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Elementary Journal of Education
Published by Yayasan Pillar Khafta Jusmadi
ISSN : -     EISSN : 3164535     DOI : -
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Elementary Journal of Education Published by the peer review process and open access with e-ISSN: 3164-5356. Elementary Journal of Education Intended as learning of information and arena of philosophical, theoretical, methodological debates related to education and learning issues. Pillar PGSD: Elementary Journal of Education a journal of the results of thought, research, and development in the science of Social Science. invited scientists, activists, and public officials to write issues related to education. Articles can be research or conceptual. Published by Pillar Khafta Jusmadi. published three times a year on June and December.
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Articles 15 Documents
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The Impact of Ice Breaking Activities on Motivation and Character Values of Elementary School Students: A Literature Review Rifka Nur Amalina; Nurfadillah Rahmadani; Ardillah Abu
Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Motivation and character education are fundamental components in elementary school learning, yet many students experience boredom and disengagement during classroom activities. Ice breaking, as a simple and enjoyable activity, has been recognized as an effective strategy to refresh the classroom atmosphere, reduce monotony, and foster a positive learning environment. Aims: This study aims to analyze the impact of ice breaking activities on students’ learning motivation and character values in elementary education. Specifically, it seeks to explore how various forms of ice breaking, such as games, cheers, humor, and body movement, contribute to enhancing enthusiasm, engagement, and moral development among young learners. Methods: This research employed a qualitative literature review design by analyzing national and international journal articles published in the last five years. Data were collected using a checklist to identify relevant studies, which were then synthesized to examine patterns and evidence regarding the effectiveness of ice breaking in improving both motivation and character values. Result: Findings from multiple studies consistently demonstrate that ice breaking has a significant effect on students’ motivation and character development. Students exposed to ice breaking activities show higher levels of enthusiasm, concentration, and willingness to participate actively in learning compared to those without such interventions. Moreover, teachers’ creativity in applying varied forms of ice breaking enhances learning outcomes across different subjects, particularly science and social studies. Conclusion: Ice breaking emerges as a powerful pedagogical strategy that not only revitalizes classroom dynamics but also strengthens character education in elementary schools. Its application reduces fatigue, fosters cooperation, and creates an inclusive learning environment where students feel more motivated to learn. Importantly, when combined with rewards and teacher innovation, ice breaking amplifies its positive influence on both academic achievement and personal growth. This suggests that integrating ice breaking into lesson planning should be prioritized as part of sustainable education practices. By consistently applying such techniques, schools can cultivate motivated learners who embody strong character values, thereby supporting national education goals and preparing future generations for societal contribution.
Canva-Enhanced Directed Reading-Thinking Activity for Strengthening Elementary Students’ Learning Motivation: Evidence from a Digital Reading-Based Learning Intervention Satriawati; Dinda Claudia
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Elementary reading instruction requires students not only to comprehend texts but also to sustain attention, interest, persistence, and active participation during learning. The integration of Directed Reading-Thinking Activity (DRTA) with Canva offers a visually supported reading environment that may strengthen these motivational dimensions. Aim: This study examined the relationship between Canva-enhanced DRTA and the learning motivation of Grade V elementary school students. Method: A quantitative ex post facto correlational design was used with 154 students from Classes VA, VB, and VC at UPT SPF SD Inpres Perumnas Antang III, Makassar, Indonesia. Data were collected through a learning motivation questionnaire, classroom observation, and documentation. The DRTA sequence included prediction, guided reading, questioning, evidence verification, and reflection supported by Canva-designed visual materials. Data analysis employed descriptive procedures and Pearson Product-Moment correlation at a significance level of .05. Results: The study reported a positive and statistically significant relationship between Canva-enhanced DRTA and students’ learning motivation. Classroom observations also indicated more focused attention, directed prediction, active reading, sustained engagement, participation, and learning effort during the learning process. However, the retained manuscript does not provide the numerical correlation coefficient, exact p value, or confidence interval. Conclusion: Canva-enhanced DRTA is positively associated with elementary students’ learning motivation when visual support is embedded within a structured reading-thinking process rather than used only as decorative media.
Integrating Augmented Reality Media to Enhance Science Learning Outcomes in Elementary Education: A Literature Review Sirwanti; Sri Evi; Nurhadijah Fj; Nur Aenatul Mujahida
Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: The rapid advancement of educational technology has created opportunities to transform traditional science instruction into more interactive and engaging learning experiences. Conventional teaching methods in Indonesian elementary schools often rely on two-dimensional media, limiting students’ ability to grasp abstract scientific concepts. Augmented Reality (AR) offers an innovative approach to bridge this gap by enabling students to visualize and interact with three-dimensional models in real time. Aims: This study aims to explore the effect of AR-based learning media on science learning outcomes among fourth-grade students at SD IT Plus Qurthuba, focusing on its ability to enhance conceptual understanding, motivation, and problem-solving skills. Methods: A literature review method was employed, synthesizing findings from previous studies on the integration of AR into elementary science learning. Data sources included journal articles, books, and relevant online resources. The process involved data collection, selection, analysis, and synthesis to evaluate the potential and challenges of AR implementation in primary education. Results: The findings indicate that AR-based media significantly improve students’ comprehension of abstract scientific concepts, foster higher motivation, and enhance engagement during the learning process. Moreover, AR contributes to the development of critical thinking and collaborative learning. Nevertheless, challenges remain, such as the need for adequate teacher training, device compatibility, and financial investment. Conclusion: The integration of AR in science education presents substantial potential to transform elementary learning environments. Beyond making abstract concepts more concrete, AR fosters interactive and student-centered pedagogy that encourages exploration, creativity, and long-term retention of knowledge. Its positive impact on motivation and problem-solving demonstrates AR’s value as a sustainable educational innovation. For broader adoption, stakeholders should provide structured teacher training, policy support, and infrastructure development to ensure equitable access. Future research is recommended to examine AR applications across diverse contexts and curricula, addressing limitations such as cost and technical readiness.
The Role of Outdoor Learning Media in Fostering Creativity among Primary School Students Apif Bidala; Agus Kistian; Nursita Dewi
Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Outdoor learning has emerged as a promising pedagogical approach to overcome the limitations of classroom-centered instruction, particularly in enhancing creativity among elementary school students. Traditional teaching models often restrict students’ opportunities to explore, innovate, and apply knowledge in real-life contexts. Aims: This study aims to investigate the implementation of outdoor learning-based instructional media and its influence on creativity development among fifth-grade students at UPT SPF SD Negeri Pannara in Makassar, Indonesia. Methods: A qualitative descriptive design was employed, utilizing triangulation of observation, documentation, and interviews to ensure data credibility. The participants consisted of 34 fifth-grade students and their classroom teacher. Data analysis focused on three key stages of outdoor learning implementation: planning, execution, and evaluation. Result: Findings revealed that outdoor learning activities integrated natural elements, teaching aids, and student worksheets, which significantly stimulated creative thinking. Students demonstrated increased ability to generate new ideas, improved problem-solving strategies, and enhanced creative presentation skills. Moreover, the direct interaction with the environment encouraged curiosity and innovation. Nevertheless, challenges such as time constraints and weather conditions occasionally limited the learning process. Conclusion: The study concludes that outdoor learning-based instructional media is an effective strategy for fostering creativity among elementary school students. Beyond academic benefits, this approach provides experiential learning that bridges theoretical knowledge with real-world application, nurturing holistic student development. Importantly, it underscores the role of teachers in designing structured yet flexible lesson plans that maximize environmental resources. The results suggest that integrating outdoor learning into the curriculum can cultivate future generations equipped with innovative and adaptive thinking skills. Despite contextual challenges, the approach has high potential to be replicated in diverse educational settings worldwide. Policymakers and educators are encouraged to prioritize outdoor learning as a core pedagogical practice, as it not only enriches creativity but also prepares learners for the complexities of the twenty-first century.
Project-Based Learning as an Inclusive Strategy to Enhance Motivation and Learning Outcomes of Slow Learners in Primary Education Riswana; Muhammad Siddiq Rizki Purnama; Rian Mansyur
Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Inclusive education requires innovative pedagogical approaches to address the diverse learning needs of students, particularly those identified as slow learners. Traditional teaching methods often fail to engage these students effectively, resulting in low academic performance and diminished motivation. Project-Based Learning (PjBL) has been increasingly recognized as a student-centered approach that fosters active participation, critical thinking, and practical application of knowledge. Aims: This study aims to investigate the effectiveness of implementing PjBL as an inclusive learning strategy to improve both learning outcomes and motivation among slow learners in primary education. Methods: A qualitative classroom action research design was employed, involving Grade V students in a public elementary school in Makassar, Indonesia. Five slow learners were identified through teacher assessments, interviews, and diagnostic tests. Data were collected using classroom observations, semi-structured interviews, and achievement tests, then analyzed through thematic analysis and descriptive statistics to examine changes in learning outcomes and motivation. Results: The findings revealed that PjBL significantly enhanced the ability of slow learners to comprehend mathematical concepts. Three students were able to summarize lessons independently, while two demonstrated improved skills in explaining content during evaluation sessions. Furthermore, students displayed increased enthusiasm and engagement, as evidenced by higher participation rates and greater persistence in completing projects. The validation of instructional tools—including lesson plans, personal learning programs, and student worksheets—yielded satisfactory results with average scores above 3 (good category). Conclusion: The implementation of PjBL proved effective in supporting slow learners by creating an inclusive and interactive learning environment. Beyond academic improvement, the model also fostered motivation, collaboration, and self-confidence. These findings highlight the potential of PjBL to be adopted as an alternative pedagogical approach in inclusive primary education settings worldwide.
Integrating Local Wisdom into Citizenship Education: Strengthening Cultural Identity and Character Development in Elementary Schools Melki Mangopo Mangopo; lisu; Alfiani Damayanti
Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: In the 21st century, the younger generation faces an alarming decline in national character due to the growing influence of cultural acculturation. Education is increasingly challenged to preserve cultural identity and instill civic values from an early age. Citizenship Education (PKn) offers a strategic platform to actualize local wisdom values and foster cultural pride among elementary school students Aims: This study aims to analyze how integrating local wisdom into Citizenship Education can strengthen students’ love for culture, enhance their civic attitudes, and contribute to character development in elementary schools. Methods: The research employed a mixed-method approach, combining descriptive qualitative and quantitative analysis. Data were collected through classroom observation, structured interviews, student questionnaires, and documentation involving 45 fourth-grade students at Pannara Antang Elementary School. The analysis examined students’ responses, behavioral changes, and the statistical significance of local wisdom integration in character formation. Results: Findings revealed that incorporating folklore, regional songs, and traditional games into PKn lessons significantly increased students’ appreciation of local culture. Quantitative analysis confirmed the positive effect, with a t-value of 5.437 exceeding the critical value, indicating a strong influence of local wisdom on character development. Students demonstrated improved honesty, tolerance, respect, and pride in their cultural identity, while teachers recognized the method’s ability to create meaningful learning experiences despite time and material limitations. Conclusion: This study concludes that local wisdom plays a crucial role in enriching Citizenship Education and cultivating sustainable cultural identity. Beyond academic learning, integrating cultural values fosters moral character, civic responsibility, and a sense of belonging among young learners. The findings underscore the importance of developing culturally grounded curricula, training teachers in local wisdom pedagogy, and involving communities in educational practices. Strengthening national identity through education is not merely a pedagogical approach but a fundamental strategy for cultural sustainability in an era of globalization.
Comparing UNO Stacko Game-Based Learning With Phonics-Informed Sound-Symbol Mapping and Conventional Instruction for Elementary Students' Number Recognition Sri Evi; Nurhadijah Fj; nabilah; aena; abdullah
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Recognizing written numerals is a foundational symbolic-number skill, yet classroom activities that are enjoyable do not automatically strengthen the mapping between a numeral and its spoken name. UNO Stacko offers a concrete game format that can repeatedly expose learners to visible number symbols, while phonics-informed sound-symbol mapping provides a structured oral-labeling routine. Aims: This study compared UNO Stacko game-based learning combined with phonics-informed sound-symbol mapping with conventional instruction for elementary students' number recognition. Methods: A quantitative pretest-posttest control-group design involved 40 students, with 20 students in the experimental group and 20 in the control group. Number-recognition tests were administered before and after instruction. Because random allocation, participant demographics, intervention dosage, instrument psychometrics, and raw score-level statistics were not preserved in the supplied study record, the design and findings are reported conservatively and no missing values are reconstructed. Results: The source manuscript reports that students receiving the UNO Stacko-phonics condition improved in recognizing number symbols 1-10 and obtained a higher average posttest score than the control group. Exact means, standard deviations, inferential test statistics, confidence intervals, and effect sizes were not available in the supplied manuscript, so the magnitude and statistical certainty of the between-group difference cannot be re-estimated here. Conclusion: The reported direction of the outcome supports further investigation of UNO Stacko as a concrete game medium for repeated spoken-visual numeral mapping, but stronger causal claims require recovery and reanalysis of the original dataset. The study contributes a conceptually clearer distinction between conventional phonics and a phonics-informed sound-symbol routine adapted specifically for numeral recognition.
Scaffolded Project-Based Learning for Slow Learners in Inclusive Elementary Mathematics: A Classroom Action Study Riswana; Fatihah Amania Firman; Yustina Jimmy; Nur Afni Aprilia; Yani Labok; Rian Mansyur
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: Project-Based Learning (PjBL) is widely used to promote active learning, yet its implementation for students who require slower pacing and repeated instructional support remains underdocumented in inclusive elementary mathematics. Aims: This study describes a scaffolded PjBL implementation in Grade V mathematics and examines the learning and motivational responses of five students identified through school-based assessment as slow learners. Methods: A qualitative-dominant classroom action research design was conducted in one inclusive class of 30 students at UPT SPF SD Inpres Manggala, Makassar City, Indonesia. Five focal students were identified through classroom tests, observation, and teacher interviews. Across seven meetings, project-oriented learning was combined with guided worksheets, video and concrete media, repetition, individualized assistance, observation, interviews, and individual evaluation. Results: All five focal students completed the assigned project tasks. Three could summarize the material in their own words, whereas two could restate or explain the main mathematical ideas after guided practice and evaluation. Persistence and interest in completing project work were evident, but verbal participation remained limited: three students expressed an opinion once across six discussion sessions and two did not contribute verbally. Learning devices were reported as receiving average validation ratings of at least 3 and were categorized as good, although item-level validation statistics were unavailable. Conclusion: The findings support a conditional interpretation of inclusive PjBL: project activity was most workable when paired with competence-oriented scaffolding, repetition, concrete representation, and individualized guidance. Because the study lacked a comparison group and standardized pre-post motivation measures, the evidence should be interpreted as descriptive implementation evidence rather than causal proof of effectiveness.
Reframing Conceptual Understanding in Elementary Mathematics Through Adaptive Deep Learning: A Pedagogical Synthesis for DataInformed Personalized Learning jusmawati; Nurmala R
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Abstract

Background: The rapid expansion of artificial intelligence in education has transformed elementary mathematics instruction. However, most studies remain technology-centered and insufficiently examine how adaptive deep learning reshapes students’ conceptual understanding and pedagogical practice. Aims: This study synthesizes existing research to reframe adaptive deep learning as a pedagogical framework that supports conceptual understanding through data-informed personalized learning in elementary mathematics. Methods: A qualitative systematic literature review was conducted on peer-reviewed studies focusing on adaptive deep learning applications in mathematics education. Selected articles were analyzed using thematic synthesis to identify recurring pedagogical mechanisms, conceptual outcomes, and instructional implications. Results: The synthesis indicates that adaptive deep learning enhances conceptual understanding by diagnosing misconceptions, personalizing instructional pathways, and integrating dynamic visual representations of abstract concepts. Learning analytics generated by adaptive systems support teacher decision-making and formative assessment. The reviewed studies consistently report improvements in engagement, conceptual clarity, and learning equity, particularly in heterogeneous elementary classrooms. Conclusion: Adaptive deep learning should be conceptualized not merely as instructional technology but as a pedagogically grounded framework that restructures how conceptual understanding develops. When integrated with teacher mediation and curricular alignment, it fosters inclusive, responsive, and concept-oriented learning environments. Its transformative potential lies in harmonizing algorithmic adaptation with professional judgment, thereby strengthening both instructional precision and conceptual depth in elementary mathematics education.
From Student Entrepreneurship to Sustainable Edupreneurship: A Humanistic–Ecosystem Perspective for Preparing Future Elementary School Teachers Satriawati; wahirah
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

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Background: Higher education institutions increasingly position entrepreneurship as a humanistic learning process that develops creativity, resilience, and social responsibility among future elementary school teachers. Although Student Entrepreneurship Programs are widely implemented, their role in fostering sustainable edupreneurship within teacher education remains insufficiently examined. Aims: This study critically investigates how Student Entrepreneurship Programs support the transition from student entrepreneurship to sustainable edupreneurship through a humanistic–ecosystem perspective. Methods: A qualitative critical literature review was conducted by synthesizing Scopus-indexed studies, policy documents, and international reports published between 2020 and 2025. Thematic analysis was used to identify patterns related to competence development, motivation, sustainability challenges, and ecosystem support. Results: The findings indicate that entrepreneurship programs strengthen entrepreneurial competence, creative agency, and self-efficacy among future teachers. However, sustainable edupreneurial practice remains constrained by limited mentoring continuity, weak institutional alignment, and insufficient ecosystem integration beyond short-term program participation. Conclusion: The study concludes that sustainable edupreneurship emerges when entrepreneurship education is framed as a humanistic developmental process embedded within supportive educational ecosystems. Long-term institutional commitment, pedagogical integration, and ecosystem coherence are essential to transform individual competence into enduring professional practice. Repositioning entrepreneurship within teacher education therefore enables future elementary school teachers to function as socially responsive edupreneurs who sustain innovation beyond university programs.

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