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INDONESIA
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 4 Documents
 1 
Search results for , issue "Vol. 2 No. 6 (2025)" : 4 Documents clear
INTEGRATING QUR’ANIC AND HADITH VALUES IN PRIMARY CIVIC EDUCATION: IMPLEMENTATION, CHALLENGES, AND SHALIH–MUSLIH Akmala, Syaicha; Taubah, Mufatihatut
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.2990

Abstract

Character education plays a crucial role in responding to contemporary challenges such as declining integrity and weakening social cohesion. This study aims to examine teachers’ understanding of social and civic values rooted in the Al-Qur’an and Hadith and to explore how these values are implemented in the teaching and learning process at the elementary school (SD/MI) level. In addition, the study investigates the challenges and future prospects of developing Shalih–Muslih character among students. A descriptive qualitative approach was employed, with data collected through semi-structured interviews involving two elementary school classroom teachers. The findings reveal that teachers perceive social and civic values as shared responsibilities and moral obligations grounded in the Islamic principle of ta’awun, as stated in QS. Al-Maidah verse 2. The implementation of these values is primarily carried out through role modeling, habituation, and authentic action-based learning activities, which encourage positive attitudes and active student participation. However, the integration of social and civic values in learning faces several challenges, including differences in emphasis between religious and general curricula and the limited application of holistic pedagogical approaches. Despite these constraints, teachers recognize significant opportunities to strengthen character education through curriculum integration and improved instructional strategies. This study concludes that Islamic education should aim to develop students who are Shalih (spiritually virtuous) and Muslih (socially transformative), enabling them to contribute positively to social life and national development.
TRANSLANGUAGING PEDAGOGY IN A MULTILINGUAL PRIMARY CLASSROOM: EFFECTS ON COGNITIVE FLEXIBILITY AND ACADEMIC LITERACY Popa, Andrei; Ionescu, Natalia; Mih?ilescu, Ion
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.3083

Abstract

The increasing linguistic diversity in classrooms presents both challenges and opportunities for enhancing student learning. Translanguaging pedagogy, which encourages the use of multiple languages in the classroom, has been shown to promote deeper cognitive and academic outcomes, particularly in multilingual settings. However, there is limited research on how translanguaging affects cognitive flexibility and academic literacy in primary education, especially in multilingual classrooms. This study explores the impact of translanguaging pedagogy on these two key areas. The study employed a mixed-methods design, combining quantitative assessments of cognitive flexibility and academic literacy with qualitative observations and interviews. The sample consisted of 100 primary school students from multilingual classrooms, where translanguaging strategies were integrated into regular lessons. Pre- and post-tests were conducted to assess changes in cognitive flexibility and academic literacy, while classroom observations and student interviews provided deeper insights into the learning process. The results indicate that students in the translanguaging group exhibited significant improvements in both cognitive flexibility and academic literacy, compared to those in the control group. Students demonstrated enhanced problem-solving abilities, adaptability in thinking, and improved academic writing and reading comprehension. This research highlights the value of translanguaging pedagogy in fostering cognitive and academic development in multilingual primary classrooms. It suggests that leveraging linguistic resources can enhance students’ cognitive and literacy skills, supporting their academic success in diverse language environments.
PLANTING THE SEED: THE IMPACT OF AN EARLY ENTREPRENEURSHIP EDUCATION PROGRAM ON INNOVATION MINDSETS IN PRIMARY SCHOOL CHILDREN Latu, Tuiasosopo; Sualau, Vaele; Pio, Maile
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.3084

Abstract

Early entrepreneurship education has the potential to foster innovation and critical thinking skills in children. As the global economy becomes increasingly driven by innovation, it is essential to develop the entrepreneurial mindset in young learners. This study explores the impact of an early entrepreneurship education program on the development of innovation mindsets in primary school children. It focuses on how exposure to entrepreneurship concepts influences children’s attitudes towards creativity, problem-solving, and risk-taking. The purpose of this study was to assess whether an entrepreneurship education program could cultivate innovation mindsets in primary school students. A mixed-methods approach was used, combining pre- and post-program surveys with qualitative interviews and classroom observations. The sample consisted of 150 primary school students from diverse backgrounds who participated in a 12-week entrepreneurship program designed to encourage creative thinking, collaboration, and idea generation. The results showed significant improvements in students’ innovation mindsets, with a 25% increase in creative problem-solving skills and a 30% increase in their willingness to take calculated risks. Additionally, qualitative data revealed a positive shift in students’ attitudes towards entrepreneurship, with many expressing interest in starting their own businesses in the future. This study highlights the importance of integrating entrepreneurship education at an early age to foster a culture of innovation. It suggests that such programs can play a vital role in shaping future generations’ ability to adapt and thrive in a rapidly changing world.
DE-STIGMATIZING MENTAL HEALTH: EFFICACY OF A SCHOOL-BASED PSYCHOLOGICAL LITERACY INTERVENTION FOR PRIMARY SCHOOL STUDENTS Dubois, Pierre; lemoine, Sophie; Lefevre, Marc
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 6 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i6.3085

Abstract

Mental health issues among primary school students are often stigmatized, hindering their ability to seek help and develop coping strategies. Early intervention and psychological literacy programs in schools have been identified as key strategies in promoting mental well-being and de-stigmatizing mental health. This study aims to evaluate the efficacy of a school-based psychological literacy intervention designed to improve mental health awareness and reduce stigma among primary school students. The research involved a mixed-methods approach, with pre- and post-intervention assessments using both quantitative and qualitative data. A sample of 200 primary school students participated in the intervention, which included workshops, group discussions, and interactive activities focused on mental health awareness, coping skills, and reducing stigma. The results showed significant improvements in students’ understanding of mental health, their attitudes towards seeking help, and a reduction in stigma-related beliefs. Additionally, the intervention helped to foster an environment of empathy and support among students. The study concludes that school-based psychological literacy interventions are effective in promoting mental health awareness, reducing stigma, and fostering a supportive school environment. These findings highlight the importance of integrating mental health education into school curricula to support the psychological well-being of students.

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