Economic education is an important aspect of equipping prospective elementary school teachers with the ability to understand economic concepts and integrate them into the learning process. This study aims to develop a personalized learning-based economics instructional model to improve the economic literacy of students in the Elementary School Teacher Education (PGSD) program. The research employs a Research and Development (R&D) approach through several stages, including needs analysis, model design, instructional material development, expert validation, implementation, and evaluation. The developed model integrates the principles of personalized learning, Massive Open Online Courses (MOOCs), smart learning, interactive multimedia, and digital learning assessment. This model is designed to provide flexible, adaptive, interactive, and student-centered learning experiences that address individual student needs. The expected outcome is a digital economics learning model that can serve as an alternative innovation in the education and preparation of prospective elementary school teachers.
This study aims to describe the improvement in student learning outcomes regarding the topic of "Unity and Cohesion within the Scope of Sub-districts, Urban Villages, and Villages" through the Problem-Based Learning (PBL) model, supported by the Wordwall platform, in the fourth-grade class at SDN 13 Batu Gadang, Padang City. The research was conducted over two classroom action research cycles, involving 28 students as subjects, and employed a mixed-methods approach—integrating both qualitative and quantitative methods—for data collection and analysis. Data were gathered through observations, tests, and non-test instruments. The findings indicate positive progress in the quality of lesson planning, the execution of activities by both the teacher and students, and the achievement of learning outcomes throughout the instructional process. The average score for lesson module assessments increased from 89.58% in the first cycle to 95.83% in the second cycle. Teacher activity scores rose from 85.71% in the first cycle to 92.85% in the second cycle, while student activity scores also increased from an average of 85.71% in the first cycle to 92.85% in the second cycle. Furthermore, the average student learning outcome improved from 79.14 in the first cycle to 87.33 in the second cycle. Consequently, the implementation of the Problem-Based Learning model, supported by Wordwall, is effective in enhancing student learning outcomes in the subject of Pancasila Education at the elementary school level.
The development of digital technology has created opportunities to improve the quality of basic education services. However, it has also introduced challenges in the form of infrastructure disparities, differences in educators' digital competencies, and inequalities in education financing. This study aims to analyze disparities in financing and access to digital education at the basic education level from the perspective of the economics of education through a comparative study of Indonesia and developing countries. The study employs a mixed-methods approach by integrating descriptive quantitative analysis and qualitative analysis of educational policy documents. The countries examined include Indonesia, Nepal, Pakistan, Laos, Vietnam, Yemen, Botswana, Liberia, Burkina Faso, Namibia, South Sudan, and Saint Vincent and the Grenadines. The analytical indicators include education budget allocation, the availability of information and communication technology infrastructure, teachers' digital competencies, the ratio of ICT devices to students, and equitable access to digital learning. This study is expected to provide a comparative overview of factors associated with disparities in digital education services and offer policy recommendations for more equitable education financing and educational resource management.
Character education in primary schools requires a holistic framework that connects physical action, social collaboration, and spiritual values. This qualitative library research synthesizes 22 scholarly works by Syafi’i, Mudayat, and contemporary educational researchers to build an integrated framework of performance pedagogy and socio-spiritual interaction for character formation in elementary school students. Using inductive coding and thematic analysis, four primary themes emerged: (1) bodily-kinesthetic engagement and structured games as foundational spaces for empathy and fair play; (2) socio-spiritual interaction and inclusive moderation as drivers of emotional resilience and tolerance; (3) pedagogical deep learning and reflective inquiry as catalysts for moral agency; and (4) collaborative governance and parent-teacher synergy for sustainable character ecosystems. The study demonstrates that embedding spiritual-moral values into active movement and collaborative tasks bridges the gap between theoretical moral instruction and lived ethical behavior. A conceptual model and stage-by-stage implementation framework for elementary schools are proposed as a guide for future qualitative classroom research.
The Read, Answer, Discuss, Explain, and Create (RADEC) learning model is increasingly used in Science and Social Studies (IPAS) lessons in Indonesian elementary schools, yet qualitative evidence on how it works in classrooms remains scattered. This study is a qualitative library research that synthesizes 17 sources: eight sources on RADEC and nine qualitative or mixed-methods articles by Syafi’i and Mudayat on distance education, digital learning, and learning processes in elementary schools. Sources were selected purposively, coded inductively, and synthesized thematically. The synthesis shows three things. First, RADEC is described as a five-stage syntax in which Read and Answer prepare students before the lesson, while Discuss, Explain, and Create form collaborative classroom activity. Second, the only purely qualitative RADEC study in IPAS found in this review, a case study in a fourth-grade class, reports that students perceived RADEC as enjoyable and motivating and that teachers saw it as increasing engagement, while quantitative and classroom-action studies report gains in concept understanding and learning outcomes. Third, the studies by Syafi’i and Mudayat point to four conditions that shape implementation: timely feedback, a collaborative social environment, affective engagement and student agency, and teacher capacity with contextual resources. The article proposes a stage-by-stage mapping of RADEC onto IPAS activities as a working hypothesis for field-based qualitative research; it does not report new classroom data.
