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Primary Education Insight
Published by Creative Smart Visionary
ISSN : -     EISSN : 31105653     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Primary Education Insight is a scholarly journal that publishes original research articles and systematic literature reviews in the field of primary education. The journal focuses on advancing knowledge and practice related to elementary-level education, reflecting the complexity and dynamics of primary school teaching and learning. The main topics covered by the journal include, but are not limited to: - Curriculum development and instructional strategies across primary school subjects (such as Mathematics, Indonesian Language, Science, Social Studies, Civic Education, Arts and Culture, Physical Education, Regional Languages, and English); - Assessment and evaluation of learning at the primary level; - Strengthening foundational literacy and numeracy, including critical thinking, analytical reasoning, and problem-solving skills; - Technology-based learning innovations (EdTech) in primary school classrooms; - Character education, social-emotional development, and the integration of local wisdom into learning processes; - Developmental psychology and the learning needs of primary school-aged children; - Inclusive education and specialized interventions for students with special needs; - Educational management and leadership in primary school settings; - The impact of education policy on classroom practices and student learning outcomes; - Ethnomathematics and culturally contextualized approaches to teaching and learning; - Foundational literacy, numeracy, and 21st-century skill development; - Implementation of primary education policies at the school level; - Guidance and counseling services in primary schools; - Early childhood development and age-appropriate learning strategies in early childhood education, including play-based learning and holistic developmental support; - Roles and competencies of early childhood educators, parental involvement, and early childhood education policies and management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 17 Documents
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Improving Cognitive Abilities in Early Childhood Through Color Experimental Method: A Case Study of Kindergartens in Muna Regency: Improving Cognitive Abilities in Early Childhood Through Color Experiments Eni Afrianti; Afifah Nur Hidayah; Salwiah
Primary Education Insight Vol. 1 No. 2 (2025): Primary Education Insight, December Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v1i2.71

Abstract

Improving cognitive abilities in early childhood is a crucial aspect of early childhood education because it forms the foundation for learning readiness at subsequent educational levels. This study aimed to analyze improvements in the cognitive abilities of children aged 5–6 years through the application of the color experiment method in learning activities. The study employed a classroom action research approach with a two-cycle design, with each cycle comprising planning, action implementation, observation, and reflection. The participants were 14 children aged 5–6 years. Research instruments included observation sheets for teacher and child activities, assessment sheets for children’s cognitive abilities, limited interviews, and documentation of learning activities. Data were analyzed using descriptive quantitative and qualitative approaches. The results revealed a significant improvement in children’s cognitive abilities from the initial observation to cycle II. Class-level cognitive achievement increased to 92.85% in cycle II, exceeding the predetermined success indicators. In addition, teachers’ instructional activities and children’s learning engagement also improved substantially following refinements in learning strategies. These findings indicate that the color experiment method is effective in enhancing children’s cognitive abilities. The improvement was not limited to mastery of color concepts but also included the development of logical thinking, understanding of cause-and-effect relationships, and the ability to communicate observational outcomes. This study highlights the importance of implementing hands-on, experiential learning as an innovative strategy in early childhood education to optimize children’s cognitive development.
Implementing Early Childhood Sexual Education to Prevent Child Sexual Abuse: A Case Study at RA Al-Khairaat SKEP Ternate, Indonesia: Preventing Child Sexual Abuse in Early Childhood Education Elsa Ramadani; Yusuf Maronta; Farida Samad; Yulia Novita Sari; Bujuna A. Alhadad; Muhammad Asrun
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.51

Abstract

Child sexual abuse is a serious global issue that requires preventive efforts starting from early childhood. This study aims to examine the implementation of early childhood sexual education as a strategy for preventing child sexual abuse at RA Al-Khairaat SKEP, Ternate, Indonesia. A qualitative case study design was used to explore how sexual education is implemented in a natural educational setting. Participants included two teachers, two parents, and two children aged 5–6 years, selected through purposive sampling. Data were collected through semi-structured interviews, participatory observation, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings show that sexual education is implemented through three main aspects: self-identity recognition, gender understanding, and self-protection skills. Children were able to recognize their identities, inclusively understand gender concepts, and identify appropriate and inappropriate touch. The implementation was supported by thematic, play-based, and interactive learning approaches, as well as the integration of religious and moral values. Collaboration between teachers and parents also played an important role in reinforcing children’s understanding and protective behaviors. This study concludes that early childhood sexual education can serve as an effective preventive strategy against child sexual abuse when delivered through developmentally appropriate, culturally relevant, and collaborative approaches. The findings help bridge the gap between theory and practice and provide practical guidance for educators, parents, and policymakers in designing context-sensitive sexual education programs.  
Implementation of the Merdeka Curriculum in Elementary Schools: A Case Study at Padma Jaya Elementary School, Palembang: Implementing the Merdeka Curriculum in Elementary Schools: A Case Study in Indonesia Nina Purwadinata; Sindi Aulia; Ginanda Ginanda; Jessycha Jessycha; Arcvita Arcvita; Anggun Anggun
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.52

Abstract

This study aims to analyze the implementation of the Merdeka Curriculum at the elementary school level through a case study approach at Padma Jaya Elementary School, Palembang. The focus of the study includes lesson planning, instructional practices, assessment, and the role of the school environment in supporting curriculum implementation. This study employs a qualitative approach with a case study design. Data were collected through observations and semi-structured interviews with the principal, vice principal, and classroom teachers. Data analysis was conducted using a thematic model that includes data display, data reduction, interpretation, and conclusion drawing. The analysis was strengthened through source and method triangulation. The findings indicate that the implementation of the Merdeka Curriculum has been carried out systematically. In the planning stage, teachers developed flexible and contextual teaching modules that align with students’ needs and integrated the Pancasila Student Profile Strengthening Project. In the implementation stage, learning activities were student-centered and active, using various methods such as discussions, hands-on activities, and project-based learning. Assessment was conducted authentically by covering attitudes, skills, and knowledge, and was followed by remedial and enrichment activities. In addition, support from the school environment, including facilities and collaboration among stakeholders, contributed to the effectiveness of curriculum implementation. The findings also reveal a strong alignment between planning, implementation, and assessment in supporting the success of the Merdeka Curriculum. This study provides empirical contributions to understanding contextual curriculum implementation practices at the elementary school level and may serve as a reference for improving educational policy and instructional practices.
Efforts to Improve Children’s Naturalist Intelligence Through Planting Activities Using Hydroponic Growing Media at TKIT As-Sunnah Napabalano: Enhancing Children’s Naturalist Intelligence Through Hydroponic Planting Activities Sitti Nur Aziza; Sitti Rahmaniar Abubabakar; Muamal Gadafi
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.53

Abstract

Naturalist intelligence refers to children’s ability to recognize, understand, and demonstrate concern for the natural environment around them. Initial observations at Integrated Islamic Kindergarten (TKIT) As-Sunnah Napabalano revealed that the naturalist intelligence of Group B children had not yet developed optimally. The children still experienced difficulties in recognizing plants, understanding plant growth processes, and showing concern for the environment. This study aimed to improve children’s naturalist intelligence through planting activities using hydroponic growing media at Integrated Islamic Kindergarten (TKIT) As-Sunnah Napabalano. This study employed a Classroom Action Research (CAR) approach conducted in two cycles. Each cycle consisted of planning, action implementation, observation, and reflection stages. The research subjects were 11 Group B children, consisting of 5 boys and 6 girls. Data were collected through observation and documentation techniques. The data were analyzed using descriptive qualitative analysis based on early childhood development categories. The findings indicated that planting activities using hydroponic growing media were effective in improving children’s naturalist intelligence. Teacher teaching activities increased from 73.33% in Cycle I to 93.33% in Cycle II. Children’s learning activities also improved from 71.42% to 92.86%. In addition, the results of children’s naturalist intelligence development increased from 72.73% in Cycle I to 90.91% in Cycle II. The children became more capable of recognizing plants, understanding plant growth processes, and demonstrating environmental awareness through direct plant-care activities. Therefore, planting activities using hydroponic growing media can be considered an effective learning strategy for improving early childhood naturalist intelligence.
The Effect of Mystery Box Learning Media on Science Learning Outcomes of Grade III Elementary School Students: Mystery Box Learning Media for Elementary Science Learning Amala Nurlika Putri; Dya Ayu Agustiana Putri
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.64

Abstract

The background of this study is the lack of use of interesting learning media, which causes low student learning outcomes. The purpose of this study is to determine the effect of the use of Mystery Box learning media on elementary school students' learning outcomes. This type of research uses a quantitative approach with a quasi-experimental design with a Nonequivalent Control Group design. The subjects of this study were 48 students divided into a control class and an experimental class. The tested data analysis technique produced a Cronbach's Alpha of 0.928, which means that the research instrument shows a very good level of reliability. The data were analyzed using a t-test with the results of the study, the t-value was 0.078 with degrees of freedom (df) 46.0 and p-value = 0.078. This p-value greater than 0.05 indicates that there is no significant difference between the average scores of the control group and the experimental group before the intervention, so that both groups are in a balanced initial condition. Meanwhile, in the posttest, the t-value was -13.31 with df 46.0 and p-value <0.001 indicating a significant difference between the control and experimental groups after the intervention. A negative t-value indicates that the average score of the experimental group is higher than the control group. This confirms that the use of Mystery Box learning media has a significant influence on the learning outcomes of elementary school students.  
Prophetic Pedagogy in Practice: A Holistic Teaching Model for Enhancing Learning in Indian Primary Schools: Prophetic Pedagogy for Effective Teaching and Learning K. Sayyid Mubashir; Muhammed Swadique PC
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.78

Abstract

This study examines the pedagogical methods of Prophet Muhammad ﷺ as a comprehensive educational model and explores their relevance in contemporary primary education in India. Using a qualitative library research design, data were collected from major hadith sources, including Sahih al-Bukhari, Sahih Muslim, Sunan Abu Dawud, Sunan at-Tirmidhi, and Sunan Ibn Majah, as well as supporting literature on modern educational theory. The analysis employed content analysis to identify key teaching principles and categorize them into coherent pedagogical frameworks. The findings reveal that Prophetic pedagogy is characterized by an integration of exemplary conduct, affective engagement, dialogic learning, multimodal instructional strategies, and adaptive teaching. The Prophet ﷺ employed methods such as dialogue, analogy, repetition, visualization, and contextual guidance to address diverse learners effectively. These approaches align closely with contemporary theories, including constructivism, social-emotional learning, and differentiated instruction. In the context of primary education, these methods are particularly effective in fostering student engagement, enhancing comprehension, and supporting character development. The study highlights the relevance of Prophetic pedagogy in addressing current challenges in elementary education, especially in diverse and complex classroom settings. It contributes theoretically by bridging classical Islamic pedagogical concepts with modern educational frameworks. Practically, it offers insights for teachers to design more holistic and learner-centered instructional practices. However, the study is limited by its reliance on textual analysis and the absence of empirical validation. Future research is recommended to implement and evaluate these pedagogical principles in real classroom environments.
The Influence of MarvelAPP Educational Game Learning Media on the Learning Achievement of IPAS Students in Grade 5 Elementary School: The Effect of MarvelAPP Educational Games on Elementary IPAS Learning Lely Melan Mega Auliya; Dya Ayu Agustiana Putri; Frita Devi Asriyanti
Primary Education Insight Vol. 2 No. 1 (2026): Primary Education Insight, June Issue
Publisher : Creative Smart Visionary

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65779/pedi.v2i1.80

Abstract

Students' IPAS learning achievement at the elementary school level remains relatively low due to the limited use of interactive and engaging learning media in classroom instruction. Conventional teaching methods often reduce students' participation and make it difficult for them to understand abstract concepts. Therefore, innovative digital learning media are needed to create more meaningful learning experiences. This study aimed to examine the effect of MarvelApp educational game learning media on the IPAS learning achievement of Grade 5 elementary school students. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The participants consisted of 90 Grade 5 students, including 44 students in the experimental group and 46 students in the control group. The experimental group received instruction using MarvelApp educational game learning media, whereas the control group received conventional instruction. Data were collected using a 20-item IPAS learning achievement test administered as both a pretest and posttest. The instrument demonstrated excellent internal consistency (Cronbach's Alpha = 0.972) and acceptable construct validity. Data were analyzed using descriptive statistics, assumption tests, and an independent samples t-test. The findings revealed no significant difference between the two groups before the intervention, whereas a significant difference was observed after the intervention, with the experimental group achieving higher IPAS learning achievement than the control group (p < .001). These findings indicate that MarvelApp educational game learning media effectively enhances students' learning achievement by promoting active engagement and meaningful learning experiences.

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