International Journal of Learning Reformation in Elementary Education
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Value-Based Education of Religious Moderation for Children in Schools and Families
Full text linkThis study examines the role of Pendidikan Anak Usia Dini (Early Childhood Education – PAUD) teachers and families in implementing religious moderation-based education in Bengkulu City, as well as to identify the challenges encountered in both school and family environments. The research employed a mixed-methods approach, utilizing interviews and questionnaires distributed to PAUD teachers. The findings reveal that teachers' theoretical understanding of religious moderation remains limited, although some values are indirectly applied in classroom practices. Supporting and inhibiting factors include the family environment, lack of training, and the absence of a specific moderation-based curriculum. This study recommends structured teacher training and strengthened collaboration between schools and families to instill religious moderation values from an early age
The Impact of Renewable Energy Learning Media Based on Local Wisdom on Critical Thinking Skills
Full text linkThis study aims to assess the effectiveness of renewable energy learning media based on local wisdom in enhancing students' critical thinking skills. A quantitative research approach was employed using a quasi-experimental design, specifically the Nonequivalent Control Group Design. The study involved 27 fifth-grade students from Karangjengkol 03 Elementary School, Cilacap, Indonesia. Data collection instruments included test questions, observation sheets, and documentation. Data analysis was conducted using descriptive and inferential statistics, with hypothesis testing performed through an independent sample t-test. The results indicate a significant improvement in students' critical thinking skills across four assessed aspects following the implementation of the learning media. The t-test results confirm this improvement, with a significance value (Sig. 2-tailed) of 0.000, which is less than the 0.05 threshold. This statistical outcome leads to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ), demonstrating that the renewable energy learning media had a measurable effect on students' critical thinking development. Furthermore, the mean post-test score in the experimental class was 84.03, significantly higher than the 48.75 achieved by the control class. This considerable difference in mean scores underscores the effectiveness of the intervention. The higher performance in the experimental group suggests that integrating local wisdom into renewable energy education provides contextualized learning experiences that better engage students and stimulate critical thinking processes compared to conventional teaching methods. These findings provide strong empirical support for the implementation of innovative, culturally relevant instructional strategies in elementary education
Creating Child-Friendly Schools in Islamic Educational Institutions in East Kalimantan for Continuous Strengthening of Student Characters
Full text linkChildren's education plays a crucial role in shaping the character and morals of the next generation. A child-friendly environment in Islamic educational units is an urgent need to support the holistic development of children physically, emotionally, and psychologically. Integrating Islamic Religious Education (IRE) in the education system strengthens spiritual, moral, and social values, thus creating individuals who are ethical and responsible. This study uses a descriptive qualitative method with a case study approach at MAN Bontang and MTsN Model Samarinda (both are public Islamic-based schools). Data were collected through interviews, observations, and documentation with purposive sampling techniques involving the head of the madrasah, IRE teachers, parents of students, and students. Data analysis was done through data reduction, presentation, and inductive conclusion drawing. The study results showed that the child-friendly environment in both madrasahs contributed to strengthening students' character based on sustainability. MAN Bontang emphasized coastal ecosystems and social entrepreneurship, while the MTsN Model Samarinda prioritized environmental education and zero bullying policies. The main supporting factors were madrasah policies that supported character education, community participation, and adequate facilities and infrastructure. This study also concluded that implementing a child-friendly environment in madrasas can create an educational ecosystem oriented towards academics and character formation based on sustainability. Synergy between schools, communities, and governments is needed to strengthen character education implementation sustainably
Exploring Teachers’ Perspectives on Leadership Regeneration in Muhammadiyah Schools: A Phenomenological Study
Full text linkLeadership regeneration in educational institutions plays a crucial role in ensuring long-term sustainability. In Muhammadiyah schools, this system is expected to embody the values of transparency, justice, and professionalism. Although such a system is in place, there is limited research on how teachers, as essential stakeholders, perceive and experience the process. This study explores the meanings attached to the leadership regeneration system by drawing on the experiences of nine Muhammadiyah teachers. Using a phenomenological approach, the research collected and analyzed data to uncover underlying perceptions. Overall, participants conveyed a generally positive attitude toward the system, though a few expressed minor dissatisfaction. Analysis revealed four key themes from the teachers’ narratives: transparency in leadership selection, which highlights the need for openness in decision-making; fairness and justice, emphasizing the importance of equitable treatment during transitions; a sense of care and support for teachers, showcasing leadership’s role in nurturing a positive environment; and motivation and professional growth, illustrating the system’s influence on teacher enthusiasm and career advancement. These findings highlight the importance of a well-designed leadership regeneration system in promoting teacher satisfaction and supporting the ongoing vitality of educational institutions
The Effect of Big Book Media on Beginning Reading Skills in 1st-Grade Students
Full text linkThis study aims to examine how Big Book media affects 1st-grade students' learning capacities. The method used is the Pretest-Posttest design for one experiment group, with one group serving as a sample for the study. An early reading skills test is provided before the need to use Big Book media to gather data. Analytical results indicate that there is a significant increase in reading comprehension after using the Big Book. Before the study, there were 3% of students who had not yet learned about huruf, 9% of students who had a specific need, and 16% of students who had learned about letters but had not yet been able to finish them. The average score for the pretest was 66.47, but the posttest score after using Big Book increased to 80.22, with a 6.5% increase. All of this indicates that Big Book media is an effective substitute for increasing students' reading comprehension and making a positive contribution to the learning process in elementary school. The implications of this study are the necessity of developing and implementing other educational media to increase students' understanding of the fundamentals of elementary school
Integration of History Learning and Digital Tourism: Utilizing AI for Cultural Conservation in the Ijen Geopark Region for Senior Secondary Students in Banyuwangi
Full text linkIjen Geopark has been designated a priority area in the UNESCO Global Geopark network since 2023 due to its rich geological, biological, and cultural diversity. However, this potential has not been fully utilized in local history education at the high school level. This study aims to develop a history learning module based on digital tourism and artificial intelligence (AI) for cultural conservation among high school students in Banyuwangi. This study adopted a Research and Development model that includes needs analysis, product design, limited trials, revisions, and implementation evaluation. The sample consisted of 190 students, 8 history teachers, and 18 schools. Data analysis used paired sample t-tests, Pearson correlation, and one-way ANOVA. The results showed an increase in knowledge scores from 52.1 to 80.3 and conservation attitudes from 3.1 to 4.2. The correlation between digital media use and learning outcomes yielded r = 0.62. Teachers rated the module's feasibility with an average of 4.3. It was concluded that this learning medium was effective in improving historical understanding and cultural awareness. Recommendations include improving internet infrastructure, providing teacher training, and implementing long-term, community-based evaluations. This study proposes a relevant, innovative, and contextual model for history education in the digital age
Examining the Influence of Elementary Teachers’ Innovative Strategies on Intermediate Pupils’ Learning Styles
Full text linkThis study explored the use of innovative teaching strategies—constructivist, collaborative, reflective, integrative, and inquiry-based—and their influence on the learning styles of intermediate pupils at Yusop Dais Elementary School. A descriptive quantitative design was employed, using a researcher-developed questionnaire for teachers and a student learning style instrument adapted from Abrami and Venkatesh. Findings revealed that most pupils preferred visual learning styles, followed by auditory and kinesthetic. Among the strategies, the constructivist approach was the most frequently applied by teachers. Statistical analysis showed no significant influence of visual and auditory learning styles on the effectiveness of constructivist, collaborative, integrative, or inquiry-based strategies. However, a significant relationship was found between the kinesthetic learning style and the reflective strategy. These findings indicate that while various innovative strategies are commonly used, their effectiveness may vary depending on students’ preferred learning styles. The results underscore the importance of aligning teaching strategies with learners’ needs to improve engagement and academic performance. Teachers are encouraged to consider diverse learning preferences and adapt their instructional approaches accordingly to ensure more inclusive and effective teaching practices
Utilizing the Platform Merdeka Mengajar in Elementary Schools: A Fundamental Effort for Learning Reform in Indonesia
Full text linkTechnology for teachers has a strategic role in supporting the learning reform, and in Indonesia, this process is currently taking place through the PMM. Therefore, this research aims to describe aspects of PMM implementation in elementary schools and the learning reform after teachers utilize PMM? Qualitative descriptive methods were used in this study. The participants were 6 principals and 11 teachers from 6 elementary schools in Cluster XVI Region 3 Parepare City, South Sulawesi, Indonesia. Data were collected using interviews, observation, and documentation techniques. The research data were analyzed in three stages: data condensation, data display, and conclusions. The results showed that aspects of PMM implementation are school support, external support, teachers' learning collaboration, benefits, and barriers. The characteristics of learning after PMM implementation are the diversity of learning methods, utilization of technology in learning, application of differentiated learning strategies, application of project-based learning, diversity of learning media, and increased student engagement. Various changes in learning characteristics after using PMM indicate significant reforms in the quality of the learning process
Exploring the Impact of the Merdeka Curriculum on Mathematics Education in Elementary Schools
Full text linkThis study aimed to analyze the implementation of the Merdeka Curriculum in mathematics learning at SDN Tegalsari (a state elementary school) during the 2024/2025 academic year using a qualitative descriptive method. The research focused on the planning, implementation, and evaluation of the curriculum, with subjects including the principal, vice principal for curriculum affairs, mathematics teachers, and students selected through purposive sampling. Data were collected through observations, interviews, and documentation, and analyzed using the interactive model of Miles & Huberman, which consisted of data reduction, data presentation, and conclusion drawing. The results indicated that the planning phase involved socialization, teacher training, the development of teaching materials, and the provision of facilities and infrastructure. The implementation emphasized project-based learning to strengthen the Profile of Pancasila Students, using a problem-solving approach to enhance students’ critical and creative thinking skills. The evaluation was conducted through diagnostic, formative, and summative assessments to measure the effectiveness of learning. This study highlighted the importance of school support in implementing the curriculum, including continuous teacher training and the optimization of learning facilities. Regular evaluations allowed schools to make strategic improvements to better meet students' needs and enhance overall education quality
Systematic Literature Review: Digital Literacy in the Classroom Teaching
Full text linkDigital literacy is not just an additional skill but a basic need that every individual must have in the modern era. This systematic literature review aims to identify the most effective strategies in improving digital literacy in the field of teaching. The stages of this review follow the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) reporting standards by searching academic literature through the Scopus database. The included studies meet the criteria that the articles were published between 2024, the studies were written in English, and open access and social sciences were the subject areas. The results of the study found 91 publications related to digital literacy in teaching. The research trend shows a significant increase from year to year. This indicates the increasing attention and urgency of this topic among researchers. A total of 42 countries were identified as the origin of publications, with Indonesia as the country of origin of the most publications. In addition, the main themes were not to be related to potential strategies for digital literacy in teaching, ranging from the use of advanced technology to empowering teachers and students. These strategies aim to create an inclusive, adaptive, and collaborative learning environment where technology becomes a tool to support meaningful learning. By ensuring effective technology integration, adequate teacher training, equity of access, and the use of collaborative teaching methods, digital literacy can become a key foundation for educational success in the digital age