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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 74 Documents
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APPLYING FORENSIC PSYCHOLOGY PRINCIPLES TO CHILD BEHAVIOR ASSESSMENT AND EARLY INTERVENTION Lucy Lidiawati Santioso; Livia Alves; Bruna Costa
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3421

Abstract

Early identification of behavioral risk in children is essential for preventing the escalation of developmental, emotional, and social difficulties. Conventional child behavior assessment practices, however, often rely on fragmented observations and subjective judgments that may overlook contextual risk factors. Applying forensic psychology principles offers a structured and evidence-based framework that emphasizes systematic observation, behavioral pattern analysis, and contextual interpretation. This study aims to examine the applicability and effectiveness of forensic psychology principles in child behavior assessment and early intervention contexts. The research employed a qualitative-dominant mixed-methods design involving structured behavioral observations, semi-structured interviews with educators and practitioners, and analysis of assessment records in educational and community-based settings. The findings indicate that forensic-informed assessment enhances the accuracy of early behavioral risk identification and supports more targeted and timely interventions. Children assessed using this framework demonstrated greater behavioral improvement following early intervention, particularly in emotional regulation and social interaction. The results also highlight that behavioral difficulties are closely linked to environmental and contextual factors rather than fixed individual deficits. The study concludes that forensic psychology principles can be effectively adapted beyond legal contexts to support preventive, ethical, and developmentally sensitive child behavior assessment. Integrating these principles into early intervention practices strengthens interdisciplinary collaboration and contributes to more responsive support systems for children at behavioral risk.
INCLUSIVE EDUCATION IN PRIMARY SCHOOLS: EVIDENCE-BASED STRATEGIES FOR SUPPORTING LEARNERS WITH SPECIAL EDUCATIONAL NEEDS Jamil Khan; Razia Khan; Khalil Zaman; Dewi Ismu Purwaningsih
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3424

Abstract

Inclusive education in primary schools has become a central priority in global education agendas, emphasizing the right of learners with special educational needs to access quality education within mainstream classrooms. Despite strong policy commitments, effective classroom-level implementation remains uneven, highlighting the need for evidence-based strategies that translate inclusion principles into practice. This study aims to identify and examine evidence-based instructional and organizational strategies that effectively support learners with special educational needs in inclusive primary school settings. The study employed a mixed-methods design combining systematic evidence review, classroom observations, semi-structured interviews, and analysis of school documents across multiple inclusive primary schools. Quantitative descriptive and inferential analyses were integrated with qualitative thematic analysis to examine strategy implementation and learner outcomes. The findings indicate that differentiated instruction, individualized support services, and collaborative teaching practices significantly enhance learner participation, engagement, and classroom inclusion. Inferential analysis demonstrates that higher levels of strategy implementation are associated with stronger learner engagement, while qualitative findings reveal improved peer interaction, confidence, and instructional responsiveness. The study concludes that inclusive education is most effective when evidence-based strategies are implemented coherently and systematically. Sustainable inclusion in primary schools requires alignment between empirical evidence, instructional practice, and institutional support to ensure equitable learning opportunities for learners with special educational needs.
INTERCULTURAL DYNAMICS AND GROUP IDENTITY AMONG CHILDREN IN DIVERSE EDUCATIONAL CONTEXTS wijaya wijaya; Jaden Tan; Rachel Chan
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3425

Abstract

Increasing cultural diversity in contemporary educational settings has transformed schools into important social spaces where children encounter, interpret, and negotiate cultural differences. These interactions play a crucial role in the early formation of group identity, belonging, and social relations. This study aims to examine intercultural dynamics and the processes of group identity formation among children in diverse educational contexts, with particular attention to everyday peer interactions and classroom practices. The research employed a qualitative-dominant mixed-methods design involving classroom observations, semi-structured interviews with children and teachers, and sociometric mapping in culturally diverse primary schools. The findings reveal that children frequently form peer groups based on cultural and linguistic familiarity, while intercultural interaction increases primarily in structured learning situations supported by teacher mediation. Differences in perceived group belonging between majority and minority cultural groups indicate uneven experiences of inclusion within the same educational environments. The study concludes that cultural diversity alone does not automatically foster inclusive group identity among children. Intentional pedagogical strategies, cooperative learning structures, and supportive school cultures are essential in promoting meaningful intercultural engagement and equitable social participation. These findings underscore the central role of schools in shaping children’s early experiences of diversity and contribute to a deeper understanding of how inclusive group identities can be cultivated in multicultural educational settings.
TECHNOLOGY-ENHANCED LEARNING IN PRIMARY EDUCATION: EFFECTS OF INTERACTIVE DIGITAL PLATFORMS ON STUDENT ENGAGEMENT AND ACHIEVEMENT Samantha Gonzales; Josefa Flores; Andres Villanueva; Ahmad Yani
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3426

Abstract

Technology-enhanced learning has become increasingly prominent in primary education as schools integrate interactive digital platforms to support teaching and learning. These platforms are widely assumed to enhance student engagement and academic achievement, yet empirical evidence at the primary level remains uneven and context dependent. This study aims to examine the effects of interactive digital platforms on student engagement and academic achievement in primary education, with particular attention to the relationship between engagement dimensions and learning outcomes. The study employed a quantitative quasi-experimental design involving experimental and control groups of primary school students. Data were collected using engagement questionnaires, curriculum-aligned achievement tests, classroom observations, and academic records. Inferential statistical analyses were conducted to compare group differences and examine relationships between engagement and achievement. The findings reveal that students exposed to interactive digital platforms demonstrated significantly higher levels of behavioral, emotional, and cognitive engagement than those receiving conventional instruction. Academic achievement scores were also significantly higher in the experimental group. Correlation analysis indicates a strong positive relationship between student engagement and achievement outcomes. The study concludes that interactive digital platforms positively influence engagement-driven learning in primary education when integrated within structured pedagogical practices. Technology-enhanced learning is most effective when engagement functions as a central mechanism linking digital interaction to academic success.
A DEVELOPMENTAL PERSPECTIVE ON CYBERBULLYING: RISK FACTORS, SOCIAL-COGNITIVE DEFICITS, AND INTERVENTION STRATEGIES John Ratu; Anjali Singh; Laisa Tawake
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3103

Abstract

Cyberbullying has emerged as a significant issue affecting children and adolescents, with potentially severe emotional, social, and psychological consequences. Understanding the developmental factors that contribute to cyberbullying is essential for creating effective prevention and intervention strategies. This study explores the risk factors, social-cognitive deficits, and intervention strategies associated with cyberbullying from a developmental perspective. The research aims to identify key risk factors contributing to cyberbullying behaviors, explore how social-cognitive deficits influence both perpetrators and victims, and evaluate the effectiveness of various intervention strategies. A mixed-methods approach was employed, including surveys, interviews, and psychological assessments, to gather data from 300 adolescents (ages 12-18) across diverse socioeconomic backgrounds. The results revealed that lower levels of emotional regulation, impaired empathy, and poor problem-solving skills were significant predictors of both perpetration and victimization in cyberbullying. Furthermore, interventions focusing on emotional intelligence, empathy training, and peer support were found to be effective in reducing cyberbullying behaviors. The study concludes that a comprehensive, developmental approach addressing social-cognitive skills is essential for preventing and mitigating the impacts of cyberbullying, emphasizing the importance of early intervention and continuous support in school environments.
PERSONALIZED LEARNING VIA AI TUTORS: A COMPUTATIONAL PSYCHOLOGY APPROACH TO MODELING STUDENT MOTIVATION AND COGNITIVE STATES Teuea Iotia; Maere Taitai; Mena Ioteba
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i1.3107

Abstract

The integration of artificial intelligence (AI) in education has led to the development of personalized learning systems that adapt to students’ unique learning needs. However, there is limited research on how AI tutors can model and respond to students’ cognitive states and motivation. This study explores the application of computational psychology to AI-based tutoring systems, focusing on how AI can simulate student motivation and cognitive processes to enhance learning experiences. The aim of this research is to create a computational model that incorporates psychological theories of motivation and cognitive states to personalize learning through AI tutors. The model integrates concepts from cognitive psychology, such as attention, memory, and intrinsic motivation, into AI algorithms that assess and respond to students’ learning behaviors in real time. Using a dataset of student interactions with an AI tutor, we employed machine learning techniques to simulate the students’ cognitive states and predict their learning outcomes based on varying levels of motivation. The results show that AI tutors significantly improve students’ engagement and performance when personalized learning strategies are applied. This research demonstrates the potential of AI-driven personalized learning systems to foster better academic outcomes by responding dynamically to students’ psychological states. The findings offer valuable insights for future AI-based educational tools aimed at enhancing student learning experiences.
THE EFFECT OF DRAWING AND PRESENTATION ACTIVITY ON EARLY ADOLESCENTS’ HAPPINESS IN ORPHANAGES Hafnidar Hafnidar; Dina Rahma Lubis; Salsa Meutia; Silvia Putrie Ardana
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.v2i6.3313

Abstract

This study examines the effect of Drawing and Presentation Activity on the happiness of early adolescents living in an orphanage setting. The research aims to determine whether expressive learning activities that combine visual representation and verbal presentation can enhance adolescents’ subjective well-being. A quantitative experimental approach was employed using a pretest–posttest design with a control group. Participants consisted of early adolescents residing in an orphanage, who were divided into an experimental group receiving the Drawing and Presentation Activity intervention and a control group receiving regular activities. Data were collected using a standardized happiness scale and analyzed using statistical tests to examine differences between groups. The results indicate a significant increase in happiness scores among adolescents who participated in the Drawing and Presentation Activity compared to those in the control group. The novelty of this study lies in integrating creative drawing and structured presentation as an educational activity to promote emotional well-being among marginalized adolescents. Furthermore, this activity-based approach emphasizes active engagement, reflection, and communication, which are essential components in learner-centered pedagogy. The findings imply that creative and participatory learning strategies can be effectively applied not only to support students’ psychological well-being but also to enhance engagement and motivation in educational contexts, including physics and physics education. By fostering positive emotions and self-expression, such activities may indirectly support meaningful learning processes, conceptual understanding, and students’ readiness to engage in science learning.
THE ALGORITHMIC MANAGER: EXAMINING THE MEDIATING ROLE OF PSYCHOLOGICAL SAFETY ON EMPLOYEE PERFORMANCE IN AI-MEDIATED WORK ENVIRONMENTS. Subhan Dodo; Christanto Pratomo; Soemartono Soemartono; Chai Pao
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3857

Abstract

Algorithmic management has become increasingly prevalent in modern workplaces, where AI-mediated systems monitor, assign, and evaluate employee tasks. The introduction of these technologies raises concerns regarding employee perceptions, engagement, and performance outcomes. Understanding how psychological safety influences employee adaptation to AI supervision is critical for designing effective and human-centered management systems. The study aims to examine the mediating role of psychological safety in the relationship between algorithmic management and employee performance. It investigates whether transparency, feedback clarity, and perceived fairness of algorithmic systems impact performance outcomes through employees’ perceptions of a psychologically safe work environment. A cross-sectional research design was employed, involving 312 employees from organizations utilizing AI-mediated management. Data were collected through validated survey instruments assessing algorithmic management exposure and psychological safety, complemented by objective performance metrics from organizational dashboards. Structural equation modeling was applied to test the hypothesized mediation effects. Findings indicate that psychological safety significantly mediates the effect of algorithmic management on both task completion and quality. Employees perceiving higher transparency and fair feedback demonstrate elevated safety, which translates into improved performance. The study underscores that AI systems must account for human perceptions to achieve sustainable productivity. Evidence from this research provides guidance for managers, system designers, and policymakers in developing AI-mediated supervision that balances efficiency with employee well-being.
SCHOOL-BASED INTERVENTIONS FOR PROMOTING PSYCHOLOGICAL RESILIENCE AND WELL-BEING IN CHILDREN Natalya Pavlova; Igor Vasiliev; Noorhani Dyani Laksmi
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4130

Abstract

Psychological resilience and emotional well-being are fundamental determinants of children’s healthy development, academic engagement, and long-term mental health. Increasing exposure to academic pressure, social challenges, family instability, and environmental stressors has intensified the need for preventive school-based interventions that strengthen children’s adaptive capacities before psychological difficulties become more severe. This study aimed to examine the effectiveness of comprehensive school-based interventions in promoting psychological resilience and well-being among primary school children. A mixed-methods sequential explanatory design was employed involving 960 students from ten elementary schools implementing resilience-oriented educational programs. Quantitative data were collected using validated measures of psychological resilience, emotional well-being, emotional regulation, self-efficacy, school connectedness, and social competence, and analyzed through generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and repeated-measures analysis of variance. Qualitative evidence was obtained through interviews, focus group discussions, classroom observations, and institutional document analysis, followed by thematic interpretation. Findings revealed significant improvements in psychological resilience, emotional well-being, adaptive coping, emotional regulation, self-efficacy, school connectedness, and academic engagement, supported by stronger teacher support, positive peer relationships, and greater family involvement. Psychological resilience emerged as the principal mechanism linking school-based interventions with improved well-being and positive educational outcomes. Results indicate that sustainable child well-being depends on coordinated interaction among resilience education, supportive school climate, teacher engagement, counseling services, and family participation. The proposed framework offers practical guidance for developing comprehensive whole-school programs that foster children’s psychological resilience and lifelong well-being
MULTILINGUAL EDUCATION AND COGNITIVE DEVELOPMENT: BALANCING MOTHER TONGUE MAINTENANCE AND ACADEMIC ACHIEVEMENT Roni Subhan; Chenda Dara; Dara Vann
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4138

Abstract

Multilingual education has become an increasingly important educational approach for addressing linguistic diversity while promoting cognitive development and equitable academic achievement. Continuing debates regarding the role of mother tongue maintenance alongside second-language acquisition have generated contrasting perspectives on how multilingual instruction influences learners’ cognitive growth and educational performance. This study aimed to examine the relationship between multilingual education, mother tongue maintenance, cognitive development, and academic achievement within linguistically diverse school settings. A mixed-methods sequential explanatory design was employed involving 1,180 students from fifteen multilingual primary and lower secondary schools implementing different language instruction models. Quantitative data were collected using validated measures of mother tongue proficiency, second-language proficiency, executive functioning, metalinguistic awareness, cognitive flexibility, conceptual understanding, literacy achievement, and academic performance, and analyzed through multilevel modeling, structural equation modeling, mediation analysis, and hierarchical regression. Qualitative evidence was obtained through interviews, classroom observations, focus group discussions, and institutional document analysis, followed by thematic interpretation. Findings revealed that sustained mother tongue maintenance significantly strengthened conceptual understanding, metalinguistic awareness, executive functioning, literacy development, and overall academic achievement. Teacher multilingual competence and family language support further enhanced multilingual learning by reinforcing classroom participation and cognitive flexibility. Results indicate that multilingual education achieves optimal outcomes when linguistic diversity is integrated into coherent instructional practices, supportive language policies, and culturally responsive teaching. The proposed framework provides practical guidance for developing multilingual educational systems that simultaneously preserve linguistic heritage and promote cognitive excellence.

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