem-solving skills. In the context of mathematics education, gamification offers the potential to make learning more engaging, interactive, and enjoyable. This study explores the impact of gamified mobile learning applications on mathematical motivation and problem-solving abilities in Grade 4 students. The research aims to determine whether gamification can effectively increase students’ interest in mathematics and improve their ability to solve mathematical problems. A mixed-methods approach was employed, combining pre- and post-test assessments of problem-solving skills, a motivation survey, and classroom observations. The study found that students who used the gamified mobile learning applications exhibited a significant increase in motivation, as well as a notable improvement in problem-solving skills compared to the control group. Students engaged in the gamified environment reported higher levels of enjoyment and confidence in solving math problems. These findings suggest that gamified mobile applications can be an effective tool for enhancing both mathematical motivation and problem-solving abilities. The study concludes that integrating gamification into math education can contribute to fostering a more engaging and effective learning environment, benefiting students’ academic development in mathematics.
TEACHER PROFESSIONAL DEVELOPMENT FOR INCLUSIVE EDUCATION: A MIXED-METHODS STUDY ON CO-TEACHING STRATEGIES FOR STUDENTS WITH DYSLEXIA Petrauskas, Mantas; Kazlauskaite, Egle; Jankauskas, Tomas
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3076

Abstract

Inclusive education is increasingly recognized as a crucial approach to ensuring that all students, including those with disabilities like dyslexia, have access to quality education. However, effective implementation of inclusive education requires teachers to be adequately trained in strategies that support diverse learners. This study investigates the impact of teacher professional development (PD) programs focused on co-teaching strategies for students with dyslexia. The research aims to evaluate how PD programs improve teachers’ ability to implement co-teaching techniques and enhance the learning outcomes of students with dyslexia. Using a mixed-methods approach, this study combines quantitative data from pre- and post-intervention assessments on teachers’ knowledge and confidence in using co-teaching strategies, along with qualitative data from interviews and classroom observations. The results show a significant improvement in teachers’ understanding and implementation of co-teaching strategies, with students exhibiting improved engagement and academic performance in reading and writing tasks. Additionally, teachers reported increased confidence in addressing the needs of students with dyslexia in inclusive classrooms. The study concludes that targeted PD programs on co-teaching strategies can be a key factor in supporting inclusive education practices and improving outcomes for students with dyslexia. These findings underscore the importance of continuous professional development for teachers in fostering inclusive and equitable learning environments.
THE ROLE OF MOTHER TONGUE-BASED MULTILINGUAL EDUCATION IN ENHANCING EXECUTIVE FUNCTIONS IN BALINESE CHILDREN Dupont, Jean; Müller, Marie; Lenz, Pierre
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3077

Abstract

This study investigates the role of Mother Tongue-Based Multilingual Education (MTB-MLE) in enhancing executive functions among Balinese primary school children. The research stems from the growing recognition that early bilingual and multilingual experiences influence cognitive control, working memory, and attentional flexibility. The study aims to determine how instruction that integrates Balinese, Indonesian, and English affects children’s cognitive development, particularly their executive functioning skills. Using a mixed-methods design, data were collected from 120 students across three primary schools implementing MTB-MLE programs. Quantitative assessments of inhibitory control, cognitive flexibility, and working memory were complemented by qualitative classroom observations and teacher interviews. The findings revealed that children educated under MTB-MLE demonstrated significantly higher performance in attention-shifting and problem-solving tasks compared to peers in monolingual instruction. Qualitative data supported that the use of the mother tongue enhanced comprehension, participation, and self-regulation. These results suggest that multilingual education not only preserves linguistic and cultural identity but also strengthens cognitive adaptability essential for academic success. It concludes that policy support for MTB-MLE in early education can contribute to both linguistic equity and neurocognitive development in multilingual societies.  
FOSTERING INCLUSION: THE ROLE OF PEER-MEDIATED INTERVENTIONS FOR SOCIAL SKILL DEVELOPMENT IN STUDENTS WITH AUTISM SPECTRUM DISORDER (ASD)STUDENTS Johansson, Erik; Karlsson, Anna; Andersson, Magnus
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i4.3078

Abstract

Inclusion of students with Autism Spectrum Disorder (ASD) in general education classrooms remains a significant challenge. One of the key barriers to successful inclusion is the difficulty these students often face in developing appropriate social skills. Peer-mediated interventions (PMIs), where typically developing peers are trained to assist students with ASD, have shown promise in enhancing social skills and promoting social integration. This study explores the role of PMIs in fostering social skill development in students with ASD. The research aims to assess the effectiveness of a structured PMI program in improving the social interaction and communication abilities of students with ASD in inclusive settings. A mixed-methods approach was employed, combining quantitative data from pre- and post-intervention assessments of social skills and qualitative data from observations and interviews with teachers and peers involved in the intervention. The results indicate significant improvements in the social skills of students with ASD, including increased peer interactions and better communication in classroom activities. Teachers and peers reported positive changes in their interactions with students with ASD, highlighting the success of the PMI program in promoting social inclusion. The study concludes that PMIs can be an effective and sustainable approach to supporting social skills development and enhancing the inclusion of students with ASD in mainstream classrooms.

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