EDUCARE - Journal of Primary Education (JPE)
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The effect of learning media development on improving student motivation in islamic elementary schools
Full text linkLearning in Islamic elementary schools is often characterized by teacher-centered instruction and limited use of interactive learning media, resulting in low student motivation and passive learning behaviors. The lack of engaging, technology-integrated media hinders students’ active participation, reduces learning interest, and limits the development of meaningful and motivating learning experiences. This study investigates how learning media development is designed, validated, and implemented to effectively enhance student motivation in Islamic elementary schools through feasible and engaging instructional media. This study used a research and development approach with the ADDIE model involving 25 fifth-grade students. Data were collected through observations, interviews, questionnaires, and pretest–posttest, and analyzed using Likert scales and N-Gain to assess feasibility and effectiveness. The study concludes that ADDIE-based Digital Crossword effectively enhances elementary students’ motivation, engagement, and conceptual understanding in Natural and Social Sciences. Acting as a pedagogical mediator, the media combines multimodal elements, game mechanics, and immediate feedback to foster active, meaningful learning. High expert validation and positive student responses confirm its feasibility and pedagogical potential, with moderate N-Gain improvement observed. This study is significant as it provides empirical evidence that ADDIE-based Digital Crossword media effectively enhances student motivation, engagement, and conceptual understanding, offering a practical, scalable model for interactive, game-based learning in elementary education
Exploring students\u27 creative thinking processes in solving non-routine mathematical problems
Full text linkCreative thinking is an essential 21st-century skill that plays a significant role in mathematics learning, especially when students encounter non-routine problems. Unfortunately, learning practices still predominantly use routine questions that emphasize algorithmic procedures, limiting students’ opportunities to develop their creative potential. This study aims to analyze the types of creative thinking students employ when solving non-routine mathematical problems and to describe their cognitive characteristics. Using an exploratory qualitative approach and a case study design, the research involved 108 eighth-grade students, with three representative subjects selected for analysis through written tests and in-depth interviews. The findings reveal variations in students’ creative thinking in solving non-routine math problems. Most (48.15%) are replicative, imitating solutions with limited flexibility; 37.96% are adaptive, adjusting strategies to context; and 13.89% are constructive, creating original solutions independently. This highlights the need for non-routine problems, creativity-based learning, and STEM integration to enhance flexibility, advanced creativity, and contextual analytical skills. The study contributes by demonstrating how non-routine problems and creativity-focused, STEM-integrated learning can cultivate diverse creative thinking types, enhance cognitive flexibility, and foster students’ ability to generate original, contextually informed solutions in mathematics education
The effectiveness of the RADEC learning model in improving student learning achievement
Full text linkLearning is closely related to student academic achievement as one of the indicators of success. In the era of Society 5.0, many learning models have not met effectiveness standards, thus requiring more relevant innovations. The RADEC (Read, Answer, Discuss, Explain, Create) model is an alternative that encourages active student involvement and enhances learning outcomes. This study aims to examine the effectiveness of the RADEC model in improving the academic achievement of elementary school students. The research employs a quantitative approach with a pretest-posttest control group experimental design involving two elementary school students. Data were collected through tests and observations and analyzed descriptively and inferentially using the Wilcoxon test to measure the effectiveness of the RADEC model in improving learning outcomes. The results indicate that the RADEC learning model effectively improves elementary students’ academic achievement through five active stages that promote critical thinking, creativity, and collaboration. The average posttest score of the experimental group reached 83.06. This model also strengthens intrinsic motivation, reflectivity, and 21st-century skills. The role of the teacher as a facilitator and ongoing training are key to the successful and meaningful holistic implementation of the model. This study contributes to the development of innovative learning models relevant to the needs of 21st-century education. The RADEC model proves capable of enhancing student academic achievement, critical thinking skills, creativity, and collaboration. The findings serve as a reference for educators and policymakers in designing effective learning strategies and encourage continuous teacher training to improve the quality of education in elementary schools
Gender roles and identity in visual representations of primary education textbooks in West Bengal and Bangladesh
Full text linkTextbooks serve as a vehicle for social change. From early childhood in school, through textbooks and classroom experiences, students learn about gender socialization, societal norms and beliefs, gender roles, inequality, and bias. Therefore, it is crucial to create gender-neutral textbooks, which requires textbook analysis. This study aims to analyze the images used in primary education textbooks in West Bengal and the National Curriculum and Textbook Board, Government of Bangladesh, to examine gender stereotypes and bias. The study employs qualitative and documentary research approaches through content analysis. The findings indicate that patriarchy and gender bias are reflected in the visual imagery of textbooks. Images often underrepresent women, portraying them in indoor roles such as domestic work, household tasks, or light labor, while men are predominantly shown in outdoor, professional, and leadership roles, reinforcing gender disparities in identity and societal roles. Efforts to demonstrate gender neutrality in primary-level language textbooks in West Bengal and Bangladesh remain limited, and encouragement for gender reflection is minimal, hindering the development of sustainable perceptions of gender roles in society. The findings contribute to policy changes at the state or national level to ensure the development and implementation of guidelines that promote gender-neutral content in educational materials, and are useful for textbook development agencies, textbook writers, and teachers in creating a gender-sensitive curriculum and textbooks
Needs analysis for educational comic media as a learning tool in elementary schools
Full text linkAdvancements in technology have driven innovation in learning media; however, its utilization at the elementary school level remains limited. Some institutions lack media that align with the characteristics and needs of fifth-grade students. The absence of media integrating visual and narrative elements hinders the enhancement of student motivation and comprehension. This study aims to analyze the needs for educational comic media as a learning tool in elementary schools to improve students’ interest, engagement, and learning effectiveness. The research employs a descriptive qualitative approach to examine the needs for educational comic media in primary education through observations, interviews, and document analysis. Data analysis follows Miles and Huberman’s interactive model, involving data reduction, presentation, and verification, with validity reinforced through triangulation. The study indicates that digital comics play a strategic role in enhancing students’ learning interest, engagement, and holistic character education. By integrating text, visuals, and context-based storytelling, this medium makes literacy active and enjoyable. Despite challenges like limited technology access and teacher readiness, solutions such as professional training, teacher-parent collaboration, and digital design tools enable educators to create creative, student-friendly media, fostering an inclusive, interactive, and effective learning environment while promoting literacy culture and character development. The study contributes by demonstrating that digital comics not only improve interest and engagement but also support holistic character education. The findings emphasize the importance of integrating text, visuals, and contextual storytelling in learning media and offer practical guidance for teachers to design creative, inclusive, and interactive instructional materials
Functional skills gap: The role of artificial intelligence and teachers\u27 digital competence in South Pakistani Islamic schools
Full text linkThe gap in teachers\u27 functional skills in utilizing artificial intelligence and digital competencies remains a major issue in Islamic schools in Southern Pakistan. Gender variations show differences in technological adaptation abilities, so that AI integration has not had an equal impact on improving functional pedagogical practices. This study aims to analyze the influence of digital competence and AI use on the functional skills of Islamic school teachers in Southern Pakistan and to examine the moderating role of gender in this relationship. This quantitative research with a cross-sectional survey design involved 450 Islamic school teachers in South Punjab using a Likert scale questionnaire to analyze the relationship between digital competence, AI use, and functional skills, as well as to identify gender-based differences in technology integration. This study concludes that the integration of AI and digital competence in Islamic education in Southern Pakistan is influenced by gender factors, with female teachers being more effective at converting AI into functional teaching skills. These findings call for gender-sensitive, inclusive, and sustainable professional development policies. This research contributes by strengthening empirical evidence of the role of gender in AI integration, enriching gender-perspective organizational theory, and offering a conceptual basis for gender-sensitive professional development policies for Islamic teachers
Developing character education in Islamic primary schools through a teoanthropoecocentric paradigm
Full text linkThis study highlights the fragmented nature of character education in Madrasah Ibtidaiyah, which tends to emphasize normative moral–religious instruction while neglecting anthropological and ecological dimensions. The absence of an integrative paradigm weakens holistic character formation, social responsibility, and environmental awareness, necessitating a theoanthropoecocentric approach in educational practice. The study aims to examine the implementation of the theoanthropocentric paradigm in character education at Madrasah Ibtidaiyah through the integration of divine, human, and environmental values in learning processes and daily educational practices. Employing a literature review method, this research analyzes character education grounded in the theoanthropocentric paradigm through rigorous source selection and conceptual synthesis to strengthen the theoretical foundation of holistic character education integrating theocentric, anthropocentric, and ecocentric values. The findings indicate that the theoanthropoecocentric paradigm effectively fosters holistic character development among Madrasah Ibtidaiyah students by integrating divine, human, and environmental values. Character education extends beyond normative moral instruction toward lived religious practice, ethical social relations, and ecological responsibility, with effectiveness contingent upon implementation consistency, institutional support, and school culture. The implications underscore the need to strengthen policies, curricula, and school culture that consistently integrate divine, human, and ecological values, alongside enhancing teachers’ roles as role models in promoting sustainable and holistic character education in Madrasah Ibtidaiyah
Developing interactive learning media to enhance elementary school students’ learning motivation
Full text linkLow learning motivation among elementary school students remains a major challenge in the learning process. Conventional methods, which are often unengaging, make students quickly bored and passive. Therefore, the development of interactive learning media is needed to effectively and enjoyably enhance student involvement, interest, and enthusiasm. This study aims to develop interactive learning media to increase elementary students’ learning motivation, promote active engagement, interest, and conceptual understanding through an enjoyable and effective learning experience. The study employs a Research and Development (R&D) method using the ADDIE model to develop the interactive learning media. The development process includes needs analysis, learning strategy design, media creation, implementation, and effectiveness evaluation. Data were collected through observation, interviews, questionnaires, and documentation, and analyzed both qualitatively and quantitatively to assess the quality and effectiveness of the developed learning product. The results indicate that the implementation of interactive learning media effectively improves student motivation and engagement. The use of physical components, such as wooden map boards and cultural picture cards, provides hands-on learning experiences that deepen student understanding. Despite challenges related to teacher adaptation and media accessibility, the benefits of this approach, particularly in enhancing motivation and learning outcomes, are evident. This study contributes to the development of interactive learning media that enhances elementary students’ motivation and engagement. By integrating physical components for active learning, the research offers an effective approach to teaching cultural diversity and provides insights into developing adaptive media that can be applied across various contexts and used more widely in classrooms
Literacy programs as an effort to strengthen the reading culture and improve students\u27 reading skills
Full text linkLow interest in reading and limited reading skills among students remain persistent challenges in schools. Without effective literacy programs, efforts to cultivate a strong reading culture and improve students’ reading abilities cannot be achieved optimally. This study aims to examine students’ low reading skills, the lack of teacher support in literacy programs, and limited parental involvement in school literacy initiatives. The study employs a qualitative field research design involving the principal, teachers, and students at an elementary madrasah. Data were collected through participatory observation, semi-structured interviews, and documentation. Analysis followed the Miles and Huberman model: data reduction, data display, and conclusion drawing. Triangulation was used to ensure data validity. The results indicate three main approaches to improving students’ reading skills in madrasah ibtidaiyah: a) teachers should use interactive and enjoyable strategies, b) teachers should participate in training on engaging models and media while providing supporting facilities such as libraries and reading corners, and c) parents should be involved in school literacy programs by providing interesting books at home and participating in family reading activities. This study contributes to enhancing students’ literacy in madrasah ibtidaiyah by offering interactive teaching strategies for teachers, promoting training on media use and supporting facilities such as libraries, and strengthening parental roles through the provision of interesting books and active participation in family reading programs
Integrating Jawi Language curriculum and character education in Thai Primary Schools: A qualitative case study
Full text linkThe lack of effective integration between the Jawi language curriculum and character education in Thai primary schools; challenges in teachers’ pedagogical adaptation; limited contextual learning materials; difficulties in students’ internalization of character values; the role of teacher autonomy and institutional support in implementation; the influence of socio-cultural context and community involvement on the sustainability of character education. This qualitative single-case study at Santiwitiya School, Thailand, examined Jawi curriculum integration in character education. Data were collected via classroom observations, interviews with principal, teacher, and student, and document analysis, then thematically analyzed using an interactive model, with trustworthiness ensured through triangulation, member checking, and ethical procedures. The findings indicate that Jawi-based character education at Santivitiya School is influenced by curriculum institutionalization, teacher autonomy, pedagogical capacity, and socio-cultural context. Lesson plans and worksheets ensure consistency but may limit flexibility. Effective character formation requires teacher autonomy, institutional support, community involvement, and active, contextual learning to address linguistic challenges. This study highlights the importance of balancing curriculum standardization with teacher autonomy and socio-cultural engagement, providing insights for effective Jawi-based character education and informing policy, pedagogy, and community collaboration