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INDONESIA
Indonesian Journal of Elementary and Childhood Education
Published by Indonesian Publication Center
ISSN : 27213943     EISSN : 27163237     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Indonesian Journal of Elementary and Childhood Education (IJECE) merupakan jurnal ilmiah peer-reviewed yang didedikasikan sebagai platform diseminasi hasil pemikiran dan penelitian bagi mahasiswa, guru, dosen, praktisi, serta peneliti. Jurnal ini berfokus pada pengembangan ilmu pengetahuan di bidang Pendidikan Dasar dan Pendidikan Anak Usia Dini (PAUD). Fokus dan Ruang Lingkup (Focus and Scope) IJECE menerima naskah berkualitas baik dalam bentuk artikel hasil penelitian (original research) maupun artikel tinjauan pustaka (review article) yang mencakup, namun tidak terbatas pada: Inovasi Pembelajaran di Sekolah Dasar dan PAUD. Kurikulum dan Kebijakan Pendidikan Dasar. Home Schooling dan Alternatif Pendidikan Anak. Pendidikan Berbasis Digital/Online untuk Anak-Anak. Isu Strategis dan Masalah Kontemporer dalam Pendidikan Dasar & PAUD. Kebijakan PublikasiAkses Terbuka (Open Access): Semua artikel yang diterima tersedia secara bebas untuk dibaca dan diunduh guna mendukung pertukaran pengetahuan global yang lebih luas. Lisensi: Artikel diterbitkan di bawah lisensi Creative Commons Attribution-ShareAlike 4.0 International License. Proses Review: Setiap naskah yang masuk melalui sistem OJS akan melewati proses penelaahan oleh tim reviewer ahli untuk menjaga kualitas akademik. Keputusan pertama akan diterima dalam 1-2 minggu setelah Submit. Frekuensi Terbit IJECE dikelola dan diterbitkan oleh Indonesian Publication Center. Jurnal ini telah aktif sejak tahun 2020 dengan frekuensi terbit 4 kali setahun, yaitu pada bulan: Maret - Juni - September - Desember.
Arjuna Subject : Umum - Umum
Articles 168 Documents
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Digital Literacy and Science Literacy: A Correlational Review of Elementary School Students Zainuri, Baiq Nabila Saufika; Gunawan , Gunawan; Qothrunnada, Qothrunnada
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 2 (2025): Edisi Juni 2025
Publisher : Indonesian Publication Center

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Abstract

This study aims to analyze the correlation between digital literacy and science literacy in elementary school students through a systematic literature review covering the period 2015-2024. The method used is Systematic Literature Review (SLR). Literature search was conducted through Google Scholar, ERIC, Scopus, and Portal Garuda databases to identify relevant studies involving elementary school students. The results of the review consistently show a positive correlation between digital literacy skills and students' science literacy levels. The integration of innovative digital media, such as digital flipbooks, STEM-based comics, digital storytelling, and the use of QR Code technology, has been proven effective in helping students visualize abstract scientific concepts in a more concrete way, thereby improving their inquiry and problem-solving skills. This literature study concludes that digital literacy and science literacy are two mutually reinforcing competencies. The implications of this research emphasize the importance of a basic education curriculum that holistically integrates technological skills into science learning to shape a critical and adaptive generation.
Membangun Kognisi Melalui Angka: Evektifitas Kegiatan Membilang Dalam Perkembangan Kognitif Anak Azzahroh, Fatimah; Lintang, Daninta
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

Education for preschool children must use appropriate approaches to support their emotional and social progress. This study aims to evaluate how effective group play methods are in improving the emotional and social development of children aged 5 to 6 years. The method applied is Classroom Action Research which consists of two cycles. Findings from the research showed a significant increase in children's social and emotional abilities, where the percentage of children showing excellent development increased from 40% at the start of the study to 80% in the second cycle. Therefore, the group play method has proven successful in improving the social and emotional development of preschool children at Kindergarten B Hajar Aswad at TKIT Al-Muhsin Klaten.
Problem-Based Science Learning Strategy in Improving Critical Thinking Skills of Elementary School Students: Literature Review Qothrunnada, Qothrunnada; Zainuri, Baiq Nabila Saufika; Gunawan, Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 3 (2025): Edisi September 2025
Publisher : Indonesian Publication Center

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Abstract

The limited critical thinking skills of elementary school students in science education pose a significant challenge in 21st-century education. This Systematic Literature Review (SLR) aims to identify the most effective Problem-Based Learning (PBL) strategies for enhancing these skills. An analysis was conducted on 20 articles (2016–2025) sourced from Scopus, Web of Science, and Google Scholar databases. Synthesis results indicate that both pure PBL and its integration with STEM, Augmented Reality (AR), and digital media consistently improve students' analytical, interpretive, and evaluative abilities. Key findings emphasize that PBL's effectiveness depends heavily on authentic problem presentation and structured scaffolding. Digital technology integration is proven to strengthen scientific reasoning by visualizing abstract concepts. This study concludes that PBL becomes more transformative through multimodal approaches. Consequently, teachers must enhance their TPACK competence to design problem scenarios relevant to elementary students' characteristics to create more impactful science learning.
Design, Instruments, and Data Analysis in STEM Integration Research in Elementary Science Education: A Methodological Review Juddin, Sura; Maharani, Gezti; Dwi Amanah, Prelia
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

The integration of the STEM approach in elementary science education has been increasingly investigated; however, the majority of studies continue to focus primarily on learning outcomes. Methodological aspects that play a crucial role in determining research rigor and validity have not received sufficient attention. This article presents a methodological literature review examining research designs, data collection instruments, and data analysis techniques employed in studies on STEM integration at the elementary level. The review analyzes selected articles from reputable national and international journals accessed through relevant academic databases within a specified publication period. The findings indicate that quantitative quasi-experimental designs dominate the field, while qualitative and mixed-methods approaches remain limited. The most commonly used instruments are learning achievement tests and questionnaires, although both demonstrate limitations in capturing learning processes, engineering practices, and the interdisciplinary nature of STEM integration. Data analysis predominantly relies on descriptive and basic inferential statistics. These findings highlight the need for greater methodological diversification, the development of more authentic and context-sensitive instruments, and the application of more comprehensive analytical techniques to enhance the quality and relevance of STEM integration research at the elementary school level.
Decade Trends of Augmented Reality: Challenges And Opportunities In Elementary Science Learning 2017–2026 Amanah, Prelia Dwi; Juddin, Sura; Maharani, Gesti; Gunawan, Gunawan
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026
Publisher : Indonesian Publication Center

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Abstract

This study aims to map the research trends of Augmented Reality in elementary science learning from 2017 to 2026 by examining research focus, implementation challenges, and future development opportunities. A systematic review employing bibliometric analysis was conducted on scientific publications indexed in Google Scholar and Dimensions.ai. Data were extracted using Publish or Perish and analyzed with VOSviewer to visualize publication patterns, keyword networks, and thematic evolution. The findings indicate a significant increase in AR-related publications in elementary science education, particularly after the COVID-19 pandemic, accompanied by a shift from technological exploration to pedagogical integration and learning outcomes. Based on the ANZSRC 2020 classification, the research is predominantly situated within Information and Computing Sciences and Education. Furthermore, SDGs analysis reveals a strong contribution to SDG 4 (Quality Education). Key challenges include limited technological infrastructure, insufficient teacher digital literacy, and a lack of context-responsive instructional design. Nevertheless, AR demonstrates substantial potential to support interactive, learner-centered, and sustainable elementary science learning. These findings highlight AR as a strategic educational technology capable of enhancing meaningful science learning when integrated with sound pedagogical frameworks.
Analysis of Elementary School Students' Misconceptions in Science Concepts and Their Remediation Strategies: A Literature Review (2015-2024) Amrullah, Lalu Azikri; Nasywa Dwi Kamila; Nada Clairina Sophian; Nabila Fitriya; Nurmayanti, Nurmayanti; Bakti, Surya
Indonesian Journal of Elementary and Childhood Education Vol. 6 No. 4 (2025): Edisi Desember 2025
Publisher : Indonesian Publication Center

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Abstract

Misconceptions at the elementary school level represent a serious cognitive barrier in establishing students' scientific foundations. This article aims to map the science concept areas most prone to misconceptions and analyze the effectiveness of remediation strategies based on scientific publications from 2015–2024. The method employed is a Systematic Literature Review (SLR) of 10 core articles screened using the Publish or Perish application. The analysis reveals that misconceptions predominantly occur in abstract topics such as force and motion, electrical circuits, and photosynthesis. The primary causes include students' intuitive preconceptions, conventional teaching methods, and ambiguous textbook illustrations. These findings confirm that remediation strategies based on the Conceptual Change Model (CCM) and Predict-Observe-Explain (POE), integrated with immersive technologies (AR, virtual simulations, and gamification), are proven most effective in correcting students' cognitive structures. The implications of this study emphasize the importance of routinely using diagnostic instruments to detect misconceptions at an early stage.
The Effect of Problem-Based Learning On Elementary Students’ Scientific Literacy: A Literature Review Adawiah, Robiatul; Aulia, Aulia; Lutfiatussolihah, Lutfiatussolihah
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026
Publisher : Indonesian Publication Center

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Abstract

This research aims to comprehensively examine the effect of implementing the Problem-Based Learning (PBL) model on elementary school students' scientific literacy skills through a literature review approach. The method employed was a literature review of national and international journal articles published between 2016 and 2025. Data collection was conducted by searching databases such as Google Scholar, Garuda, DOAJ, and ERIC using keywords related to Problem-Based Learning and scientific literacy. A total of 18 articles meeting the inclusion criteria were analyzed using content analysis and thematic analysis techniques. The results of the review consistently indicate that the implementation of the PBL model has a positive and significant effect on enhancing elementary school students' scientific literacy. This improvement is demonstrated through differences in pre-test and post-test scores, N-Gain scores in the medium to high categories, and significant test results (p < 0.05). The scientific literacy indicators that showed improvement include the ability to explain scientific phenomena, evaluate and design scientific inquiries, interpret data and scientific evidence, and apply scientific concepts in everyday life. These findings affirm that the PBL model is an effective and relevant learning approach for improving elementary school students' scientific literacy and supporting the development of 21st-century skills.
Science Learning Based On Ethnoscience: Exploring Local Wisdom As A Learning Resource In Elementary School Adawiah, Rabiatun; Nakjah, Salwa Nur Sapiatun; Muslihatun, Fitri
Indonesian Journal of Elementary and Childhood Education Vol. 7 No. 1 (2026): Edisi Januari-Maret 2026
Publisher : Indonesian Publication Center

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Abstract

Natural science learning in Elementary School currently faces various challenges, such as teachers’ difficulties in developing ethnosciences-based learning resources. This study aims to identify, evaluate, and synthesize the utilization of local wisdom as a source for science learning at the elementary level using a systematic literature review (SLR) approach. The analysis was conducted on 21 reputable scientific articles from 2016 to 2025 relevant to the theme of ethnoscience. The findings indicate that various forms of local wisdom, including those based on the environment and nature, food processing and traditional products, arts, culture and local traditions, as well as traditional games and technology, contain elementary science content ranging from mechanics, thermodynamics, matter and its changes, sound and light, ecosystems, the human body, and plant structures. The integration of the material is implemented through laboratory manuals, e-modules, modules, student worksheets (LKPD), illustrated storybooks, digital posters, and educational game media. These tools are significantly proven to enhance students’ cognitive abilities (conceptual understanding, scientific literacy, critical thinking, problem solving, and creative dimensions), affective domains (motivation, interest, and cultural awareness), and psychomotor skills (science process skills). The study concludes that ethnoscience is an approach capable of realizing more interactive and meaningful science learning.

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