International Journal of Learning Reformation in Elementary Education
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The Effectiveness of Problem-Based Learning on Elementary Students’ Critical Thinking and Problem-Solving Skills
Full text linkThe development of critical thinking and problem-solving skills is a central objective of contemporary elementary education. This study examined the effectiveness of Problem-Based Learning (PBL) in enhancing the critical thinking and problem-solving abilities of fourth-grade students within integrated IPAS instruction. A quantitative quasi-experimental design employing a nonequivalent control group pretest–posttest approach was used. The participants consisted of 46 fourth-grade students, divided into an experimental group (PBL, n = 23) and a control group (Project-Based Learning, PjBL, n = 23). Data were collected using validated pretest and posttest instruments measuring critical thinking and problem-solving skills. Descriptive and inferential analyses were conducted, including paired samples t-tests and effect size calculations using Cohen’s d. The results indicated that students in the PBL group demonstrated statistically significant improvements in critical thinking (t(22) = −7.40, p < .001, d = 1.42) and problem-solving skills (t(22) = −6.67, p < .001, d = 1.45), representing very large effects. In contrast, the PjBL group showed only modest and non-significant gains. These findings suggest that PBL is more effective than PjBL in fostering higher-order cognitive skills among elementary students. The study contributes empirical evidence supporting the integration of problem-centered learning approaches in primary education to enhance essential 21st-century skills
The Effect of Digital Media and Visual-Spatial Intelligence on Geometry Learning Outcomes for Grade 4 Elementary Students
Full text linkE-books and G-Sites are increasingly commonly used in geometry learning in elementary schools; therefore, it is necessary to conduct more intensive research to ensure the effectiveness of this digital media in accordance with the characteristics of students. This study investigated the effect of these media on Grade 4 students who have different levels of visual-spatial intelligence on their understanding of the subject of geometry. The study employed a quasi-experimental method with a 2x2 factorial design, pretest-post-test. The research subjects were 62 students. This study showed that (1) G-Sites is significantly more effective than e-books in improving geometry learning; (2) students who have high visual-spatial intelligence have a better understanding of geometry than those who have low visual-spatial intelligence; and (3) there is an interaction between digital media and students’ visual-spatial intelligence on the understanding of geometry. G-Sites are a significantly more effective medium for students with low visual-spatial intelligence. The conclusion is that the use of digital media for geometry material should consider students’ visual-spatial intelligence. We suggest that the use of e-books should be combined with concrete media. Concrete media can facilitate the process of externalization from 2D representation to 3D understanding, thereby reducing the cognitive load experienced by low-visual-spatial students. It is necessary to conduct research by considering other characteristics of students
A Study of Students’ Science Experiences with Metacognitive Learning Strategies in Indonesian Elementary Schools
Full text linkStudents’ lack of learning awareness influences science learning loss in elementary schools due to poor metacognitive skills. Therefore, teachers need to facilitate the development of students’ metacognitive abilities, for example, by utilizing metacognition-based modules to provide an independent and engaging science education experience. The present study sought to develop a science module founded on metacognition principles, to facilitate autonomous and pleasurable learning for pupils in elementary school. We followed the research and development procedure to generate the module. A needs analysis was conducted to determine the demand for the metacognition-based module and identify student characteristics and learning challenges. The needs analysis data were collected via interviews and observation. The module was assessed by experts and tested for effectiveness through a one-group pretest-posttest experiment. The expert evaluation instrument and metacognition awareness inventory (MAI) were developed and validated. The expert validity score was determined using the Delphi technique. The qualitative data on expert judgment were analyzed descriptively, while the quantitative data on expert judgment were determined using the Aiken-V coefficient. Metacognition data were analyzed using the paired sample t-test. The expert validation score was high, indicating that the module was valid. The effectiveness test result using the t-test showed a significant difference in the study participants’ metacognitive skills before and after learning (sig = 0.000 or sig < 0.05). This study’s findings suggested that a metacognition-integrated module could facilitate the development of elementary school students’ metacognitive skills. Teachers as facilitators play a crucial role in providing instruction and assisting students in the classroom
Unveiling the Power of Transformational Leadership in Faith-Based Schools Through Systematic Literature Review
Full text linkThis study aims to explore the impact of transformational leadership in faith-based schools through a systematic literature review. It investigates how religious values and spiritual principles shape leadership styles and school performance. By analyzing various studies, this research highlights how transformational leadership rooted in religious values can drive increased motivation and engagement among staff and students in pursuit of educational excellence. The findings indicate that leadership approaches integrating spiritual, moral, and social awareness enhance both professional effectiveness and personal well-being among school leaders. Faith-based school leaders utilize religious values as a resource to strengthen transformational leadership practices. Integrating principles such as service, sacrifice, and compassion, derived from religious doctrines, enhances leadership efficacy and fosters a value-centered educational climate. This study makes a significant contribution to improving the quality of education and leadership in faith-based schools
Transforming Imaginative Narrative Reading Learning by Literacy Cloud-Assisted PQ4R Model: A Case Study of 2nd-grade Students
Full text linkThis study explores how the PQ4R learning method (Preview, Question, Read, Reflect, Recite, and Review) and digital media by Literacy Cloud can help second-grade students better at reading imaginative stories. This study used a pretest-posttest control group design using a quasi-experimental method. There were two groups: an experimental group and a control group. The sample consisted of two classes with 26 students in each class, so there were 52 students in total. The researchers tested imaginative narrative reading skills before and after the learning activities to collect data. The experimental group learnt utilizing the PQ4R method, supported by Literacy Cloud, while the control group used the usual learning method. After analyzing the data, the results showed that both groups enhanced their average reading scores. The experimental group's average score improved by 5.15 to 8.00, while the control group's score went up by 4.85 to 6.27. A paired t-test showed a significant difference between the scores before and after learning in both groups (p = 0.000). An independent t-test also showed a clear difference between the post-test scores of the two groups (p = 0.000), with the experimental group scoring 1.731 points higher on average than the control group. Based on the results, it can be concluded that the PQ4R learning model, supported by Literacy Cloud, is effective in helping second-grade elementary students improve their ability to read imaginative stories
Green Entrepreneur Learning Strategy in Strengthening Environmental Care Character for Sustainable Living
Full text linkEnvironmental care character education is one of the main foundations of living a sustainable lifestyle, especially for future educators who will work as social change agents. Examining green entrepreneurial learning techniques as a novel approach to assisting students by fostering environmental care values in the elementary school teacher education study program participants is the aim of this study. Students' ecological knowledge, feeling of social responsibility, and ability to think critically about environmental concerns may all be enhanced by introducing green entrepreneurship concepts into the curriculum, according to observations. Among the strategies employed are project-based learning (PjBL), multidisciplinary collaboration, and strengthening sustainability principles in all entrepreneurial undertakings. Methods: This research is descriptive and quantitative. The data analysis from expert validation results yielded an average score of 91, indicating exceptionally valid. The study's subjects were 112 pupils. Techniques for analyzing data that employ inferential statistics. Effectiveness testing is done using the analytical requirements test. The results show that this method not only shapes students' concerns about the environment but also inspires them to take an active role in developing creative, environmentally responsible solutions. According to this conclusion, the idea of green entrepreneurs should be more widely integrated into education in order to improve the nature of environmental care, which suggests that doing so will support sustainable development
Exploring the Creativity Habitus of Elementary Teacher Education Students within Visual Arts Learning Practices
Full text linkThe purpose of this article is to describe the creativity of elementary teacher education students in learning practices analyzed through the concept of habitus. The research method used is a qualitative type with content analysis techniques. Data collection techniques were carried out through semi-structured interviews, non-participatory observation, and documentation review. The research subjects were students, and the object of the research was the practice of visual arts learning in elementary schools. The sources interviewed consisted of classroom teachers. The results indicate that visual arts teaching practices in elementary schools are based not only on teachers' academic abilities but also on adequate facilities and infrastructure. The position of habitus in teaching practices in elementary schools makes students an audience that contributes to social practices that strengthen the creativity process based on four stages: person, process, product, and press. The combination of the students' understanding of aesthetics and habitus can support the creative process in the practice of teaching visual arts to elementary school students
The Application of the Number Head Together (NHT) Type Cooperative Learning Model in Science Learning
Full text linkThe application of learning models plays a very important role. This research aims to analyze the effectiveness of the NHT model in learning science and technology in grade 5 at a Madrasah Ibtidaiyah (an elementary religious-based school). The method used is a qualitative-descriptive study with a case study approach. The results show that the application of the NHT model is able to increase active participation and student learning outcomes. If the methods used in education are not appropriate, then achieving educational goals will be difficult to realize. The type of research used is qualitative. The qualitative research approach is concerned with human behavior and roles in research proposals. As a result, it is hoped that it will be easier for researchers to develop approaches and change their research targets so that they can be applied in the field. Physical fitness because it will influence learning outcomes and individual social adjustment. Students must also be seen as mentally prepared, referring to intelligence, high memory, fulfilled needs, desire or motivation to learn, ability to concentrate and pay attention, then readiness of learning materials as learning materials, exercise books, supported by various reading sources. This book provides information and helps students answer questions related to the teacher's lessons
Attitudes among Public School Teachers during The Implementation of Modular Distance Learning in Philippines
Full text linkThe COVID-19 pandemic has significantly reshaped the educational landscape, necessitating the implementation of Modular Distance Learning (MDL) in the Philippines. This study investigates the attitudes of public school teachers towards MDL, focusing on their readiness, schools’ preparedness, and the effectiveness of modular instruction. Employing a descriptive quantitative research design, data were collected from 261 public school teachers in Zamboanga City using a survey questionnaire. Results indicate that teachers exhibit a high level of readiness to implement MDL, demonstrating adaptability and willingness to embrace new teaching strategies. Schools also displayed a high level of preparedness, with established communication channels and health protocols. However, challenges persist, particularly regarding the effectiveness of modular instruction, which teachers perceive to be less effective compared to face-to-face learning. Statistical analyses reveal no significant differences in teachers’ attitudes based on demographic factors such as years of experience, educational background, or employment status. However, male teachers reported a higher perception of module effectiveness compared to their female counterparts. The findings underscore the need for continuous professional development and improved module design to enhance learning outcomes. This study contributes to understanding the realities of MDL implementation and provides a basis for future research on improving distance learning strategies.
The Effectiveness of a Digital Encyclopedia in Enhancing Scientific Literacy
Full text linkThis study aims to examine the effectiveness of using a digital encyclopedia to enhance students’ scientific literacy. In line with the rapid advancement of technology, the integration of digital media in the learning process has become increasingly relevant and essential. This research employed a quantitative experimental method using a one-group pre-test–post-test design. The sample was randomly selected from three classes, resulting in one experimental group. Data were collected through classroom observations and scientific literacy tests that had been previously validated. Data analysis involved a paired sample t-test to assess differences in scores before and after the intervention, and an effect size analysis using Cohen’s d to measure the magnitude of the impact. The results indicate that the use of a digital encyclopedia had a significant positive effect on improving students' scientific literacy. The engaging and interactive presentation of instructional materials proved effective in increasing students’ learning interest, which in turn fostered a culture of literacy. This study recommends further development of contextual digital learning media tailored to students’ educational levels