cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jusmawati
Contact Email
jcjusmawati030490@gmail.com
Phone
+6285363842464
Journal Mail Official
jurnalpgsd26@gmail.com
Editorial Address
Jl. Tidung Mariolo, No. 23, RT/RW : 001/008, Kel : Tidung, Kecamatan : Rappocini, Kota Makassar
Location
Unknown,
Unknown
INDONESIA
Elementary Journal of Education
Published by Yayasan Pillar Khafta Jusmadi
ISSN : -     EISSN : 3164535     DOI : -
Core Subject :
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.
Arjuna Subject : -
Articles 15 Documents
 1   2 
Low-Cost Spatial Reconfiguration of School Libraries as a Behavioral Nudge to Foster Reading Engagement in Primary Education: A Qualitative Case Study Nurul Resky Aulia Syam; Afridani Maula Safar; Risda; Afifah Amelia
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Reading engagement in primary education remains limited in many public schools where libraries are underutilized due to disorganized spatial arrangements and minimal environmental stimulation. In resource-constrained contexts, low-cost environmental interventions represent a promising yet underexplored strategy for strengthening literacy culture. Aims: This study investigates how low-cost spatial reconfiguration of a primary school library operates as a behavioral nudge to enhance students’ reading engagement. Methods: A descriptive qualitative case study was conducted in a public primary school using structured non-participant observations over a two-week period. Data focused on changes in students’ visitation patterns, spatial interaction, and reading behaviors before and after shelf reorganization and improved book categorization. Findings were analyzed narratively through a behavioral nudge framework. Results: Spatial reconfiguration generated visible environmental order and accessibility, followed by increased frequency of library visits, more directed exploration of book collections, and longer on-site reading duration. Students’ engagement shifted from incidental presence to intentional reading behavior. Conclusion: The findings demonstrate that spatial design can function as a subtle yet powerful pedagogical catalyst. Low-cost reorganization reshaped students’ spontaneous behavioral choices without formal literacy programs or technological investment. This study advances primary education research by positioning learning environments as active behavioral agents and offers a scalable, context-sensitive model for strengthening early reading culture in under-resourced schools.
Implementing Assisted Literacy Practices to Support Early Grade Reading Development: A Classroom-Based Study in Primary Education Ramli HR; Arsyad; Nur Inayah
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Early grade reading competence forms the foundation of academic success in primary education, yet many students experience persistent difficulties in fluency, pronunciation, and comprehension due to limited structured guidance during literacy instruction. This condition underscores the urgency of classroom-based pedagogical strategies that provide continuous and contextualized support. Aims: This study investigates the effectiveness of assisted literacy practices integrated into daily classroom instruction in enhancing early grade reading development, including fluency, comprehension, confidence, and learner engagement. Methods: Employing a Classroom Action Research design with two instructional cycles, the study involved 26 first-grade students in a public primary school. Data were collected through reading assessments, classroom observations, and teacher interviews. Reading development was analyzed using descriptive quantitative comparisons supported by qualitative reflections to examine changes before and after implementation. Results: Findings reveal substantial improvement across all reading indicators, with the overall average score increasing from 59.4% to 89.0%. Gains were evident not only in technical skills such as fluency and pronunciation accuracy, but also in confidence and motivation, indicating both cognitive and affective development. Conclusion: Assisted literacy practices embedded within routine classroom instruction effectively strengthen foundational reading skills while fostering learner engagement and positive reading habits, offering a sustainable strategy for early primary literacy enhancement.
Implementing a Mini Waste Bank Education Program through Participatory Action Research to Foster Early Waste-Sorting Awareness among Grade 1–3 Elementary Students Mawar Padatau; Eka Dayanti; Ismu Ningrat; Isnaeni; Kostantina Ohoiwutun; Satriani
Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Environmental education in early elementary grades isessential for shaping sustainable habits, yet waste managementlearning often remains theoretical and lacks structured participatorypractice. As a result, students understand environmental concepts butstruggle to apply them in daily routines.Aims: This study aims to describe the implementation of a mini wastebank education program using a Participatory Action Researchapproach to foster early waste-sorting awareness among Grade 1–3students.Methods: A qualitative Participatory Action Research design wasemployed through iterative cycles of planning, action, observation,and reflection. Data were collected from classroom observations,participation logs, teacher reflective journals, and informal interviews.Activities included guided waste sorting, recyclable materialidentification, and mini waste bank simulations integrated into dailyclassroom routines.Results: The findings reveal progressive improvements in students’recognition of waste categories, accuracy in waste placement, andinitiative in reminding peers. Repeated, routine-based practicesstrengthened engagement, discipline, and environmentalresponsibility, while teachers reported enhanced classroomcleanliness and sustained student participation.Conclusion: The study demonstrates that a participatory, routineintegrated mini waste bank program is a feasible and pedagogicallyappropriate model for early-grade environmental charactereducation. By emphasizing habit formation through experientiallearning, the program provides a transferable framework forsustainability-oriented elementary education, particularly in contextswhere practical waste literacy remains limited.
Mini Waste Bank Management Education to Foster Environmental Concern at UPT SPF SD Inpres Bangkala III Mawar Padatau; Ismu Ningrat; Eka Dayanti; Kostantina Ohoiwutun; Satriani
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Environmental education in early elementary grades is essential for shaping sustainable habits, yet waste management learning often remains theoretical and lacks structured participatory practice. As a result, students understand environmental concepts but struggle to apply them in daily routines. Aims: This study aims to describe the implementation of a mini waste bank education program using a Participatory Action Research approach to foster early waste-sorting awareness among Grade 1–3 students. Methods: A qualitative Participatory Action Research design was employed through iterative cycles of planning, action, observation, and reflection. Data were collected from classroom observations, participation logs, teacher reflective journals, and informal interviews. Activities included guided waste sorting, recyclable material identification, and mini waste bank simulations integrated into daily classroom routines. Results: The findings reveal progressive improvements in students’ recognition of waste categories, accuracy in waste placement, and initiative in reminding peers. Repeated, routine-based practices strengthened engagement, discipline, and environmental responsibility, while teachers reported enhanced classroom cleanliness and sustained student participation. Conclusion: The study demonstrates that a participatory, routine-integrated mini waste bank program is a feasible and pedagogically appropriate model for early-grade environmental character education. By emphasizing habit formation through experiential learning, the program provides a transferable framework for sustainability-oriented elementary education, particularly in contexts where practical waste literacy remains limited.
Digital Learning and Elementary School Students’ Motivation: A Systematic Integrative Review of Mechanisms, Design Features, and Boundary Conditions A. Alfiani Damayanti; Eka Fitriana, HS
Elementary Journal of Education Vol. 2 No. 1 (2026): Elementary Journal of Education
Publisher : Elementary Journal of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Background: Digital learning is now embedded in elementary education, yet motivational benefits vary considerably across technologies, tasks, and implementation conditions. Aims: This systematic integrative review examines how digital learning relates to elementary school students’ motivation, identifies the mechanisms most consistently associated with positive responses, and clarifies the conditions that limit those benefits. Methods: A structured search of Scopus-indexed journal literature published from 2016 to 2025 produced an analytical corpus of 20 evidence sources. Five additional methodological and theoretical articles supported review design and interpretation. Evidence was extracted by technology, design, learner group, motivational construct, implementation condition, and inferential limitation, then synthesized thematically without pooling heterogeneous effect sizes. Results: Four recurring mechanisms were identified: gameful challenge and feedback; learner control and adaptive support; cognitively coherent multimedia representation; and teacher-mediated social participation. Positive motivational responses were most credible when technology supported autonomy, competence, and relatedness, while novelty, competition, cognitive overload, unequal access, weak teacher orchestration, and indirect measurement constrained interpretation. Conclusion: Digital learning should be treated as a design-dependent pedagogical environment rather than an intrinsically motivating intervention. The evidence supports purposeful, inclusive, and teacher-mediated use, but does not justify universal causal claims across elementary contexts.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): Elementary Journal of Education Vol. 1 No. 2 (2025): Pillar PGSD: Elementary Journal of Education Vol. 1 No. 1 (2025): Pillar PGSD: Elementary Journal of Education