This study aimed to develop and validate a Canva-driven interactive website designed to enhance student engagement in fourth-grade Science and Social Studies (IPAS) learning, specifically on the topic of Energy Transformation. Employing the Research and Development (R&D) method with the systematic ADDIE model, the research was conducted at SD N Karanganyar, Gunungkidul, involving a classroom teacher and 19 students. Data collection included expert validation, student and teacher questionnaires, and field trials to evaluate the media’s feasibility and impact on learning involvement. The developed interactive website integrates contextual illustrations, animations, and embedded quizzes to support conceptual understanding. Validation results from material and media experts confirmed high feasibility in terms of content accuracy, visual design, and interactivity. Classroom implementation revealed that the Canva-based media effectively fostered active engagement, increased motivation, and improved comprehension of abstract concepts, as reported by both students and the teacher. The findings affirm that strategically designed, Canva-driven interactive media serves as both a feasible and effective instructional tool for building meaningful engagement in elementary IPAS education, aligning with the student-centered and dynamic learning goals of the Merdeka Curriculum.
This article systematically reviews previous studies on the integration of religious character values in learning at Nature-Based Schools using the Systematic Literature Review (SLR) method. Data were collected from Google Scholar via Publish or Perish 8 (limited to journals indexed in Sinta 2 and above) and from Scopus through direct database searches. The literature selection followed the PRISMA 2020 protocol, yielding 4 eligible studies. Data were analyzed using NVivo 15 through four thematic analysis stages: coding, categorizing, interpreting, and thematic mapping. The findings reveal that the five dimensions of religiosity proposed by Glock and Stark—belief, knowledge, experience, practice, and consequences are comprehensively implemented in learning at Nature-Based Schools. Belief and knowledge serve as spiritual and intellectual foundations, while experience, practice, and consequences are reflected in students’ moral and reflective behaviors. The integration of these values is realized through Experiential Learning as the core foundation, where learning occurs through direct experience, reflection, and socio-spiritual engagement. This approach encompasses the Humanistic Approach, Contextual Teaching and Learning (CTL), Religious Spiritual Approach, and Ecopedagogical Approach, which internalize religious values through social projects, outdoor learning, salat dhuha, charity, and positive habituation. Teachers act as moral exemplars and value facilitators. Overall, Experiential Learning proves effective in fostering holistic religious character formation.
The rapid emergence of ChatGPT has generated significant attention in the education sector, particularly regarding its potential to support language and literature learning. This study investigates Primary School Teacher Education (PGSD) students’ perceptions of ChatGPT use in Indonesian Language and Literature courses. Employing a quantitative research design, data were collected from 333 undergraduate students across six Indonesian universities using a questionnaire adapted from Chellappa and Luximon. The instrument measured three perceptual dimensions: optimism, usefulness, enthusiasm and appreciation. Data were analyzed using descriptive statistics, one-sample t-tests, and MANOVA. The findings indicate that students generally hold positive perceptions of ChatGPT across all measured dimensions. One-sample t-test results show that mean scores for all items were significantly above the neutral benchmark, suggesting favorable student attitudes toward the technology. MANOVA results reveal no significant differences in perceptions based on gender or semester level. However, significant differences were found across universities, highlighting the influence of institutional context on technology acceptance. The results align with the Technology Acceptance Model and Self-Determination Theory, indicating that both cognitive evaluations and motivational factors contribute to students’ positive responses. Overall, ChatGPT demonstrates strong potential as a supportive cognitive and motivational tool in Indonesian Language and Literature learning. The study underscores the importance of institutional support and strategic integration to maximize the educational benefits of generative AI in teacher education contexts.
The abstract nature of geometry often creates a disconnect between mathematical concepts and students' daily lives, resulting in limited conceptual understanding in elementary education. This study aims to evaluate the effectiveness of an ethnomathematics-based pop-up book, centered on the Tugu Yogyakarta monument, in enhancing fourth-grade students' understanding of plane geometry. Using a quantitative, quasi-experimental, nonequivalent control-group design, the research involved 30 students at SD Netral C Yogyakarta, divided into an experimental and a control group. Data were collected via expert-validated multiple-choice tests and analyzed using descriptive and inferential statistics, including the Independent Sample t-Test. Results indicated that the data were normally distributed and homogeneous (p = 0.441). The Independent Sample t-Test yielded a t-count of 3.028 with a significance of 0.004, leading to the rejection of the null hypothesis. These findings demonstrate that students who used the ethnomathematics pop-up book achieved significantly higher conceptual understanding than those who used conventional textbooks. The integration of 3D visual media and local cultural icons effectively bridges abstract geometric properties with concrete spatial visualization, making it a viable alternative for meaningful mathematics instruction in elementary schools.
Reading comprehension is a crucial core competency for elementary school students' success, yet many challenges remain in the practice of reading instruction. Learning often focuses on the literal aspect without addressing deeper cognitive aspects, such as critical thinking about texts. Critical literacy, which positions students as active readers, can be a solution in developing reading comprehension skills. This study aims to analyze the role of metacognitive awareness in critical literacy learning on elementary school students' reading comprehension skills. Using a quantitative, explanatory design, this study shows that critical literacy learning positively influences reading comprehension skills. Furthermore, metacognitive awareness plays an important role in mediating this influence, as students with strong metacognitive awareness tend to be better able to understand texts in depth. The analysis results show that critical literacy learning not only improves reading comprehension skills directly but also increases students' awareness of their thinking processes while reading. These findings suggest that a critical literacy approach integrating metacognitive awareness can improve the quality of elementary school students' reading comprehension and have important implications for the development of Indonesian language learning at the elementary level.
