Horizon of Primary Education (HoPE)
Horizon of Primary Education (HOPE) focuses on the dissemination of high-quality research, theoretical frameworks, and practical advancements in the field of primary education. The journal seeks to address pressing issues, share innovative practices, and explore emerging trends that contribute to the enhancement of primary education globally. HOPE is dedicated to advancing inclusive, equitable, and sustainable education practices aligned with the goals of lifelong learning. Key Areas of Focus: Curriculum Development and Innovation Teaching and Learning Strategies Assessment and Evaluation Educational Policy and Leadership Teacher Education and Professional Development Inclusion and Diversity Education for Sustainable Development (ESD) Technology and Digital Learning Social and Emotional Learning (SEL) Community Engagement and Partnerships HOPE encourages interdisciplinary research and welcomes submissions from educators, researchers, policymakers, and practitioners dedicated to improving the quality of primary education worldwide. Submissions may include original research articles, theoretical papers, review articles, case studies, and reports on innovative practices in primary education.
Articles
10 Documents
<![CDATA[Enhancing the Learning Activities of First-Grade Elementary Students through the Drill and Practice Method in the Topic of Object Length Comparison ]]>
<![CDATA[Mega Saraswati]]>;
<![CDATA[Nur Kholis]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i1.11
<![CDATA[This study investigates the effectiveness of the drill and practice method in enhancing the learning activities of first-grade elementary students on the topic of object length comparison. Implemented at SD Negeri Kedunggebang, Banyuwangi Regency, the research employed a qualitative descriptive approach involving 26 students and their homeroom teacher. Data were collected through observations, interviews, and documentation to capture students’ engagement, comprehension, and accuracy in using measurement tools. The results indicate that repetitive and structured practice significantly improved students’ understanding and performance in measuring and comparing object lengths. The method not only enhanced students' accuracy in using rulers but also increased their enthusiasm for learning. Group division and contextual practice further supported student learning outcomes. Despite challenges related to students’ early cognitive development and learning motivation, the drill and practice method proved to be an effective instructional strategy for developing foundational mathematics skills, particularly in measurement.]]>
<![CDATA[Developing Instructional Videos on Indonesia's Cultural Diversity Based on Merauke Wisdom ]]>
<![CDATA[Remma Ranggitia]]>;
<![CDATA[Fredy Fredy]]>;
<![CDATA[Karlina Wog Lieung]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i1.187
<![CDATA[The use of creative and innovative teaching materials in elementary schools is limited, especially in integrating local wisdom from Merauke. This research aims to develop a learning video based on Merauke's local wisdom that is suitable for use in schools. Using a Research and Development (R&D) approach with the ADDIE model, adapted into three stages: analysis, design, and development, the study involved lecturers' assessments and teacher and student questionnaires. Conducted at SD Yapis II, Merauke, the results show the video received 82.5% for the media aspect and 95% for the material aspect, both categorized as very feasible. Teacher and student responses were 90% and 91.89%, respectively, both rated as very interesting. The product is deemed highly suitable for use.]]>
<![CDATA[Enhancing Students' Learning Interest Through Teachers' Professional Competence ]]>
<![CDATA[Tri Andri Magfira]]>;
<![CDATA[Azizah Azizah]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i1.189
<![CDATA[This research aims to determine the role of teachers' professional competencies in stimulating students' interest in learning. This research used a descriptive qualitative method. The study population was teachers and students in grades 4, 5, and 6 of SD Inpres 3 Kasimbar. A proportional random sampling technique was used to determine 15% of the total population as the sample consisted of 3 teachers and 24 students. Data collection techniques were observation, interviews, documentation, and questionnaires. The data analysis technique used descriptive qualitative. The results showed that the teachers' professional competence in SD Inpres 3 Kasimbar is good, and they carry out the learning process well. This situation affects students' interest in learning. The results also indicated that the teachers' professional competence in elementary school is excellent, and students at SD Inpres 3 Kasimbar have a very high learning interest. Several factors support the teachers' professional competencies include students' condition, school facilities, and infrastructure.]]>
<![CDATA[Enhancing Elementary Students’ Learning Outcomes on Force Concept through Interactive Learning ]]>
<![CDATA[Titi Sriwahyuni]]>;
<![CDATA[Syaiful Hidayat]]>;
<![CDATA[Karmila Risa Rahmawati]]>;
<![CDATA[Irawati Irawati]]>;
<![CDATA[Sofia Anastasya]]>;
<![CDATA[Rusni Syahril]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i1.213
<![CDATA[This study aims to observe the enhancement of student learning outcomes in Class IV A at SD Negeri Pembina Tolitoli through the implementation of more interactive learning methods. The primary focus of this research lies in comprehending force-related materials. Employing the Kemmis and Mc. Taggart model, the research was carried out in the odd semester of the school year, specifically in October. The study involved 34 students as subjects, with particular emphasis on their grasp of force-related materials. The collected data underwent descriptive analysis and was presented in tabular format. The findings indicated a notable improvement in students' comprehension of the material. In the initial cycle, the average score stood at 44.12, while in the subsequent cycle, it surged to 86.99. This outcome affirms that employing an interactive learning approach centered around educational games in IPAS lessons can significantly enhance student understanding in Class IV A at SD Negeri Pembina Tolitoli.]]>
<![CDATA[Enhancing Elementary Students' Opinion Expression Skills Through the Discussion Method in Indonesian Elementary Schools ]]>
<![CDATA[Stevani David]]>;
<![CDATA[Efendi Efendi]]>;
<![CDATA[Pahriadi Pahriadi]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 1 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i1.218
<![CDATA[The objective of this study was to enhance students' ability to express opinions through the application of the Discussion Method in 5th grade of SD Inpres Tavanjuka. This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of four stages: planning, implementation, observation, and reflection. The research was conducted over two cycles. Data were collected through observation and tests administered at the end of each cycle. The findings showed that the classical absorption rate (CAR) for expressing opinions in Cycle I was 71.95%, with a classical learning completeness (CLC) rate of 78.26%. In Cycle II, the results improved, with a CAR of 76.73% and a CLC of 91.30%. Based on the percentage of learning completeness in Cycles I and II, a significant improvement was observed, with an increase of 4.78% in CAR. Thus, it can be concluded that learning through the application of the Discussion Method effectively enhances the ability of 5th grade students at SD Inpres Tavanjuka to express their opinions. The action hypothesis in this study is therefore accepted.]]>
<![CDATA[Analysis the Implementation of the Independent Learning Curriculum in Grade IV SDN Inpres 2 Talise ]]>
<![CDATA[Rafika Langimpu]]>;
<![CDATA[Pahriadi Pahriadi]]>;
<![CDATA[Rizal]]>;
<![CDATA[Surahman]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 2 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The problem in this study is how is the implementation of the Merdeka Belajar Curriculum in grade IV SDN Inpres 2 Talise? This study aims to describe how the implementation of the Independent Learning Curriculum in grade IV SDN Inpres 2 Talise. The type of research used is qualitative research with data collection methods, namely observation, interviews, and documentation. After the data is collected, data analysis techniques are carried out, namely data collection, reduction, and inference. The results of this study show that the implementation of the Independent Learning Curriculum in grade IV has been carried out and is included in the good category with a percentage result of 84%. Teachers have implemented the Strengthening Pancasila Student Profile (SPSPP) Project, carried out differentiated learning, created an interesting learning environment, and understood students' literacy and numeracy skills. As for the difficulties in the implementation of the Independent Learning Curriculum in grade IV is the creation of teaching modules and the creation of SPSPP reports. And the obstacle is the lack of participation of parents in the learning process.]]>
<![CDATA[The Effect of Experimental Methods on Understanding the Use of Science in Elementary Schools ]]>
<![CDATA[Hamna]]>;
<![CDATA[Rindiani]]>;
<![CDATA[Siti Hana]]>;
<![CDATA[Sulistiyawati]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 2 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i2.298
<![CDATA[This study aims to examine the impact of the application of experimental methods on improving the understanding of science concepts in elementary school students. The basis for implementing this study is based on the fact that science learning in elementary schools is still dominated by a theoretical and teacher-centered approach, resulting in students being less actively involved in the learning process. The experimental approach was implemented through a simple activity called "a mini eruption of Mount Merapi," which aims to provide students with direct experience in understanding scientific phenomena. This study used a pretest-posttest design involving eight fourth-grade students of elementary schools 3 Dadakitan as participants. The measurement tool used was a conceptual understanding test administered before and after the experimental activities. The results showed an increase in the average score from 70 in the pretest to 80 in the posttest, indicating an increase in students' understanding of scientific concepts. Furthermore, classroom observations showed that students became more active, enthusiastic, and confident in expressing their ideas during the learning process. These findings indicate that the experimental method not only improves learning outcomes but also fosters students' curiosity, critical thinking, and scientific attitudes. Therefore, the experimental method can serve as an effective learning strategy to strengthen scientific process skills and improve the quality of science learning in elementary schools.]]>
<![CDATA[Application The Adaptive Inquiry Based Learning Model Assisted by PhET Media in Improving Understanding Of Light Concepts ]]>
<![CDATA[Siti Hana M. Saboy]]>;
<![CDATA[Muh. Khaerul Ummah BK]]>;
<![CDATA[Saaskia Amalia]]>;
<![CDATA[Ela Anipratiwi A. Udit]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 2 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i2.308
<![CDATA[This study aims to test the effectiveness of the application of the Adaptive Inquiry-Based Learning model in science learning in elementary schools. The background of the research raises the problem of low student learning outcomes in abstract light materials. The researcher applied a quasi-experimental method with the Nonequivalent Control Group Design during the research process. The research subjects included 30 grade IV students of SDN Oyom who were divided into two parallel classes. The test instrument collects concept comprehension data through 20 valid and reliable multiple-choice questions. The results of the study showed a significant increase in the experimental class. Students of the experimental class achieved an N-Gain score of 0.91 in the high category. In contrast, students in the control class obtained an N-Gain score of 0.60 in the medium category. The t-test proves a noticeable difference between the two groups. In conclusion, the Adaptive Inquiry-Based Learning model effectively improves the understanding of light concepts through the help of PhET Media.]]>
<![CDATA[Shifting from Rote to Reasoning: The Impact of the Connected Mathematics Project Model on Elementary Students' Mathematical Skills ]]>
<![CDATA[Dwi Harli]]>;
<![CDATA[Yulia Astuti]]>;
<![CDATA[Anastasya]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 2 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i2.339
<![CDATA[This study aims to examine the effectiveness of implementing the Connected Mathematics Project (CMP) learning model on improving the mathematical reasoning abilities of elementary school students. The background of this study addresses the problem of students' low ability in reasoning geometric concepts, where students are often trapped in rote memorization of formulas without conceptual understanding. The researcher applied a quasi-experimental method with a Nonequivalent Control Group Design during the research process. The research subjects included all fifth-grade students of SDN 2 Tinigi, divided into two parallel classes (Experimental and Control). The test instrument collected data on reasoning abilities through valid and reliable essay questions based on four indicators: proposing conjectures, mathematical manipulation, providing reasons, and drawing conclusions. The results showed a significant increase in the experimental class with an N-Gain score of 0.88 (High Category), while the control class obtained an N-Gain score of 0.52 (Medium Category). The t-test proved that there was a significant difference between the two groups with a significance value of 0.000 < 0.05. It is concluded that the contextual problem-based CMP model is effective in improving students' mathematical reasoning abilities, especially in the aspects of proposing conjectures and mathematical manipulation.]]>
<![CDATA[Synergy of Multimodal Literacy Approach and Role Playing Technique: A Quasi-Experiment on Reading Comprehension Skills in Elementary School ]]>
<![CDATA[Afifah Istiqomah]]>;
<![CDATA[Karmila J Umar]]>;
<![CDATA[Karlina]]>
<![CDATA[ Horizon of Primary Education Vol. 1 No. 2 (2025): Horizon of Primary Education ]]>
Publisher : <![CDATA[CV. Dharma Samakta Edukhatulistiwa ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.61142/hope.v1i2.343
<![CDATA[Low reading comprehension skills and persistent student disengagement have emerged as critical global challenges, demanding innovative pedagogical solutions beyond conventional monomodal instruction. This study aimed to investigate the effectiveness of a multimodal literacy ecosystem integrated with role playing technique on improving reading comprehension skills of fourth-grade elementary school students. A quasi-experimental method with a Nonequivalent Control Group Pretest-Posttest Design was employed, involving 38 Grade IV students divided into an experimental class (n = 20) receiving multimodal role playing treatment and a control class (n = 18) following conventional text-based instruction. Data were collected through direct observation using structured rubrics measuring four cognitive indicators: literal comprehension and vocabulary, identifying main ideas, making inferences, and evaluating texts. Instrument validity was confirmed through expert judgment, with an inter-rater reliability coefficient exceeding 0.80. The Independent Sample t-test revealed a highly significant difference in learning outcomes (Sig. = 0.000 < 0.05), with a mean difference of 16.50 points. The experimental class achieved an N-Gain score of 0.88 (High Category), substantially outperforming the control class, which recorded 0.52 (Medium Category). The most pronounced gains were observed in higher-order thinking indicators, specifically inference making and text evaluation. These findings confirm that the multimodal role playing ecosystem effectively accelerates reading comprehension by enabling students to transform abstract textual meaning into kinesthetic and spatial experiences through collaborative transmediatory performance.]]>
