Journal of Basic Education Research is an early childhood and primary education journal published by Cahaya Ilmu Cendekia Publisher. The JBER aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another and making methods and contents of evaluation and research in education available to teachers, administrators, and research workers. The journal encompasses a variety of topics, including child development, curriculum, reading comprehension, philosophies of education and educational approaches, etc. Journal of Basic Education Research is published both in Print and Electronic format. p-ISSN: 2716-4217 (Print); e-ISSN: 2716-1560 (Online). Journal of Basic Education Research aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. Frequency: 6/year (January, March, May, July, September, November)
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Journal of Basic Education Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Problematics of Ict-Based Maharah Al-istima Learning in the Era of Society 5.0 in the Arabic Language Subject of Grade IV at MIS Mande
Purpose of the study: This study aims to identify various challenges in the implementation of ICT-based maharah al-istima teaching for fourth-grade students of MIS Mande, Bima City and describe the impact of ICT application on the learning process. Methodology: The study uses a qualitative method with a descriptive approach, where data is obtained through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions with validity tests using source and technique triangulation. Main Findings: The results of the study indicate that the implementation of ICT-based maharah al-istima learning still faces various obstacles, including limited technological facilities and infrastructure, low student ability in understanding Arabic audio materials, and less than optimal teacher competence in integrating ICT into the learning process. On the other hand, the use of ICT has been proven to have a positive impact in the form of increased student learning motivation, easy access to learning resources, and the creation of a more active, interesting, interactive, and learner-centered learning process. Novelty/Originality of this study: The novelty of this research lies in the analysis of the implementation of ICT-based maharah al-istima learning at the Madrasah Ibtidaiyah level in the context of the Society 5.0 era by simultaneously examining the implementation challenges and their impact on learning quality.
Copyright (c) 2026 Aisa Aisa, Ahmad Syagif HM, Nurlaina Nurlaina https://creativecommons.org/licenses/by/4.0
The Principal’s Strategic Management Cycle in the Implementation of Online Learning
Purpose of the study: This study aims to describe the implementation of the principal’s strategic management in delivering e-learning, to identify the constraints encountered, and to evaluate the success of the program in improving educational quality at three public junior high schools in Bulik District, Lamandau Regency, Indonesia. Methodology: This study employed a qualitative descriptive approach at SMP Negeri 1, 2, and 4 Bulik. Informants were selected purposively and included principals, vice principals for curriculum, teachers, IT operators, and students. Data were collected through observation, in-depth interviews, and documentation, and were analyzed using the Miles and Huberman model of data reduction, data display, and verification. Main Findings: The principals’ strategic management was implemented through four interrelated stages: strategic planning, strategy implementation, strategy control, and strategy evaluation. Implementation improved teachers’ digital competence, learning effectiveness, and educational quality. However, obstacles persisted regarding human resources, infrastructure, student readiness, and school management, which the principals addressed gradually through training, supervision, and phased procurement. Novelty/Originality of this study: This study offers a specific portrayal of the full strategic-management cycle by school principals for sustained e-learning in a semi-peripheral region, extending prior research that focused on general leadership, urban settings, or emergency remote learning during the pandemic.
Copyright (c) 2026 Kurniati, Sisca Septiani https://creativecommons.org/licenses/by/4.0
Implementing Digital Literacy to Foster Citizenship Attitudes among Fifth-Grade Students at Elementary School No. 2 Pelaga
Purpose of the Study: This study aims to examine the implementation of digital literacy in fostering citizenship attitudes among fifth-grade elementary school students and to identify the challenges encountered by teachers, school administrators, and parents in supporting the development of responsible digital citizenship. Methodology: This study employed a descriptive qualitative approach. Data were collected through in-depth interviews involving three key informants, namely the fifth-grade teacher, the school principal, and a parent representative. Data were analyzed using the Miles and Huberman qualitative analysis framework, including data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that integrating digital ethics into Pancasila Education, supported by school policies and active parental guidance, effectively strengthened students' ethical awareness, discipline, tolerance, and responsible behavior in digital environments. Nevertheless, implementation was constrained by inadequate school infrastructure, limited parental digital literacy, and inconsistencies between school and home regulations governing students' digital practices. Novelty/Originality of this Study: This study offers a contextual model of digital citizenship development at the elementary school level by emphasizing the integration of digital literacy within Pancasila Education through collaborative engagement among schools, teachers, and families. It extends existing knowledge by highlighting digital literacy as a practical foundation for strengthening citizenship values from an early educational stage.
Copyright (c) 2026 Rika Putri Rachman, Dewa Bagus Sanjaya, I Nengah Suastika https://creativecommons.org/licenses/by/4.0
The Urgency of Program Evaluation in the Implementation of Inclusive Education in Public Elementary Schools in Jatiuwung District Tangerang City
Purpose of the study: This study aims to examine the challenges in the implementation of inclusive education in public elementary schools in Jatiuwung District, Tangerang City, and to analyze the urgency of program evaluation as a strategic effort to improve the quality and sustainability of inclusive education services. Methodology: This study employed a qualitative approach using a case study method. Data were collected through observations, in-depth interviews, and document analysis involving principals, classroom teachers, and special education teachers from inclusive elementary schools. The data were analyzed using descriptive qualitative techniques through data reduction, data display, and conclusion drawing. Main Findings: The findings reveal that the implementation of inclusive education has been carried out; however, it continues to face significant challenges, including limited teacher competence in addressing students with special educational needs, an insufficient number of special education teachers, inadequate inclusive learning facilities and infrastructure, and the absence of systematic and continuous program evaluation. These conditions reduce the effectiveness of inclusive education implementation and indicate the need for comprehensive evaluation to support continuous program improvement. Novelty/Originality of this study: This study offers a novel perspective by examining inclusive education from the standpoint of program evaluation rather than focusing solely on implementation practices or teacher readiness. It highlights the relationship between implementation challenges and the necessity of systematic program evaluation as a foundation for improving inclusive education services, particularly within the context of public elementary schools in Jatiuwung District, Tangerang City, an area that has received limited attention in previous studies.
Copyright (c) 2026 Adzka Azzamulhaq https://creativecommons.org/licenses/by/4.0
Developing Google Sites-Based Interactive Learning Media for Teaching News Texts to Seventh-Grade Students
Purpose of the study: This study aims to describe teachers' and students' needs for learning media, develop an integrated Google Sites-based interactive learning media for seventh-grade news text instruction using the ADDIE model, and evaluate its validity, practicality, and effectiveness. Methodology: Employing a research and development (R&D) approach using the ADDIE model, this study evaluated the media's effectiveness through a one-group pre-test and post-test design. The participants included 36 seventh-grade students at SMPN 2 Babakan Madang, one Indonesian Language teacher, and three expert validators. Data collection involved interviews, questionnaires, validation sheets, and learning outcome tests, analyzed through qualitative descriptions and quantitative statistical measurements. Main Findings: The developed Google Sites-based interactive learning media was found to be very valid, with content validity at 99%, media validity at 98%, and final language validity at 90%. It is also highly practical, receiving a 100% positive response from the teacher and 95% from students. Student learning outcomes improved, showing a mean score increase of 37.88 points. The N-gain score was 0.63 (moderate category), and a paired sample t-test showed a significant difference (p = 0.001 < 0.05). Novelty/Originality of this study: The novelty of this study lies in the development of an integrated Google Sites-based learning medium that combines news text materials, contextual examples, interactive exercises, and structured navigation to support seventh-grade students’ learning within the ADDIE framework.
Copyright (c) 2026 Nenk Tazkiatus Soliha, Eri Sarimanah, Stella Talitha, Roy Efendi https://creativecommons.org/licenses/by/4.0
A Local Community Empowerment Model through Green Entrepreneurship in Bandung Regency West Java
Purpose of the study: This study aims to develop a culturally grounded learning model that integrates Sundanese local wisdom, ecological ethics, and entrepreneurship to strengthen the sustainable management of natural resources within the indigenous community of Kampung Sunda, Desa Laksana, Bandung Regency, West Java. Methodology: A qualitative descriptive–constructive design was employed. Data were collected through in-depth interviews, participant observation, documentation, focus group discussions (FGD), and SWOT analysis with traditional leaders, community members, and local officials selected purposively. Data were analyzed thematically using the Miles and Huberman interactive model and organized through the Standard Model of Indigenous Learning framework. Main Findings: An effective learning model must be anchored in Sundanese cosmology tri tangtu di buana and silih asih, silih asah, silih asuh and enacted through contextual, participatory, active, reflective, and collaborative strategies. Agricultural, forest, water, and biodiversity resources governed through tumpangsari, leuweung titipan, and collective irrigation support ecological enterprises, while ecologized cultural learning, environment-based modules, holistic assessment, and multi-stakeholder collaboration enhance entrepreneurial knowledge and skills. Novelty/Originality of this study: This study integrates cultural, ecological, and entrepreneurial dimensions within a single learning model rooted in a living indigenous tradition, operationalized through the Standard Model of Indigenous Learning. It offers a transferable design for ecopreneurship education in indigenous territories and contributes directly to the achievement of SDG 4, SDG 8, and SDG 15.
Copyright (c) 2026 Nani Sutarni, Suwatno Suwatno, Hady Siti Hadijah, Hendri Winata, Purnomo Purnomo, Diemas Arya Komara https://creativecommons.org/licenses/by/4.0
The Role of the Young Generation of Bangka Belitung thru Social Communities in The Implementation of Civic Competences Values
Purpose of the study: This study aims to describe how Bangka Belitung youth implement civic competences through three social communities: Bangka Environment Creative of “Kawa,” Hopeeducation, and Pokdarwis Perlintar, focusing on their environmental, educational, social, and local resource management activities. Methodology: This study employed a qualitative descriptive design. Data were collected through direct observation, semi-structured interviews, and document analysis involving community administrators, active members, young volunteers, activity archives, photographs, social media publications, and program reports. Data were analyzed systematically through data reduction, data display, conclusion drawing, and source and method triangulation. Main Findings: The three communities contributed in different but complementary ways. Environmental efforts, waste education, tree planting and collaborative action reinforced Kawa’s ecological awareness. Educational service developed volunteerism, benevolence, social sensitivity and moral responsibility. Post mining tourist revitalization improved involvement, local economic empowerment, and environmental responsibility of Pokdarwis Perlintar. Together they acquired civic knowledge, civic skills and civic disposition. Novelty/Originality of this study: This study offers a comprehensive examination of three youth led groups operating in the environmental, educational social, and post-mining tourist sectors in Bangka Belitung. It contributes to the scholarship of civic competence by showing that non formal community participation can be a pedagogical experience for civic knowledge, civic skills, and civic disposition simultaneously in a unique Indonesian local, island, and post mining setting.
Copyright (c) 2026 Muhamad Hijran, Reza Adriantika Suntara, Hanifa Intan Desiga https://creativecommons.org/licenses/by/4.0
Egrang Traditional Game: Cultural Literacy in Elementary School Social Studies
Purpose of the study: This study aims to analyze the role of the traditional egrang game in fostering cultural literacy in elementary school students, particularly those related to the values ​​of cooperation, cultural identity, diversity, and awareness of preserving local cultural heritage in the context of social studies learning. Methodology: The study used a descriptive qualitative approach. Subjects were selected purposively, involving fifth-grade students, extracurricular teachers, social studies teachers, and the principal at an elementary school in Purwakarta. Data collection was conducted through participant observation, semi-structured interviews, and field documentation. Data analysis used the Miles and Huberman interactive model with source triangulation to ensure the credibility of the findings. Main Findings: Egrang have been shown to foster three dimensions of students' cultural literacy: (1) recognition of local culture with a Very good score on the identification of egrang as a traditional heritage and part of regional cultural identity; (2) understanding of the values ​​of cooperation, hard work, and diversity that emerged organically during the game without explicit instruction; (3) the highest cultural awareness, characterized by students' enthusiasm and willingness to pass on egrang to the next generation. Novelty/Originality of this study: This research is the first to specifically integrate egrang into a cultural literacy framework within the context of elementary school social studies education. Unlike previous studies that focused on motor skills or general character, this study offers a new perspective on egrang potential as a contextual and meaningful medium for social studies learning based on local culture.
Copyright (c) 2026 Anisa Putri Mulyaningsih, Nurdiansyah Nurdiansyah, Jennyta Caturiasari https://creativecommons.org/licenses/by/4.0
Problem Based Learning Model Assisted by Kahoot Media and its Role in Enhancing Student Learning Outcomes in Pancasila Education at Grade V Elementary School
Purpose of the study: This study aims to examine the effect of the Problem Based Learning (PBL) model assisted by Kahoot media on the learning outcomes of Grade V elementary school students in Pancasila Education at Kecamatan Guguak, Kabupaten Lima Puluh Kota, West Sumatra. Methodology: A quasi-experimental method was employed using a nonequivalent control group pretest-posttest design. The experimental group (n = 12) received PBL instruction integrated with Kahoot media across two learning sessions, while the control group (n = 15) underwent conventional instruction. Data were collected using a validated 15-item multiple-choice cognitive test and analyzed using the Liliefors normality test, Fisher homogeneity test, and independent samples t-test (α = 0.05). Main Findings: The experimental class achieved a posttest mean of 86.67 (gain = +28.89), significantly higher than the control class mean of 71.56 (gain = +17.34). The independent samples t-test yielded t-hitung = 3.524 > t-tabel = 2.060 (df = 25, p = 0.002 < 0.05), confirming that the PBL model assisted by Kahoot exerts a significant positive effect on student learning outcomes compared to conventional instruction. Novelty/Originality of this study: This study offers a novel empirical contribution by integrating the PBL instructional model with the Kahoot gamification platform specifically within Pancasila Education at the elementary level in the Indonesian regional context of Lima Puluh Kota Regency. Unlike prior studies examining PBL or Kahoot independently, this research provides rigorous quasi-experimental evidence of their combined synergistic effect on student achievement.
Copyright (c) 2026 Nurul Patwa, Desyandri Desyandri, Reinita Reinita, Zuryanty Zuryanty https://creativecommons.org/licenses/by/4.0
Tradition of Dhikr Lo'i in Circumcision: Preserving Islamic Educational Values ​​and Cultural Identity in Lelamase Village
Purpose of the study: This study examines the tradition of Dhikr Lo'i in circumcision processions within the Lelamase Village community, Bima City, West Nusa Tenggara. This tradition represents a cultural-religious practice that contextually integrates Islamic educational values with local wisdom. Methodology: This study utilizes a qualitative methodology through ethnographic fieldwork techniques. Methods for gathering data comprise active observation, comprehensive interviews, and records. Of tradition practitioners, religious figures, and customary leaders. Main Findings: The results show that Dhikr Lo'i contains Islamic educational values encompassing dimensions of monotheism (tauhid), worship, morality, social values, and spirituality. This tradition also functions as an effective non-formal Islamic educational medium in shaping character, instilling values, and enhance the cultural identity of Bima peaple amid modernization. Novelty/Originality of this study: The sustainability of this culture reflects adaptive local cultural resilience while maintaining the essence of Islamic values. The study aims to describe the implementation of the Dhikr Lo'i tradition, analyze the Islamic educational values it contains, and disclose its significance in enhancing the cultural identity of the Bima community.
Copyright (c) 2026 anisa ibrahim, Irwan Supriadin, Muhammad Irfan Irfan https://creativecommons.org/licenses/by/4.0
From Memorizing to Internalizing: Tahfidz Extracurricular as a Model for Religious Character Education in Islamic Elementary Schools
Purpose of the study: This study aims to analyze the role of tahfidz extracurricular activities as a model for religious character education in Islamic elementary schools, focusing on the transformation from memorization to internalization. Methodology: This research employs a qualitative approach with a case study design conducted at MI Nurul Rahman Bondowoso. Data were collected through observation, interviews, and documentation. The data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing and verification. Data validity was ensured through source and technique triangulation. Main Findings: The findings reveal that structured and repetitive tahfidz activities contribute significantly to the development of students’ discipline, spiritual habits, and religious character. The internalization of values occurs gradually through memorization, repetition, habituation, and teacher modeling. The triangulation results indicate that structured activities, spirituality by repetition, and values by teacher modeling shape discipline. However, the internalization process varies among students, indicating certain limitations in achieving optimal outcomes. Novelty/Originality of this study: This study offers a conceptual contribution by positioning tahfidz extracurricular activities not merely as a memorization practice but as a systematic model for transforming memorization into internalized religious values. It highlights the “memorizing to internalizing” framework as a distinctive approach to religious character education in Islamic elementary schools.
Copyright (c) 2026 Zaenol Fajri, Izzah Nur Laila https://creativecommons.org/licenses/by/4.0
Effectiveness of a School Smartphone Ban in Reducing Cyberbullying and Supporting a Safe Learning Environment: A Descriptive–Evaluative Study in Indonesia
Purpose of the study: This study evaluates the effectiveness of a school-wide smartphone-ban policy in reducing cyberbullying among junior high school students and identifies the factors that support or hinder its implementation in two public junior high schools in the Bandung area, Indonesia. Methodology: A quantitative descriptive–evaluative design was used. Data were collected from junior high school students at SMP Negeri 35 Bandung and SMP Negeri Satu Atap Nagrog through a four-point Likert-scale questionnaire covering six effectiveness indicators, complemented by structured observation. The sample was drawn using the Slovin formula and analysed using descriptive statistics and an effectiveness-percentage classification. Main Findings: A majority of respondents reported that the ban was consistently enforced (69.14%) and that cyberbullying incidents had declined after its introduction (61.73%). The composite effectiveness score was 78.67%, which falls in the “effective” category. Restricting in-school smartphone access reduces the opportunity structure for cyberbullying, but the effect is conditioned by student compliance and the consistency of school supervision. Novelty/Originality of this study: While the international literature on school phone bans focuses largely on academic performance and general well-being, this study foregrounds cyberbullying as the primary outcome and provides school-level evidence from the under-represented Indonesian context, framed through an input–process–output–outcome systems lens.
Copyright (c) 2026 ATR Rosa, Lea Trliyah, Netti Susanti, Ati Rahmawati, Agriyosda Syeftia https://creativecommons.org/licenses/by/4.0
Analysis of Strategies for Instilling Islamic Values in Elementary School Students to Strengthen Morals and Ethics in the Digital Era
Purpose of the study: This study aims to analyze the strategies for instilling Islamic values in elementary school students to strengthen morals and ethics in the digital era. Additionally, it identifies the challenges faced and determines the specific impact of these strategies on student behavior. Methodology: This study utilized a field qualitative method with a phenomenological research approach. The investigation was conducted at MIS Ujung Batu, Sosa District, Padang Lawas Regency. Research data were gathered from the principal, teachers, and students through direct observation, in-depth interviews, and documentation. Data analysis involved reduction, display, conclusion-drawing, and validity verification using triangulation techniques. Main Findings: The study reveals that Islamic value instillation strategies include religious habituation, creativity development, teacher role modeling, and structured guidance. The primary challenges identified are digital technology influences and diverse family backgrounds. Consequently, implementing these integrated strategies yields positive impacts on student character development, significantly increasing their discipline, politeness, responsibility, religiosity, and overall self-confidence. Novelty/Originality of this study: This study advances existing knowledge by providing empirical insights into how integrated Islamic values mitigate digital-era moral degradation in rural madrasah environments. It offers a fresh framework combining religious habituation with digital-age creativity development, creating valuable practical knowledge for educators to build resilient student character against modern technological challenges in elementary education.
Copyright (c) 2026 Desi Ratna Sari Siregar, Nur Atikah Dalimunthe, Yuyun Niptah Rambe, Hamka Hamka https://creativecommons.org/licenses/by/4.0
Internalization of Islamic Values through School Culture in Character Formation of Students at MI AL-Hidayah Kebon IX Sungai Gelam: A Naturalistic Qualitative Study
Purpose of the study: This study aims to explore the internalization of Islamic values through school culture in shaping students’ character at MI AL-Hidayah Kebon IX Sungai Gelam. Methodology: A qualitative naturalistic approach was employed to capture the authentic experiences and practices within the school environment. research was conducted at MI AL-Hidayah Kebon IX Sungai Gelam. data analysis process followed data reduction, data display, and conclusion. Main Findings: The findings indicate that Islamic values are internalized through a combination of religious routines, habituation practices, teacher role modeling, and a supportive environment, which collectively contribute to the development of students’ character, including religiosity, discipline, responsibility, and respect. Novelty/Originality of this study: The novelty of this study lies in its integrative analysis of Islamic value internalization, school culture, and character formation within a naturalistic framework, highlighting the role of implicit practices and lived experiences in basic education contexts.
Copyright (c) 2026 Ahmad Syukri Saleh, AHmad Husen Ritonga, Wanada Siti Salsabilah https://creativecommons.org/licenses/by/4.0
Lecturers' Strategies in Optimizing Motivation for Writing Scientific Publications Among Students of the Elementary Madrasah Teacher Education Study Program
Purpose of the study: This study aims to explore in depth the strategies implemented by a lecturer at the Muhammad Azim Islamic Institute in Jambi in optimizing student writing motivation for scientific publication purposes. Methodology: The approach used was qualitative with a phenomenological design, with one key informant selected through purposive sampling based on verified experience and track record of scientific writing guidance. Data collection was conducted through in-depth semi-structured interviews referring to interview guidelines with four main dimensions: intrinsic motivation, extrinsic motivation, technical guidance strategies, and evaluation and obstacles. Main Findings: The results of the study revealed that the lecturer's strategy was built on five mutually supporting pillars: (1) strengthening intrinsic motivation through instilling career awareness and sharing personal narratives; (2) providing structured academic appreciation and incentives as a reinforcement of extrinsic motivation; (3) implementing guided autonomy in topic selection and collaborative writing as a means of real learning; (4) gradual scaffolding accompanied by growth-oriented feedback; and (5) the introduction of digital tools and artificial intelligence that are relevant to Generation Z. Novelty/Originality of this study: These findings confirm that warm interpersonal relationships between lecturers and students are the main foundation that determines the effectiveness of all motivational strategies implemented.
Copyright (c) 2026 Mukhtar Latif, Wanada Siti Salsabilah https://creativecommons.org/licenses/by/4.0
A Love-Based Curriculum is Used at MI Nurul Mun’im to Improve Students’ Empathy
Purpose of the study: This study addresses the decline in students’ empathy, marked by increasing individualism and low social awareness. It highlights the need for a love-based curriculum that emphasizes compassion beyond cognitive learning. The study aims to describe the improvement of empathy among fifth-grade students at MI Nurul Mun’im through this approach.. Methodology: . A descriptive qualitative methodology was employed, and data were gathered via observation, interviews, and recording with 34 students, Islamic Religious Education teachers, and the Deputy Curriculum. Data reduction, presentation, and triangulation validity testing were used to analyze the data and derive findings. Main Findings: The findings show that a love-based curriculum can foster humanistic, interactive, and meaningful learning, as well as raise students’ empathy, including cooperation, compassion, and respect for one another. Teacher readiness, madrasah support, and a variety of teaching strategies contributed to this accomplishment, but challenges, including variations in student character, time constraints, and environmental factors, persisted. In conclusion, through a steady process of habituation, the love-based curriculum effectively increases students’ empathy. In the context of Islamic education in particular, this research advances the development of humanitarian-based character education Novelty/Originality of this study: Madrasahs are advised to expand teacher preparation, increase implementation consistency, and carry out additional research to evaluate this strategy’s long-term efficacy.
Copyright (c) 2026 Zaenol Fajri, Nurul Ikhsan https://creativecommons.org/licenses/by/4.0
Teachers’ Educational Interventions in Addressing Bullying Behavior Among Students in Public Elementary Schools in Pulubala Subdistrict, Gorontalo Regency
Purpose of the study: This study aims to analyze classroom teachers’ interventions in preventing and addressing bullying behavior among elementary school students, as well as to identify factors influencing the effectiveness of these interventions in creating a safe and inclusive learning environment. Methodology: A qualitative approach using a case study design, purposive sampling technique, and data sources: school principals, fifth-grade teachers, and students at SDN in Pulubala District. Data collection was conducted through semi-structured interviews, observations, and document analysis. Data analysis utilized the Miles and Huberman interactive model (data reduction, data presentation, and drawing conclusions), as well as triangulation of sources, techniques, and time. Main Findings: Teacher interventions were implemented through three primary forms: as an advisor, role model, and integrated facilitator. The effectiveness of interventions was determined by factors including the emotional bond between teachers and students, interpersonal communication skills, the integrity and consistency of teachers’ behavior, as well as school environment support and parental involvement. Verbal bullying was the most dominant form, while collaborative approaches and inclusive learning proved effective in reducing bullying behavior Novelty/Originality of this study: This study offers an integrative teacher intervention model based on local empirical data by combining the roles of advisor, role model, and facilitator. This study reinforces a contextual approach in bridging the gap between normative character education and actual bullying prevention practices in elementary schools
Copyright (c) 2026 Riyon Bouti, Sastro M. Wantu, Ramli Mahmud https://creativecommons.org/licenses/by/4.0
Implementing the Problem-Based Learning Model Supported by Canva-Based Animated Videos on Fourth-Grade Students’ Learning Outcomes in Plane Geometry Characteristics
Purpose of the study: This study aims to examine the effect of implementing the Problem-Based Learning model supported by Canva-based animated videos on fourth-grade students’ learning outcomes in plane geometry. Methodology: This study used a quantitative method with a quasi-experimental design, specifically the nonequivalent control group design. The sample was selected through purposive sampling, consisting of fourth-grade students from State Elementary School 15 Simarasok as the experimental group 27 students and State Elementary School 03 Sungai Angek as the control group 27 students. The research instrument was a multiple-choice objective test. Main Findings: The analysis results showed that the mean score of the experimental group was 72.86, while the control group scored 60.03. The hypothesis test using an independent samples t-test indicated a significance value of 0.006 < 0.05 and a t-value greater than the t-table (2.850 > 2.00665). Therefore, it can be concluded that the Problem-Based Learning model supported by Canva-based animated videos has a significant effect on fourth-grade students’ learning outcomes in plane geometry. Novelty/Originality of this study: The novelty of this study lies in the implementation of the Problem-Based Learning model combined with Canva-based animated videos in teaching plane geometry. This approach promotes contextual, interactive, and visual learning to address the abstract nature of the material, thereby improving students’ engagement, conceptual understanding, and learning outcomes at the elementary school level.
Copyright (c) 2026 Putri Azzahra, Fadila Suciana https://creativecommons.org/licenses/by/4.0
Analysis Model Social Emotional Learning (SEL) with Local Cultural Integration in Madrasah Ibtidaiyah
Purpose of the study: Mto analyze the application of the social emotional learning (SEL) model, the integration of local cultural values in social emotional learning (SEL), and the competence of teachers in implementing social emotional learning (SEL) in Madrasah Ibtidaiyah. Methodology: This study uses the Systematic Literature Review (SLR) method, the literature used between 2021-2025 sourced from scientific databases in the form of Scopus, ERIC, DOAJ, and Google Scholar. This research utilizes the Publish or Perish 8 software. Main Findings: The study found that the integration of Social Emotional Learning (SEL) in Madrasah Ibtidaiyah becomes effective when local cultural values are internalized through collaborative, reflective, and contextual learning such as storytelling, traditional games, the use of regional languages, and mutual cooperation activities. This approach improves self-awareness, empathy, social skills, and responsible decision-making. The success of implementation is also influenced by teachers' competence in understanding SEL, building relationships, managing emotions, applying holistic pedagogy, and having cultural sensitivity so that SEL is integrated into school culture inclusively. Novelty/Originality of this study: The novelty of this study lies in the development of a learning model in Madrasah Ibtidaiyah that not only forms intellectual intelligence, but also balances the social-emotional and moral-spiritual aspects of students. This research is a guideline in designing learning based on the integration of local cultural values to foster empathy, social intelligence, and self-control.
Copyright (c) 2026 Chaesa Nur Chofifah, Syafrimen Syafril, Chairul Amriyah
Improving Students’ Learning Outcomes in Pancasila Education through Problem-Based Learning: A Classroom Action Research in Grade IV of SDN 011 Bukit Pedusunan
Purpose of the study: This study aims to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model, which is aligned with the principles of the Merdeka Curriculum in classroom instruction. Methodology: This study employed a Classroom Action Research (CAR) method conducted in two cycles, consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 18 students. Data collection techniques included learning outcome tests, observation sheets (non-test), and documentation of the instructional implementation as well as the quality of the teaching modules. Main Findings: The results of the study showed that prior to the intervention, only 11.1% of students achieved learning mastery. After the implementation of PBL, the quality of the teaching modules improved from 89.55% to 100%, the implementation of instruction increased from 91% to 96.4%, and the average student learning outcomes rose from 81.2 in Cycle I to 91.3 in Cycle II. Novelty/Originality of this study: This study presents the implementation of the Problem Based Learning model through Classroom Action Research in Pancasila Education within the Merdeka Curriculum. The novelty of this research lies in the integrated improvement of teaching module quality, instructional implementation, and learning outcomes simultaneously within the context of value-based Pancasila learning.
Copyright (c) 2026 Desti Maharani, Desyandri Desyandri
Improving Bhinneka Tunggal Ika Learning Outcomes Through Team Games Tournament in Fourth Grade at State Elementary School 03 Binuang
Purpose of the study: This study aims to improve students’ learning outcomes in Bhinneka Tunggal Ika learning by implementing the Team Games Tournament (TGT) learning model in Grade IV of SDN 03 Binuang Kampung Dalam Methodology: This research employed Classroom Action Research with qualitative and quantitative approaches. The research was conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 20 fourth-grade students. Data were collected through tests and non-test techniques such as observation sheets for lesson plans, teacher activities, student activities, and learning outcomes. Data were analyzed using descriptive qualitative and quantitative analysis. Main Findings: The results showed an improvement in learning outcomes from Cycle I to Cycle II. Lesson plan quality increased from 92.96% to 98.43%. Teacher activity improved from 85.71% to 96.42%, and student activity increased from 82.14% to 96.42%. Students’ learning outcomes also improved in attitude (77.65 to 86.25), knowledge (75.25 to 87), and skills (80.40 to 89.99). Novelty/Originality of this study: This study integrates the TGT model into Bhinneka Tunggal Ika learning in elementary education, emphasizing collaborative games to enhance attitudes, knowledge, and skills simultaneously, which strengthens student engagement and learning effectiveness.
Copyright (c) 2026 Zhafirah Rafianda, Desyandri Desyandri
Supplemental Activity Sheets for Enhancing Learning in Electrical Installation and Maintenance Exploratory Subject
Purpose of the study: The purpose of this study is to design, develop, and validate supplemental activity sheets for the Exploratory Subject in Electrical Installation and Maintenance to enhance students’ competencies, engagement, and mastery of skills in alignment with the TLE curriculum standards in Basic Education. Methodology: A descriptive-developmental research design, guided by the modified ADDIE model, was employed to create Supplemental Activity Sheets using Canva for visual design. The DepEd Learning Resources Management and Development System (LRMDS) tool was used for evaluation by two TLE Master Teachers, two EIM teachers, and one licensed Master Electrician, with 5–16 years’ teaching, industry, and material development experience. Main Findings: The developed supplemental activity sheets in Electrical Installation and Maintenance were rated Very Satisfactory in content, format, presentation and organization, and accuracy and up-to-datedness by expert evaluators. The overall weighted mean was within the Very Satisfactory range, indicating high acceptability and alignment with the Most Essential Learning Competencies (MELCs). Novelty/Originality of this study: This study introduces contextually relevant, standards-aligned supplemental activity sheets for Electrical Installation and Maintenance, integrating MELCs, disaster risk reduction, gender equity, and higher-order thinking skills. By combining pedagogical design principles with visual learning strategies, it advances instructional resource development in TLE, offering a replicable model for enhancing competencies despite limited textbooks and specialized teaching staff.
Praxes for Culturally Responsive Teaching in Basic and Higher Education
Purpose of the study: Learners’ diversity and individuality demand contextualized and inclusive education anchored on their diversified approach, catering to their academic, social, and cultural contexts. Responding to that reality, the present study explored the praxes for culturally-responsive teaching (CRT) in basic and higher education in the Philippines as an input for the proposal of an inclusive learning plan for novice educators. Methodology: Using the descriptive qualitative approach of research, twelve novice educators were purposively selected to participate in the semi-structured interviews, wherein the results were analyzed using thematic analysis. Main Findings: The study highlighted CRT as an essential practice that fosters inclusive practice, enhances learning by valuing cultural knowledge and respecting different student histories. The research emphasized the necessity of embedding culturally-responsive approaches like improving community engagement and personalizing learning to fire up relevance and access to learning. Novelty/Originality of this study: The study introduces an output (inclusive learning plan) that can guide novice educators toward their inclusive learning practices and advocacies. As part of strengthening the role in induction programs for novice educators, embed an inclusive learning plan in these programs to develop the skills novice educators need to create supportive and culturally sensitive learning environments.
Copyright (c) 2026 Ryan R Pecson, Frank Elie V Morales
The Implementation of the Merdeka Curriculum Based on Islamic Values in the Formation of Students Religious Character at Anbata Elementary School, Medan
Purpose of the study: This study aims to analyze the strategies for implementing the Merdeka Curriculum based on Islamic values at elementary school Anbata Medan and to examine its impact on students’ religious character formation. Methodology: This study employed a qualitative case study approach. Data were collected through participatory classroom and school-culture observations, in-depth interviews with the principal, teachers, and students, and document analysis of the operational curriculum and teaching modules. Data analysis followed interactive qualitative analysis techniques without the use of specific statistical software. Main Findings: The findings reveal that Islamic values are integrated through three main pathways: curriculum planning by embedding tawhid and adab into learning objectives and modules; co-curricular P5 projects, particularly “Building Body and Soul,” implemented through spiritual habituation and moral studies; and a school ecosystem that reinforces religious character through congregational prayer, Qur’anic memorization, and courteous school culture as a hidden curriculum. Novelty/Originality of this study: This study offers a novel integrative model demonstrating how the Merdeka Curriculum can be operationalized as a value-based character education framework grounded in Islamic principles at the elementary level. It advances existing knowledge by illustrating the synergy between formal curriculum planning, P5 projects, and school culture in shaping holistic religious character.
Copyright (c) 2026 Nurul Husna, Ristiani, Taufiqur Ramadhana, Muhammad Randa Fantrika,Bahtiar Siregar
Transforming Indonesian Primary Education Through Creativity Development in the 21st Century
Purpose of the study: This research aims to analyze the urgency and strategies for developing creativity in basic education in Indonesia, especially in elementary schools, as the foundation for the formation of human resources that are adaptive, innovative, and ready to face the challenges of 21st century education. Methodology: This study used a standard printed questionnaire without a brand, manual observation sheets, and photo documentation using an Android phone camera (Samsung Galaxy A series). The methods applied include descriptive qualitative approaches, thematic analysis, literature studies, student surveys, and teacher reflection. The software used is Microsoft Word 2019 and Mendeley Desktop. Main Findings: The development of creativity in elementary schools has been shown to increase students' learning motivation by 41% and ecological awareness by 24%. Project-Based Learning and the Learning Cycle approach are effective in encouraging creative thinking across subjects. The role of teachers as creative role models is a key factor in creating a safe, participatory, and classroom climate oriented towards the originality of ideas and contextual problem solving. Novelty/Originality of this study: The novelty of this research lies in the integration of the 4P framework of creativity with empirical data on student voices and teacher reflections in rural elementary schools. This study shows that environment-based contextual creativity and PjBL not only increase learning motivation, but also ecological awareness. These findings broaden the understanding of creativity development as an adaptive strategy for primary education in the VUCA era.
Copyright (c) 2026 Kartika Sari, Siswadi
The Effectiveness of the Multiple Intelligences Approach in Remedial Calistung Instruction in Elementary Schools: A Systematic Literature Review-Based Analysis
Purpose of the study: This study aims to systematically evaluate the effectiveness of the Multiple Intelligences (MI) approach for remedial foundational reading, writing, and arithmetic (calistung) instruction in elementary schools Methodology: A Systematic Literature Review (SLR) was conducted according to the PRISMA framework. A comprehensive search of literature published between 2020-2025 was performed across multiple academic databases using predefined keywords. A total of 20 relevant studies were identified, critically appraised, and thematically synthesized. Main Findings: The MI approach shows positive potential in improving calistung skills, particularly when integrated with active strategies like Problem-Based Learning and using MI-based worksheets. However, most existing studies have key methodological limitations, including small sample sizes, weak designs, and a lack of longitudinal data. Effectiveness is highly dependent on implementation quality and context. Novelty/Originality of this study: This review provides a novel, focused synthesis of recent empirical evidence on MI for remedial calistung, a specific and critical educational context. It advances knowledge by identifying a consistent research-practice gap and offering concrete, evidence-based recommendations for future research and curriculum integration, moving beyond general theoretical discussion.
Copyright (c) 2026 M Bambang Edi Siswanto, Yuli Katriana, Neni Mariana
Implementation of the Competency Certification Program as Effort to Improve the Quality of Vocational School Graduates
Purpose of the study: This study aims to describe the implementation of the competency certification program in vocational high schools as a strategy to improve the quality of vocational education and strengthen alignment with industry demands. Methodology: The study uses a qualitative descriptive method supported by grandtour interviews with the Vice Principal for Curriculum as the key informant, along with documentation of LSP-P1 activities and institutional records analyzed through data reduction, data display, and conclusion drawing. Main Findings: The findings show that competency certification implementation includes program planning aligned with policies and industry needs, assessments conducted through LSP-P1, collaboration with business and industry partners, and strategies to address challenges related to assessor availability, facility limitations, and student readiness. The results indicate that certification enhances students’ employability, professionalism, and competitiveness. Novelty/Originality of this study: The novelty of this study lies in positioning LSP-P1 certification not merely as an administrative procedure but as a transformative instrument for strengthening the quality culture in vocational
Copyright (c) 2026 Septiana Anggraini, R. Madhakomala, Winda Dewi Listyasari, Syafaat Ariful Huda
Ecoliteracy Competency Factors for Prospective Elementary School Teachers in Green Campus Policy
Purpose of the study: The purpose of this study is to identify and describe the structure of eco-literacy factors possessed by prospective elementary school teachers within the framework of green campus policy implementation. The study focuses on integrating cognitive, affective, and psychomotor dimensions. Methodology: A descriptive quantitative approach was applied using Exploratory Factor Analysis (EFA). The study included 317 respondents. These respondents were students majoring in elementary school teacher education who had completed elementary school science education courses. The instrument was an eco-literacy questionnaire with 45 statements rated on a Likert scale. Data analysis was performed using SPSS with Principal Component Analysis and Varimax rotation. Main Findings: The analysis results found a KMO value of 0.830 and a significant Bartlett test (Sig.=0.001). These results indicate that the data is suitable for further processing. Four factors were identified, accounting for 57.379% of the total variance, covering awareness and understanding of ecological concepts, attitudes and values of ecological literacy, environmentally conscious behavior, and the integration of ecological values into daily life. Novelty/Originality of this study: The findings reveal a multidimensional and integrative structure of ecoliteracy skills. The results also show a clear connection among the cognitive, affective, and psychomotor domains. The resulting factor model can serve as a conceptual basis for strengthening sustainability-oriented didactic content knowledge in the design of green curricula for elementary school teacher education.
Copyright (c) 2026 Santy Dinar Permata, Esti Untari, Ni Luh Sakinah Nuraini, Nurlyta Bintang Aura, Arini Putri Maulidha, Sri Suryani Mimah, Sulvi Nuke Rahmita
Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells
Purpose of the study: This study aimed to develop and validate a Self-Determination Theory-based Electronic Strategic Intervention Material (E-SIM) designed to enhance students’ intrinsic motivation in learning about plant and animal cells. The E-SIM was anchored on the Department of Education’s Most Essential Learning Competencies (MELCs) to ensure curriculum alignment and contextual relevance. Methodology: A descriptive-developmental design was employed for material validation, and a one-group pretest posttest design (n = 39) was used to evaluate its effectiveness. Data were collected through expert and student validation checklists, as well as the Intrinsic Motivation Inventory (IMI). Quantitative analyses included the Shapiro–Wilk test for normality and the Wilcoxon signed-rank test to determine significant changes in motivation levels. Main Findings: Expert validators rated the E-SIM “Very Satisfactory” in content, instructional, and technical quality, while student evaluators rated it “Excellent” in content and “Very Good” in format. The Wilcoxon signed-rank test revealed a significant increase in intrinsic motivation after E-SIM implementation (p < .05; r = 0.84), particularly in Interest/Enjoyment and Value/Usefulness subscales, alongside a notable decrease in Pressure/Tension. Novelty/Originality of this study: This study introduces a technology-enhanced, game-based E-SIM developed through Microsoft PowerPoint with integrated narration, animations, and interactive feedback mechanisms. Grounded in Self Determination Theory, the E-SIM promotes autonomy, competence, and enjoyment demonstrating its potential as an engaging, low-cost, and scalable alternative to traditional instruction in fostering students’ motivation and learning in biology.
Copyright (c) 2026 Julie Ann H Dichoso, Lance D Delos Reyes, Ivy Feolino, Nestor Jr Lasala
To Teach in a Foreign Land: The Lived Experiences of Non-Immigrant Cultural Exchange Filipino Teachers
Purpose of the study: The study focused on the lived experiences of non-immigrant cultural exchange Filipino teachers in the united states (US). Particularly, the reasons for moving to the US to teach and leaving a permanent position at the philippine department of education (DepEd) were explored. Methodology: A total of eight Filipino teachers currently teaching in the US served as participants in the study. These participants were chosen through the use of purposive and snowball sampling methods, with the following criteria taken into consideration: teachers from the Philippines who moved to the US to teach; DepEd being the previous employer; single; and holder of a J-1 visa. The descriptive phenomenological approach was employed to discover the underlying meanings of the participants’ experiences. Particularly, Collaizi’s descriptive-phenomenological method was used. Main Findings: Through Collaizi’s descriptive-phenomenological method, six themes were identified. These themes were considerations, motivations, preparations, challenges, pleasant experiences, and future outlooks. Novelty/Originality of this study: The study provided insights into the lived experiences of former basic education teachers in the Philippines who opted to work in the US as cultural exchange teachers. The themes identified in the study can serve as guide in better understanding the experiences of these teachers as they venture into the teaching profession in a foreign environment.
Copyright (c) 2026 Frances Rowena Mercado Samia, Glenn Medallon Calaguas