Primary school pupils’ difficulties in understanding the concept of fractions through conventional textbooks highlight the need for interactive and contextual teaching materials to strengthen numeracy. This study aims to develop and test the validity, practicality, and effectiveness of interactive digital worksheets (E-LKPD) based on Indonesian Realistic Mathematics Education (PMRI) for the topic of fractions. The research employed a research and development method using the ADDIE model, comprising the analysis, design, development, implementation, and evaluation stages. The research instruments consisted of a needs analysis questionnaire, an expert validation sheet, a practicality questionnaire, and a learning outcome test. The research results indicate that the E-LKPD falls into the ‘valid’ category, with content expert ratings of 78%, media expert ratings of 94.2%, and language expert ratings of 95.8%. Usability also falls into the ‘very high’ category, with a percentage of 89.25% in the one-to-one test and 87.25% in the small-group test. The effectiveness of the E-LKPD is demonstrated by an N-Gain value of 0.66, which falls into the moderate category. These findings indicate that the PMRI-based interactive E-LKPD is suitable for use as digital teaching material to strengthen primary school pupils’ understanding of fractions and numeracy skills
Instruction in Learning Natural and Social Sciences (NS&SS) within primary education necessitates contextual and engaging innovations. This study aims to develop and evaluate the effectiveness of an interactive flipbook that integrates distinctive regional commodities based on the local wisdom of Musi Banyuasin. This research employs a Research and Development (R&D) approach using the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model, was implemented with two fifth-grade classes, consisting of an experimental group (n = 30) and a control group (n =31). The research instruments utilised included expert validation rubrics, learner practicality questionnaires (measuring ease of use and clarity of learning activities), and assessments of learning outcomes. The results indicate that the flipbook demonstrated high validity in terms of content, design, and linguistic suitability. Furthermore, user practicality was rated as very high (91.6%). The flipbook proved effective in enhancing learning outcomes, as evidenced by a high N-Gain score in the experimental class (0.73) compared to a low score in the control class (0.14), alongside a significant difference observed in the t-test ($p = 0.000 < 0.05$). Consequently, this innovation has the potential to serve as an engaging and meaningful pedagogical resource aligned with the demands of twenty-first-century education.
The memorisation of short Quranic chapters, or Surahs, within elementary religious education frequently poses challenges related to student engagement and rote retention capabilities. Consequently, this study aimed to address these issues through the development and subsequent evaluation of an educational board game, focusing on its feasibility, practicality, and effectiveness. The research employed a Research and Development methodology based on the Borg & Gall model which culminated in a final product trial involving 25 fourth-grade students. Data collection utilised expert validation questionnaires, teacher and student practicality assessments, interest surveys, and both written and oral pre-tests and post-tests. The findings indicated that the board game is highly viable, evidenced by strong ratings from content experts at 91.43% and media experts at 78.05%. Moreover, the product was deemed highly practical by both teachers and students, who awarded it scores of 97.03% and 98.52% respectively. The intervention demonstrated effectiveness through a 16% increase in student interest and enhanced memorisation proficiency, characterised by moderate N-gain scores in written (0.62) and oral (0.43) assessments. The distinct advantage of this board game lies in its integration of five interactive challenge types, specifically memorisation, composition, writing, questioning, and insight, organised within a 14-category chapter system
Character education is a foundational pillar in students' moral and social development, particularly at the primary education level. This study examined the role of Sundanese local wisdoms silih asah (mutual enlightenment), silih asih (mutual affection), and silih asuh (mutual care) in shaping students' character across the cognitive, affective, and behavioural dimensions. A qualitative case study design was employed to enable an in-depth exploration of how these values are integrated into the learning ecosystem of a public primary school in Nunuk Baru Village. Data were collected through classroom observations, in-depth interviews, and document analysis conducted within the school setting. Qualitative data were systematically analyzed using NVivo software to support coding, thematic analysis, and data triangulation. The findings indicate that teacher empathy accounted for 30% of compassion-based interactions, peer support behaviours emerged in 25% of observed incidents, and practices reflecting silih asuh, such as a buddy system, were documented 21 times. In addition, spontaneous acts of care and active participation in extracurricular communal activities reflected the authentic internalization of these values. This study highlights the importance of embedding local wisdom into formal schooling as a sustainable approach to fostering prosocial behaviour and strengthening students' moral resilience amid the challenges of globalization.
Character education is a foundational pillar in students' moral and social development, particularly at the primary education level. This study aims to evaluate the role of Sundanese local wisdom, silih asah (mutual enlightenment), silih asih (mutual affection), and silih asuh (mutual care) in shaping the cognitive, affective, and behavioral dimensions of student character. Employing a mixed-methods approach, the research combines qualitative and quantitative techniques, including field observations, social interaction coding, and document analysis conducted at SDN Nunuk Baru. Findings reveal that teacher empathy was present in 30% of compassion-based interactions, peer support behavior emerged in 25% of observed incidents, and the practice of silih asuh, such as through the buddy system, was documented 21 times. Moreover, spontaneous acts of care and significant participation in extracurricular communal activities indicated authentic internalization of these values. The study underscores the importance of embedding local wisdom into the formal curriculum as a sustainable strategy to enhance prosocial behavior and fortify students’ moral resilience amidst the challenges of globalization. Further research is recommended in urban settings and should include longitudinal evaluations to assess the long-term impact of such value integration
Elementary school curriculum changes by integrating science subjects into integrated science courses, requiring innovative open-ended materials based on local wisdom. This study aims to develop flipbook-based teaching materials integrating local wisdom for Natural and Social Studies (IPAS) learning at Darussalam Elementary School, focusing on enhancing students’ understanding and motivation, particularly in energy topics. Research and development (R&D) method with the Borg and Gall model, modified by Sugiyono. The first research flow is potential and problem, product design, design validation, design revision, final product, and field report preparation. The results demonstrated that the use of local wisdom-based flipbooks significantly improved student learning outcomes, as evidenced by increased understanding in pretest and posttest data. Expert assessments (lecturers, material experts, information technology experts, and school principals) confirmed that the teaching materials met the expected standards, with suggestions for enhancing interactivity. This research contributes to education by integrating technology and local wisdom to improve the quality of science learning in elementary schools. The findings indicate that flipbook-based technology can make learning more relevant and engaging for students. Future studies should focus on broader trials and long-term monitoring to evaluate the impact of these materials on student outcomes.
This study examines parental preferences between the K-12 and K-10 curricula in the Philippines, focusing on four key indicators: college readiness, employability, financial burden, and time consumption. Anchored in a descriptive quantitative approach, the research surveyed 600 parents of elementary students from three public schools in the province of Laguna using a 4-point Likert scale questionnaire. Results reveal that while parents generally view both curricula as capable of preparing students for college and employment, the K-10 curriculum is slightly favored in terms of financial practicality and shorter duration. A t-test analysis also showed significant gender-based differences, with mothers perceiving K-12 as more burdensome in time and cost. These findings highlight the relevance of understanding household-level experiences amid ongoing policy debates, particularly proposals to remove senior high school as a college prerequisite. The study underscores the need to align educational reforms with the real capacities and expectations of Filipino families.
This research investigates the transformative role of Artificial Intelligence (AI) in teaching English in Pakistan's private primary schools. The study focuses on AI technologies such as Grammarly, ChatGPT, and Duolingo, examining their benefits and challenges in primary education. International studies have shown that AI aids in writing, feedback, and personalised learning; however, the impact of these tools in Pakistan’s primary schools remains underexplored. This gap is addressed by synthesising findings from global literature and examining how international trends are influencing local educational practices. The research method involves a systematic literature review of 57 articles from databases such as Scopus and ERIC. Using qualitative synthesis and theme classification according to PRISMA guidelines, the study identifies both positive outcomes, including enhanced engagement and improved language performance, and challenges, such as digital inequality, teachers' lack of preparedness, and an over-reliance on automation. The findings underscore the need for tailored ethical guidelines and ongoing professional development for teachers to ensure the effective and equitable integration of AI in primary school education
The diminishing enthusiasm among students for composing personal narratives, coupled with the overwhelming presence of readily accessible online examples, has prompted many to resort to shortcuts, consequently impeding their creative growth and expression. This study examines the effectiveness of the RADEC learning model in enhancing graphic composition skills among fifth-grade students. Utilizing a quasi-experimental design characterized by a quantitative methodology and a pretest-posttest control group structure, the study engaged a cohort of 60 fifth-grade students from a rural educational institution. The selection of participants was carried out through convenience sampling, which involved choosing two classes, namely VA and VB, with each class comprising 30 students. Data collection was accomplished through a comprehensive approach that included the administration of questionnaires, standardized tests, and the compilation of relevant documentation. The findings indicate that the RADEC model improves students' comprehension of writing concepts and significantly enhances their descriptive writing skills in Indonesian. Its structured, student-centered approach facilitates their progression from basic writing tasks to planning, monitoring, and evaluating their work. Furthermore, it promotes critical, creative, and independent thinking in writing
This study aims to develop and evaluate HydroAR, an Augmented Reality-based learning media for teaching the water cycle to elementary students. Using the 4D R&D model (Define, Design, Develop, Disseminate), the study involved 22 student respondents and 1 teacher in a limited-scale pilot test, and 30 student respondents in a wide-scale dissemination test in Cirebon Regency. Data were collected using questionnaires and analyzed through quantitative and qualitative methods. Results show that HydroAR is highly feasible and effective. Media and material experts rated it “very feasible,” and student responses yielded SUS scores of 83.18% (limited-scale) and 85.58% (wide-scale), both categorized as “acceptable.” The media increased students' interest and improved learning outcomes on water cycle material. AR integration helped present abstract content more clearly and engagingly. This media proves valuable for science education, especially in teaching abstract concepts. HydroAR demonstrates the potential of AR-based tools in enhancing understanding, making learning more interactive, and supporting teachers in delivering complex material visually.
Meaningful mathematics instruction enables students to autonomously construct mathematical concepts and discern their relevance to real-world contexts. The Ethno-Realistic Mathematics Education (E-RME) approach advances this objective by embedding cultural and contextual dimensions within the curriculum, thereby fostering critical thinking and deepening conceptual mastery. This study investigated the efficacy of the E-RME approach in enhancing the critical thinking capacities of primary school pupils. A quasi-experimental design was employed, involving 308 pupils from diverse primary schools, allocated to experimental and control groups. Assessment was conducted using the Generalised Partial Credit Model (GPCM), which facilitates polytomous scoring of two-tier test items to capture nuanced responses. Data were analysed using JASP software to evaluate pupils’ conceptual understanding and reasoning proficiency based on their tiered responses. The findings revealed that the E-RME approach significantly outperformed the conventional instructional model in promoting conceptual understanding and critical thinking, even after adjusting for baseline performance via ANCOVA. These results underscore that superior learning outcomes derive not only from the mathematical content delivered but also from pedagogical strategies that meaningfully integrate mathematics with pupils’ cultural identities and lived experiences
Learning Natural and Social Sciences (IPAS) in elementary schools requires contextual and engaging innovations to be more relevant to students' lives. This study aims to develop and test the effectiveness of an interactive IPAS flipbook as a learning innovation that promotes regional superior products based on the local wisdom of Musi Banyuasin. This research is a development research (R&D) with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research instruments include expert validation sheets, student practicality questionnaires, and learning outcome tests. The results show that the flipbook is declared very feasible in terms of content, design, and language. User practicality is also considered very high, with an average score of 91.6%. The effectiveness of the flipbook is seen from the increase in the N-Gain score in the experimental class (0.73/high category) compared to the control class (0.14/low category), as well as the t-test results that show a significant difference between the two groups (2-tailed significance = 0.000 <0.05). The novelty of this research lies in the development of digital teaching materials that integrate local resources into science and science subjects interactively and contextually. This innovation has the potential to become an engaging, meaningful learning alternative that aligns with the demands of 21st-century education.
Learning to memorize short Quranic letters in elementary religious education often faces challenges related to student interest and rote memorization ability. This study aimed to address this by developing and evaluating an Educational Game Tool (APE) in the form of a board game to determine its feasibility, practicality, and effectiveness. The research employed a Research and Development (R&D) methodology using the Borg & Gall model, with a final product trial involving 25 fourth-grade students. Data were collected using expert validation questionnaires, teacher and student practicality questionnaires, interest surveys, and written and oral pre-test/post-tests. The results demonstrated that the board game is feasible, with high ratings from a material expert (91.43%) and media expert (78.05%), and highly practical according to teachers (97.03%) and students (98.52%). The game was also effective, increasing student interest by 16% and improving memorization ability, achieving moderate n-gain scores for both written (0.62) and oral tests (0.43). These findings imply that this APE board game is a feasible, practical, and effective learning medium that can serve as an innovative alternative for teachers to enhance student engagement and improve memorization outcomes
Nusukan Primary School primarily utilises conventional teaching methods, with limited incorporation of technology. The objective of this study was to evaluate the efficacy of the Kahoot-supported Inquiry-Based Learning model in enhancing the problem-solving skills of primary school students. Employing a quantitative approach with a quasi-experimental design, the research was conducted with two third-year classes at Nusukan Primary School. The experimental group received instruction through the Inquiry-Based Learning model integrated with Kahoot media, while the control group was taught using conventional methods supplemented by PowerPoint presentations. Data were collected via pre- and post-intervention problem-solving assessments to measure the comparative effectiveness of the instructional approaches. The findings of this study indicate that the experimental group, which received instruction through the Kahoot-supported Inquiry-Based Learning model, demonstrated significantly superior problem-solving abilities compared to the control group. The experimental group achieved an N-Gain score of 78%, classified as 'effective,' whereas the control group recorded a score of 38%, deemed 'less effective.' Furthermore, the integration of Kahoot media enhanced the efficacy of the Inquiry-Based Learning approach, particularly during the second phase (organising students) and the concluding phase. This enhancement contributed substantially to the improvement of problem-solving skills among primary school students.
In the 21st century, educational innovations are essential to enhance student engagement and the relevance of learning materials to their cultural and technological contexts. This study investigates the effectiveness of the Problem Based Learning model integrated with the Culturally Responsive Teaching approach, supported by Augmented Reality media, on the mathematics learning outcomes of fourth-grade students at Banjarejo Elementary School, specifically in the topic of flat shapes. It also compares the learning outcomes between classes utilizing this innovative model and those employing conventional teaching methods. Employing a quantitative approach with a Quasi-Experimental design, the study involved two classes: IV A as the experimental group (N = 20) and IV B as the control group (N = 20). Research instruments included validated and reliable multiple-choice and essay questions. The independent t-test analysis revealed significant differences in learning outcomes between the two groups. The findings indicate that the PBL model combined with CRT and AR is effective, achieving an N-Gain value of 58.45%. This approach fosters contextual, interactive learning that aligns with students, cultural backgrounds, demonstrating its potential to enhance educational practices in mathematics.
Artificial intelligence (AI) is transforming education rapidly. However, awareness of AI and its utilization varies significantly across professional fields and educational levels. This study investigated pre-service teachers' attitudes towards and use of AI in teaching and learning activities in Nigeria. A descriptive survey method was employed involving 96 pre-service teachers from a private college of education in Kwara State who were selected via simple random sampling. Data were collected using the Pre-service Elementary Teachers' Attitudes and Utilization of Artificial Intelligence in Teaching-Learning Activities Questionnaire (PSETAUAIQ), which demonstrated strong reliability (index = 0.77). The findings were insightful: Pre-service teachers consistently expressed positive attitudes towards integrating AI into their teaching, and the study revealed a high level of AI utilization among them. Crucially, analysis confirmed no significant difference in attitudes or AI utilization based on gender. Based on these results, it is strongly recommended that pre-service teachers receive comprehensive ethical training to ensure the responsible and effective use of AI tools in their future classrooms.
High Order Thinking Skills (HOTS) are essential competencies for elementary school students in the digital age. However, learning media capable of integrating Indonesian cultural diversity values with the development of HOTS are still limited. This research develops KEBAYA (Digital Comics on Indonesian Cultural Diversity) as a digital comic medium designed to enhance HOTS through the presentation of engaging and interactive cultural content. The research used the ADDIE development model, which includes the Analysis, Design, Development, Implementation, and Evaluation stages. Needs analysis was conducted on students and teachers, the digital comic design was based on the curriculum and cultural values, development was done using the Canva Application, and its feasibility was tested through expert validation questionnaires. Implementation was piloted with elementary school students, and evaluation was done through HOTS tests and response questionnaires. KEBAYA was declared valid by content and media experts, easy to use in learning, and effective in improving students' HOTS. Trials showed an increase in HOTS scores on the indicators of analysis, evaluation, and creativity. KEBAYA can be used as an innovative culture-based learning medium that can enhance higher-order thinking skills. This medium has the potential to be adapted to various learning themes in elementary school.
Prior studies demonstrate that numerous pre-service teachers retain scientific misconceptions, and existing assessment instruments are inadequate for accurately distinguishing levels of comprehension. This research developed the Multitier Science Instrument (MScI), a reliable diagnostic tool for improving the evaluation of conceptual comprehension. The research utilised the 4D model, which consists of four phases: defining, designing, developing, and disseminating. The study involved thirty-one pre-service elementary school teachers, with an average age of 19 years, at an Islamic university in Cirebon, Indonesia. CVR analysis and other statistical techniques evaluated the instrument's validity and reliability while analysing the distribution of misconceptions. The results demonstrate that the Multitier Science Instrument (MScI) possesses high validity, evidenced by a Content Validity Ratio of 0.966, surpassing the benchmark of 0.672, and robust reliability, as indicated by a Cronbach's alpha coefficient of 0.827. The responses from participants were divided into four groups: sound understanding, partial understanding, misconceptions, and no understanding. Fluid statics exhibited the highest degree of misconceptions among the evaluated subjects. These findings underscore the pressing necessity for enhanced diagnostic instruments in education. Conventional assessment techniques, such as multiple-choice examinations and essay prompts, inadequately reflect the genuine depth of pre-service elementary educators' conceptual comprehension
This study examined the ideology of dance learning in the context of dance feasibility exam performances as a project based evaluation to measure students' skills during study at Dinda Bestari studio. Using a qualitative approach and case study methods, this study examines how cultural, social, and educational values are instilled through traditional dance teaching strategies in the context of non-formal education. Data was obtained through observation, in-depth interviews with teachers and students, and documentation of learning activities. The findings of the study show that project-based evaluation with dance performances as a form of skill feasibility test, was obtained as a result of mastery of basic movements (30%), understanding the meaning of movement (25%), presentation techniques (25%) and cultural knowledge (20%). This evaluation shows that dance learning in the studio has the potential to be a strategic space in shaping character and cultural awareness, as well as challenging the dominance of formal curriculum that often ignores local values. The novelty lies in the integration of the evaluation of non-formal education based on local culture with thematic analysis of ideology and character.
The formation of religious character in elementary school students is an important foundation in integrated Islamic education. The ADLX Introflex Integrated Curriculum is presented as a model plearning that integrates cognitive, affective, and spiritual aspects throughp meaningful learning experiences. This research aims to empirically examine Implementation of the ADLX Introflex Integrated Curriculum in the formation of religious character students at IQRO' Nogosari Integrated Islamic Elementary School. The study used a qualitative approach with phenomenological design. The research subjects included the principal, teachers, and students, with data collection techniques through in-depth interviews, observations, and studies documentation. Data analysis using the Miles and Huberman interactive model. Results Research shows that the implementation of the ADLX Integrated Curriculum has components main main Active Learning, Deep Learning, Learner Experience, and approach INTROFLEX. Implementation of the curriculum through intracurricular, co-curricular, and extracurricular activities. Extracurricular activities. Implementation of religious character building through the Iqro' Inspire program, Tahsin and Tahfidz Al Bayan, Worship Monitoring and Islamic Personal Development (BPI). Synergy between teachers, schools and parents in the formation of religious character sustainable. The ADLX Introflex curriculum has implications for increasing awareness students' spirituality and enriching the concept of character education and tarbiyah values Islam.
