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Horizon of Primary Education (HoPE)
Published by CV. Dharma Samakta Edukhatulistiwa
ISSN : -     EISSN : 30899230     DOI : https://dx.doi.org/10.61142/hope
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
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.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
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Brain-Based Learning as a Catalyst for Strengthening the Independent Dimension of Pancasila Student Profile in Islamic Religious Education Nasriani, Nasriani; Savitry, Ni Wayan; Ramadani, Nina
Horizon of Primary Education Vol. 2 No. 1 (2026): Horizon of Primary Education
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/hope.v2i1.354

Abstract

The transformation of character education in Indonesia under the Merdeka Curriculum positions the Pancasila Student Profile as the foundational framework for national character development. However, at the elementary school level particularly in Islamic Religious Education and Character Education (IRE-CE) the internalization of the Independent Dimension remains hampered by low self-regulation and impulse control among students. This study aimed to implement Brain-Based Learning (BBL) with the John Elliott Classroom Action Research (CAR) model to strengthen the Independent Dimension of the Pancasila Student Profile among fourth-grade students at SDN 1 Dadakitan, Tolitoli Regency. Employing a mixed-methods participatory action research design across two cycles (four sessions) with 25 students, data were collected through structured observation using a nine-indicator Psychomotor Skills Rubric (0–4 scale) covering three latent variables: Compliance and Etiquette, Academic Engagement, and Resource Management. Data were analysed through descriptive quantitative methods and Partial Least Squares-Structural Equation Modeling (PLS-SEM) for causal validation. Results demonstrated a significant increase in classical mastery from a pre-cycle baseline of below 60% to 96% by the end of Cycle 2. PLS-SEM confirmed that Compliance and Etiquette significantly predicted Academic Engagement (β = 0.61, p < 0.001), which in turn significantly predicted Resource Management (β = 0.53, p < 0.001). The novelty of this study lies in its integration of PLS-SEM into classroom action research, elevating CAR methodology from anecdotal reporting to replicable statistical evidence. Findings offer a scientifically validated BBL protocol for IRE-CE teachers and contribute a new conceptual model of character formation rooted in educational neuroscience.
Brain-Based Learning as an Affective Catalyst for Strengthening the Independent Dimension of Pancasila Student Profile in Indonesian Language Literacy Zulfahreza, Zulfahreza; Safitri, Nabila; Fatimah, Nur Sitti
Horizon of Primary Education Vol. 2 No. 1 (2026): Horizon of Primary Education
Publisher : CV. Dharma Samakta Edukhatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61142/hope.v2i1.362

Abstract

The Indonesian government counters global anxiety regarding character disruption through the strategic initiatives of the Merdeka Curriculum. The national curriculum establishes the independent dimension of the Pancasila Student Profile as the primary target for character formation within the school environment. This classroom action research resolves the issue of learning dependency among fifth-grade students at SDN Dadakitan in Indonesian language literacy through the implementation of a Brain-Based Learning model. The John Elliott methodological approach facilitated the observation of ten affective independence indicators on a 0-4 scale at each stage of the action cycles. The researchers comprehensively integrated this brain-based instructional method with PLS-SEM statistical analysis across two research cycles. A specialized rubric instrument evaluated five latent variable dimensions of students' affective independence via participatory observation during the intervention process. These five latent variables encompass initiative, resilience, self-confidence, emotional regulation, and self-awareness as the primary measurement parameters within the statistical model. This instructional intervention significantly increased the classical mastery percentage from 14.29% to 100% by the conclusion of the fourth session. SmartPLS outer and inner model validation confirmed a robust psychological causal chain extending from self-awareness to learning initiative, yielding an R2 coefficient of 0.422. Consequently, the final outcomes of this study deliver a validated and highly replicable character education protocol for educational practitioners in Indonesia.

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