International Journal of Learning Reformation in Elementary Education
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Professional Competence of Teachers on Thematic Learning in Elementary Education
Full text linkOnline thematic learning requires creative teachers to prepare practical learning experiences for students, choose basic competence from various learning subjects and arrange them so that learning becomes more meaningful, engaging, and fun. This study aims to analyze the professional competence of teachers in thematic learning at elementary schools. This research is a type of qualitative research with a descriptive approach. The validity of the data in this study uses triangulation techniques and sources. Data collection techniques use interviews, observation and documentation methods. The research subjects were the principal, lower, and upper-grade teachers. The data analysis techniques used are techniques by Miles and Huberman. The results showed that the professional competence of elementary school teachers in thematic learning is an indicator that is applied, namely the understanding of material, structure, concepts, and scientific mindsets. The subjects are online thematic implementation, mastering basic competency standards, developing learning materials creatively, creating professionalism on an ongoing basis, and mastering information and communication technology have been carried out well with evidence from research data. Thus, teachers already have professional competence in elementary school in thematic learning
Implementing Effective Strategies to Foster Environmental Care Character among Students
Full text linkThis study employs a qualitative research approach with a case study design to investigate the teacher's strategy in developing students' environmental caring character, as well as the factors that support and hinder this strategy in the 3T area. The research subjects consist of school principals, teachers, and students at public elementary school Belitang, Indonesia. Data were collected using interviews, observations, and documentation analysis, and analyzed through data reduction, presentation, and conclusion. The study finds that the teacher's strategy in cultivating the character of caring for the environment for students is successful, as it involves planning, directing, and implementing environmentally sound policies, providing motivation, creating conducive learning conditions, giving positive directions, and changing student behavior towards the environment. Supporting infrastructure, such as the availability of landfills and cleaning equipment in each class, also contributes to this success. However, the lack of a garbage pit remains an inhibiting factor, leading to the scattering of final waste in the school's backyard
The Effectiveness of Realistic Mathematics Education on Learning Outcomes and Critical Thinking for Elementary School Students
Full text linkImplementing learning on mathematics material that does not provide facilities for students to explore critical thinking skills results in a lack of student learning outcomes. The teacher-centred learning process makes many students passive when learning takes place, and low student learning outcomes and critical thinking are also caused by the use of less varied learning models. This makes researchers apply an approach with PMRI (Pendidikan Matematika Realistik Indonesia or Indonesian Realistic Mathematics Education). This study aimed to determine the effectiveness of PMRI in improving fourth-grade students' learning outcomes and critical thinking. This research was a pre-experimental study; the subjects in this study were fourth-grade students with 20 students. The design in this study is quasi-experimental with the form of one group pretest-posttest design. Data collection was carried out using test, observation and documentation techniques. Data analysis techniques were carried out by Normality Test, Homogeneity Test, and Paired t-test. The results showed that PMRI learning can improve students' learning outcomes and critical thinking. This is evidenced by the average value of learning outcomes pretest (69.65) and post-test (87.35). Then the average value of critical thinking at the first meeting (68.05) and the second meeting (78.85). The conclusion that can be drawn is that students' learning outcomes and critical thinking have increased after PMRI was applied to fourth-grade students
Exploring the Influence of Audiovisual Tools on Youth and their Social Adaptation in Elementary Education
Full text linkTechnology has been a part of our lives for decades. We have become so used to it that it has become second nature to us, particularly when it comes to audiovisual aids. Audiovisual aids such as videos, movies and even video games have significantly impacted young people's lives and how they perceive the world around them. But what does this mean for their social adjustment? How are audiovisual aids impacting how today's youngsters interact with their peers, family members, and strangers? The study's objective has been discussed, and the hypothesis testifies to these objectives. The population of this research work is students admitted to different public schools, and samples were taken from different tehsils via proportionate random sampling techniques. Data collected by questionnaire and instrument checked by pilot testing, validity by various experts working in educational sectors and via Cronbach Alpha and other statistical analysis reliability process has been completed. After data analysis, some discussion & results on findings and conclusion and implication of this study. This study explored how audiovisual aids impact youngsters' social adjustment and how we use these tools to help foster healthier relationships
Elevating Science Education: Igniting Learning through Mindmapping and Collaborative Strategies
Full text linkThis study aimed to enhance the learning outcomes of fifth-grade students in Science by implementing the Think Pair Share (TPS) model with a foundation in Mindmapping. The research was conducted at a particular elementary school and involved two cycles of instructional intervention. The study's objectives included assessing the impact of the TPS model on student learning outcomes, evaluating teacher and student engagement, and refining the instructional approach for improvement. The research employed mixed methods and quantitative and qualitative data collection techniques. Data was gathered through test scores, observation of teacher and student activities, and reflective discussions. The study found that students needed to improve their learning outcomes before implementing the TPS model due to less interactive teaching methods. However, following the introduction of the TPS model coupled with Mindmapping, there was a significant improvement in learning outcomes. The first cycle recorded an average score of 65, with 46.25% achieving the mastery standard. In contrast, the second cycle saw remarkable enhancement, with an average score of 84.42 and 88.46% of students meeting the mastery standard. Observations also indicated substantial improvements in both teacher and student engagement. The teacher's ability to foster motivation, clarify learning objectives, and deliver effective teaching improved significantly. Similarly, students displayed more active participation in learning, paying closer attention, engaging in discussions, and demonstrating better comprehension. In conclusion, implementing the TPS model integrated with Mindmapping techniques led to notable enhancements in student learning outcomes and engagement in Science education. This approach facilitated collaborative learning, boosted critical thinking, and improved classroom experience. The study underscores the efficacy of interactive teaching methodologies in elevating student achievements and offers insights for educational practitioners seeking innovative strategies to foster effective learning environments
Science Learning Model in Indonesian Elementary Schools during Pandemic
Full text linkThis study aims to determine trends and recommendations for research on science learning models in elementary schools using a descriptive quantitative literature study method with a bibliometric approach. The data collection technique used is content analysis documentation. The data analysis technique in this study used Google Scholar database, Microsoft Exel and VOSviewer. The objective is to find out the trend of learning models as research topics during the 2020-2021 pandemic, namely Problem-Based Learning, Discovery Learning, Project-Based Learning, Contextual Teaching Learning and RADEC learning focusing on learning outcomes objectives, HOTS (critical and creative thinking), the effectiveness of learning media, learning motivation and understanding of science concepts. Recommendations for learning model topics for further research are Contextual Problem-Based Learning, Creative Responsibility Based Learning (CRBL), Guessing Word, Scramble, Murder, Somatic, Auditory, Visual and Intellectual (SAVI), Talking Stick, Discovery-Inquiry learning and Gallery Walk, Children Learning in Science (CLIS) with a focus on Religion, Culture and Social Attitudes. Meanwhile, based on VOSviewer, the recommendations for the learning model topic for the subsequent research are STEM education linked to religion
Enhancing Learning Achievement through Effective Use of Teaching Aids in Islamic Education
Full text linkThis study examined the impact of teaching aids on learning achievement in Islamic education. A questionnaire was used to collect data from fourth-grade students in Kupang, Indonesia. The questionnaire consisted of 20 items, and students rated their agreement on a 5-point Likert scale. Descriptive analysis showed that students' responses to teaching aids were categorized as moderate, with 42.1% falling into this category. The findings revealed a significant positive correlation between teaching aids and learning achievement. The coefficient of determination analysis indicated that teaching aids accounted for 88% of the variance in learning achievement. Furthermore, the t-test and simple linear regression analysis confirmed the significant influence of teaching aids on learning achievement. The study suggests that incorporating teaching aids and innovative learning strategies in Islamic education can enhance learning outcomes. Educators should use various teaching aids and media to create engaging learning environments. Policymakers should support effective teaching practices and provide necessary resources for integrating teaching aids in classrooms. These results offer valuable insights into the importance of teaching aids in improving learning achievement, not only in Islamic education but also in other subjects
The Application of Contextual Teaching and Learning for Increasing Learning Outcomes and Reducing Anxiety in Elementary School Mathematics
Full text linkThe study aimed to determine the effectiveness of Contextual Teaching and Learning (CTL) in reducing and improving learning outcomes and math anxiety among students at a private elementary school in Indonesia. The research utilized a one-group control pre-posttest design with a sample of 51 4th-grade students. The study used a combination of pre-test and post-test and a closed-ended questionnaire as the data collection instruments. The independent variable in the study was CTL, while the dependent variables were learning outcomes and math anxiety. The paired t-test showed a significant increase in the students' average learning outcomes and a decrease in the average math anxiety levels. The findings suggest that implementing CTL is a practical approach to reducing math anxiety and improving student learning outcomes
Social and Cultural Development: Promoting Awareness Towards Inclusive Education
Full text linkThis article aims to promote awareness of inclusive education. Education is every learner’s right, not a privilege. Inclusive education promotes equitable and quality education for everyone, all without being excluded, mainly for those with potential learning needs. It also enhances the awareness about the rights of every learner with a disability or difficulty accessing the same education services. It is shown that from the point of view of different educational researchers, a significant tool for promoting the awareness of inclusive education is the orientation from the school management or educational system on all of its subordinates discussing the scope of the curriculum and adequate dissemination of information regarding different strategies that are applicable in diverse learners. It is also revealed that the significance of inclusive education is a school that focuses on having an integrative, innovative, career-oriented, and harmonious teaching-learning process. It is shown that building relationships between the teachers and the learners is an essential psychological, social, mental, and emotional aspect of inclusive classes. Lastly, inclusive education significantly requires the involvement and support from the parents of learning disabilities children at all levels
Integrating Ecological Education in Social Science Learning at the Elementary School : A Case Study at SD Negeri Tegalrejo 2 Yogyakarta, Indonesia
Full text linkEnvironmental education can be integrated with the field of study in schools with interdisciplinary, multidisciplinary and transdisciplinary approaches, one of which is through social studies learning. The integration between environmental education and social studies learning is summarised by instilling awareness as citizens responsible for fellow human beings, the state and the natural surroundings and providing a broad insight into the importance of protecting the environment, which will impact all aspects of human life. This study aimed to describe the integration of environmental education in social science learning and find the supporting and inhibiting factors. The research used in this research is qualitative. Data collection techniques in this study were observation, interviews, and documentation. The validity of the data used in this study is technical triangulation. The data analysis technique uses the Miles and Huberman methods, which consist of information gathering, presentation, concluding, and data reduction. The results of this study are the implementation of integrating environmental education in social science learning for the upper class. Integrating ecological education in social science teaching for the upper class is done through the planning, implementation, and evaluation stages. The planning carried out includes planning learning objectives, learning materials, learning methods, learning media, and assessment of learning outcomes. Implementation occurs when learning takes place with the preliminary activity, core, and closing stages. Assessment is carried out by assessing students' cognitive, affective, and psychomotor domains. The supporting factors for its implementation are the availability of facilities and infrastructure, the teacher's understanding of linking social science learning material with environmental education, and the synergy of all school members, as well as the inhibiting factors for its implementation, namely the lack of teacher creativity in developing integrated learning indicators for environmental education in social science material and students who less active during the lesson