EDUCARE - Journal of Primary Education (JPE)
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Analysis of students\u27 interest in learning pancasila education in islamic elementary schools
Full text linkOne of the main challenges in teaching Pancasila Education at the elementary school level is the low level of student interest in learning. This is reflected in the lack of attention, low engagement, weak internal motivation, and the tendency to procrastinate. In addition, students perceive the subject as boring, even though Pancasila Education is essential for character formation and the development of social skills. This study employed a descriptive qualitative approach with 28 fifth-grade students and one homeroom teacher as participants. Data were collected through observation, interviews, and questionnaires based on Crow and Crow’s learning interest indicators. Triangulation techniques were applied to ensure data accuracy, thus providing a comprehensive overview of students’ learning interest in Pancasila Education. The research findings show that students’ interest in learning Pancasila Education is high when visual media and interactive activities are used. However, their awareness and concentration vary due to lecture-based methods and end-of-day scheduling. The main obstacles include difficulty understanding the material and limited media. Learning interest increases through varied methods, interactive media, differentiation, motivation, and more optimal scheduling. This study contributes by demonstrating that students’ interest in learning civics can be enhanced through a combination of interactive media, varied teaching methods, and differentiation. These findings enrich the discourse on effective strategies that improve students’ motivation, focus, and participation in Pancasila learning
Ecobrick as a sustainable lifestyle implementation in shaping students’ creativity and environmental care
Full text linkThe low levels of creativity and environmental awareness among elementary school students are the main issues addressed in this study. Implementing a sustainable lifestyle through the Pancasila Student Profile Strengthening Project (P5) is necessary to overcome these challenges. This study aims to analyze the implementation of the Ecobrick project as a sustainable lifestyle practice to enhance students’ creativity and environmental awareness, with a focus on developing creative potential. A descriptive qualitative approach was employed, using instruments such as closed questionnaires, interviews, observations, and documentation to examine the implementation of Ecobrick activities in fostering creativity and environmental care among elementary students. Data analysis followed four stages: data collection, data reduction, data presentation, and conclusion drawing. The results indicate that implementing the P5 project with a sustainable lifestyle theme through Ecobrick activities effectively enhances students’ creativity. Findings show that Ecobrick activities successfully met all creativity indicators, including curiosity, questioning skills, idea generation, and independent learning, while also increasing environmental awareness. This study contributes empirical evidence that the P5 project implementation through Ecobrick activities can simultaneously enhance creativity and environmental care, reinforcing project-based learning theory and providing practical guidance for teachers and schools to integrate Pancasila values through sustainable activities
Analyzing student retention trends in public schools across Kwara State Nigeria
Full text linkThe student retention rate in public primary schools in Kwara State is influenced by differences in gender and location. Inequities in educational access between urban and rural areas, as well as differences in facilities, significantly affect students\u27 continuation in school. This study aims to measure the retention rate of public primary school students in Kwara State based on gender, and the retention rate based on location. The research is a descriptive survey with a correlational design. The target population included all 230 public primary schools in six Local Government Areas (LGAs) selected from three senatorial districts in Kwara State. The instrument used was the Students’ Flow Checklist (SFC). Data collected were analyzed using formulas, the standard progression method, the rate method, and the t-test. The findings showed a significant difference in retention rates between male and female students in Ilorin West and Asa LGAs in public primary schools in Kwara State. There was also a notable difference in retention rates between Ilorin West LGA (urban) and Asa LGA (rural). It is recommended that retention rates be maintained by providing more classrooms, utilizing available resources, and ensuring effective teaching to achieve educational goals for all students. This study contributes by identifying significant differences in student retention based on gender and location in Kwara State. These findings support efforts to improve retention through facility provision, resource utilization, and effective teaching in public primary schools
Systemic strategies for enhancing elementary school teachers’ competence in the use of instructional media in Kosovo
Full text linkElementary school teachers in Kosovo demonstrate positive attitudes toward instructional media, yet their classroom implementation remains limited. Structural constraints, unequal digital infrastructure, insufficient professional development, and weak teacher retention systems hinder the effective integration of instructional media, ultimately constraining pedagogical innovation and the quality of learning in elementary education. This study examines Kosovo primary teachers’ instructional media competency needs, identifies implementation barriers, and formulates effective enhancement strategies by analyzing teacher readiness and contextual constraints in integrating digital and non-digital media into classroom practice. This study employed a descriptive qualitative design involving purposively selected primary teachers, principals, and supervisors from urban and rural schools in Kosovo. Data were collected through interviews, observations, document analysis, and focus group discussions, and analyzed thematically to ensure credibility and contextual depth. This study concludes that teacher competence in Kosovo is shaped by interconnected structural, institutional, and motivational factors rather than individual capacity alone. Limited infrastructure, insufficient professional development, teacher attrition, and weak retention systems undermine learning quality. Despite positive attitudes toward innovation, inadequate educational ecosystems hinder implementation, highlighting the need for integrated, sustainable, and context-sensitive systemic reforms. The findings imply that education improvement in Kosovo requires systemic policy reforms, including sustained professional development, teacher retention strategies, curriculum renewal, and equitable digital infrastructure, to effectively translate teachers’ positive attitudes into improved instructional practices and learning quality
Utilization of wordwall as an application for elementary school thematic learning evaluation
Full text linkThis research is motivated by the problem of boredom and lack of student motivation in participating in learning evaluations that tend to be monotonous in elementary schools. This study aims to reveal the benefits of using Wordwall as an interactive thematic learning evaluation tool. This study uses a qualitative method with a descriptive approach, where data is obtained through interviews with fifth-grade teachers at an elementary school in Bandar Lampung. The study results indicate that using Wordwall increases student engagement and enthusiasm in participating in the evaluation. In addition, Wordwall allows teachers to create more creative and varied assessments and provide direct feedback to students. Although several obstacles exist, such as the need for an internet connection and paid features, Wordwall has proven effective in increasing student learning motivation. The contribution of this study shows that the use of Wordwall can serve as an innovative alternative in learning assessment, particularly in science subjects. Wordwall not only increases student engagement and motivation but also helps teachers provide creative assessments and immediate feedback, thereby supporting a more interactive and meaningful learning process
Optimization of problem-based learning model in thematic learning in elementary schools
Full text linkImplementing problem-based learning in elementary schools is challenging, as it requires a lack of teacher understanding and training and time and technology constraints. A dense curriculum also limits the effectiveness of PBL. Nevertheless, PBL can improve students\u27 critical, collaborative, and analytical thinking skills. The purpose of this study is to optimize the problem-based learning model in thematic learning at elementary schools to enhance student engagement, critical thinking, creativity, and overall learning outcomes. This study used a qualitative descriptive design to explore Problem-Based Learning in thematic learning, focusing on stages, challenges, and success factors through observation, interviews, document analysis, and triangulation. The results of this study indicate that implementing Problem-Based Learning in Islamic elementary schools, including elementary school, strengthens student competencies through active, collaborative, and problem-based learning. This method enhances students\u27 social skills, teamwork, critical thinking, and independence while motivating them through interactive media. Educators are facilitators, assisting students in organizing information and developing creative solutions. Although challenges such as high costs and longer implementation times pose obstacles, adequate infrastructure support and positive student responses make PBL effective in equipping them with essential life skills for the future. This study\u27s contribution is to illustrate that the application of the Problem-Based Learning model in Islamic elementary schools is effective in improving student competencies through active, collaborative, and problem-oriented learning activities. This study also shows that PBL can improve students\u27 social skills, teamwork, critical thinking, and independence and motivate them with the use of interactive media
Optimizing learning evaluation for students with special needs in elementary schools
Full text linkThe main issue of this study is that learning evaluation for students with special needs in elementary schools is often suboptimal, as it does not adequately consider individual abilities and needs, thereby hindering accurate monitoring of academic progress and the provision of effective support to achieve optimal learning outcomes. This study aims to analyze the effectiveness of the Al-Qur\u27an Hadith learning evaluation method for students with disabilities in inclusive schools, focusing on madrasah ibtidaiyah. Learning evaluation is an activity that teachers must carry out to determine the extent to which learning has succeeded in achieving the desired goals, especially for students with disabilities. This study uses a qualitative approach with a case study type, combining observation, interview, and test techniques. Data validity is tested through triangulation of sources, methods, and time. The study\u27s findings indicate that madrasah ibtidaiyah has attempted to adapt to the needs of students with disabilities but still needs improvements in evaluation to meet individual needs. More personalized evaluation methods and more advanced educational technology are key, as is improving teacher training to recognize the variety of educational needs. With these improvements, madrasah ibtidaiyah can improve evaluation fairness and support all students\u27 maximum potential in a supportive environment. This study contributes to the development of more personalized evaluation methods for students with disabilities and the integration of educational technology. This supports improving teacher training to create a more inclusive educational environment
Building inclusive education: Models and supporting factors in elementary schools
Full text linkInclusive education in educational institutions still faces challenges, such as negative societal perceptions, limited teacher competencies, inadequate supporting facilities, and curricula that must be fully adaptive. The purpose of this study is to analyze inclusive education models and identify supporting factors in elementary schools to improve service quality, access, and learning success for all students. This study employs a qualitative descriptive method with an embedded case study approach. Data were collected through in-depth interviews, direct observation, and document analysis, and they were validated using source and technique triangulation. The study identifies three key aspects of inclusive education: (1) student interactions through a uniform curriculum, empathy, and teacher support; (2) infrastructure optimization, including adequate facilities and provisions for students with special needs; and (3) synergy among schools, parents, and resource centers for collaborative inclusion. Recommendations include teacher training, improved facilities for children with special needs, and the use of educational technology. These strategies aim to enhance the effectiveness and sustainability of inclusive education in elementary schools. The contribution of this research provides an understanding of the application of inclusive education models in basic education through interactions between students supported by a uniform curriculum and teacher assistance, optimization of adaptive school infrastructure for students with special needs, and collaboration between schools, parents, and resource centers to create an inclusive learning environment
Enhancing student learning outcomes through visual teaching materials in Christian religious education for elementary schools
Full text linkThis study investigated the impact of visual instructional materials on the learning outcomes of primary school pupils in Christian Religious Studies (CRS) in Ado-Ekiti, Ekiti State, Nigeria. The purpose of this study is to examine the effectiveness of using visual teaching materials in Christian Religious Education at the elementary school level to improve student learning outcomes and develop more innovative, engaging teaching strategies. The study used Bible story pictures in instruction with a quasi-experimental design involving 119 Primary 5 CRS pupils in Ado-Ekiti. Data were gathered via the Christian Religious Studies Achievement Test (CRSAT) and analyzed using t-tests and ANOVA to evaluate learning outcomes. The findings revealed a significant difference in the post-test scores between the experimental and control groups, indicating the effectiveness of the chalk and talk method supplemented with visual instructional materials. However, the interaction between treatment and gender was found to be statistically insignificant. Based on these findings, it is recommended that primary school teachers in Christian Religious Studies (CRS) adopt this method during the instructional process. The study was conducted within a constrained timeframe due to the school calendar. This study validates the effectiveness of the "chalk and talk" method with visual aids in enhancing elementary students’ performance in Christian Religious Studies. It offers insights for curriculum strategies, acknowledges time limitations, and recommends further research across longer durations or varied contexts for broader understanding
Improving student learning outcomes through implementation diorama media based on problem-based learning
Full text linkLearning activities in elementary schools are still dominated by conventional lecture methods, resulting in low student engagement and limited critical thinking skills. The lack of innovative and interactive media makes it difficult for students to understand abstract concepts. Therefore, effective learning tools such as diorama media integrated with problem-based learning are needed to improve student learning outcomes. This study examines the effectiveness of Problem-Based Learning (PBL)-based diorama media in improving student learning outcomes on the material of ASEAN agricultural products in elementary school. The method used is Classroom Action Research (CAR), which is implemented in two cycles, each consisting of planning, action implementation, observation, and reflection. Data were obtained through learning outcome tests, observation, and documentation. The results of the study showed a significant increase in student learning outcomes. Classical completeness increased from 40% in the pre-cycle to 60% in cycle I and finally reached 80% in cycle II, meeting the established classical completeness standards. Applying PBL-based dioramas has proven effective in helping students understand the types of ASEAN agricultural products while developing critical thinking, problem-solving, and collaborative skills. In addition, this method increases students\u27 active involvement in the learning process, making the learning experience more interactive and contextual. This study contributes to the educational literature by offering innovative learning strategies that teachers can apply to create a more interesting learning atmosphere. These results can also be a reference for developing a PBL-based curriculum at the elementary school level to improve the quality of learning