cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Jurnal Prima Edukasia
Published by Universitas Negeri Yogyakarta
ISSN : 23384743     EISSN : 24609927     DOI : 10.21831
Core Subject : Education,
Education
Arjuna Subject : -
Articles 15 Documents
 1   2 
Search results for , issue "Vol. 13 No. 3 (2025): September 2025" : 15 Documents clear
Improving Appropriate Behaviour of a Student with Emotional and Behavioural Problems through SWPBS and LST Collaboration Haryanto, Haryanto; Pujaningsih, Pujaningsih
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.77502

Abstract

Support for students with emotional and behavioural problems (EBP) in Indonesia remains limited. This action research explores the use of School-Wide Positive Behaviour Support (SWPBS) to improve student behaviour through collaboration among classroom teachers, subject teachers, special education teachers, school administrators, parents, and psychologists. The study involved 13 teachers and key school stakeholders working together as a learning support team to enhance the appropriate behaviours of a student with EBP. Data were collected through structured and informal teacher reflections and analysed using descriptive statistics. Findings show that collaborative implementation of SWPBS increased the student’s appropriate behaviours and reduced inappropriate ones. Internalising behaviours, such as staying on task and avoiding distractions, reached 100% frequency, while externalising behaviours like physical disruptions dropped to 0%. Class cooperation and routine adherence also reached 100%. However, verbal engagement remained low, with 0% participation in discussions and 33–67% in other academic behaviours, indicating the need for continued support in this area. Teachers reported using various strategies to foster a supportive classroom environment, including greeting the student (66.7%), maintaining a calm setting (40%), assisting with problem-solving (33.3%), and teaching emotional regulation (26.7%). Other strategies included adapted tasks, physical activity, leadership opportunities, and positive reinforcement. These findings highlight the effectiveness of teacher-driven, relationship-based strategies in supporting students with EBP. They also suggest implications for future educational policy, including the integration of social-emotional learning in teacher training and the inclusion of student wellbeing indicators in school practice to promote more inclusive and responsive educational environments.
Understanding Pre-Service Elementary Teachers’ Expectations for a Culture- Integrated Learning Management System Ardiansyah, Amalia Rizki; Murjainah; Joronavalona, Rasamimanana; Ame, Ibrahim Pandu; Rashid, Salman
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.90290

Abstract

The increasing demand for learning platforms that effectively integrate local wisdom and cultural content necessitates an understanding of user expectations, especially among pre-service elementary teachers (PSETs) who will utilize these tools. This study aims to identify PSET students' expectations for the design and implementation of a culture-integrated Learning Management System (LMS) and to explore the challenges they encounter in its use. This study employs a mixed-methods approach, collecting data through a survey administered to 30 PSETs and in-depth interviews with four participants (two male and two female) from the Elementary School Teacher Education Study Program at Yogyakarta State University. The findings reveal seven main aspects that affect the LMS user experience: ease of access, clarity of navigation, material management, speed of assignment collection, technical problems, timely notification, and discussion features. The survey and interview results indicate that technical issues and accessibility remain the primary challenges, while aspects of material management and speed of assignment submission receive positive ratings. Students emphasize the importance of interactive features, culturally relevant content, and an improved LMS interface design. This study concludes that continuous improvements in accessibility, technical support, and the strategic integration of culturally relevant content are crucial for enhancing the learning experience of PSETs. These findings contribute to the body of knowledge by providing specific, empirically driven design and implementation recommendations for developers and educators seeking to create culturally sensitive and effective digital learning environments for future elementary school teachers.
EcoPedagogy Model Based on Dukuh Indigenous Ecological Wisdom for Environmental Education in Climate Crisis Swaradesy, Rufus Goang; Kurniawati; Markhmadova, Zhansaya K.; Hidayana, Iip Sarip; Mawaddah, Hawina Nur; Khairullah, Afif Dzaky
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.90329

Abstract

This research is motivated by the failure of formal education systems to integrate traditional ecological knowledge into the curriculum, thereby creating a gap between indigenous wisdom values and practices in climate change education. This research aimed to develop an integrated learning model based on the Dukuh indigenous community's ecological wisdom for environmental education in the climate crisis era. A participatory ethnographic approach was employed, involving 38 participants comprising teachers, students, indigenous leaders, and community members. Data were collected through in-depth interviews, focus group discussions, photovoice documentation, and participant observation conducted between March and August 2025 in Kampung Adat Dukuh, West Java, Indonesia. Thematic analysis revealed a sophisticated five-function land management system (tutupan, garapan, larangan, titipan, cadangan) and a pamali governance mechanism with compliance rates ranging from 71% to 92%. A significant implementation gap was identified, where 83% of teachers understood local wisdom values. Yet only 17% systematically integrated them into formal curricula due to structural barriers, including limited ethnopedagogical training (88%), curriculum inflexibility (82%), and pressures from an academic achievement orientation (76%). Based on these findings, the EcoPedagogy Culture model is developed, comprising four interconnected pillars: experiential learning, storytelling, ritual-based learning, and apprenticeship. Student preferences strongly favor experiential approaches (94% positive response) and practical demonstrations (88% engagement), compared to traditional lectures (31% engagement). The model demonstrates that students participating in experiential learning sessions achieve 67% higher retention of ecological concepts compared to classroom-only instruction. This research provides an empirically grounded framework for bridging Traditional Ecological Knowledge and formal education systems, offering pathways for climate change adaptation through revitalization of indigenous ecological wisdom in educational contexts.
A A Holistic Inclusive Education Approach to Character Development of Students with Special Needs Dika Putri, Neysa; Wakhudin, Wakhudin
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i3.91233

Abstract

Everyone has the right to education, including children with special needs. Education aims to shape character, develop thinking skills, and foster empathy. The purpose of this study is to analyze the development of independence and perseverance in students with special needs through a holistic, inclusive education approach and to identify supporting and inhibiting factors. This study employed a qualitative descriptive approach with a case study method. The research was conducted at Kalitapen 1 Elementary School, located in Purwojati District, Banyumas Regency, selected based on specific criteria and local wisdom as a representative case reflecting the dynamics of inclusive education in the region. The research participants included classroom teachers, students with hearing and speech impairments, students with learning disabilities, and parents. The object of the study was the educational ecosystem involved in implementing the holistic inclusive approach. Qualitative data were collected through observations and interviews. Data were analyzed using qualitative procedures, including data collection, reduction, and interpretation. The findings indicated that the holistic development of independence and perseverance among deaf students and slow learners was fostered through the synergy of prompt-based instructional methods, family partnerships, and the strengthening of self-awareness. Holistic, context- based character education was found to function as a transformative process that internalizes values into daily habits, making it particularly relevant and effective for students with special needs.
Family literacy parenting strategies supporting children during preschool to primary school transition Fono, Yasinta Maria; Ngura , Elisabeth Tantiana; Wea, Ludgardis
Jurnal Prima Edukasia Vol. 13 No. 3 (2025): September 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v14i1.91500

Abstract

This study aims to examine the role of family parenting styles in enhancing the literacy skills of children aged 6–8 during the transition from Early Childhood Education to elementary school. This transitional phase is critical as children move from learning to read toward reading to learn, which requires more advanced literacy competencies. Employing a qualitative approach with a phenomenological method, this study explores parents’ lived experiences in supporting children’s reading and writing development within the home context. Data were collected through in-depth interviews, participatory observations, and documentation of family literacy activities, and analyzed using thematic analysis. The findings indicate that democratic parenting styles play a significant role in fostering children’s intrinsic motivation and independence in literacy activities. Intensive verbal interactions, such as dialogic reading and post-reading discussions, were found to enhance children’s comprehension, narrative skills, and expressive language. In addition, guided use of digital media with active parental mediation supports the development of multimodal literacy when integrated purposefully. Supporting factors identified include consistent home reading routines and strong parental emotional involvement. Conversely, limited parental time and the lack of contextual and age-appropriate reading materials emerged as major barriers to effective family literacy practices.The study concludes that family parenting is a key factor in bridging literacy gaps during the transition from PAUD to elementary school. These findings imply the need for a family literacy model that integrates democratic parenting, rich verbal interaction, and guided digital literacy to support children’s literacy development during this critical transition phase.    

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 14 No. 1 (2026): January 2026 Vol. 13 No. 3 (2025): September 2025 Vol. 13 No. 2 (2025): May 2025 Vol. 13 No. 1 (2025): January 2025 Vol. 12 No. 2 (2024): July 2024 Vol. 12 No. 1 (2024): January 2024 Vol. 11 No. 2 (2023): July 2023 Vol. 11 No. 1 (2023): January 2023 Vol 11, No 1 (2023): January 2023 Vol 10, No 2 (2022): July 2022 Vol 10, No 1 (2022): January 2022 Vol 9, No 2 (2021): July 2021 Vol 9, No 1 (2021): January 2021 Vol 8, No 2: July 2020 Vol 8, No 1: January 2020 Vol 7, No 2: July 2019 Vol 7, No 1: January 2019 Vol 6, No 2: July 2018 Vol 6, No 1: January 2018 Vol 5, No 2: July 2017 Vol 5, No 1: January 2017 Vol 4, No 2: July 2016 Vol 4, No 1: January 2016 Vol 3, No 2: July 2015 Vol 3, No 1: January 2015 Vol 2, No 2: July 2014 Vol 2, No 1: January 2014 Vol 1, No 2: July 2013 Vol 1, No 1: January 2013 More Issue