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Muh. Khaerul Ummah BK
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Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Madako Tolitoli
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INDONESIA
MADAKO ELEMENTARY SCHOOL
Published by Universitas Madako Tolitoli
ISSN : 29645719     EISSN : 29645719     DOI : https://doi.org/10.56630/mes
Core Subject : Humanities, Science, Education, Art, Social,
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
MADAKO ELEMENTARY SCHOOL is a scientific journal that focuses specifically on the development of education and learning at the elementary school level. The journal is managed by the Elementary School Teacher Education Study Program (PGSD), Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli. The journal focuses on scientific research conducted by both internal and external academics of the Faculty of Teacher Training and Education (FKIP), Universitas Madako Tolitoli, particularly research related to the advancement of knowledge, science, and technology in education and learning at the elementary school level or its equivalent. The scope of articles that may be published in this journal includes: 1. Adaptive-Situational Learning Strategies and Models in Elementary Schools 2. Curriculum Development for Elementary School Education 3. Educational Technology Adaptation and Innovative Learning in Elementary Schools 4. Development of Interactive Learning Media for Elementary Schools 5. Addressing Current Issues in Elementary Schools 6. Extracurricular Education in Elementary Schools 7. Development of Education and Learning Systems Based on Local Wisdom in Elementary Schools 8. Coding and Artificial Intelligence (AI) in Elementary Schools
Arjuna Subject : Umum - Umum
Articles 82 Documents
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NHT Learning Model Based on Digital Gamification Platforms (Genially) to Enhance Elementary School Students’ Numeracy Skills Nur Inda Sari Rahmawati; Moh. Rudini; Muh. Khaerul Ummah BK
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.350

Abstract

This study is aimed at enhancing the numeracy skills of fourth-grade students in Class IV B at SDN 2 Nalu through the implementation of the cooperative learning model known as NHT, integrated with digital gamification media based on Genially. The subjects of this research were SDN 2 Nalu’s students, and the study was conducted in two cycles. This research employed a Classroom Action Research (CAR) approach carried out over two cycles. The findings indicate a significant improvement in students’ numeracy achievement. Learning mastery, which was initially at 40%, increased to 75% in the first cycle and reached 100% in the second cycle. In addition, both student learning activities and teacher performance showed continuous improvement, ultimately reaching a “very good” category by the end of the study. These findings confirm that the implementation of the NHT cooperative learning model supported by Genially-based digital gamification media is highly effective in improving the numeracy skills of fourth-grade students at SDN 2 Nalu. Furthermore, this study contributes to the advancement of adaptive, contextual, and sustainable technology-based learning innovations and holds potential as a foundation for future research in the field of primary education technology and the strengthening of numeracy literacy in the digital era.
Technology Integration Challenges in Elementary School Social Studies Education: A Systematic Literature Review Unga Utari; Unga Utami
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.353

Abstract

The rapid development of digital technology has changed learning practices in elementary schools, including social studies learning. However, the integration of technology in social studies learning in elementary schools still faces various challenges that affect learning effectiveness and student engagement. This study aims to identify and analyze the main challenges of technology integration in elementary school social studies education through a systematic literature review approach. This study examines scientific articles published in 2019–2025 from Google Scholar, Scopus, and ScienceDirect using the PRISMA framework. The results of the study show that the main challenges include the limitations of teachers' digital competence, inadequate technological infrastructure, inequality of access to devices and the internet, lack of institutional support, and difficulties in designing interactive and meaningful social studies learning. In addition, the difference in students' digital literacy levels and classroom management constraints also affect the effectiveness of technology-based learning. This study concludes that successful technology integration requires continuous professional development of teachers, infrastructure improvement, and appropriate pedagogical adaptation. The implications of this study emphasize the importance of formulating education policies that focus on equitable access to technology, strengthening digital-based teacher training, and developing innovative social studies learning models that are contextual and student-centered.
A Phenomenological Study of Scouting-Based Outbound Learning to Strengthen Elementary School Students’ Cooperation and Solidarity Muh. Khaerul Ummah BK; Hamna; Nurul Hidayah; Moh. Fauzan
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.356

Abstract

This study is grounded in the issue of suboptimal development of cooperation and solidarity among elementary school students, which has not been effectively fostered through conventional instructional approaches. The study aims to explore in depth the essential experiences of students participating in scouting-based educational outbound activities using a qualitative phenomenological approach. Data were collected through participatory observation, in-depth interviews, and documentation at SDN 3 Tolitoli, with a focus on group interaction dynamics, student engagement, and the role of supervising teachers. Data analysis was conducted thematically to uncover the meaning of participants’ collective experiences. The findings indicate that structured outbound activities such as collaborative games, knot-tying exercises, marching drills, and stretcher simulations significantly enhance the quality of social interaction, collective responsibility, and collaborative problem-solving skills. The discussion suggests that experiential learning and group dynamics effectively facilitate the internalization of cooperation and solidarity values, as reflected in improved interpersonal communication, mutual trust, role awareness, and team adaptability. The study implies that integrating scouting-based outbound activities serves as a transformative pedagogical approach, offering strong relevance for sustainably strengthening students’ social competencies.
Dynamics of Students’ Social Interaction in a Multicultural School Environment: A Case Study of SDN 4 Kamalu Ervina J. Gani; Hasia Marto; Muh. Khaerul Ummah BK
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.359

Abstract

The central phenomenon of this study is the suboptimal social interaction among students from diverse cultural and religious backgrounds in multicultural elementary schools, which may lead to both cooperation and conflict. This study aims to describe forms of social interaction, identify influencing factors, and examine the roles of teachers and schools in fostering harmony at SDN 4 Kamalu. The participants include the principal, teachers, and student representatives from various ethnic and religious groups. A descriptive qualitative approach was applied, with data collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and triangulation-based conclusion drawing. The findings reveal that interactions occur in both associative and dissociative forms. Associative interactions are reflected in cooperation, tolerance, and mutual assistance, while dissociative interactions appear as competition and minor conflicts. Influencing factors include imitation, suggestion, identification, sympathy, empathy, cultural diversity, communication patterns, and the school environment. Teachers and schools play a strategic role by fostering values of tolerance and respect for diversity. These findings highlight the potential of multicultural elementary schools in promoting tolerance and social cohesion through inclusive pedagogical practices and sustainable policies.  The strengthening of inclusive pedagogical practices and school policies constitutes the final recommendation of this study.
The Existence of Veldbox as a Colonial Historical Heritage and Its Relevance to Social Studies Learning in Elementary School Hamna; Muh. Khaerul Ummah BK; Intan Nuraini; Evi Afrianti
Madako Elementary School Vol. 5 No. 1 (2026): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i1.355

Abstract

Colonial historical heritage in various regions of Indonesia continues to face challenges in preservation and educational utilization. One example is the veldboxes in Tolitoli Regency, which remain relatively unfamiliar to local communities and have not been optimally integrated into educational practices. As a result, students have limited understanding of their local history. This study aims to examine the existence of veldboxes as Dutch colonial heritage in Tolitoli Regency and explore their relevance to elementary Social Studies education. A qualitative approach was employed using Archaeological Object Study and Field Research methods at seven Dutch colonial veldbox sites. Data were collected through field observations, documentation, and interviews with local historians, nearby residents, teachers, and the principal. The findings indicate that the veldboxes were constructed around the 1940s as defensive bunkers and coastal observation posts. Their conditions vary from relatively intact to severely damaged, with only two sites officially designated as cultural heritage assets. The study also found that veldbox history has not yet been integrated into Social Studies instruction at SDN 1 Nalu. Nevertheless, these structures have considerable potential as contextual local-history learning resources through field visits, visual media, and instructional modules, thereby enhancing students’ historical understanding and cultural awareness.
Teachers’ and Students’ Perspectives on the MBG Program: An Exploratory Study at SDN 16 Biau Mohammad Safari; Mustakim; Saugadi
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.362

Abstract

This study examines the suboptimal comprehensive understanding of the implementation of the Makan Bergizi Gratis (MBG) Program at the elementary school level, particularly from the perspectives of teachers and students. The aim of the study is to explore the dynamics of program acceptance, benefits, and challenges within the context of SDN 16 Biau. The method employed is qualitative with an exploratory study approach, involving the principal, teachers, and students as research subjects through interviews, observations, and documentation techniques. The findings indicate that, from the teachers’ perspective, the MBG program reflects a relatively effective adaptation process, supports the achievement of learning objectives, and is integrated into school activities, although latency in the form of technical constraints remains. From the students’ perspective, the program contributes to the fulfillment of physiological needs, a sense of safety, social interaction, esteem, and self-actualization. The level of program acceptance is considered positive with tangible benefits, despite challenges related to distribution and implementation consistency. These findings underscore the importance of continuous evaluation and strengthening of program management. The implication is that MBG has the potential to serve as a strategic intervention in enhancing students’ well-being and the overall quality of learning in a holistic manner.
CTL-Based “Lelempa Bokayong” Game Improves Addition Concept Understanding in Elementary School Students Indri; Muh. Khaerul Ummah BK; Moh. Rudini
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.371

Abstract

The low understanding of the concept of summation in elementary school students is still a fundamental problem in mathematics learning, especially due to approaches that tend to be abstract and do not relate to students' real experiences. This requires more contextual learning innovations, one of which is through the integration of traditional games in the CTL approach. This study aims to test the effectiveness of the integration of the traditional game “Lelempa Bokayong” in improving the understanding of the concept of summation in students of SDN 3 Dadakitan. The study used a pre-experimental design with a pre-test and post-test one group model, involving 7 class I students who were selected purposively from a total of 65 students. Data was collected through learning outcome tests and observations, then analyzed using the Wilcoxon Signed Rank Test. The results showed an increase in the average score from 48.71 to 66.42. The hypothesis test yielded a significance value of 0.043 (<0.05), which indicates a significant influence. These findings suggest that traditional game-based CTL approaches are effective in improving understanding of the concept of summation. The implications of the study confirm the importance of utilizing local wisdom to create meaningful and interesting learning.
Child-Friendly Education Based on the Joyful Learning Approach in Elementary School Science and Social Studies Learning Aziz Mukhamad Thoha; Fadhil Nur Hidayat; M. Ardian F.R.
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.367

Abstract

The growing demand for child-friendly learning has become increasingly urgent, as elementary classroom practices remain largely oriented toward academic pressure and often fail to accommodate students’ psychological comfort. This condition contributes to low student engagement and limited confidence in expressing ideas. Therefore, this study aims to analyze the implementation of child-friendly education through a Joyful Learning approach in fourth-grade Science and Social Studies instruction at SDN Jerangkang, North Lampung. This study employed a qualitative approach with a case study design. The participants consisted of one fourth-grade teacher and five students. Data were collected through non-participant observation, semi-structured interviews, and documentation. Data were analyzed using thematic analysis, including open coding, categorization, and theme development to generate in-depth interpretations. The findings reveal that child-friendly education is reflected in the creation of a safe and comfortable learning environment, minimal pressure during instruction, and respect for students’ perspectives. The Joyful Learning approach was implemented through educational games, songs and movements, and contextual storytelling. These practices enhanced students’ active participation, conceptual understanding, self-confidence, and learning enthusiasm. This study highlights the importance of teachers’ creativity and pedagogical competence in fostering meaningful and enjoyable learning experiences.
Early Stimulation and Cognitive Resilience: Reorienting Early Childhood Pedagogy in Shaping A Superior Generation Yuli Martuti; Eka Pariyani; Umi Istikhanah
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.365

Abstract

The golden age is a critical phase in child development; however, in Indonesia, it is still challenged by developmental delays, limited educational facilities, and low parental awareness of early stimulation. This study aims to analyze the role of early stimulation and cognitive resilience in the pedagogical reorientation of early childhood education. A descriptive qualitative approach was employed through literature review, enriched by empirical insights from PAUD PKK Latifa Gisting. Data were obtained from primary and secondary sources, including reputable journal articles, academic books, and relevant scientific publications, using documentation techniques. Data analysis was conducted through content analysis involving data reduction, thematic categorization, and reflective synthesis. The findings indicate that developmental stimulation, play-based learning, and character strengthening significantly contribute to the formation of cognitive resilience. Cognitive resilience is conceptualized as a dynamic construct shaped by learning experiences, emotional regulation, and environmental support. The study highlights the importance of integrating six aspects of resilience collaboratively by teachers and parents within a holistic and safe learning environment. These findings imply the need for policy strengthening, enhancement of educator competence, and synergy among families and communities to foster an adaptive and resilient generation.
Improving Student Discipline Through the Application of the Digital Multimedia-Based Token Economy Method in Learning Pancasila Education in Elementary School Rabia S. Manto
Madako Elementary School Vol. 5 No. 2 (2026): Publishing in Press
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v5i2.370

Abstract

Departing from the low discipline of grade V students at SDN 4 Bokat which has an impact on the lack of optimal learning process of Pancasila Education is the central problem of this research. To overcome these problems, a digital multimedia-based token economy method was applied through Class Action Research in two cycles that included the planning, implementation, observation, and reflection stages involving 20 students. The results of the study showed a significant increase in student discipline, marked by an average pre-action score of 71.76 with 35% completeness, increasing in the first cycle to 85%, and reaching an average of 100 with 100% completeness in the second cycle. This improvement shows that the integration of the Token Economy with digital multimedia is able to create more interesting, structured, and motivating learning for students. Conceptually, these findings confirm the effectiveness of positive reinforcement in shaping disciplinary behavior. The implications of this study show that teachers can adopt technology-based token economy strategies as an innovative alternative in classroom management, while encouraging the development of learning practices that are more interactive, adaptive, and oriented towards student character formation in elementary schools.

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