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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. 5 (2025)" : 5 Documents clear
REVITALIZING KHULUQ IN Q.S. LUQMAN: QUR’ANIC–PROPHETIC CHARACTER EDUCATION IN THE DIGITAL ERA Indana, Lina; Taubah, Mufatihatut
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3009

Abstract

Character education is essential for developing individuals with integrity and strong moral character. Nevertheless, contemporary educational institutions face serious challenges, including moral decline, the weakening of social ethics, and rapid changes driven by the socio-digital environment. The Qur’an and the Hadith serve as comprehensive sources of ethical guidance, particularly through the educational teachings of Luqman al-Hakim as presented in Surah Luqman. This study aims to analyze five core character values derived from Q.S. Luqman verses 12–19, namely faith (tawhid), gratitude, filial piety (birr al-walidayn), patience, and enjoining good and forbidding evil (amr ma‘ruf nahy munkar). In addition, the study proposes relevant strategies for implementing these values among Indonesian students in the contemporary era. The research adopts a descriptive–analytical literature review approach, employing hermeneutic analysis and content analysis of primary and secondary sources. The findings indicate that these five values represent fundamental dimensions of Islamic character education. Their effective implementation requires a process of spiritual transformation (takhalli–tajalli–tajalli), adaptive integration within the curriculum, structured habituation in daily educational practices, and the strengthening of teachers’ roles as moral exemplars (uswah hasanah). Overall, this study contributes by offering a model for internalizing Islamic character values and supporting the revitalization of moral education within Islamic educational institutions.
PROJECT-BASED LEARNING IN PRIMARY STEM: FOSTERING CRITICAL THINKING AND COLLABORATION THROUGH REAL-WORLD ENVIRONMENTAL CHALLENGES Morel, Alain; Ange Lablache, Marie; Padayachy, Richard
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3079

Abstract

The integration of Project-Based Learning (PBL) into primary STEM education has gained attention as an effective approach for developing critical thinking and collaboration skills among young students. PBL offers an interactive, student-centered learning environment where students engage in real-world challenges, promoting deeper understanding and problem-solving skills. This study explores the impact of PBL on fostering critical thinking and collaboration through real-world environmental challenges in a primary school STEM context. The research aims to examine how PBL influences students’ ability to think critically about environmental issues and work collaboratively to propose sustainable solutions. A mixed-methods approach was employed, involving both quantitative assessments of critical thinking skills and qualitative data from observations and student reflections. The results show a significant improvement in students’ critical thinking abilities, with 85% of students demonstrating enhanced problem-solving skills. Collaboration skills also improved, with 90% of students reporting better teamwork and communication during the project. The study concludes that PBL is an effective pedagogical tool for enhancing both critical thinking and collaboration skills in primary STEM education. These findings suggest that real-world environmental challenges provide a meaningful context for students to engage in active learning, thereby improving their academic and social skills in STEM disciplines.
A LONGITUDINAL STUDY ON THE IMPACT OF AN INTEGRATED SEL-CHARACTER EDUCATION CURRICULUM ON PROSOCIAL BEHAVIOR AND MORALITY IN PRIMARY STUDENTS Kamara, Ibrahim; Kargbo, Fatmata; Bangura, Mohamed
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3080

Abstract

The importance of Social-Emotional Learning (SEL) and character education in shaping the behavior and moral development of primary school students has gained significant attention in recent years. However, there is limited longitudinal research examining the sustained impact of integrated SEL-character education curricula on prosocial behavior and moral development. This study investigates the long-term effects of a combined SEL-character education program on prosocial behavior and moral decision-making in primary students. The research aims to assess how such a curriculum influences students’ empathy, cooperation, fairness, and moral reasoning over a period of one academic year. A longitudinal, mixed-methods approach was employed, with quantitative measures assessing prosocial behavior using observational data and surveys, alongside qualitative interviews to capture students’ moral perspectives. The results revealed a significant increase in prosocial behaviors, including improved cooperation and empathy, as well as a noticeable enhancement in moral reasoning among students in the experimental group. These findings indicate that integrating SEL with character education fosters positive behavioral and moral outcomes. The study concludes that a well-structured SEL-character education curriculum is an effective tool for promoting prosocial behavior and moral development in primary students. This research provides valuable insights for educators and policymakers to develop more holistic educational programs that support both the emotional and moral growth of children.
BEYOND THE TEST: DEVELOPING AND VALIDATING A DIGITAL FORMATIVE ASSESSMENT TOOL FOR MEASURING COLLABORATIVE PROBLEM-SOLVING SKILLS Ali, Ahmed; Ibrahim, Fadumo; Ahmed, Mohamed
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3081

Abstract

In the context of modern education, collaborative problem-solving (CPS) has become a crucial skill for students to develop, as it directly impacts their ability to work in teams and solve real-world problems. However, existing assessment tools often fail to capture the full scope of CPS abilities, particularly in collaborative settings. This study aims to develop and validate a digital formative assessment tool designed to measure collaborative problem-solving skills in students. The tool incorporates both individual and group-based problem-solving tasks, aligning with the principles of authentic learning experiences. A mixed-methods approach was used, combining the development of the assessment tool with a validation process involving expert reviews, pilot testing, and statistical analysis of the tool’s reliability and validity. The results indicated that the tool demonstrated strong validity and reliability, with significant improvements in students' CPS skills being observed after engaging with the digital assessment. This study concludes that a well-designed digital formative assessment tool can effectively measure collaborative problem-solving abilities and provide valuable feedback for students and educators. The findings contribute to the growing body of research on digital assessment tools and offer practical implications for educators seeking to foster collaborative skills in the classroom.
THE EFFICACY OF PROBLEM-BASED LEARNING IN DEVELOPING ETHICAL-DECISION MAKING AND CRITICAL THINKING SKILLS IN 6TH GRADERS Müller, Klaus; Weber, Anna; Berger, Maxime
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3082

Abstract

The growing emphasis on fostering critical thinking and ethical decision-making skills in education has led to the exploration of various teaching methodologies. Problem-Based Learning (PBL), an instructional strategy that involves students solving complex, real-world problems, has gained attention for its potential to enhance both of these competencies. However, there is limited research on the effectiveness of PBL in developing ethical decision-making and critical thinking skills in primary school students. This study aims to assess the efficacy of PBL in developing these skills in 6th-grade students. A mixed-methods approach was used, combining quantitative pre- and post-assessment scores with qualitative data from interviews and classroom observations. The experimental group, consisting of 6th graders who engaged in a PBL curriculum, showed a significant increase in both ethical decision-making and critical thinking skills compared to the control group. Statistical analysis revealed that the experimental group’s improvement was statistically significant (p < 0.05). The study concludes that PBL is an effective pedagogical tool for developing ethical decision-making and critical thinking skills in young learners. The findings suggest that PBL encourages students to engage in reflective thinking, explore ethical dilemmas, and apply critical analysis to real-world issues. Future research should further explore the long-term impact of PBL on these skills and investigate its application across different age groups and educational settings.

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