International Journal of Learning Reformation in Elementary Education
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Advancing Social-Emotional Learning in Elementary Education: Exploring Implementation, Inclusivity, and Long-Term Impact
Full text linkSocial-emotional learning (SEL) has become a crucial component of student development, increasingly recognized for its positive impacts on both academic success and life outcomes. However, challenges remain in effectively implementing SEL programs across diverse educational settings, particularly in addressing the needs of marginalized and minoritized students. This study explores the integration of AI tools in the literature review process to examine current practices, effectiveness, and gaps in SEL programs. A literature review was conducted using various artificial intelligence applications, including Elicit AI, ChatGPT, and Google Scholar. Relevant articles were identified based on thematic focus and retrieved from credible academic sources. These articles were analyzed for thematic clusters using ChatGPT, and a word cloud was generated to identify supporting keywords. The analysis revealed several key factors critical to successful SEL program implementation: teacher competency, developmentally appropriate skill-building, and nuanced measurement techniques. The study also highlighted the need for more inclusive SEL programs that cater to the diverse needs of marginalized students. Evidence showed that SEL programs have a positive return on investment, contributing to both academic performance and long-term success
Development of an IREC Learning Model Based on Reliable Practices to Boost the Character Achievement of Elementary Students
Full text linkThe character crisis of elementary school students since online learning during the COVID-19 pandemic requires Islamic education teachers to improve the quality of learning models that can boost character achievements. This research aims to determine the factors that influence the development of the IREC model and the quality of the IREC model. IREC is the subject matter of Islamic Religious Education and Character. This development research uses the Research and Development model with the stages of definition, design, development, and dissemination. Data collection techniques include interviews, questionnaires, and documentation as well as Focus Group Discussions. Qualitative descriptive data analysis techniques are carried out by analyzing, describing, and summarizing events from data obtained through the interview process, documentation, and observation. The research results show that the success of implementing the IREC model is influenced by supporting factors, namely competent Islamic education teachers, active participation of students, and material moral support from the Principal, Teachers, and parents. The inhibiting factor is the lazy attitude of students. The reliable practice-based IREC model has met the quality of feasibility based on assessments by material and media experts and has been feasible in wide-scale testing. The implementation of the reliable practice-based IREC model can increase the achievements of religious character, responsibility, honesty, discipline, tolerance, and independence
Enhancing 5th-Grade Student Learning Outcomes with the Predict-Observe-Explain Learning Model in Integrated Thematic Learning
Full text linkThe Curriculum 2013 for elementary schools is designed around integrated thematic learning, One such approach is the Predict-Observe-Explain (POE) model. This study investigates the impact of the POE learning model on the learning outcomes at a private elementary school. Employing a quantitative experimental method with a Quasi-Experimental Design, the research targets fifth-grade students as the population. The independent variable is the learning model, while the dependent variable is the student's learning outcomes in integrated thematic learning. Data were collected through observation, tests, and documentation. The findings reveal a significant positive effect of the POE learning model on student learning outcomes. This is demonstrated by an increase in the average post-test scores compared to pre-test scores by 10.05, verified using the Wilcoxon test. Additionally, the Mann-Whitney U test analysis shows a significance value of 0.002, which is less than the alpha value of 0.05. This indicates a significant difference in learning outcomes between the experimental and control groups, confirming the effectiveness of the POE learning model in enhancing student learning in integrated thematic contexts
Enhancing Elementary Students' Learning Interest in Science with the 'Make-a-Match' Cooperative Learning Model
Full text linkThe objective of this study is to enhance students' engagement in learning natural sciences through the implementation of the 'Make-a-Match' cooperative learning model. The research was conducted with fifth-grade students at a public primary school in Purworejo, Indonesia comprising 19 students, with 14 males and 5 females. Employing a class action research design, the independent variable was the 'Make-a-Match' cooperative learning model, while the dependent variable was students' learning activity in natural sciences. Data were gathered through observation, documentation, and field notes, with analysis focused on observations of the learning process conducted by both teachers and students. Findings revealed an initial average of 48.75% in the first cycle, increasing to 75.83% in the second cycle. These results demonstrate that the application of the 'Make-a-Match' cooperative learning model effectively enhances students' learning activity in the science subject among fifth-grade elementary school students
From Design to Evaluation: Authentic HOTS Reading Literacy Instruments with Quizizz Paper Mode
Full text linkThis study aims to develop higher-order thinking skills (HOTS)--based authentic reading literacy instruments using paper mode in the Quizizz application at Metro Public Elementary School 9, Lampung. This study used the Research and Development (R&D) method with the ADDIE design including the stages of Analysis, Design, Development, Implementation, and Evaluation. The results showed that the instruments developed met the criteria of good validity and reliability. The content validity and the language of the instrument were evaluated by experts with the results showing conformity with HOTS indicators, while the instrument's reliability was measured using Cronbach's Alpha coefficient with a value of 0.77, indicating adequate consistency. The implementation of the instrument in the 5th grade of Metro Public Elementary School 9 showed that the majority of students were able to understand the text well, as well as increased students' interest and motivation to learn through the use of paper mode Quizizz. However, some students still had difficulty in understanding the implied meaning and providing critical interpretation of the text. Teachers gave positive support to the use of this instrument, which was considered effective and interactive in improving higher-order thinking skills in students. The findings suggest that the development of technology-based instruments such as Quizizz can be an innovative solution in reading literacy assessment, although further refinement is needed to increase the effectiveness in measuring all spectrums of students' HOTS abilities
Development of Earthquake Mitigation E-Book for Disability Student
Full text linkThis study aims to describe the development of an ebook on earthquake disaster mitigation, analyze the feasibility level of an ebook on earthquake disaster mitigation, and analyze the practicality of an ebook on earthquake disaster mitigation. This development research (RnD) study uses the ADDIE development model. Teachers and students from Klaten Regency's elementary school served as research subjects. The information was gathered using a questionnaire technique. Quantitative data include feasibility and practicality validation values, which refer to a five-interval Likert scale. The data analysis technique uses quantitative descriptive methods to validate feasibility and practicality. Test the validity of the data using member checks. This study shows that the E-book Earthquake Disaster Mitigation, the Canva website designing its ebook, and the software Flip PDF Professional convert PDF into links. Through the assessments of material and media experts, the ebook obtained an average feasibility score of 90% for material experts who showed "very feasible." Meanwhile, media experts received an average score of 93.1%, indicating "very feasible based on the material, presentation, language, and graphics previously analyzed, " so the ebook is suitable. The ebook received an average practice score of 94.7% in a practitioner's test assessment of thirteen representatives of special education teachers from Klaten Regency, indicating a "very practical" result. The e-development books are tailored to the previously identified needs, making them appropriate for children with special needs
Developing the Local Wisdom-Based Pop-Up Book for Fifth-Grade Students
Full text linkWithin the context of Kurikulum Merdeka (Indonesian Curriculum), traditional teaching methods often fail to engage elementary students effectively, leading to boredom and limited learning experiences. To address this, a study was conducted at a public primary school in Wonosobo Regency, revealing the need for interactive learning materials. This research focuses on developing Local Wisdom-based Pop-Up Books tailored for fifth-grade students in Indonesia. Through rigorous evaluation by experts and positive feedback from teachers and students, the Pop-Up Books prove to be highly effective in enhancing learning outcomes. Statistical analysis confirms significant improvements in student performance after using the Pop-Up Books. This study highlights the importance of innovative learning media in enriching educational experiences for elementary students
The Influence of Project-Based Learning Method in Online Learning on the Cognitive Abilities
Full text linkEffective education is one that explores and maximizes students' potential by creating learning experiences that fully engage them. This research aims to investigate the impact of the Project-Based Learning (PBL) method on the cognitive abilities of 5th-grade students during online learning. This study adopts a quasi-experimental design with the non-equivalent control group approach, utilizing purposive sampling. The sample comprises 20 students in the experimental group and 21 students in the control group. Research instruments include observation guidelines, cognitive ability tests, and documentation checklists. Data analysis involves tests for normality, homogeneity, and hypothesis testing using independent sample t-tests and paired sample t-tests. Results indicate a significant improvement in cognitive abilities in the experimental group, as evidenced by the paired sample t-test with a calculated t-value of 11.048 higher than the critical t-value of 2.086. This suggests that the Project-Based Learning method has a positive influence on the cognitive abilities of 5th-grade students. The findings support the conclusion that the implementation of Project-Based Learning in online education has a notable impact on the cognitive skills
Analysis of High Order Thinking Skills (HOTS) in Objective Test Questions for Science Learning Material in Fourth Grade Elementary School
Full text linkTest instruments are crucial assessment aspects for students, utilized to gauge their knowledge abilities during the learning process. Educators or teachers must scrutinize and analyze the tests beforehand to ensure that the questions predominantly assess higher-order thinking skills (HOTS). Learning processes predominantly focusing on lower-order thinking abilities may result in students struggling with questions that require higher-order thinking skills. This study aims to determine the percentage of knowledge dimension aspects, cognitive process dimension, and HOTS content in three supporting books for Science Learning Material in Fourth Grade. It adopts a quantitative descriptive research approach, analyzing a population of 400 multiple-choice questions from three supporting books, with a sample size of 400 questions. Data collection techniques involve observation and documentation methods, utilizing document analysis guideline sheets as instruments. Findings reveal that the percentage of knowledge dimension results across the three supporting books indicate: factual dimension (23.2%, 34%, and 42%), conceptual dimension (54.8%, 47%, and 40%), procedural dimension (19.6%, 16%, and 16%), and metacognitive dimension (2.4%, 3%, and 2%). Regarding cognitive process dimension and HOTS content (C4 to C6), the supporting books yield: remembering level (C1) ranging from 27.2% to 40%, understanding level (C2) ranging from 32.4% to 40%, applying level (C3) ranging from 8% to 12.8%, analyzing level (C4) ranging from 8% to 22%, evaluating level (C5) ranging from 3% to 7.2%, and creating level (C6) ranging from 0% to 1.6%. According to these findings, the three supporting books for Fourth Grade Elementary School Science Learning Material do not adequately meet the criteria for fostering higher-order thinking skills
Building the Independent Character of Elementary School Students
Full text linkThe cultivation of independent character among elementary school students is crucial in the 21st century. Strong character traits such as empathy, integrity, responsibility, and resilience help students navigate challenges and make positive contributions to their communities. This research focuses on the development of independent character among students during the COVID-19 pandemic. A descriptive research method with a qualitative approach was used, involving observation, interview, and documentation as data collection techniques. The subjects of the research were the school principal, teachers, students, and parents. The data was analyzed through source triangulation techniques to identify opportunities and challenges in the development of character, including in-class learning activities, school culture, and extracurricular activities. In-class learning provides a foundation of knowledge and values, while the school community creates a supportive and inclusive environment. Extracurricular activities allow students to develop skills and interests and expose them to new experiences. Effective integration of these three elements helps students become well-rounded and independent individuals