International Journal of Learning Reformation in Elementary Education
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Exploring Multicultural Education through a Research-Based Learning: A Case Study of Sanggar Anak Alam
Full text linkThe diverse and multicultural educational dynamics of Indonesian society demand an inclusive model that is responsive to cultural diversity. The national curriculum often fails to accommodate multicultural values. This study explores the development of multicultural learning through a research-based learning cycle method at Sanggar Anak Alam (SALAM), a culture-based non-formal schooling. A qualitative case study design was used, and data were collected through interviews, observation, and document analysis involving 35 participants. Thematic analysis and triangulation with Atlas.ti revealed three main findings: 1) inclusive understanding strengthens student multicultural awareness; 2) the learning cycle method proved effective in instilling multicultural values; and 3) close collaboration between facilitator parents and schools was key to driving innovation in learning practices. The model developed in this study contributes significantly as a prototype for enriching culturally responsive curriculum that can be adapted into formal education systems to build students' multicultural competence, critical thinking, and empathy
Challenges in Implementing Values-Based Education: A Qualitative Study at Sekolah Terpadu Musa-Asiah (Sepama), Cambodia
Full text linkThis qualitative study explores the challenges of implementing values-based education in Sekolah Terpadu Musa-Asiah (Sepama), an integrated Islamic elementary school in Svay Khleang Village, Kroch Chmar District, Thbong Khmum Province, Cambodia. Using observation and interviews with teachers, school leaders, and parents, the study identifies difficulties in aligning the national Cambodian curriculum with Islamic values, teacher preparedness limitations, and student adaptation constraints. This research integrates literature reviews and presents a conceptual framework that illustrates the dual influence of national and religious curricula on classroom practices. The findings are organized into three key themes: curriculum integration, pedagogical implementation, and socio-cultural barriers. Tables are included to highlight data patterns and thematic insights. The study provides strategic recommendations to improve the synergy between moral instruction and academic goals in post-conflict educational settings
The Implementation of the Policy on Strengthening Cultural Values and Local Wisdom in Elementary Schools
Full text linkTechnological advances in the era of globalization have caused a shift in social values, which has the potential to reduce the younger generation's understanding and appreciation of their cultural heritage. In response to this situation, the Baubau City Government has established policies, but elementary school students' awareness and understanding of preserving Buton's cultural values and local wisdom are still minimal. This study comprehensively examines the implementation of policies to strengthen cultural values and local wisdom in elementary schools in Baubau City, using a qualitative approach with a case study method. Data was obtained through observation, in-depth interviews, and documentation at three elementary schools. The data shows that the policy has been integrated into intracurricular and extracurricular activities and the creation of school culture through the instillation of discipline and school rules, with several obstacles found, including limited resources and suboptimal monitoring, evaluation, and accountability. These findings provide effective input for the formulation of policies and guidelines for the sustainable implementation of strengthening Buton’s cultural values and local wisdom
Development of Student Book as a Means to Instill Social Care, Honesty, and Responsibility to Enhance Academic Achievement in Elementary School
Full text linkThis study aims to explore the development of a student book designed to instill the values of social care, honesty, and responsibility in third-grade students at Muhammadiyah Ambarbinangun Elementary School. The student book is intended to meet validity, practicality, and effectiveness criteria to enhance students' academic achievement. The research method used was Research and Development with the ADDIE model, involving 30 students as subjects. Data were collected through observation and testing. The results showed that media expert validation yielded a score of 4.5, categorized as very valid, while material expert validation received a score of 4.2, also categorized as very valid. Based on student questionnaires, the average response score reached 4.3, categorized as very practical. The average posttest score of students reached 78,2, compared to a pretest score of only 55,4. Paired sample testing showed a significance level below α (0.00 < 0.05), indicating a significant difference in student achievement before and after using the student book. The N-Gain score obtained was 0.51, classified as moderate
Interactive Multimedia Based on Android: A Learning Management System in Elementary School
Full text linkThis study aims to improve student learning outcomes through the development of an interactive multimedia application based on Android as an online learning management system for elementary school students that is valid, practical, and effective. The application development uses the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The subjects of the study consisted of expert validators, teachers, and fourth-grade students of the elementary school Laboratory University of Nusantara PGRI Kediri. The research instruments included a media and language expert validation questionnaire, teacher and student response questionnaires, and student learning outcome tests. The results showed that the developed multimedia application met the valid criteria with an average score of 85.57%. The practicality of the application is classified as very practical based on the positive responses of teachers of 85% and students of 82%. The application effectiveness test showed a significant increase in student learning outcomes with an N-gain score of 66%, included in the fairly effective category. Thus, this application is feasible and recommended as an alternative online learning medium at the elementary school level. Further research is recommended to expand the scope and variety of application content
The Use of Gamification (Kahoot!) to Increase Vocabulary Mastery in Elementary School
Full text linkThis study investigates the effectiveness of gamification, specifically through the use of Kahoot!, in enhancing vocabulary mastery among elementary school students. Employing a quasi-experimental design, the research involved 36 learners from SD Negeri 01 Pandian, consisting of 18 students from grade 6A as the experimental group and 18 students from grade 6B as the control group. Data were gathered through pre-test and post-test vocabulary assessments, accompanied by student questionnaires designed to capture levels of engagement and motivation during the learning process. Quantitative data were analyzed using IBM SPSS Statistics 22. Paired sample t-tests were conducted to measure within-group differences, and independent sample t-tests were applied to compare learning outcomes between the two groups. The findings indicate that Kahoot! significantly improved students’ vocabulary achievement, as evidenced by a (Sig.) (2-tailed) value of 0.000 < 0.05. The experimental group’s mean score increased markedly from 45.78 (pre-test) to 86.22 (post-test), while the control group showed a smaller improvement from 39.56 to 63.11. These results demonstrate substantial gains in the group exposed to gamified learning, leading to the rejection of the null hypothesis (H₀) and acceptance of the alternative hypothesis (Hₐ). This confirms that the integration of Kahoot! positively influences vocabulary mastery among sixth-grade students. The study highlights the pedagogical potential of gamification in elementary education, suggesting that Kahoot! can be effectively incorporated into daily instructional activities to boost student engagement and vocabulary development. It contributes to the growing literature on digital learning tools, highlighting their role in creating interactive and engaging learning environments
Reimagining Geometry through Matheor: A Classroom-Based Study on Digital Engagement and Student Motivation
Full text linkThis study aims to explore the effectiveness of the Matheor application as an innovative tool in increasing students' interest in learning mathematics, particularly geometry, at the junior high school level. This study was conducted using a mixed-method approach, which combines qualitative and quantitative data collection to provide a comprehensive understanding of students' learning experiences and their engagement. Quantitative data were obtained through a structured survey using a 5-point Likert scale, while qualitative data were collected through semi-structured interviews with 15 selected students from three junior high schools in Surabaya, Indonesia. The results showed that the Matheor application significantly increased students' interest and motivation in learning to understand two-dimensional and three-dimensional geometry concepts. Most students reported increased engagement and satisfaction with mathematics learning after using the application. Qualitative data analysis revealed that Matheor's interactive and visual features helped students better understand abstract concepts. Although some students experienced challenges in the initial use of the application, they generally felt more confident and motivated to learn. The discussion of the results shows that educational technology, when well designed, can change the way students interact with difficult subject matter, such as geometry. This study concludes that Matheor has great potential to be integrated into the mathematics curriculum, supporting national education goals in strengthening STEM education. However, further research with larger and more diverse samples is needed to test the effectiveness of this application in various educational contexts
Global Educational Data Mining Research Trends in Education: A Bibliometric Analysis and Implications for Transformational Leadership in Education
Full text linkThe education sector faces new challenges and opportunities in the digital era of big data and rapid technological advancement. This study aims to perform a comprehensive bibliometric analysis of global research trends in Educational Data Mining (EDM) from 2012 to 2024 and examine their implications for transformational leadership in education. We extracted relevant EDM publications from the Dimensions database using the PRISMA methodology and analyzed publication patterns, collaboration networks, and methodological trends. The analysis reveals a marked increase in EDM-focused research interest over time, accompanied by growing international and inter-institutional collaborations and evolving research approaches. Findings suggest that transformational educational leaders can leverage EDM insights, such as data-driven and predictive analytics, to enhance teaching effectiveness, encourage participative decision-making, and foster innovative learning environments. This bibliometric review provides critical insights for educators and policymakers on integrating EDM with transformational leadership practices and encourages further research on data-informed leadership in education
The Use of Virtual Reality Platforms in Teaching Artistic Disciplines as a Factor in Creative Development
Full text linkThis research study investigates the impact of virtual reality (VR) platforms on students' creative development and motivation in artistic education. Employing a mixed-methods research design, 60 undergraduate art students, aged between 18 and 22, were divided into control and experimental groups. Group A received traditional instruction, while Group B engaged with immersive VR tools over six weeks, completing parallel artistic tasks. Creativity levels were measured using the Torrance Tests of Creative Thinking (TTCT), alongside validated motivation questionnaires. Pre- and post-test results revealed a statistically significant improvement in both creativity scores and engagement levels among participants in the VR group compared to the control group (p < .05). Additionally, ANOVA results confirmed the effectiveness of VR-based instruction in enhancing originality, expressive thinking, and creative amplification. The study followed strict ethical protocols, including informed consent and data privacy protection. Findings support integrating VR technologies as pedagogical tools in art education, suggesting that immersive environments foster higher-order thinking and sustained creative focus. Although limited by sample size and study duration, this research contributes to the growing body of evidence advocating digital innovation and creativity in education. Future studies are recommended to examine long-term effects, platform-specific outcomes, and cross-disciplinary applications of VR in creative learning environments
The Combined Approach of Teaching at the Right Level and Problem-Based Learning to Foster Mathematical Critical Thinking Skills
Full text linkMathematical critical thinking is an essential skill that helps students analyze information, evaluate arguments, and solve complex problems systematically. However, many elementary students still struggle to attain higher-order thinking skills, mainly due to learning gaps in the classroom. This study aims to examine the effect of the integrated Teaching at the Right Level (TaRL) and Problem-Based Learning (PBL) approach on improving students' mathematical critical thinking skills. This research used a quasi-experimental method involving 34 fourth-grade students divided into experimental and control groups. The experimental group received TaRL–PBL instruction, while the control group used PBL only. Critical thinking skills were measured using pretest and posttest essay questions based on five indicators: interpretation, analysis, inference, evaluation, and explanation. The results showed a significant improvement in the experimental group (t = 2.462, p < 0.05) with a large effect size (Cohen’s d = 0.846), indicating that the TaRL–PBL approach had a strong impact on enhancing critical thinking. These findings suggest that integrating level-based instruction and problem-solving is effective in supporting differentiated learning and strengthening critical thinking in mathematics. The study also indicates that this integrated approach has strong potential to be further developed in mathematics education, particularly to enhance other skills such as creative thinking and mathematical connections