El Midad: Jurnal Jurusan PGMI is a journal that focuses its publications on the themes of primary education (elementary school). In 2025, El Midad's publication frequency will be in April, August, and December. This journal has P ISSN: 2087-8389 and E ISSN: 2656-4289 The themes of the articles include curriculum, learning processes (science, social studies, mathematics, citizenship, religion), Psychology and Child Counseling Guidance, and other topics related to primary education (SD/MI) El-Midad journal indexed by Google Scholar, Moraref, GARUDA, Indonesian Publication Index (IPI), Crossref and SINTA 3
DEVELOPING CULTURAL LITERACY SKILLS THROUGH TRADITIONAL CULTURE INTRODUCTION ACTIVITIES: THE INQUIRY-BASED LEARNING APPROACH IN EARLY STUDENTS
This study aimed to investigate the effects of the inquiry-based learning (IBL) approach integrated with traditional culture introduction activities on the cultural literacy skills of early childhood students using a hybrid method. Using an experimental research model, the study had a quasi-experimental design with pre-test and post-test control groups. It was conducted in an early childhood education center in Sumengko Village, Wringinanom District, with 4-6 year old children from two classes during the second semester of the 2024-2025 academic year. One of the groups was randomly assigned as the control group and the other as the experimental group. The learning activities for the experimental group included activities fitting the IBL approach integrated with traditional cultural elements. In the control group, lessons were carried out with conventional teaching techniques such as direct instruction and demonstration. A Cultural Literacy Assessment was used to measure the cultural literacy skills of the groups at the beginning and the end of the study. T-test and ANCOVA analyses were applied to the quantitative data using the SPSS software. At the end of the study, semi-structured interviews were conducted with 12 participants; six from each group. The interviews were analysed using thematic analysis to obtain themes and codes. The evaluation of the quantitative and qualitative findings revealed that the IBL approach integrated with traditional culture activities had improved the cultural literacy skills of the experimental group students..
Copyright (c) 2025 Nilna Nurjanah, Mazildha Nur Maulidina, Nihayatul Luaili, Umi Masturoh https://creativecommons.org/licenses/by-sa/4.0
BUILDING SMART CLASSROOMS: UTILIZING TECHNOLOGY TO ENHANCE SOCIAL STUDIES EDUCATION
In this digital era, technology plays a crucial role in education, particularly in the teaching of Social Studies. This article aims to explore how the utilization of technology in building smart classrooms can enhance the quality of learning in Social Studies subjects. The research employs a descriptive qualitative methodology, utilizing literature studies and interviews with educators and education experts. The findings indicate that the use of technology, such as advanced hardware, educational applications, and the internet, can enhance student interactivity, broaden access to learning resources, and create more engaging and compelling learning experiences. By optimally integrating technology, smart classrooms can help students better understand complex Social Studies concepts through more dynamic and interactive media. This research concludes that technology can be a highly effective tool for enriching Social Studies education, and its proper application will positively impact education as a whole
Copyright (c) 2025 Fuji Rahayu, Aramudin https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF AR MEDIA FOR TURONGGO YAKSO DANCE TO IMPROVE ELEMENTARY SCHOOL STUDENTS UNDERSTANDING OF HUMAN MOTOR SYSTEM CONCEPTS
Teaching IPAS on the subject of the human musculoskeletal system in elementary schools still faces challenges in visualizing abstract joint concepts. The purpose of this study is to produce AR based learning media based on Turonggo Yakso dance that cain improve students conceptual uderstanding. This research was designed as a development study applying the ADDIE model, which includes the stages of needs analysis, product design, development, implementation, and evaluation. The analysis stage showed the need for interactive visual media to aid in understanding joint concepts. The design stage produced an AR media design that visualizes dance movements as a representation of the human musculoskeletal system. In the development stage, the media was declared highly valid and practical based on expert and user validation results. Implementation in sixth-grade students at SDN 1 Surodakan showed a significant difference between the pretest and posttest results based on the Wilcoxon Signed Rank Test (p ≤ 0.05). The evaluation stage showed an average N-Gain value of 0.83, which is in the high improvement category. Thus, the AR media for Turonggo Yakso Dance is declared effective in improving elementary school students' understanding of the human motion system concept.
Copyright (c) 2025 Novenntya Putri Prastiwi Nurrochma, Surayanah https://creativecommons.org/licenses/by-sa/4.0
STRENGTHENING THE CHARACTER OF ELEMENTARY SCHOOL STUDENTS THROUGH THE SEKAPO PROGRAM BASED ON DEEP LEARNING IN ELEMENTARY SCHOOL
This study aims to examine and describe the strengthening of the character of elementary school students through the Sekapo Program, which means "Show a good attitude," based on deep learning at SDN 21 Kota Bima, by emphasizing the integration of local cultural values into daily learning practices. This research uses a qualitative case-study design, conducted at SDN 21, Bima City. Data collection techniques include learning observations, in-depth interviews with teachers and students, and analysis of school documents. Data analysis was carried out using Cresswell’s interactive model, which included data reduction, data presentation, and conclusions, and was tested for validity through source triangulation. The results of the study show that the Sekapo Program, based on deep learning, has strong potential as a contextual, meaningful model for strengthening students’ character. The main findings indicate improvements in students’ affective attitudes and social-emotional competence, strengthening the habituation of positive behavior and the formation of a value-oriented school culture. The integration of deep learning with local cultural values encourages the internalization of character in a more reflective and applicable manner, so that character education is not separate from the academic learning process
Copyright (c) 2025 Ikhsan Maulana, Nur Indah Istiqomah, Slamet Widodo, Anam Sutopo, Sutama https://creativecommons.org/licenses/by-sa/4.0
INTEGRATION OF VOCATIONAL HIGH SCHOOL CURRICULUM WITH INDUSTRY NEEDS BASED ON OUTCOME-BASED EDUCATION
This study aims to describe the process of integrating the vocational high school (Sekolah Menengah Kejuruan/SMK) curriculum with the needs of the industrial sector through the implementation of the Outcome- Based Education (OBE) approach. The study is motivated by the gap between the competencies of SMK graduates and the demands of the labor market, necessitating curriculum reform oriented toward achieving learning outcomes. A descriptive qualitative approach with a case study Design was employed and conducted at SMK Muhammadiyah 1 Baturetno, Wonogiri Regency. Data were collected through interviews, observations, and document analysis, and were analyzed using an interactive analysis model with triangulation techniques to ensure data validity. The findings indicate that the school has implemented the principles of link and match through collaboration with industry in curriculum planning, internship program implementation, and the strengthening of teacher competencies. However, gaps remain between students’ learning outcomes and industry competency standards, particularly in non-technical skills such as communication, teamwork, and work discipline. The implementation of OBE provides strategic direction for vocational education to become more oriented toward learning outcomes relevant to industry needs. Therefore, continuous synergy between schools and industry is a key factor in producing competent, adaptive, and competitive graduates in the era of Industry 4.0.
Copyright (c) 2025 Maharani Fadhiyah Haifani, Rochmah Wijayanti, Anam Sutopo, Sutama https://creativecommons.org/licenses/by-sa/4.0
STUDENTS’ MEANING-MAKING OF MERDEKA BELAJAR IN ISLAMIC RELIGIOUS EDUCATION WITHIN NAHDLATUL ULAMA–AFFILIATED SCHOOLS
This study aims to examine students’ meaning-making of the Merdeka Belajar (Freedom to Learn) concept in Islamic Religious Education (IRE), particularly within the context of integrating IRE and Aswaja (Ahl al-Sunnah wa al-Jamā‘ah) in educational institutions under the auspices of LP Ma’arif NU, by comparing the experiences of Ahmadiyah minority students and Nahdlatul Ulama–affiliated majority students. Adopting a constructivist paradigm, this research employs a qualitative phenomenological approach. Data were collected through in-depth interviews, observations, and document analysis involving 29 students, teachers, parents, and relevant institutional documents across several schools in Lombok and Madura. Data trustworthiness was ensured through source and methodological triangulation. The findings indicate that students generally perceive IRE–Aswaja learning positively, viewing it as moderate, contextually relevant, and conducive to fostering tolerance and openness of thought. Nevertheless, students’ interpretations of Merdeka Belajar are inherently relative, as they are shaped by the strong socio-ideological construction of Nahdlatul Ulama manifested through the curriculum, school culture, symbolic representations, and familial environments. Consequently, IRE–Aswaja learning functions not only as a means of transmitting religious knowledge but also as a mechanism for shaping students’ religious identity and habitus.
Copyright (c) 2025 Ridwan, Muh. Azkar, Maimun https://creativecommons.org/licenses/by-sa/4.0
BETWEEN LIKING AND DISLIKING STUDENTS: A TEACHER’S INNOVATION
Social Studies (IPS) learning at the elementary school level often faces challenges related to low student interest and engagement, leading to the phenomenon of “learning dislike.” This is mainly due to less innovative, monotonous teaching methods. This study aims to examine how teachers apply innovative strategies to avoid this phenomenon and increase student interest in IPS lessons. Using a qualitative case-study Design, this study involved SSE teachers and students at SDIT Fadhilah. Data were collected through in-depth interviews, participatory observation, and documentation, which were then analyzed using thematic analysis. The primary focus of this study was on the application of project-based learning (PjBL) and problem-based learning (PBL) methods, as well as the use of technology to support the learning process. The findings of this study indicate that these methods can reduce students’ disinterest in the subject and increase their engagement in social studies learning. However, challenges related to time constraints and access to technology need to be addressed in the implementation of these innovative strategies. This study is expected to provide insights into developing more engaging and relevant learning experiences for students at SDIT Fadhilah and other elementary schools.
Copyright (c) 2025 Nabila Muna Mufidah, Aramudin https://creativecommons.org/licenses/by-sa/4.0
VOLLEYBALL EDUCATION TO FOSTER DISCIPLINE AND TEAMWORK
Penelitian ini dimotivasi oleh rendahnya tingkat kerja sama dan disiplin di kalangan siswa sekolah dasar, yang menjadi tantangan bagi pencapaian tujuan pendidikan karakter holistik. Tujuan penelitian ini adalah untuk menganalisis pengaruh penerapan pelajaran voli berbasis karakter terhadap peningkatan kedua nilai tersebut. Penelitian ini menggunakan pendekatan kuasi-eksperimental dengan desain Pretest-Posttest Satu Kelompok. Sampel penelitian terdiri dari 35 siswa kelas 5 SD Negeri No. 53/IX Kenali Kecil, Kabupaten Muaro Jambi, yang dipilih menggunakan purposive sampling. Perlakuan terdiri dari pelajaran voli mini yang dimodifikasi dengan menerapkan prinsip Pembelajaran Kooperatif selama 16 pertemuan. Data dikumpulkan menggunakan kuesioner Teamwork Scale for Youth (TSY) dan kuesioner disiplin, kemudian dianalisis menggunakan Paired Sample t-Test. Hasil menunjukkan peningkatan yang signifikan pada skor kerja sama (perbedaan rata-rata = 10,45; p = 0,000) dan disiplin (perbedaan rata-rata = 8,55; p = 0,000) setelah intervensi Temuan ini membuktikan bahwa pembelajaran bola voli yang terstruktur dan berorientasi pada karakter efektif sebagai sarana pedagogis untuk menanamkan nilai kerja sama melalui dinamika tim dan nilai disiplin melalui kepatuhan terhadap aturan permainan. Studi ini menyimpulkan bahwa integrasi pendidikan karakter dalam Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK) melalui olahraga tim seperti bola voli merupakan strategi yang relevan, kontekstual, dan berdampak signifikan untuk membentuk karakter siswa sekolah dasar.
Copyright (c) 2025 Herudi lubis, Sukendro, Ugi Nugraha, Muhammad Ali, Palmizal A, Wawan Junresti Daya, Nabil Afiqra Febriza https://creativecommons.org/licenses/by-sa/4.0
IMPROVING THE QUALITY OF SOCIAL STUDIES LEARNING: THE IMPLEMENTATION OF PROBLEM-BASED LEARNING FOR THE INTELLECTUAL AND EMOTIONAL INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS
This study is motivated by the issue of low learning motivation and the limited development of intellectual and emotional intelligence in Social Studies (IPS) learning at SDN 034 Tarai Bangun. The teaching of IPS, which is still dominated by passive lecture methods, causes students to be less cognitively and affectively engaged, thus hindering the development of critical thinking skills, collaboration abilities, and emotional regulation. This issue led the researcher to explore the implementation of the Problem-Based Learning (PBL) model as an innovative solution that can simultaneously integrate the development of learning motivation, intellectual intelligence (IQ), and emotional intelligence (EQ). The aim of this study is to analyze the implementation of the PBL model in IPS learning and to explain its impact on improving learning motivation, intellectual intelligence, and emotional intelligence of fourth-grade students at SDN 034 Tarai Bangun. The research method used is a qualitative approach with a case study design. Data collection techniques include participatory observation of the learning process, in-depth interviews with teachers and students, and documentation in the form of analysis of the Lesson Plan (RPP) and student work results. The results of the study indicate that
Copyright (c) 2025 Aisyah Elvina Sari, Aramudin https://creativecommons.org/licenses/by-sa/4.0
TRANSFORMATION OF THE EDUCATIONAL PARADIGM THROUGH OUTCOME-BASED EDUCATION IN THE ERA OF DISRUPTION
This article aims to analyze the transformation of the education paradigm through the Outcome-Based Education (OBE) approach in response to the demands of the disruption era. The main problem studied is the mismatch between the traditional educational paradigm, oriented toward process and material, and the competency needs of the 21st century, which demand that graduates be adaptive, competent, and relevant to the world of work. This research uses a library research approach by conducting a critical review of library sources, including journals, books, educational policies, and previous research results, relevant to the implementation of OBE. The results of the study show that OBE can provide a new direction for the education system through an outcome-based curriculum, active learning, authentic assessments, and a shift in educators’ roles from teachers to facilitators. However, the implementation of OBE also faces various obstacles, including educators’ limited understanding, the dominance of lecture methods, unpreparedness for assessments, and weak institutional support. This article emphasizes that implementing OBE requires structured curriculum design, educator training, the integration of learning technologies, collaboration with industry, and a continuous evaluation system to address educational challenges in the era of disruption
Copyright (c) 2025 Hermansyah, Sundari, Tinuk Triyana, Anam Sutopo, Sutama https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF QUR’ANIC MEMORIZATION LEARNING ON STUDENTS’ QUR’ANIC READING AND MEMORIZATION SKILLS
This study aims to analyze the effect of Qur’anic memorization learning on students’ abilities in reading and memorizing the Qur’an. The specific objectives are: (1) to determine the effect of Qur’anic memorization learning on the reading ability of fourth-grade students at SDN 09 Religious Model School, Bengkulu City; (2) to examine its effect on students’ memorization ability; and (3) to assess its overall impact on both reading and memorization skills. The research employed a quantitative method with an associative approach. Data were collected through questionnaires and analyzed using total sampling, basic and classical assumption tests, simple linear regression, and t-tests. The population and sample consisted of 61 students. The findings revealed that Qur’anic memorization learning significantly affects students’ Qur’anic reading ability (37.6%), memorization ability (42.1%), and the combined ability to read and memorize the Qur’an (53.6%). These results highlight the importance of integrating memorization-based approaches in improving students’ Qur’anic literacy and retention skills
Copyright (c) 2025 Yola Novriyana, Nurlaili, Suhirman https://creativecommons.org/licenses/by-sa/4.0
READING AS AN ART OF THINKING IMPLEMENTING THE CONCEPT OF HOW TO READ A BOOK IN SOCIAL STUDIES LEARNING IN ELEMENTARY SCHOOLS
Reading literacy is a fundamental competence in elementary education, particularly in Integrated Social Studies learning, which requires students to understand not only textual information but also the social meanings embedded in texts. Reading should therefore be positioned as an art of thinking that involves comprehension, analysis, and reflection. This study aims to describe the implementation of the “How to Read a Book” concept as an art of thinking in Integrated Social Studies instruction for fifth-grade elementary students. The background of this study is the tendency in Social Studies learning to emphasize memorization, leading to Reading activities that do not optimally develop students’ analytical and reflective abilities. This research employed a descriptive, qualitative method with a field study approach, using classroom observation, semi-structured interviews, and documentation. The results indicate that Reading activities in Integrated Social Studies learning have been systematically integrated through guided Reading practices, including initial Reading, analytical Reading, and reflective discussion. Teachers guided students in identifying key ideas, interpreting social concepts, and relating Reading content to real-life contexts. Reading activities were not limited to understanding factual information; they also aimed to develop reasoning, critical thinking, and social awareness. The study concludes that the implementation of Reading as an art of thinking through the How to Read a Book concept contributes to meaningful literacy practices and supports the development of critical and reflective thinking skills in elementary school students.
Copyright (c) 2025 Tiara Trirahmayati, Aramudin https://creativecommons.org/licenses/by-sa/4.0
THE OBSTACLE OF GERAKAN LITERASI SEKOLAH IN ELEMENTARY SCHOOL: A PHENOMENOLOGY STUDY
This study discusses the phenomenological obstacles to implementing the Gerakan Literasi Sekolah (GLS) in Elementary Schools. Problems in this research stem from the lack of focus on promoting literacy and fostering a love for reading and writing, especially for children at the school base. The purpose of the phenomenological studies on constraints in the implementation of the Gerakan Literasi Sekolah (GLS) is to analyze the experiences of those involved in teaching literacy, revealing the specific challenges and obstacles they face in implementing the Gerakan Literasi Sekolah (GLS). This study uses a phenomenological approach and uses in-depth interviews and observations. The results of the research are: 1) the existence of obstacles? in general terms mentioned by teachers or educators, including a lack of training for teachers, 2) the implementation of GLS, primarily in Elementary Schools, has not yet been achieved to the maximum because of various factors that become inhibitors in it. 3) One of them lacks training in integrating technology into teaching, as well as limited access to important sources of power, such as software and devices, and doubts about the utility of learning-based games in increasing academic achievement.
Copyright (c) 2025 Ifan Awanda https://creativecommons.org/licenses/by-sa/4.0
CONTEXTUAL TEACHING AND LEARNING-BASED TEACHING MATERIALS TO IMPROVE FINANCIAL LITERACY AMONG ELEMENTARY SCHOOL STUDENTS
This study was motivated by the fact that fourth-grade elementary school students often have difficulty understanding the concepts of needs and wants, as well as the value of currency and its functions. The purpose of this study was to develop teaching materials based on Contextual Teaching and Learning (CTL) for fourth-grade elementary school students. The methodology used in this development is the Design and Development (D&D) model with the ADDIE approach, which includes: (1) Analyze, analyzing students' needs, learning outcomes, financial literacy indicators, materials, and the CTL approach; (2) Design, designing the initial teaching materials and creating a validation questionnaire; (3) Development, developing the design into a complete teaching material, conducting validation, and revising the teaching material; (4) Implementation, testing the teaching material on students; and (5) Evaluation, reflecting on the success of the teaching material. Data collection techniques in this study used questionnaires and tests. The data analysis techniques used were qualitative and quantitative. The teaching materials were organised into two parts: needs and desires (KEKIN), and understanding the value of currency and its functions (UANG PINTAR). The research results indicate that the instructional materials received a validation rating in the “Highly Suitable” category. Students' financial literacy improved significantly based on post-test results. This study concludes that the “KEUKEU” instructional materials are highly suitable for fourth-grade elementary school students and can enhance their financial literacy
Copyright (c) 2025 Fitra Ramadhan, Mela; Non Dwishiera Cahya Anasta Shiera https://creativecommons.org/licenses/by-sa/4.0
ENHANCING ELEMENTARY STUDENTS' MOTIVATION AND PARTICIPATION IN MATHEMATICS LEARNING THROUGH WORDWALL: A CASE STUDY
This study aims to enhance students’ motivation and participation in elementary mathematics learning by utilising the interactive digital media “Wordwall” as an alternative solution to the low levels of student interest and engagement in a subject often perceived as complex and less appealing. The research employed a qualitative approach with a case study design, using data collection techniques such as observation, interviews, and documentation. The data were analysed descriptively through the stages of data reduction, data display, and conclusion drawing. The informants consisted of the principal, teachers, and fourth-grade students at MI Darus Sholihin, Boto District, Probolinggo Regency. The results of the study indicate that the use of Wordwall media effectively increased students’ motivation and participation in mathematics learning. This is evidenced by the increased number of students who actively asked questions, responded, engaged in discussions, and interacted during the learning process. Moreover, the classroom atmosphere became more conducive, enjoyable, and interactive. Thus, the implementation of Wordwall media serves as an innovative strategy to improve the quality of mathematics learning in elementary schools
Copyright (c) 2025 Nur Khosiah, Imro Atus Soliha https://creativecommons.org/licenses/by-sa/4.0
IMPROVING THE UNDERSTANDING CONCEPT OF LOCAL WISDOM BASED ON PROBLEM-BASED LEARNING: TEACHING MATERIALS “LENTERA” IN ELEMENTARY SCHOOL
This study is motivated by fourth-grade students who have difficulty understanding the concept of IPAS, especially in local wisdom material. Based on the observation of the lack of teaching materials that support learning and teacher-centred learning methods. The purpose of this research is to develop PBL-based "LENTERA" teaching materials that can improve the understanding of grade IV elementary school students regarding local wisdom material. This research employs the Design and Development (D&D) methodology with the ADDIE model, which includes the Analysis, Development, Implementation, and Evaluation stages. The results of this study indicate that teaching materials are very feasible to use, with material experts getting a percentage of 95% very feasible category, design experts getting a percentage of 95% very feasible category, and learning practitioners getting a percentage of 92.5% in % very feasible category based on the results of limited trials of grade IV elementary school students. This study concludes that PBL-based “LENTERA” teaching materials are highly effective for grade IV elementary school students in understanding the concept of local wisdom material.
Copyright (c) 2025 Silvi Fatimah Azhara Suherman, Mubarok Somantri, Non Dwishiera Cahya Anasta Shiera https://creativecommons.org/licenses/by-sa/4.0
CREATIVE AND INNOVATIVE AUDIOVISUAL-BASED LEARNING METHODS TO ENHANCE CONCENTRATION AND DISCIPLINE IN FIQH
This study is motivated by the lack of student concentration and discipline during the learning process. The research aims to: 1) identify the basic considerations of teachers in implementing creative and innovative learning methods in Fiqh subjects at MI Terpadu Mutiara Assyifa, Bengkulu City; 2) explore how these methods are applied to foster concentration and discipline; 3) examine the supporting and inhibiting factors in the use of audiovisual-based learning methods to enhance concentration and discipline; and 4) evaluate the implementation of these methods. This study employs a descriptive qualitative approach, using data collection techniques such as interviews, observation, and documentation. Data were analyzed through the processes of data reduction, data display, and conclusion drawing. The findings reveal that: 1) teachers consider the learning material, student characteristics, time allocation, and learning objectives when selecting teaching methods; 2) methods such as lectures, question-and-answer sessions, repetition, and praise help improve student concentration; 3) discipline is developed through habituation, role modeling, rewards, and punishments; and 4) supporting factors include teacher competence, availability of facilities, and student motivation, while inhibiting factors include inadequate infrastructure and limited resources. This study highlights the importance of integrating audiovisual media into innovative learning strategies to enhance both cognitive engagement and character development, particularly in Fiqh education
Copyright (c) 2025 Albetrik Mezontara, Asiyah, Nasron https://creativecommons.org/licenses/by-sa/4.0
BATIK AS A MEDIUM FOR STRENGTHENING CHARACTER: A QUALITATIVE STUDY OF THE IMPLEMENTATION OF P5 LOCAL WISDOM
This study explores the implementation of the Pancasila Student Profile Strengthening Project (P5) with the local wisdom theme at UPT SD Negeri Pojok 01 Garum, Blitar. Using a qualitative descriptive approach, data was gathered through observation, interviews with fourth-grade teachers, and documentation. Findings reveal that P5 implementation follows five stages: introduction, contextualization, action, reflection, and follow-up, with a focus on Blitar batik. The project positively impacted students' cognitive development in understanding batik motifs, psychomotor skills in practicing tie-dye batik-making, and affective aspects by fostering collaboration and creativity. Analyzing students’ developmental progress showed notable improvements in creativity and independence. However, challenges such as time constraints and limited resources were identified. The study recommends optimizing schedules, expanding learning resources, and applying differentiated approaches. In conclusion, P5 with the local wisdom theme significantly strengthens students’ character in accordance with the Pancasila Student Profile while fostering appreciation for local culture.
Copyright (c) 2025 Ali Mas'ud, Sa'dun Akbar, Mardhatillah Akbar, M. Anas Thohir, Surayanah https://creativecommons.org/licenses/by-sa/4.0
THE MARKET DAY ACTIVITIES IN FOSTERING INDEPENDENCE AND CREATIVITY OF ELEMENTARY SCHOOL STUDENTS
This study aims to describe how Market Day activities foster the character of independence and creativity in students at SDIT Mutiara Insan Sukoharjo. This study uses a qualitative approach with descriptive methods and phenomenological design. Data was collected through participatory observation, in-depth interviews, and document analysis, then analysed using the Miles and Huberman model, which included data reduction, data presentation, and conclusions drawn. The results of the study show that Market Day activities are carried out routinely and in a structured manner. All students from the lower to the upper classes participated and took turns according to the predetermined schedule. Through this activity, students are trained to design products, determine prices, serve buyers, determine sales strategies and complete transactions independently. Students also show creativity in choosing promotional strategies, overcoming challenges, and making sales posters. Supporting factors for the success of this activity include students' enthusiasm and problem-solving skills, school support, teachers' roles, and parental involvement. However, there are also obstacles such as limited numeracy skills, differences in confidence levels between students and a lack of interest in some products sold by students. Overall, Market Day at this school proved to be an effective means to instil entrepreneurial character values, especially independence and creativity, in a fun and meaningful learning atmosphere.
Copyright (c) 2025 Farhati Salsabila, Arief Cahyo Utomo https://creativecommons.org/licenses/by-sa/4.0
DEVELOPING THE CHARACTER PROFILE OF PANCASILA-BASED STUDENTS THROUGH PARENTING ACTIVITIES AT EARLY CHILDHOOD EDUCATION
Character education is a crucial foundation for developing a competitive and integrated generation. The Pancasila Student Profile (P3) offers an alternative approach to instilling character values from an early age, encompassing six main dimensions (Kadir, 2023). Ki Hadjar Dewantara (1962) emphasised that family, school, and community, as the three centres of education, play a strategic role in shaping children's character, including through parenting activities. This study examines: (1) designing parenting activities to foster the character of the Pancasila Student Profile, (2) creative ideas in parenting programs to strengthen character values, and (3) internal and external obstacles in their implementation. The method used was a descriptive qualitative approach, involving informants from the principal, teachers, and parents. Data were obtained through observation, interviews, and documentation, then analysed using the Miles & Huberman model. The results show that the parenting program at KB Al Hidayah Pacul Permai incorporates structured planning, positive habit formation methods, role models, and parental involvement, along with creative initiatives such as Family Gatherings, Market Days, and Home Activities. Despite these obstacles, collaboration between schools and parents is key to the program's success.
Copyright (c) 2025 Sholehah Yuliati, Ichsan Anshory, Erna Yayuk https://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF USING CHROMEBOOKS AS LEARNING MEDIA IN PAI AND CHARACTER EDUCATION ASSESSMENT ACTIVITIES
This study aims to evaluate the effectiveness of using Chromebooks as a learning medium in the PAI (Islamic Education) and Character Education assessment activities at SDN 90 Seluma, Bengkulu Province. The research adopts a mixed-method approach, combining quantitative and qualitative data. The research results indicate that using Chromebook media in these assessment activities has proven effective. Quantitative data shows that the Chromebook’s effectiveness is reflected in high accessibility (84%), interactivity (85%), and real-time feedback (84%). Meanwhile, in the PAI and Character education assessments, the ability to analyse data reached 81.2%, and personalisation and flexibility were at 79.52%. Qualitative data further support these findings, demonstrating that Chromebook media allows for efficient, smooth, and interactive assessments, significantly enhancing student motivation. The study concludes that Chromebooks are an effective tool for improving the quality of learning and assessment in modern education
Copyright (c) 2025 Eva Susanti, Nurlaili, Desy Eka Citra Dewi https://creativecommons.org/licenses/by-sa/4.0
THE EFFECTIVENESS OF FLIPBOOK INTEGRATING TRI KAYA PARISUDHA TO ENHANCE STUDENTS’ GLOBAL DIVERSITY CHARACTER
This study aims to examine the effectiveness of the “Jati Diri dan Lingkungan Kuku” flipbook, infused with Tri Kaya Parisudha values, in enhancing students’ global diversity character. The research employed a quasi-experimental design with a post-test control group model. The subjects were fifth-grade elementary school students in Buleleng Regency, with the experimental group using a digital flipbook and the control group following conventional learning methods. Data were collected using a global diversity character questionnaire, which covers cognitive, affective, and behavioural aspects. Results of the independent samples t-test indicated a significant difference between the groups (t = 15.181, p < 0.05), and the calculated effect size (ES 4.86) demonstrated a high level of effectiveness. These findings confirm that the Tri Kaya Parisudha-based flipbook is not only effective in enhancing global diversity character but also promotes meaningful learning, active engagement, and greater motivation among elementary school students. Beyond its practical implications, this study contributes to the development of educational science by demonstrating the relevance of integrating local wisdom into digital learning media as an innovative approach to strengthening character education in the era of globalisation.
Copyright (c) 2025 Ardiawan I Ketut Ngurah https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT OF E-MODULES TO IMPROVE PERSONAL AND IMAGINATIVE WRITING SKILLS IN ELEMENTARY SCHOOL
This research is motivated by the low ability to write personal and imaginative reclaimed texts in grade III students in one of the elementary schools in Malang. Based on the results of observations and interviews with class teachers, it was found that students had difficulty in compiling ideas sequentially, using language according to the rules, and understanding the structure of the recon text. The objectives of this study are (1) to produce an interactive e-module that is feasible, practical, interesting, and effective to be used in learning to write personal and imaginative rekon texts in grade III elementary school students, and (2) to analyze the effectiveness of the interactive e-module in improving the ability to write personal and imaginative rekon texts. This research uses the Dick and Carey research and development method. The results of the study showed that (1) the interactive e-module was declared feasible to use with a media expert validation score of 100% very feasible and a material expert of 73% feasible; (2) the practicality aspect obtained an average score of 90% practical; (3) the attractiveness aspect obtained an average score of 93% attractive; and (4) the effectiveness aspect is shown by the increase in student learning outcomes with an N-Gain value of 0.80 (high category), where all students achieve scores above the KKM and can write the remastered text in a complete, orderly, logical and in accordance with linguistic rules
Copyright (c) 2025 Kiki Aniskasari, Syamsul Hadi, Dedi Kuswandi https://creativecommons.org/licenses/by-sa/4.0
INTEGRATING GAME-BASED WARM-UP AND DEEP LEARNING FOR MOTOR, COGNITIVE, AND CHARACTER DEVELOPMENT IN ELEMENTARY PHYSICAL EDUCATION
Developing motor, cognitive, and character skills in elementary physical education remains a critical challenge, as conventional warm-up activities often emphasise physical readiness alone while neglecting deeper learning opportunities. Addressing this gap, the present study examines the effectiveness of a game-based warm-up model integrated with deep learning principles in fostering holistic student outcomes. This research employed a quantitative approach using a quasi-experimental design with a pretest–posttest control group. The population consisted of Grade V elementary students in Batang Hari District, Jambi Province, from which 70 students were randomly selected and assigned into experimental (n = 35) and control (n = 35) groups. Instruments included a motor skills test, a 25-item cognitive test, and a 30-item character scale. Data were validated for reliability (Cronbach’s ? = 0.79–0.87) and analysed using normality, homogeneity, and hypothesis testing (independent samples t-test). Results revealed a significant improvement in the experimental group’s outcomes (M = 76.48) compared to the control group (M = 61.25), with t(68) = 10.245, p < 0.001. The effect size was huge (Cohen’s d = 3.70), and the normalised gain reached a moderate level (n-Gain = 0.48). These findings confirm that integrating game-based warm-up with deep learning enhances physical readiness and promotes higher-order thinking and value internalisation. The novelty of this study lies in positioning warm-up as a pedagogical platform that bridges motor competence, cognitive engagement, and character development. The implications extend to teachers, schools, and policymakers in advancing holistic physical education aligned with 21st-century educational goals.
Copyright (c) 2025 Jeffry Trinando, Ugi Nugraha, Alek Oktadinata https://creativecommons.org/licenses/by-sa/4.0
BUSY BOOK MEDIA DEVELOPMENT TO STIMULATE LITERACY AND NUMERACY DEVELOPMENT ASPECTS EARLY CHILDHOOD
This study aims to develop busy book media to stimulate aspects of literacy and numeracy development in early childhood. The research method used is Research and Development (R&D) with the ADDIE model consisting of analysis, design, development, implementation, and evaluation. This research and development were carried out through 3 stages of trials, namely material expert trials, media expert trials, and trials of media use in children. The subjects of the research and development were 25 children in group A, aged 4-5 years at TK ABA Karangasem 03 Jetak Paciran. Data collection techniques and instruments used included material expert questionnaires, media expert questionnaires, children's response questionnaires, interview and observation sheets, and documentation. The data analysis technique in this study used qualitative and quantitative data analysis. The results of this research and development showed that the value obtained by the busy book media from the material expert trial was 82% in the "Feasible, no need for revision" qualification. The next stage of the media expert trial was 95% in the qualification of "Very Eligible, no need for revision", and the last trial of media use in children was 92.3% in the qualification of "Very Eligible, no need for revision". Based on the results of the research and development that have been carried out, busy book media is helpful in stimulating aspects of literacy and numeracy development in children. "Eligible" used
Copyright (c) 2025 Nur Ifyati, Mohammad Syahri, Siti Fatimah Soenaryo https://creativecommons.org/licenses/by-sa/4.0
MATHEMATICAL CONNECTION SKILLS IN PROBLEM SOLVING: THE ROLE OF COGNITIVE STYLES AMONG UPPER ELEMENTARY STUDENTS
This study explores elementary students’ mathematical connection skills in solving problems based on their cognitive styles. A qualitative descriptive approach was employed to explain how reflective and impulsive students approach mathematical problem-solving. The research was conducted at SDN 4 Sumberbendo, Tulungagung, with 21 students initially tested using the Matching Familiar Figure Test (MFFT) to identify cognitive styles. This group selected six students (three reflective and three impulsive) as the primary subjects for detailed analysis. Data were collected through mathematical connection tests and semi-structured interviews, focusing on indicators of mathematising, representation, reasoning, communication, and strategy use. The findings reveal distinct differences between reflective and impulsive students. Reflective students demonstrated systematic and careful approaches, stronger skills in representation and reasoning, and better use of mathematical concepts such as least common multiples (LCM) and greatest common divisors (GCD). However, they often struggled to connect mathematical ideas with real-life contexts, such as percentage discounts or distribution problems. In contrast, impulsive students tended to answer quickly with less accuracy, often neglecting logical justification, although some succeeded in solving concrete problems like LCM tasks. Overall, the study highlights that cognitive styles significantly influence the quality of mathematical connections. The findings underscore the need for differentiated instructional strategies: reflective students should be supported to improve efficiency, while impulsive students require guidance to enhance accuracy and systematic reasoning.
Copyright (c) 2025 Laili Nurul Azizah, Erry Hidayanto, Punaji Setyosari https://creativecommons.org/licenses/by-sa/4.0
PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF PROJECT-BASED LEARNING IMPLEMENTATION IN CIVIC EDUCATION: OPPORTUNITIES AND PEDAGOGICAL CHALLENGES
This study investigates the relationship between primary school teachers’ perceptions and the implementation of Project-Based Learning (PjBL) in Civic Education (PKn) within the context of Indonesia’s Kurikulum Merdeka. The research was conducted using a quantitative survey approach to analyze how teachers’ attitudes and understanding influence their classroom practices. Data were collected from 50 elementary school teachers in North Lampung Regency, selected through random sampling. A structured Likert-scale questionnaire consisting of ten items was administered, and data were analyzed using SPSS version 25. The instrument demonstrated acceptable validity (r > 0.279) and reliability (Cronbach’s ? = 0.770). The results of simple linear regression indicated a significant positive relationship between teachers’ perceptions and PjBL implementation (? = 0.764; p < 0.05), with a determination coefficient (R²) = 0.370, meaning that teachers’ perceptions can explain 37% of the variance in implementation. These findings confirm that teachers’ cognitive and affective readiness substantially affect the adoption of innovative pedagogies in Civic Education. Theoretically, this study reinforces social cognitive and constructivist learning frameworks, while practically, it highlights the need for systematic professional development and institutional support to enhance teacher capacity. The study contributes novelty by focusing on elementary Civic Education, a rarely explored field in PjBL research, and emphasizes the ethical and digital implications of project-based civic learning in the 21st-century classroom.
Copyright (c) 2025 Novi Eka Saputri, Saddam Fathurrachman https://creativecommons.org/licenses/by-sa/4.0
CULTURAL INTEGRATION IN DIGITAL LEARNING: A MIXED-METHODS STUDY OF THE BANTAIAN ADAT ELECTRONIC MODULE
This study aims to analyze the integration of Bantaian Adat local wisdom into the teaching of Integrated Science and Social Studies (IPAS) through the use of an electronic module in elementary schools. The research employed a mixed methods approach with a sequential explanatory design, combining quantitative and qualitative approaches in successive stages. The study involved 40 fourth grade students from classes IVA and IVB, as well as two fourth grade teachers one from the experimental class and one from the control class who participated in interviews. Quantitative data were collected through pre tests and post tests to measure the improvement in students’ learning outcomes after using the Bantaian Adat based electronic module. The results indicated a significant improvement, with an average pre test score of 68.25 and a post test score of 85.40, yielding an N gain of 0.54 (moderate category). Qualitative data were obtained through in depth interviews and classroom observations in both groups, showing that the teacher in the experimental class perceived an increase in student engagement and greater ease in connecting local values with scientific and social concepts. This study emphasizes that the integration of Bantaian Adat local wisdom through an electronic module not only enhances students’ learning outcomes but also strengthens their character and cultural identity in IPAS learning at the elementary school level.
Copyright (c) 2025 Ziyad Aufa, Asrial Asrial, Muhammad Sofwan https://creativecommons.org/licenses/by-sa/4.0
THE EFFECT OF TRADITIONAL GAMES GOBAG SODOR AND BENTENGAN ON THE LOCOMOTOR FUNDAMENTAL MOVEMENT SKILLS OF ELEMENTARY SCHOOL STUDENTS
This study aimed to examine the effect of the traditional games Gobag Sodor and Bentengan on improving the fundamental locomotor movement skills of elementary school students. A quasi-experimental design with a two-group pretest–posttest format was applied to 40 third-grade students at SD Negeri 47 Jambi City. One class participated in Gobag Sodor and the other in Bentengan over eight structured learning sessions. Data were collected using an adapted Test of Gross Motor Development–2 (TGMD-2) instrument and analyzed through paired and independent-sample t-tests with a significance level of 0.05. The results revealed significant improvements in both groups, with Gobag Sodor producing a greater effect (mean difference = 16.15; p < 0.001) than Bentengan (mean difference = 12.20; p < 0.001). The comparative test confirmed that Gobag Sodor was more effective (p = 0.032), supported by a strong effect size (Cohen’s d = 1.5). These findings demonstrate that integrating traditional games into physical education enhances students’ motor competence, motivation, and social interaction while preserving cultural heritage.
Copyright (c) 2025 Bela Kiara Ananta, Sayuti Syahara https://creativecommons.org/licenses/by-sa/4.0
EVALUATING PROJECT-BASED LEARNING AS A PEDAGOGICAL STRATEGY TO PROMOTE ACTIVE LEARNING AND CRITICAL THINKING IN ELEMENTARY SCIENCE LESSONS
This study aims to evaluate the effectiveness of Project-Based Learning (PjBL) in promoting active learning and critical thinking in elementary science lessons. Using a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, the study was conducted in two cycles involving 24 sixth-grade students at SDN 182 Tanjung Jabung Barat. Data were collected through observation sheets assessing visual, oral, listening, writing, and motoric activities, as well as critical thinking tests measured through interpretation, analysis, evaluation, inference, and explanation indicators. The findings show a substantial improvement in students’ learning activeness from 56.2% in Cycle I to 87.4% in Cycle II. Similarly, students’ critical thinking scores increased from 61.5 (moderate) to 83.8 (high). These improvements were achieved through iterative refinement of project activities, which provided structured opportunities for hands-on exploration, collaborative problem-solving, and reflective inquiry. Overall, the study concludes that PjBL effectively fosters a student-centered learning environment that enhances participation and higher-order thinking skills, aligning with the development of twenty-first-century competencies in elementary science education
Copyright (c) 2025 Suko Sulasono, Indryani Indryani, Bunga Ayu Wulandari https://creativecommons.org/licenses/by-sa/4.0
ENHANCING HIGHER-ORDER THINKING SKILLS AND STUDENT DISCIPLINE THROUGH THE IMPLEMENTATION OF PROBLEM BASED LEARNING IN IPAS LEARNING
This study was motivated by the low level of Higher-Order Thinking Skills (HOTS) and weak learning discipline among fifth-grade students at an elementary school in Muaro Jambi during IPAS lessons. Initial observations and pretest results showed that students’ higher-order thinking abilities were still limited, with an average score of 54.76 and 0% of students meeting the minimum mastery criteria. Learning discipline was also low, indicated by only 4% of students being categorized as good. These conditions encouraged the implementation of the Problem Based Learning (PBL) model to improve cognitive performance and discipline. This research employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected using HOTS tests, observation sheets, and discipline rating scales. The findings revealed a significant improvement: the average HOTS score increased to 66.24 in Cycle I and 82.92 in Cycle II, with learning mastery reaching 92%, and a normalized gain of 0.613. Student discipline also improved, with 96% categorized as good in Cycle II. These results indicate that PBL is effective in enhancing HOTS and learning discipline in IPAS learning.
Copyright (c) 2025 Riyan Supriadi, Muhammad Sofwan, Bunga Ayu Wulandari https://creativecommons.org/licenses/by-sa/4.0
ENHANCING EARLY READING COMPETENCE THROUGH WHOLE WORD METHOD-BASED SCRAPBOOK MEDIA IN ELEMENTARY SCHOOLS
This study was motivated by the low early reading skills of elementary school students, which were caused by mechanistic learning practices and the lack of engaging instructional media suitable for children’s developmental characteristics. This problem highlights the need for innovative learning approaches that emphasize visual experiences, motor activities, and contextual meaning comprehension. The purpose of this study was to develop a scrapbook media based on the Whole Word Method as an effort to enhance elementary students’ early reading competence. This study employed a Research and Development (R&D) method using the ADDIE model, which includes the stages of analysis, design, development, implementation, and evaluation. The research subjects consisted of 25 first-grade students and one classroom teacher at SD Negeri 162/IV, Jambi City. The results indicate that the developed scrapbook media met the criteria of very high validity with a score of 91.4%, high practicality with a score of 93.7%, and effectiveness, with the average score increasing from 63.5 to 87.2 (N-Gain = 0.65, medium–high category). The scrapbook media proved capable of improving students’ early reading skills through contextual, visual, and enjoyable learning activities. This study recommends that elementary school teachers utilize visually creative media, such as scrapbooks, as an alternative for early-phase literacy instruction.
Copyright (c) 2025 Julyanur Suci Wardayati Di Ningrum, Destrinelli, Muhammad Sofwan https://creativecommons.org/licenses/by-sa/4.0
INNOVATION IN LOCAL WISDOM-BASED LEARNING: DEVELOPING TEACHING MATERIALS ON JAMBI MALAY CULTURE IN PRIMARY SCHOOLS
This study was motivated by the lack of contextual learning materials that integrate local cultural values into elementary education, particularly related to Jambi Malay Culture. The absence of appropriate teaching resources has resulted in limited student understanding of local wisdom and cultural identity. Therefore, this study aims to develop innovative local content teaching materials based on Jambi Malay Culture to strengthen students’ character and appreciation of their cultural heritage. The research employed a Research and Development (R&D) method using the ADDIE model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The participants of this study were fourth-grade students at SD Negeri 151/IV Jambi City. Data were collected through expert validation sheets, teacher and student response questionnaires, and learning achievement tests. The results of the study show that (1) the validity of the developed teaching materials was categorized as very valid with an average score of 3.68 out of 4, covering content accuracy, language, and visual design; (2) the practicality was very practical with a score of 85%, as both teachers and students responded positively to ease of use and attractiveness; and (3) the effectiveness was proven by a 27% increase in students’ posttest results, indicating improved understanding of local cultural values
Copyright (c) 2025 Tio Tanra Azaria, Yantoro Yantoro, Atri Widowati https://creativecommons.org/licenses/by-sa/4.0
TEACHERS' INNOVATIVE STRATEGIES IN DEVELOPING CONTEXTUAL INTEGRATED SOCIAL STUDIES LEARNING IN MI/SD
This study aims to describe innovative strategies used by teachers in developing contextual integrated social studies learning in MI/SD, including the planning, implementation, and assessment stages, as well as the factors that support and hinder its implementation. The research used a descriptive qualitative approach with a case study design at SDN 001 Airtiris. The research subjects included classroom teachers, the principal, and students as supporting informants. Data were collected through observation, in-depth interviews, and documentation studies, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that the teachers' strategies were realized through mapping the integration of social studies concepts based on the local context, implementing meaningful learning activities such as discussions and simple social problem solving, and using authentic assessments in the form of assignments, work demonstrations, and reflections. Supporting factors included the support of the principal and the use of the environment as a learning resource, while time and facility constraints were the main obstacles. This study provides practical recommendations for MI/SD teachers in developing contextual and meaningful integrated social studies learning.
Copyright (c) 2025 Putri Rahma Dani, Aramudin https://creativecommons.org/licenses/by-sa/4.0
DEVELOPMENT AND VALIDATION OF AN ANTHROPOMETRIC-BASED TALENT IDENTIFICATION TEST FOR EARLY VOLLEYBALL ATHLETES AGED 6–9 YEARS
Early identification of sport talent is vital for systematic athlete development and long-term success. However, validated tools for detecting early volleyball talent are scarce, especially for children aged 6–9 years. This study developed and validated the Early Volleyball Anthropometric Talent Test (EVATT-6/9) as a reliable and practical instrument based on anthropometric indicators. Using a research and development (R&D) design with a mixed-methods approach, 90 students (45 boys, 45 girls) from three elementary schools in Pekanbaru, Indonesia, were tested on seven indicators: body height, arm span, standing reach, leg length, upper-arm circumference, hand length, and calf circumference. Analyses included Aiken’s V, Exploratory and Confirmatory Factor Analyses, and reliability tests (Cronbach’s ?, ICC). All indicators showed strong content validity (Aiken’s V > 0.90) and excellent reliability (? = 0.87; ICC = 0.89). Two latent factors—upper-body reach/control and lower-body power/support—explained 72.4% of variance, and criterion validity was confirmed (r = 0.68, p < 0.01). EVATT-6/9 is valid, reliable, and practical for early volleyball talent identification in school and grassroots settings.
Copyright (c) 2025 Iska Noviardila, Syahrial Bakhtiar, Khairuddin Khairuddin https://creativecommons.org/licenses/by-sa/4.0