Mimbar Sekolah Dasar (Elementary School Forum) is an international, peer-reviewed, open-access journal dedicated to advancing knowledge and innovation in elementary education. Published four times a year (March, June, September, and December) by Elementary Teacher Education Program, Universitas Pendidikan Indonesia. MSD serves as a platform for educators, researchers, and policymakers to share high-quality research findings, critical reviews, and scholarly discussions that address contemporary issues in the field of basic education. The journal welcomes contributions covering a broad range of topics, including curriculum development, instructional strategies, assessment and evaluation, educational policy, teacher professional development, learning innovations, and the integration of technology in elementary classrooms. MSD is committed to promoting global academic collaboration by publishing articles from both national and international authors, ensuring relevance to diverse educational contexts. Mimbar Sekolah Dasar with eISSN 2502-4795 has been accredited (Sinta 2 since Vol. 7(3) 2020) by The Ministry of Education, Culture, Research, and Technology (Decree: 158/E/KPT/2021 & Certificate).
Survey of Parents Perceptions of School Reputation: A Study at SD Muhammadiyah Sapen Yogyakarta
The background of this study is based on the increasing competition among educational institutions and the importance of school reputation in building public trust. This study aims to analyze parents' perceptions of school reputation at SD Muhammadiyah Sapen Yogyakarta. Using a quantitative approach and survey design, this study involved parents as respondents who assessed several dimensions of school reputation, including teacher quality, facilities, parent involvement, communication, and religious values. Data were collected using a Likert scale questionnaire and analyzed descriptively to determine the level of parental satisfaction with various aspects of school performance. The results show that parents have a very positive perception of the school's reputation, with teacher exemplarity and service quality as the dominant factors. More than 70% of respondents rated teacher professionalism as “very satisfactory,” and more than 80% expressed satisfaction with the school's administrative and information services. High levels of satisfaction were also recorded for indicators such as school facilities, learning comfort, communication services, administration, and extracurricular activities. This study confirms that a school's reputation is built not only through academic achievement but also through moral integrity, effective communication, a supportive learning environment, and strong parental involvement. In addition, religious values and a conducive learning environment were identified as important elements that strengthen the school's public image. The results of this study are expected to serve as a reference for schools in maintaining a positive reputation and for future researchers in developing studies on educational reputation and parental trust.
Copyright (c) 2026 Dessy Puspita Purnamasari, Herwin Herwin, Wuri Wuryandani (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Attitudes Towards Science and Perceptions of Difficulty as Factors Affecting Students' Achievement in Science
This study aimed to examine the influence of attitudes toward science and perceptions of learning difficulty on elementary school students’ science achievement and to identify the most dominant affective factors. A quantitative, correlational design was employed. The sample consisted of 372 students in grades IV, V, and VI from six elementary schools representing urban, peri-urban, and rural areas. Data was collected using a science attitude questionnaire, a perceived learning difficulty questionnaire, and a short-answer science achievement test. Data analysis employed validity and reliability testing, multiple regression, F-tests (ANOVA), and partial t-tests. Multiple regression analysis revealed that the model was significant (F(7, 364) = 34.5; p < 0.001), R² = 0.399, indicating that the five variables together accounted for 39.9% of the variance in students’ science achievement. Attitudes toward science was the strongest predictor (β = 0.441; t = 9.22; p < 0.001), followed by perceived learning difficulty (β = 0.181; t = 3.84; p < 0.001). Partial t-test analysis revealed significant differences by school location, with peri-urban students outperforming rural students (B = 10.492; p < 0.001) and urban students (B = 6.663; p < 0.001). These findings confirm that affective factors and the learning environment play important roles in shaping elementary school students' science achievement.
Copyright (c) 2026 Authors https://creativecommons.org/licenses/by-nc-sa/4.0
Optimization of the Museum-Based Field Trip Method as an Experiential Learning Strategy for National Cultural Diversity Material in Elementary Schools
This study examined the effectiveness of a museum-based field trip method in improving elementary school students’ understanding of national cultural diversity. A quantitative approach was employed using a quasi-experimental one-group pretest–posttest design. The participants were 25 fifth-grade students at SD Negeri Naikoten 1 Kupang. Data were collected through concept understanding tests, observations, and documentation. Pretest and posttest assessments were administered to measure students’ understanding before and after the implementation of the museum-based field trip. Data were analyzed using descriptive statistics and inferential tests, including the Shapiro–Wilk normality test, Levene’s homogeneity test, and paired sample t-test. The descriptive results showed that the mean pretest score was 62.24, while the mean posttest score increased to 83.52, with a mean difference of 21.28. The Shapiro–Wilk test indicated that both pretest and posttest data were normally distributed, and Levene’s test showed that the data were homogeneous. The paired sample t-test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant improvement in students’ understanding after the intervention. These findings suggest that museum-based field trips can provide meaningful direct learning experiences that strengthen students’ conceptual understanding of national cultural diversity. Therefore, this method can be considered an effective instructional strategy for teaching cultural diversity in elementary education.
Lecturers’ Retention as a Determinant of Goal Achievement in Private Colleges of Education in South-West, Nigeria
The attraction and employment of highly experienced and competent lecturers for education delivery in higher institutions has been a global concern. It is as a result that this study examined lecturers’ retention as a determinant of goal attainment in South-West Nigerian private colleges of education. The research design used in the study was descriptive. 763 lecturers and all of the heads of primary and post-primary schools in South-West Nigeria made up the study's population. Three states were chosen from the zone, which included Lagos, Oyo, and Osun States, using the purposive sampling technique. Additionally, 10 of the 25 private colleges of education in the sampled states were chosen using purposive sampling technique. The colleges were chosen to supply crucial information required because they were founded before 2021. 220 primary and post-primary school heads and 30 management staff members were chosen using purposive sampling technique. The Data for this study were gathered using Goal Achievement Questionnaire and Lecturers’ Retention Questionnaire, at .05 level of significance, Pearson Product-Moment Correlation Statistics was used to test the study's hypotheses. The R-values of 0.87 and 0.90 are for good work life balance and good remuneration respectively. While, the p-values of 0.00 and 0.02 are also for good work life balance and good remuneration respectively. The findings revealed that lecturers’ retention level is moderate and there is a significant relationship between lecturers’ retention and goal achievement in private colleges of education. The study recommended attractive salary and compensation packages for lecturers of private colleges of education.
Exploring the Relationship between Self-Regulated Learning and Critical Thinking: The Role of Self-Reflection in Enhancing Higher-Order Thinking Skills
This quantitative study assessed Critical Thinking (CT) proficiency, explored Self-Regulated Learning (SRL) strategies, and examined the relationships between SRL and CT and their components. Additionally, it examined the effect and predictive roles of SRL strategies in shaping CT skills and addressed the extent to which self-reflection mediates the effect of performance control on CT skills. The sample consisted of 150 students from Moroccan preparatory classes. The Collegiate Academic Achievement Proficiency (CAAP) Critical Thinking Test (CTT) was administered to assess CT proficiency. The Academic Self-Regulated Learning Questionnaire (ASRLQ) was used to examine SRL strategies. The results demonstrated students’ average level of CT and statistically significant correlations between the components of SRL and CT. Structural Equation Modeling (SEM) analysis indicated a statistically significant high path from SRL to CT (β = 0.75, SE = 0.07, t = 10.71, p < .001), confirming the effect of SRL on CT. Additionally, the findings of the mediation analysis with bootstrapping confirmed the indirect effect of self-reflection on the relationship between performance control and CT. This study highlights the importance of enhancing students' SRL strategies and the role of self-reflection in developing learners’ higher-order thinking skills. These findings highlight the use of differentiated instructional approaches that consider planning, monitoring, and reflection strategies as central mechanism for developing CT, metacognitive awareness and promote learner autonomy.
The Influence of School Environment on Motivation to Learn Indonesian in Elementary Schools
Students’ motivation to learn is a key factor in shaping their engagement and academic success, particularly in language subjects such as Indonesian. However, many elementary school students experience fluctuating motivation due to inadequate learning environments, limited teacher support, and less conducive classroom conditions. This study aims to examine the influence of the school environment on elementary students’ motivation to learn Indonesian. A quantitative correlational design was employed, involving 27 fifth-grade students selected through proportional random sampling. Data were collected using validated and reliable questionnaires measuring students’ perceptions of the school environment and their learning motivation. Data analysis included descriptive statistics, Pearson correlation, and simple linear regression. The results indicate a moderate positive correlation between the school environment and learning motivation (r = 0.606), and regression analysis shows that the school environment significantly affects students’ motivation, contributing 36.7% of the variance in motivation scores. These findings suggest that a supportive school environment, characterized by positive teacher–student interactions, adequate facilities, and a conducive classroom climate, plays an important role in enhancing students’ motivation to learn Indonesian. Therefore, improving the physical, social, and instructional aspects of the school environment can be an effective strategy to increase students’ learning motivation and engagement in the learning process.
Labeling Phenomena in Elementary Schools: Its Impact on Students’ Self-Concept, Learning Motivation, and Psychological Well-Being
Labeling within elementary school settings not only reflects teachers’ or peers’ perceptions of students’ behavior but also functions as a social force that shapes children’s self-concept and psychological well-being. While positive labels may foster confidence and motivation, negative labels can generate stress, lower self-esteem, and disrupt emotional development. This study aims to explore the impact of both positive and negative labels on the emotional condition, behavior, and self-identity of elementary school students. Employing a qualitative case study design, data were collected through semi-structured interviews, participant observations, and document analysis involving students, teachers, parents, and the school principal. Data analysis was conducted through data reduction, data display, and conclusion drawing, reinforced with triangulation and member checking to ensure credibility. The findings reveal that negative labeling diminishes students’ confidence, triggers withdrawal behaviors, and undermines learning motivation. Interestingly, the study also found that some students interpret negative labels as a source of motivation to disprove them, reflecting an attempt to restore personal autonomy when they feel unfairly categorized. Conversely, positive labels may enhance enthusiasm but can also induce psychological pressure, such as fear of failure or anxiety about maintaining high performance. These findings suggest that labeling practices in educational settings are part of a broader social dynamic that influences how children make meaning of their learning experiences. In this context, interaction patterns shaped by teachers and parents play a crucial role in fostering a communication climate that supports students’ psychosocial well-being.
Writing from What You Hear: The Role of Critical Listening in Students' Writing Skills
This study highlights the importance of critical listening and writing as interconnected language competencies that support students’ literacy and cognitive development. In elementary education, listening activities are often limited to passive comprehension and are rarely integrated with productive language skills, such as writing. Therefore, this study aimed to describe the levels of critical listening and writing skills among fifth-grade elementary school students and to analyze the relationship between the two variables. This research employed a quantitative approach with an ex post facto correlational design. The participants consisted of 59 fifth-grade students from a public elementary school in Serang City, Indonesia. Data were collected through observation and tests measuring students’ critical listening and writing skills. The data were analyzed using descriptive statistics and Pearson product-moment correlation analysis. The findings revealed that the students’ average critical listening score was 53.36, while their average writing score was 44.08; both were categorized as moderate. The Pearson correlation test showed a positive and significant relationship between critical listening and writing skills (r = 0.422, p < 0.01). These findings indicate that students with stronger critical listening abilities tend to demonstrate better writing performance. This study contributes to the framework of integrated language learning by emphasizing that critical listening functions as a cognitive foundation for developing coherent and meaningful writing skills in elementary education.
Phenomenological Study of Character Education Practices in Baubau City Elementary Schools
This research is motivated by the persistent gap between the character values taught normatively in the curriculum and the actual practices experienced by students in their daily lives in elementary schools. Character education often remains declarative and has not fully addressed the experiential and subjective meaning dimensions of learners. Therefore, this study aims to gain an in-depth understanding of character education practices as well as the meanings constructed by teachers and students through their lived experiences. This research employs a qualitative approach with a phenomenological design focusing on the participants' lived experiences. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed thematically to reveal the essence of the character education experience. The findings indicate that character education is perceived as lived experiences integrated into students' daily lives through habituation, teacher role modeling, and contextual school culture. The process of internalizing values occurs gradually through social interaction, emotional engagement, and reflection on experiences. The integration of values in learning and the use of local wisdom have been shown to strengthen the relevance and depth of value understanding. Nevertheless, the implementation of character education still faces challenges such as value inconsistency between school and the external environment, the dominance of cognitive orientation in the curriculum, and limited teacher pedagogical readiness. Thus, character education requires an integrative, contextual, and collaborative approach so that the internalization of values can take place holistically and sustainably.
Copyright (c) 2026 La Ode Fajrul Islam Sabti, Juharmin Suruambo, La Ode Sahrin Djalia, Jufri Jufri (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Promoting Academic Interaction: The Role of Classroom Social Environment in Predicting Student Engagement in Upper Elementary Mathematics
Student engagement plays a crucial role in fostering meaningful mathematics learning in elementary school and is strongly influenced by the classroom’s social environment. However, limited research has examined how classroom social environments predict student engagement in upper elementary mathematics learning and whether this relationship differs by gender. This study aimed to examine the predictive role of the classroom social environment in student engagement in mathematics learning among upper elementary students. A quantitative ex post facto design was employed involving 316 students in Grades IV-VI. Data were collected using validated and reliable Guttman-scale instruments measuring classroom social environment and student engagement in mathematics learning. A normality test with Kolmogorov Smirnov Test indicated that the data were not normally distributed, therefore, nonparametric statistical analyses were applied, including Spearman rank correlation, coefficients of determination, and Mann-Whitney U tests. The results showed a positive and significant relationship between classroom social environment and student engagement in mathematics learning, explaining 24.01% of the variance in engagement, which falls within the moderate category. Female students reported higher perceptions of classroom social environment and engagement, whereas the predictive contribution of the classroom social environment to student engagement in mathematics learning was stronger among male students. Among the dimensions of the classroom social environment, promoting academic interaction emerged as the strongest predictor. These findings highlight the importance of supportive and interactive classroom environments in strengthening engagement in elementary mathematics learning.
Exploring IPAS through Learning Styles: An Analysis of the Influence of Learning Styles on Students’ Conceptual Understanding at SD Alam Islami
Accelerated rates of social and technological change require learning systems that develop scientific thinking, character, and problem-solving abilities beginning at the elementary school level. This research investigates the impact of learning styles, namely, visual, auditory and kinesthetic, on students’ conceptual understanding in IPAS (Integrated Natiral and Social Sciences) at a primary school in Bekasi. In a classroom-based quantitative study, a validated learning style questionnaire and force-related multiple-choice tests were administered to gather data. The assumptions for the analyses were met and tested for normality, as well as homogeneity. The product-moment correlation was used to examine the relationships among the variables, and the significance and proportion of explained variance were also tested. There was a significant positive and useful effect between learning style and conceptual understanding as the findings indicated. Students who preferred visual learning obtained higher levels of understanding when learning was embalmed with visualizations; kinesthetic and auditory learners gained when the instructional strategies were similarly focused on their modality strengths. In total, learning styles explained about one-third of the variance in performance, the rest was related to teaching methods, learning environments and motivation. The research proposes that learner-centered differentiation techniques considering a variety of learning styles may enhance better engagement and depth of conceptual learning. Practical implications are related with what teacher professional development in multimodal pedagogical design and curriculum development should be that is based on the laboratory work with discussion and visual material in the direction of supporting learner diversity.
Integration Experiences of International Students in Life Science Classes in Turkey: A Study on Intercultural Education through Textbooks
This study investigates the growing need for inclusive educational practices in Turkish primary schools, where the number of refugee and international students has been steadily increasing. It focuses on how foreign-national students engage with cultural themes in Life Science classes and how these experiences shape their integration into Turkish culture, values, and identity. Employing a phenomenological research design, semi-structured interviews were conducted with students from diverse migration backgrounds to capture their lived experiences. The data were analyzed thematically, revealing two interrelated themes. The first theme highlights the role of cultural elements and symbols—such as national holidays, historical figures, monuments, and the Turkish language—in shaping students’ sense of identity and cultural belonging. These elements provided opportunities for reflection and comparison, enabling students to relate Turkish cultural content to their own backgrounds. The second theme demonstrates the influence of language proficiency, ethnicity, and family context on students’ integration processes. Students with higher levels of Turkish language proficiency engaged more actively in cultural learning, while family practices, particularly food traditions and parental influence, played a significant role in transmitting cultural knowledge. Overall, the findings suggest that while textbooks support cultural belonging, deeper intercultural understanding requires more inclusive, contextualized, and experiential representations of diversity to ensure sustainable integration.
The Relationship Between Learning Readiness and Scientific Reasoning Ability of Elementary School Students
This study aims to examine the relationship between learning readiness and the scientific reasoning ability of Grade V students in public elementary schools in Laweyan District. The research problem is based on the fact that the scientific reasoning ability and learning readiness of elementary school-aged students are still underdeveloped. This research employed a quantitative method with a correlational design. The population of this study were all fifth-grade elementary school students in the Laweyan district, with a sample of 100 students taken by cluster random sampling. Data were collected using two techniques, namely a questionnaire to collect data on learning readiness and a written test to assess scientific reasoning ability. The data were analyzed using Pearson correlation analysis with the results of the coefficient value of 0.816, p < 0.001, and an R-square of 0.665. These results indicate a significant relationship between learning readiness and scientific reasoning ability. This finding implies that teachers can use the research results as a reference to develop learning strategies that not only focus on students' cognitive abilities but also focus on factors that influence scientific reasoning, one of which is learning readiness. Therefore, the cultivation of these abilities becomes more effective.
Why Is It Difficult to Teach Mathematics? An Analysis from the Perspective of Elementary School/MI Teachers
This study was motivated by the statement that mathematics is a difficult subject. Many students experience difficulties in learning mathematics. This study focuses on answering this rumor from the perspective of elementary school/MI teachers. What difficulties do teachers experience when teaching mathematics, resulting in students having difficulty understanding the material? The objectives of this study are 1) to analyze which mathematics material is considered most difficult by students, 2) why students have difficulty learning this mathematics material, 3) what difficulties students experience when learning mathematics, 4) what difficulties elementary school/MI teachers experience when teaching mathematics, and 5) what kind of mathematics learning should be carried out in the classroom. This study used a survey method, with the population being elementary school/MI teachers on the island of Java, Indonesia. Meanwhile, the sample data was obtained from elementary school/MI teachers spread across the Java region, such as West Java Province, DKI Jakarta, Banten, etc., with 133 respondents. The instrument used was a questionnaire filled out via Google Form and Mentimeter links. The results of the study reveal 1) several mathematics materials that are considered most difficult by students, 2) several factors causing students to experience difficulties in learning mathematics, 3) a mapping of the difficulties students experience when learning mathematics, 4) a grouping of the difficulties that elementary school/MI teachers experience in teaching mathematics, and 5) suggestions for mathematics learning that should be carried out in the classroom.
Elementary School/Madrasah Ibtidaiyah Teachers
A Multisensory Approach to Teaching Singing Dynamics in Elementary School
Elementary school music education plays a crucial role in developing students' musical sensitivity and expressive abilities. However, young learners often struggle to understand abstract musical concepts, such as dynamics in singing. This study aims to examine the effectiveness of a multisensory approach in teaching singing dynamics to second-grade elementary students by incorporating color as a visual representation and body movement as a kinesthetic reinforcement. This research employs a qualitative descriptive method, utilizing observation, and documentation for data collection. The participants consist of second-grade students engaged in singing lessons where colors represent different dynamic levels, and body movements reinforce their understanding. The results indicate that this approach enhances students’ comprehension of dynamics, increases their engagement in learning, and strengthens the connection between auditory, visual, and kinesthetic perceptions. The study concludes that integrating color and body movement is an effective pedagogical strategy for improving young learners’ understanding of abstract musical concepts, particularly in singing dynamics. These findings suggest that multisensory strategies can be effectively applied by elementary music teachers to support students’ expressive vocal development and engagement in classroom singing activities.
The Effect of CLIS Learning Model on Students Product Creativity in States of Matter Topic
This study evaluates the effectiveness of the Children Learning in Science (CLIS) model in fostering students’ creativity in understanding changes in the states of matter. A quantitative approach with a quasi-experimental design was employed. The sample consisted of 54 fourth-grade students selected through cluster random sampling, with 27 students in the experimental group and 27 in the control group. Data were collected using validated written tests, with validity assessed through product-moment correlation and reliability measured using Cronbach’s Alpha. Normality, homogeneity, and baseline equivalence tests were conducted to ensure analytical accuracy. Data were analyzed using an independent sample t-test at a 0.05 significance level with SPSS version 23. The results indicate that the CLIS model significantly improves students’ creativity (p = 0.000 < 0.05; t = 6.953 > t-table = 2.006). The experimental group achieved higher post-test scores than the control group, suggesting that the CLIS model enhances creative thinking, independent problem-solving, and active participation. These findings confirm that the CLIS model is an effective alternative for teaching the science and social studies subject, particularly on changes in the states of matter. Theoretically, this study reinforces constructivist principles by demonstrating the model’s role in promoting creativity through active and meaningful learning.
The Development of a Digital Illustrated Storybook Containing Pancasila Values ​​to Improve the Understanding and Character of Mutual Cooperation in Fourth Grade Elementary School Students
This research aims to: (1) develop a feasible digital picture storybook based on Pancasila values to improve the understanding and mutual cooperation character of fourth-grade elementary school students; (2) examine the practicality of the developed digital picture storybook; and (3) determine its effectiveness in improving students' understanding and mutual cooperation character. This research and development employed the ADDIE model, consisting of the stages of analyze, design, develop, implement, and evaluate. The feasibility test was conducted by two expert validators, including learning material and learning media experts. A one-to-one trial involved six fourth-grade students at SD Negeri 222 Palembang. A small group trial was conducted with 12 students at SD Negeri 225 Palembang, while a field trial involved 24 students at SD Negeri 226 Palembang. The effectiveness test was carried out through a quasi-experimental design during the implementation stage, involving an experimental class at SD Negeri 224 Palembang and a control class at SD Negeri 223 Palembang. Data were analyzed qualitatively and quantitatively based on expert and user responses. Several prerequisite tests were conducted, including normality, homogeneity, t-test, N-gain score, and MANOVA. The results indicate that: (1) the digital picture storybook is feasible based on expert validation; (2) it is practical according to teachers’ and students’ responses; and (3) it is effective in improving students’ understanding and mutual cooperation character after its implementation.
Copyright (c) 2026 Rizqa Maharani Mulyadi, Wuri Wuryandani (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating Educaplay into Project-Based Learning: An Innovative Approach to Foster Critical Thinking among Pre-Service Teachers
Low critical thinking skills among students affect their ability to understand and solve complex academic problems. This study looks into how combining project-based learning with interactive digital media from Educaplay can help improve critical thinking skills among PGMI students. The study used a quasi-experimental approach with a design that includes a pretest and posttest along with a control group. The study used two classes that were similar, each having 30 students. One group was the experimental group, and the other group was the control group. The study used a test to measure critical thinking skills that experts had reviewed and approved. The test had a reliability score called Cronbach Alpha, which was above 0.70. Data were collected by giving both groups a pretest and a posttest. The data was checked with an independent t-test, and the effect size was figured out using Cohen's d. The results showed a big difference between the experimental group and the control group. The significance value was less than 0.05, and the effect size was 1.79, which is considered high. This indicates that the Educaplay-based PjBL model effectively supports PGMI students in developing their critical thinking skills. Using project-based learning combined with interactive digital tools like Educaplay can be a smart choice for teaching in today’s world.
Copyright (c) 2026 Prapti Octavia Ningsih, Risma Chulashotud Diana, Zahid Zufar At Thaariq (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Digital Transformational Leadership in Educational Management: Implications for Elementary School Principals – A Systematic Literature Review
Digital transformation presents significant challenges for elementary school management, particularly due to variations in teachers’ digital readiness and limited organizational capacity. This study aims to systematically synthesize empirical research on Digital Transformational Leadership (DTL) and its implications for elementary school principals. Using a Systematic Literature Review (SLR) guided by PRISMA, 28 empirical articles (2015–2025) from Scopus-indexed journals and other reputable sources were analyzed using the Context–Intervention–Mechanism–Outcome (CIMO) framework. The findings reveal that DTL strengthens school management through the development of organizational agility, digital school culture, and teacher commitment. Organizational agility emerges as a key mediating mechanism linking leadership practices to adaptive school outcomes. This study reconceptualizes DTL by positioning organizational agility as a central mechanism in elementary school contexts and offers a refined leadership model for digital-era school management.
Copyright (c) 2026 Aty Susanti, Rita Hastuti, Miswan Miswan, Eki Dudi Darmawan, Ujang Cepi Barlian, Nano Sukmana (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Development of Multiplication and Division Card (MDC) Game Using the GASING Method for Elementary Students: A Multiplication Pilot Study
Elementary students often experience difficulties in understanding multiplication concepts due to the abstract nature of arithmetic instruction and the limited use of engaging learning media. This research aims to design and develop the Multiplication and Division Card (MDC) Game based on the GASING (Gampang, Asyik, dan Menyenangkan) method as a game-oriented learning medium to support students’ conceptual understanding of multiplication. The research employed a Research and Development (R&D) approach using a simplified ADDIE model, consisting of needs analysis, product design, product development, implementation, and evaluation stages. The MDC Game was specifically prepared and tested for multiplication learning through a limited trial involving Phase B (Grade III) elementary students. Data were collected using expert validation instruments, teacher and student response questionnaires, classroom observations, and interviews, and were analyzed using descriptive quantitative and qualitative methods. The results indicate that the MDC Game is feasible in terms of content accuracy, usability, and visual design, with minor revisions needed for instructional clarity. It is also considered practical and positively received by teachers and students, as it promotes active participation, collaboration, and motivation. The limited trial findings show students’ learning progression, with the mean score increasing from 46.31 (pretest) to 87.34 (posttest). In conclusion, the MDC Game demonstrates strong potential as a GASING-based learning medium for elementary multiplication instruction. Although limited to a pilot context, these findings provide preliminary evidence for further large-scale implementation and more rigorous investigation.
Copyright (c) 2026 Tsalitsa El May, Turmudi Turmudi, Mubarok Somantri (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Utilizing AI-based Graphic Design Platform Features to Enhance Student Engagement in Indonesian Language Learning at the Elementary School Level
The development of artificial intelligence has influenced instructional practices in elementary schools, particularly in the use of more visual, contextual digital learning media. In Indonesian language learning, the limited use of engaging instructional media that aligns with students’ characteristics often results in low student engagement, as reflected in insufficient attention, participation, and interaction during classroom activities. Therefore, instructional that support active student engagement are needed. This study aimed to enhance student engagement in Indonesian language learning at the elementary school level by using artificial intelligence features in the Canva application as instructional media. The study employed a qualitative Classroom Action Research approach and involved 31 fifth-grade students at a private elementary school in Indonesia. The research was conducted in two cycles, comprising planning, action implementation, observation, and reflection stages. Instructional media were developed using an AI-based Graphic Design Platform features, including Magic Write, Text to Image, and Magic Design. Data were collected through observations, interviews, questionnaires, and documentation. Data were collected through observations, interviews, and questionnaires. Student engagement was measured across four aspects: behavioural, emotional, cognitive, and agentic. Data analysis used both qualitative and quantitative methods. The findings indicate an improvement in student engagement from Cycle I to Cycle II, in the four aspects: behavioural, emotional, cognitive, and agentic. This study concludes that the AI-based Graphic Design Platform can serve as an effective instructional support medium to enhance student engagement in Indonesian language learning at the elementary school level, while maintaining the teacher’s central role in the learning process.
I Gusti Ngurah Mayun Susandhika Susandhika
Copyright (c) 2026 I Made Darma Sucipta, I Made Rai Jaya Widanta Widanta, I Wayan Eka Dian Rahmanu Rahmanu, 4. I Gusti Ngurah Mayun Susandhika Susandhika (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
The Role of Teachers in STEM Integration to Enhance Elementary School Students’ Numeracy Skills in Malaysia
Numeracy is a fundamental competency for elementary school students in responding to the demands of 21st-century life; however, numeracy achievement remains a challenge in many countries, including Malaysia. This study explores the role of teachers in integrating Science, Technology, Engineering, and Mathematics (STEM) learning to support elementary students’ numeracy development in the Malaysian context. Using a qualitative case study design, this research involved 12 elementary school teachers who had experience or understanding of STEM-based learning and were selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The findings show that teachers understood numeracy as a functional ability to apply mathematical concepts in real-life contexts, rather than merely as procedural calculation skills. STEM integration was implemented through project-based learning, simple experiments, direct measurement activities, and contextual problem solving. Teachers served as facilitators who guided students in exploration, discussion, collaboration, and reflection. However, the implementation of STEM-based numeracy learning was constrained by limited instructional time, variations in students’ numeracy abilities, and inadequate learning resources. The study contributes to the discussion on teacher agency by showing how teachers translate STEM pedagogy into classroom practices that support numeracy development. Overall, the findings suggest that STEM integration can strengthen numeracy learning when supported by continuous teacher professional development, sufficient instructional resources, and appropriate educational policies.
Copyright (c) 2026 Rintis Rizkia Pangestika, Nurhidayati, Arum Ratnaningsih, Nila Kurniasih, Hasnizawati Hashim, Norulhuda Tajuddin, Rozieana A. Halid @ Khalid (Author) https://creativecommons.org/licenses/by-nc-sa/4.0
Smart Box Media Development for Teaching Food Chains and Webs in Grade 5
Challenges in delivering instructional materials—particularly on the topics of food chains and webs in science—and limited media variation, as well as low participation and activity among fifth-grade students at SDN X Semarang City, motivated this research. The study focuses on developing the "Doraemon Smart Box," an innovative learning medium tailored to food chain and web concepts in science subjects. This research aims to enhance student participation, offer a more diverse range of educational tools, and facilitate conceptual understanding, creativity, and active engagement in the learning process. The research adopts the Research and Development (RnD) methodology, utilizing the ADDIE development model, which comprises analysis, design, development, implementation, and evaluation stages. Validity tests demonstrated excellent feasibility, with material experts awarding a score of 97.33% and media experts 94.66%. The material is presented in a clear, systematic manner, with new concepts delivered engagingly through visually appealing features, high-quality images, balanced color composition, and user-friendly operation—all contributing to increased student interest and motivation. Feedback from teacher and student response questionnaires further supports the effectiveness of the media, with scores of 100% and 88.5% respectively, both classified as very good.
Copyright (c) 2026 Linnda Sabilla Cahya Anggraini, Henry Januar Saputra, Mudzanatun (Author) https://creativecommons.org/licenses/by-nc-sa/4.0