cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Adam Mudinillah
Contact Email
adammudinillah@staialhikmahpariangan.ac.id
Phone
+6285379388533
Journal Mail Official
adammudinillah@staialhikmahpariangan.ac.id
Editorial Address
Jorong Kubang Kaciak Dusun Kubang Kaciak, Kelurahan Balai Tangah, Kecamatan Lintau Buo Utara, Kabupaten Tanah Datar, Provinsi Sumatera Barat, Kodepos 27293.
Location
Kab. tanah datar,
Sumatera barat
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 59 Documents
 2   3   4   5   6 
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.
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.
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.

Page 6 of 6 | Total Record : 59

 2   3   4   5   6 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 6 (2025) Vol. 2 No. 5 (2025) Vol. 2 No. 4 (2025) Vol. 2 No. 3 (2025) Vol. 2 No. 2 (2025) Vol. 2 No. 1 (2025) Vol. 1 No. 6 (2024) Vol. 1 No. 5 (2024) Vol. 1 No. 4 (2024) Vol. 1 No. 3 (2024) Vol. 1 No. 2 (2024) Vol. 1 No. 1 (2024) More Issue