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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 Relationship between Teachers’ Professional Competencies and the Achievement of Graduate Competency Standards in Elementary Schools Razak, Faisal; Idris, Haziq; Som, Rit; Purnomo, Widiharto
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.2392

Abstract

The quality of elementary education is fundamentally linked to teacher effectiveness, with professional competence being a cornerstone of student success. This study aimed to quantitatively determine the relationship between the professional competencies of elementary school teachers and the achievement of Graduate Competency Standards (GCS) by their students. A quantitative correlational design was employed, involving a sample of certified teachers and their respective students from several elementary schools. Teacher professional competence was assessed using a standardized competency test, while student achievement data was obtained from official GCS scores. The data were analyzed using Pearson correlation. The results revealed a significant and strong positive correlation (r = 0.78, p < 0.01) between the level of teachers’ professional competence and students’ GCS achievement. Higher teacher competence scores were consistently associated with higher student achievement. This study concludes that teachers’ professional competence is a critical and significant predictor of students’ success in meeting educational benchmarks. Therefore, enhancing the quality of elementary education hinges on targeted and continuous professional development programs for teachers.  
The Relationship of Teachers’ Emotional Intelligence to Student Discipline Kiri, Ming; Putri, Wahyuni Eka; Vann, Dara
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.2393

Abstract

Student discipline is a critical factor in creating an effective learning environment, and it is often influenced by the teacher’s ability to manage classroom dynamics. Teachers’ emotional intelligence (EI) is increasingly recognized as a key competency in this regard. This study aimed to determine the quantitative relationship between the emotional intelligence of teachers and the level of discipline among their students. A quantitative correlational research design was implemented with a sample of elementary school teachers and their students. Teacher EI was measured using a validated Emotional Intelligence Questionnaire, while student discipline was assessed through a standardized discipline scale completed by trained observers. The data were analyzed using Pearson correlation. The results indicated a significant and strong positive correlation (r = 0.82, p < 0.01) between teachers’ emotional intelligence and student discipline levels. Teachers with higher EI scores consistently managed classrooms with higher levels of student discipline. This study concludes that a teacher’s emotional intelligence is a significant predictor of student discipline. Therefore, fostering EI through targeted professional development is a crucial strategy for improving classroom management and creating a more conducive learning atmosphere.  
The Effectiveness of the Use of Learning Videos on the Understanding of Mathematics Concepts in Elementary Schools Walid, Abul; Tan, Ethan; Teo, Ryan
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.2394

Abstract

The abstract nature of many mathematical concepts presents a significant pedagogical challenge in elementary education, often leading to difficulties in student comprehension. The integration of multimedia, such as learning videos, offers a promising avenue to make these concepts more concrete and accessible. This study aimed to quantitatively determine the effectiveness of using learning videos on elementary school students’ understanding of mathematics concepts. A quasi-experimental, pre-test/post-test non-equivalent control group design was employed. The sample consisted of two fifth-grade classes, with one class (N=32) assigned as the experimental group utilizing learning videos and the other (N=32) as the control group receiving conventional, textbook-based instruction. Students’ conceptual understanding was measured using a validated, standardized mathematics concept test. Data were analyzed using an independent samples t-test and normalized gain scores. The results revealed a statistically significant difference in the post-test scores between the two groups (p < 0.01), with the experimental group demonstrating a substantially higher mean score and a significantly greater normalized gain. The study concludes that the use of learning videos is a highly effective instructional strategy for improving students’ understanding of mathematical concepts in elementary school.
The Effectiveness of Project-Based Learning on Elementary School Students’ Creativity Azizi, Muhammad Alfi; Mendes, Clara; Silva, Pedro
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.2401

Abstract

Fostering creativity is a critical objective of 21st-century education, yet traditional pedagogical approaches often fall short of developing this essential skill. Project-Based Learning (PjBL) has been proposed as a student-centered model that can enhance creative thinking by engaging students in authentic, complex tasks. This study aimed to quantitatively determine the effectiveness of the PjBL model on the creativity of elementary school students. A quasi-experimental research design was employed, utilizing a pre-test/post-test non-equivalent control group. The sample consisted of two fourth-grade classes, one serving as the experimental group receiving the PjBL intervention and the other as a control group receiving conventional instruction. Student creativity was measured using a validated instrument assessing fluency, flexibility, originality, and elaboration. The collected data were analyzed using an independent samples t-test. The results revealed a statistically significant difference between the post-test scores of the two groups (p < 0.05), with the experimental group demonstrating a substantially higher average creativity score. The analysis indicated that the PjBL model was significantly more effective in enhancing students’ creative thinking skills compared to traditional teaching methods. This study concludes that PjBL is a highly effective pedagogical strategy for fostering creativity in elementary education and recommends its broader implementation to better prepare students with the skills needed for future challenges.
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.
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.
Social Inclusion of Students with Autism Spectrum Disorder in Indonesian Mainstream Classrooms: A Social-Psychological Study Alfiya, Luluk; Anis, Nina; Huda, Nurul
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i3.3062

Abstract

Students with Autism Spectrum Disorder (ASD) often face significant challenges in achieving full social inclusion within mainstream educational settings, particularly in countries with limited inclusive education infrastructures such as Indonesia. Despite the existence of inclusive education policies, actual practices in schools frequently fall short of supporting the social integration of students with ASD. This study aims to examine the extent and nature of social inclusion experienced by students with ASD in Indonesian mainstream classrooms from a social-psychological perspective. A mixed-methods design was employed, incorporating classroom observations, structured interviews with teachers, parents, and students, and quantitative surveys measuring peer acceptance and emotional well-being. The findings indicate that while policy frameworks endorse inclusion, students with ASD often experience social isolation, limited peer interaction, and inadequate teacher preparedness. Social acceptance was highly dependent on the teacher's attitude, peer training, and availability of support systems. The study concludes that achieving meaningful inclusion requires more than policy—it demands deliberate social and psychological interventions at the classroom level. These findings call for teacher training, inclusive pedagogy, and school-wide empathy-building programs to promote equitable learning environments for all students.
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.

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