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Adam Mudinillah
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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 59 Documents
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The Effect of Emotional Intelligence Counseling on Elementary School Students' Self-Control in Facing Conflicts Syahrul, Muhammad; Rais, Rinovian; Yanti, Yuli; Prihatin, Rusyati; Asni, Asni
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1881

Abstract

Emotional intelligence plays a crucial role in fostering students' ability to manage emotions and navigate interpersonal conflicts effectively. This study examines the impact of emotional intelligence counseling on enhancing self-control among elementary school students when dealing with conflicts. The research aimed to identify the effectiveness of a structured counseling intervention in improving students' emotional regulation and conflict resolution skills. A quasi-experimental method with a pre-test and post-test control group design was employed. The sample consisted of 60 elementary school students selected through purposive sampling, divided equally into experimental and control groups. Data were collected using self-control questionnaires, conflict observation sheets, and structured interviews. The results indicated a significant improvement in self-control among students who participated in emotional intelligence counseling compared to those in the control group. Participants demonstrated enhanced emotional regulation, reduced impulsive behaviors, and improved ability to resolve conflicts constructively. The findings suggest that integrating emotional intelligence counseling into school programs effectively supports the development of students’ social-emotional skills.
The Effect of Family Counseling Services on the Relationship Between Parents and Problematic Elementary School Students Buka, Sisilia Prima Yanuaria; Rahman, Rashid; Razak, Faisal; Shofwan, Arif Muzayin
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1882

Abstract

Family dynamics play a crucial role in shaping children's behavior and academic success. Conflicts between parents and children can disrupt these dynamics, particularly for elementary school students with behavioral challenges. This study examines the effect of family counseling services on improving the relationship between parents and problematic elementary school students. The research aims to evaluate whether structured family counseling can enhance communication, mutual understanding, and collaboration between parents and their children. A quasi-experimental research design was employed, utilizing pre-test and post-test measures with a control group. The sample consisted of 50 families selected through purposive sampling, divided equally into experimental and control groups. Data were collected using relationship quality questionnaires, observational records, and structured interviews. The results indicate a significant improvement in the parent-child relationship within the experimental group compared to the control group. Participants reported enhanced communication, reduced conflict, and increased emotional bonding after engaging in the family counseling sessions. These findings suggest that family counseling is an effective intervention for addressing relational issues and fostering a supportive environment for elementary school students with behavioral difficulties.
The Effect of Preventive Counseling on Reducing Bullying Cases in Elementary School Nuryanti, Titik; Sudirman, M. Yunus; Yani, Ahmad; Siokain, Delvy Mardvin; Putri, Agustin Andhika
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1883

Abstract

Bullying in elementary schools is a pervasive issue that significantly impacts students’ emotional well-being, social relationships, and academic performance. Preventive counseling has emerged as a proactive approach to address bullying by equipping students with emotional resilience, empathy, and conflict resolution skills. This study investigates the effectiveness of preventive counseling in reducing bullying incidents among elementary school students. The research aims to evaluate whether structured counseling programs can decrease the frequency and severity of bullying cases and improve peer interactions within the school environment. A quasi-experimental design was utilized, involving pre-test and post-test assessments with a control group. The sample consisted of 80 elementary school students, divided equally into experimental and control groups. Data were collected through bullying incident reports, peer relationship surveys, and teacher observations. These results highlight the effectiveness of preventive counseling in fostering a safer and more supportive school climate. The study concludes that preventive counseling is a vital intervention to address bullying and recommends its broader implementation in elementary education.
The Effectiveness of Group Counseling in Enhancing Self-Confidence Among Elementary School Students Aldina, Fauzi; Pong, Ming; Thai, Aom; Rukiyanto, Bernardus Agus
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1884

Abstract

Self-confidence is a critical component of children’s personal and academic development, enabling them to engage actively in learning and social interactions. Elementary school students with low self-confidence often face challenges in expressing themselves, participating in group activities, and achieving academic success. This study investigates the effectiveness of group counseling in enhancing self-confidence among elementary school students. The research employed a quasi-experimental design with a pre-test and post-test control group. The sample consisted of 60 students identified as having low self-confidence, divided equally into an experimental group that received group counseling sessions and a control group following standard classroom activities. Data were collected through self-confidence questionnaires, behavioral observation sheets, and teacher interviews. The findings revealed a significant increase in self-confidence scores in the experimental group compared to the control group. Students in the experimental group demonstrated greater willingness to participate in discussions, share ideas, and take initiative in various school activities. These results confirm that group counseling effectively fosters a supportive environment where students can build self-assurance through peer interaction and guided facilitation. The study concludes that group counseling is a valuable tool for addressing self-confidence issues and recommends its broader implementation in elementary schools.
The Effectiveness of Using Educational Games in Indonesian Language Learning in Elementary Schools Muhammadiyah, Mas’ud; Farrudin, Ahmad; Fernandez, Fransisca Debby Christine; Chai, Napat; Hamsiah, Andi
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1885

Abstract

Language learning in elementary schools plays a crucial role in developing students’ literacy, communication, and critical thinking skills. However, traditional teaching methods often fail to engage students effectively, leading to decreased motivation and suboptimal learning outcomes. This study investigates the effectiveness of using educational games as an innovative approach to enhance Indonesian language learning among elementary school students. A quasi-experimental research design with a pre-test and post-test control group was employed. The study involved 60 students, divided into an experimental group that used educational games and a control group that followed conventional learning methods. Data were collected using language proficiency tests, student motivation questionnaires, and teacher observations. These results indicate that educational games are effective in creating an interactive and enjoyable learning environment. The study concludes that incorporating educational games into language instruction can enhance learning outcomes and student motivation, providing valuable insights for teachers and curriculum developers.  
The Effect of Individual Counseling Services on Reducing Aggressive Behavior Among Elementary School Students Dara, Chenda; Kiri, Ming; Renaldo, Nicholas
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1886

Abstract

Aggressive behavior among elementary school students is a pressing issue that disrupts the learning environment and affects students’ social-emotional development. Individual counseling services have been identified as an effective intervention to address such behaviors by targeting underlying emotional triggers and promoting self-regulation. This study aims to evaluate the effectiveness of individual counseling services in reducing aggressive behavior among elementary school students. A quasi-experimental research design with a pre-test and post-test control group format was employed. The study involved 60 elementary school students identified as exhibiting aggressive behaviors, divided into an experimental group receiving counseling services and a control group receiving standard classroom management. Data were collected through behavioral observation sheets, aggression scales, and interviews with teachers. The findings revealed a significant reduction in aggressive behaviors in the experimental group compared to the control group. Students in the experimental group demonstrated improved emotional regulation and conflict resolution skills, as observed in both school and social interactions. These results underscore the importance of individualized interventions in addressing aggressive behavior and fostering a positive school climate.
The Influence of Academic Supervision on Improving Elementary School Teachers’ Competence Handriadi, Handriadi; Yusron, Ali; Novari, Deka Meuthia; Amani, Khoirul; Aksa, Muh.
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1887

Abstract

Teacher competence plays a crucial role in determining the quality of education in elementary schools. However, many teachers face challenges in effectively implementing pedagogical strategies, classroom management, and curriculum delivery, which can impact student outcomes. Academic supervision has emerged as a vital mechanism for supporting and enhancing teacher performance by providing constructive feedback, mentoring, and professional development opportunities. This study aims to investigate the influence of academic supervision on improving elementary school teachers’ competence. A mixed-methods research design was employed, incorporating quantitative and qualitative approaches. The study involved 50 elementary school teachers, with data collected through teacher competence assessments, supervision activity records, and in-depth interviews. The findings revealed that academic supervision significantly improved teachers’ pedagogical and professional competencies. These results underscore the value of academic supervision as a strategic tool for enhancing teacher effectiveness and, consequently, educational quality. The study concludes by recommending the systematic implementation of academic supervision programs in elementary schools to optimize teacher performance and professional growth.
The Relationship Between the Use of Teaching Aids and Science Concept Understanding in Elementary School Students Handriadi, Handriadi; Souza, Felipe; Lima, Rafaela; Mustofa, idam
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1888

Abstract

Developing a strong understanding of scientific concepts is critical for elementary school students as it forms the foundation for advanced learning and problem-solving skills. However, traditional teaching methods often fail to engage students effectively, leading to superficial understanding and low retention of science concepts. The use of teaching aids has been identified as a potential strategy to address this issue by making abstract concepts more tangible and interactive. This study aims to investigate the relationship between the use of teaching aids and the understanding of science concepts among elementary school students. A correlational research design was employed, involving 120 fifth-grade students from multiple schools. Data were collected using a science concept understanding test and an observation checklist to measure the extent and effectiveness of teaching aid usage. The results revealed a significant positive correlation between the use of teaching aids and students’ understanding of science concepts. Students exposed to teaching aids demonstrated higher levels of engagement, comprehension, and retention compared to those who received traditional instruction. These findings emphasize the importance of integrating teaching aids into science lessons to enhance learning outcomes. The study concludes by recommending the widespread use of teaching aids to support effective science education in elementary schools.
The Influence of Character Education on Elementary School Students’ Social Behavior Sabir, Muhammad; Sembiring, Harianta; Surbakti, Rudy; Yani, Ahmad; Juliadilla, Risa
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1889

Abstract

Social behavior plays a crucial role in shaping students’ interpersonal relationships and their ability to function effectively in a community. However, the increasing prevalence of negative behaviors such as bullying and lack of empathy among elementary school students has highlighted the need for effective interventions. Character education, which focuses on fostering ethical values and social skills, has emerged as a promising approach to address these challenges. This study investigates the influence of character education programs on the social behavior of elementary school students. A quasi-experimental design was employed, involving 100 students divided into an experimental group that received character education lessons and a control group that followed the standard curriculum. Data were collected using behavioral observation checklists, teacher evaluations, and student self-assessment questionnaires. The findings revealed a significant improvement in the social behavior of students in the experimental group, including increased empathy, cooperation, and conflict resolution skills. Teachers noted enhanced classroom interactions and reduced instances of negative behaviors. 
The Relationship Between Teacher Involvement in Curriculum Development and Student Learning Outcomes Kusmawan, Asep; Rahman, Rashid; Anis, Nina; Arifudin, Opan
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1890

Abstract

Teacher involvement in curriculum development plays a critical role in shaping effective teaching strategies and fostering meaningful learning experiences. However, limited participation of teachers in curriculum design processes often results in less relevant and engaging instructional practices, potentially impacting student learning outcomes. This study examines the relationship between teacher involvement in curriculum development and student achievement in elementary schools. A correlational research design was employed, involving 120 elementary school teachers and their corresponding student groups. Data were collected using teacher participation surveys, curriculum alignment evaluations, and student learning outcome assessments. The findings revealed a significant positive correlation between teacher involvement in curriculum development and student learning outcomes. Teachers who actively participated in designing curriculum elements tailored to their students’ needs demonstrated higher effectiveness in instructional delivery, resulting in improved academic performance and engagement among students. The research concludes that increasing teacher involvement in curriculum development is essential for enhancing student learning outcomes and recommends integrating collaborative curriculum design practices at the institutional level.

Page 4 of 6 | Total Record : 59

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