International Conference on Elementary Education
Ethno-Curriculum as a Vehicle for Preserving Cultural Identity in the 21st Century
The rapid global changes in the 21st century have brought serious challenges to the sustainability of local cultural identities. The modernization of education tends to standardize curricula, thereby displacing local values, knowledge, and practices that form the foundation of community life. This article examines the concept of the Ethno-Curriculum as a means of preserving cultural identity through the integration of indigenous knowledge and ethnopedagogy in the design and implementation of the curriculum. This research was conducted in the multicultural Dalaynese community (Dayak, Malay, Chinese) at school level using a qualitative literacy-exploration approach. The qualitative literacy approach was used for conceptual-critical purposes by reviewing recent literature on curriculum studies, ethnopedagogy, and cultural sustainability. Exploratory data were collected through participant observation and in-depth interviews. Both approaches position local culture as a source of learning, values, and meaning in the formal education process of schools. Analysis shows that the ethno curriculum not only functions as a context-based educational instrument but also as a strategy for decolonizing knowledge that strengthens students' identities. In the multicultural context of Indonesia, the development of the ethno-curriculum can serve as a means of revitalizing, among others, Dalaynese local values at the practical level of education. The findings of this study emphasize that the preservation of cultural identity in the 21st century must be carried out through a transformation of the curriculum paradigm from merely transferring knowledge to imparting local values and wisdom. Thus, the ethnocurriculum plays an important role in building education that is rooted in culture while remaining adaptive to global challenges.
The Market Day in a Global Education Perspective
The purpose of this study is to obtain a factual description of the formulation, implementation, and evaluation of co-curricular market day activities in a global perspective that can improve students' literacy skills towards understanding the global world through the perspective of food from various countries. This study uses a case study method with a qualitative approach. The subjects in this study were school residents consisting of the principal, teachers, guardians of students, and students, as well as supporting documents from the implementation of the co-curricular market day activities. The results of the study indicate that the school does have a routine program that is held once every semester by grades 5 and 6 while grades 1 to 4 are buyers in the activity. Grades 5 and 6 were chosen as subjects to implement it with the consideration that from a cognitive perspective they are more capable so that knowledge transfer will occur in the activity. The implementation activities start from determining the theme of the activity, preparing dishes in groups, conducting promotions, conducting market day activities, and ending with evaluation. This market day co-curricular activity plays an important role in broadening students' horizons in responding to global developments so that they will become globally educated students who are sensitive to international developments, starting from the food aspect of those countries.
The Habituation Of Early Bedtime As An Effort to Strengthen The Value Of Discipline Among Elementary School Students
This study aims to describe the role of early sleeping habits as an effort to strengthen discipline in elementary school students. Discipline is a fundamental character value that influences academic success, responsibility, and regular student behavior. However, in practice, discipline is often influenced by seemingly simple daily factors, such as sleep patterns. This study used a descriptive qualitative approach with data collection techniques through in-depth interviews, participant observation, and documentation. The study subjects consisted of five fifth-grade students, two homeroom teachers, and two parents at Dermayon Elementary School, Serang Regency. Data analysis was conducted using thematic analysis to identify the relationship between early sleeping routines and the development of student discipline. The results of the study indicate that the habit of going to bed early contributes significantly to the development of disciplined behavior in aspects of punctuality, responsibility for learning, and regularity of daily activities. Students who go to bed before 9:00 PM tend to be more focused in their studies, arrive on time for school, and demonstrate adherence to rules. The role of parents in creating a consistent bedtime routine is a key factor in the success of developing this disciplined character. These findings confirm that simple habits such as going to bed early can serve as an effective character education strategy, especially when integrated with collaboration between schools and families.
The Effectiveness of Animated Videos in Enhancing Elementary Students’ Financial Literacy Understanding and Critical Thinking Skills
This study aims to assess the effectiveness of Cha-Ching animated videos in enhancing elementary students' financial literacy and critical thinking skills. The context of this research is grounded in the low level of financial literacy in Indonesia, which demands more engaging and interactive learning methods. A quasi-experimental method with a pretest-posttest control group design was employed, involving two groups of students: an experimental group taught using animated videos and a control group taught with conventional methods. The study measured the understanding of financial literacy concepts such as saving, budgeting, and distinguishing between needs and wants. The indicators of financial literacy included students' ability to explain the concept of saving, identify sources of income, differentiate between needs and wants, and develop simple financial plans. Critical thinking skills were assessed through students' ability to analyze, evaluate, and create financial strategies in real-life situations. The results revealed that the experimental group showed significant improvements in financial literacy and critical thinking, with a statistically significant difference between the two groups (p = 0.004). The N-gain test showed that the experimental group demonstrated a higher improvement (68.31%) compared to the control group (48.26%). The findings suggest that animated videos are an effective tool for enhancing both financial literacy and critical thinking among elementary students.
Understanding How Local Wisdom Shapes Social Skills: A Microethnographic Study in Indonesian Elementary Classrooms
This study aims to understand how Indonesian local wisdom values, such as gotong royong (cooperation), musyawarah (shared decision-making), and tepa selira (empathy), shape the social skills of elementary school students through daily learning practices. The study was conducted in three public elementary schools in Cirebon Regency, West Java, involving 21 students and 4 teachers as participants. Using a microethnographic approach, this study examined the social dynamics, discourse patterns, and participation structures that mediate social interactions in the classroom. Data were collected over eight weeks through classroom observations, video recordings, and semi-structured interviews with teachers and students. The analysis shows that local wisdom values function as cultural tools that strengthen empathy, social responsibility, and prosocial communication among students. Teachers play a crucial role in internalizing these cultural values through contextual pedagogical strategies that foster social awareness and collaboration. These findings contribute to the global discourse on culture-based social pedagogy by demonstrating how the integration of local values can enrich the social-emotional learning approach in multicultural elementary education contexts.
Deep Learning Approach to Numeracy Literacy Learning in Elementary Schools
Students show that they often cannot apply mathematical knowledge in other fields directly and the teaching and learning activities that occur are dominated by conventional learning, focusing on one-way knowledge transfer from teachers to students, this kind of learning is no longer adequate to meet the demands of the modern era. This article aims to analyze and understand the implementation of numeracy literacy learning at the elementary school level using a deep learning approach to make learning more personal and in-depth. This study uses a qualitative method using data collection techniques with interviews, questionnaires, and literature studies, and data analysis is carried out using analysis techniques according to Miles and Huberman. The data obtained will be subjected to data reduction, data presentation, and drawing conclusions or verification. This study shows that students have an awareness in the use of numbers and symbols, analytical and problem-solving practices, the relevance of learning to everyday life, enjoyable learning experiences, and a positive atmosphere that encourages active involvement.
Bridging the Expository Literacy: The Effectiveness of the SQ4R Method Based on Local Wisdom SDGs in Addressing Comprehension Deficits in Elementary School Students
This research is motivated by a deficit in expository literacy skills among elementary school students, reflected in their low ability to read comprehension and write structured and logical expository texts. This deficiency represents a gap that needs to be addressed to support the achievement of the Sustainable Development Goals (SDGs), particularly Goal 4 on Quality Education. This study aims to test the effectiveness of the SQ4R (Survey, Question, Read, Recite, Reflect, and Review) method, integrated with local wisdom values relevant to the SDGs, in improving these two skills. The study used a quasi-experimental method with a nonequivalent control group design. The subjects were fifth-grade elementary school students, divided into an experimental group receiving the SDGs-based SQ4R treatment and a control group using conventional methods. Data were collected through reading comprehension tests and expository writing performance tests, and analyzed using t-tests to compare learning outcomes between groups. The results showed significant improvements in the experimental group compared to the control group, both in reading comprehension and expository writing skills. Integrating local wisdom (e.g., the values of mutual cooperation and nature conservation) into the SQ4R stages can increase the relevance of the material, helping students absorb and reflect on the information more deeply. Therefore, it can be concluded that the SQ4R method based on SDGs Local Wisdom is effective in bridging the literacy gap and is an innovative learning method that supports sustainable education at the elementary level.
Analysis of Fifth-Grade Students’ Mathematical Connection Ability in Understanding Fraction Concepts
This study aims to analyze the mathematical connection ability of fifth-grade elementary school students in understanding fraction concepts. Mathematical connection ability is one of the essential aspects that should be developed from the elementary education level, as it enables students to recognize relationships among mathematical concepts and apply them meaningfully in real-life situations. The research employed a qualitative descriptive method, with data collected through a mathematical connection ability test, observations, and interviews. The test instrument was developed based on three main indicators of mathematical connection ability proposed by the National Council of Teachers of Mathematics (NCTM), namely: (1) the ability to connect mathematical concepts, (2) the ability to connect multiple mathematical representations, and (3) the ability to connect mathematical concepts to real-life situations. The research subjects consisted of 30 fifth-grade students from a public elementary school in Garut Regency. The results indicate that the indicator of connecting mathematical concepts achieved the highest percentage at 68.7% (moderate category), followed by the indicator of connecting representations at 65.4% (moderate category), while the indicator of connecting mathematics to everyday life reached only 42.1% (low category). These findings suggest that students are generally able to identify relationships among mathematical concepts but still experience difficulties in applying these concepts to real-life contexts. Therefore, more in-depth instructional reinforcement is required to help students develop a more meaningful and applicable understanding of the mathematical concepts they learn.
Developing an Ecoliteracy E-Module through the ADDIE Model to Foster Sustainable Development (SDGs) in Elementary Schools
This research is motivated by the importance of ecoliteracy education in elementary schools to instill sustainable values. Integrating the Sustainable Development Goals (SDGs) into learning is a strategic step to foster environmental awareness through a digital approach. This study aims to develop an e-module on ecoliteracy integrated with the SDGs for elementary school students, using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). This research method uses a research and development (R&D) design with a mixed methods approach. The subjects were 50 students, divided into two groups: an experimental group and a control group (25 students each). Quantitative data were collected through pre-tests and post-tests, while qualitative data were obtained through interviews and observations. Findings and analysis showed that the experimental group achieved a post-test score of 85% with an N-gain of 0.6 (moderate), while the control group achieved 70% with an N-gain of 0.2 (low). These data indicate an increase in students' understanding of the ecoliteracy concept after the e-module. In conclusion, the ADDIE-based ecoliteracy e-module has proven effective in strengthening environmental awareness and supporting sustainability-focused education in elementary schools.
Variations in Challenges and Practices of Elementary School Teachers in Strengthening Cultural and Civic Literacy in Sumedang Regency
The rapid advance of globalization has compelled elementary school teachers to continuously adapt to diverse challenges in fostering cultural and civic literacy. This study aims to map the variation of challenges and teaching practices among elementary teachers in Sumedang Regency, focusing on territorial characteristics. Employing an explanatory sequential mixed-method design, the research integrates quantitative data from Likert-scale surveys and qualitative insights from thematic analysis of open-ended responses, collected from 40 teachers in urban, rural, and suburban schools with varying teaching experience. Statistical and thematic analyses reveal notable differences in both the challenges and strategies encountered, influenced by school location and professional seniority. Teachers in urban schools and those with seniority reported greater complexity but demonstrated greater innovation, while teachers in rural and suburban settings faced more limitations in contextual cultural materials, digital access, and parental engagement. Novice teachers expressed a significant need for structured training and school support. Qualitative results highlight key barriers: inadequate cultural materials, limited professional development, diminished student motivation, and time constraints. These findings underscore the imperative for locally grounded resource development and professional training tailored to both territorial and experiential needs to effectively improve cultural and civic literacy at the primary level.
21st century education demands critical, creative, collaborative, and digital literacy skills. The STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is an innovation that integrates various disciplines contextually to create meaningful learning. This study aims to analyze the application of STEAM in elementary schools by reviewing the supporting factors, constraints, and their impact on student learning processes and outcomes. The method used is a qualitative approach with library research, through the analysis of various research results, educational theories, and relevant policies. Data were obtained from secondary literature such as scientific journals, books, research reports, and purposively selected policy documents. Thematic content analysis was used to identify key themes such as teacher roles, facilities, policy support, and the impact of STEAM on learning outcomes. The results of the study show that the application of STEAM is efficacious in improving 21st century skills, including critical thinking, creativity, collaboration, and learning motivation. Project-based learning is the most effective strategy in integrating the five disciplines. However, the main obstacles include limited teacher competence, facilities, and policy support. Overall, STEAM has the potential to build creative and future-oriented basic education, noting the need for teacher training, adequate facilities, and interdisciplinary curriculum policies
Analysis of The Need for an Ethno-Steam-Based Learning Module to Improve Narrative Text Writing Skills
This research is motivated by the low ability of fourth-grade elementary school students to write narrative texts. Many students still have difficulty expressing ideas or themes, structuring a coherent flow, determining characters and settings, and choosing language styles that comply with Indonesian grammar rules. The learning activity process applies a conventional learning model with the lecture method, and the teaching materials used by the teacher are limited to school textbooks. This condition is one of the causes and obstacles for students in developing their imagination and creativity during the writing process. Based on these issues, this research aims to analyze the need for an Ethno-Steam-based learning module to improve the narrative text writing skills of fourth-grade elementary school students. The research method used is Research and Development (R&D) with the ADDIE method. However, this research is only limited to the Analysis stage. Research data was obtained from interviews, analysis of teaching material documents, and initial observations of learning implementation. The analysis results show that a learning module with an Ethno-Steam approach is highly needed to improve the narrative text writing ability of fourth-grade elementary school students.
The Effect of the STEAM Learning Model on Problem-Solving Skills in Science Education for Third-Grade Students at SDN Kamasan 1
Science and Social Studies (IPAS) learning in elementary schools plays a crucial role in developing students’ critical and problem-solving abilities. However, preliminary observations at SDN Kamasan 1, Cinangka District, revealed that third-grade students still struggle to identify problems and design contextual solutions in IPAS learning activities. This study aims to determine the effect of the STEAM (Science, Technology, Engineering, Art, and Mathematics) learning model on students’ problem solving skills. The research employed a quasi-experimental design with a non-equivalent control group, involving 52 students divided into an experimental class (n = 26) and a control class (n = 26). The experimental class received learning through the STEAM model, while the control class used conventional learning. Data were collected through problem-solving tests and observation sheets, and analyzed using an independent sample t-test. The results showed that the mean posttest score of the experimental class (M = 84.12, SD = 6.45) was significantly higher than that of the control class (M = 72.31, SD = 7.28), with t(50) = 6.42, p < 0.001. The effect size (Cohen’s d = 1.15) indicated a strong influence of the STEAM model on students’ problem-solving skills. These findings suggest that the STEAM learning model effectively enhances students’ ability to connect IPAS concepts to real-life situations, promoting creativity and collaboration in 21st-century learning contexts.
Application of STEAM Project Based Learning Model to Improve Mathematical Creativity of Sixth Grade Students at SDN Binong, Pamarayan
Mathematics learning in elementary schools is often still oriented towards final results and calculation skills alone, rather than the creative thinking process of students. Phenomena in the field show that most students experience difficulties when faced with contextual problems that require flexible and innovative thinking. This indicates that procedural learning has not been able to foster creativity and mathematical imagination. To address this challenge, this study aims to examine the effectiveness of project-based STEAM learning in improving the mathematical creativity of sixth-grade students at SDN Binong Elementary School in Pamarayan District. The study uses a quantitative approach with a one group pretest-posttest design, involving 28 students. The instruments used are mathematical creativity tests and learning activity observation sheets. The results of the analysis using a paired t-test showed a significant increase in students' mathematical creativity, with a pretest average score of 60.7 and a posttest average score of 84.2 (t = 9.03; p < 0.05). The most prominent improvement occurred in the aspects of originality and flexibility of thinking. These results indicate that project-based STEAM learning is able to transform the classroom into a space for exploring ideas, fostering the courage to innovate, and developing creative thinking skills in the context of real life.
Exploring the Integration of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in Elementary Education: A Systematic Literature Review
STEAM education in elementary schools has gained increasing global attention, driven by the need to develop 21st-century skills and integrate innovative technologies. This study employs a systematic review approach by collecting and analyzing 800 recent studies from international databases such as Scopus, Web of Science, and ERIC, published within the last five years. The primary findings reveal a significant upward trend in the use of digital and innovative media, such as augmented reality (AR), virtual reality (VR), and artificial intelligence (AI), which positively impact student motivation, critical thinking skills, and academic outcomes. However, challenges remain, including disparities in technological access, teacher preparedness, and cultural diversity across different contexts. These findings emphasize the importance of policy development that supports pedagogical innovation and enhances technological infrastructure to ensure the effective and inclusive implementation of STEAM. The study also identifies research gaps concerning long-term impacts and sustainability of STEAM programs across regions, highlighting the need for further investigation. The insights offered by this review provide strategic directions for fostering innovative, adaptive, and equitable STEAM education at both global and local levels.
Analysis Needs for Integrating Local Cultural Values in Reading and Writing Learning for Second Grade Students (Preliminary Study for Developing an Ethnopedagogy Module)
This study aims to analyze the needs for integrating Bandung local cultural values into reading and writing instruction for second-grade elementary school students as an initial step in developing an ethnopedagogy-based module. The research background stems from the low basic literacy skills found among second-grade elementary students in Cibogo, Lembang. Out of a total of 23 students, 3 students were unable to read, while several students still experienced difficulties in reading fluency, writing simple sentences, and using capital letters and punctuation marks. This condition is exacerbated by instruction that remains dominated by lecture methods and the use of teaching modules that are not contextual to local life and culture. This study employs a qualitative approach with a needs analysis method through interview and observation techniques involving teachers and second-grade elementary students as research subjects. The analysis focuses on identifying elements of Bandung local culture, including community social life, natural environmental conditions, natural products, regional arts, and traditions that are still alive in the Elementary School Bandung community and surrounding areas. Preliminary findings indicate that teachers have not yet developed teaching modules that connect Indonesian language material with students' local cultural context. In fact, the integration of ethnopedagogical values is considered to have the potential to strengthen basic literacy skills through meaningful, contextual learning rooted in students' cultural experiences. Therefore, the results of this study are expected to serve as a foundation for developing ethnopedagogy-based learning modules that integrate Bandung local culture to improve the reading and writing skills of second-grade elementary students.
Multicultural Education in Elementary Schools: Fostering The Pancasila Student Profile Through an Ethnopedagogical Approach
Multicultural education in Indonesia plays a crucial role in shaping the nation's character based on Pancasila. The ethnopedagogy approach emerges as an effective strategy to integrate local and national cultural diversity into the elementary school learning process. This study aims to examine how the ethnopedagogy approach can foster the Pancasila learner profile through multicultural education at the elementary level, as well as strengthen the values of tolerance, justice, and mutual cooperation as part of the nation's character. The method employed includes a literature review and field observations at several elementary schools implementing ethnopedagogy in their teaching. Qualitative analysis was used to assess the influence of this approach on character formation and the application of Pancasila values. The results indicate that ethnopedagogy can enhance students’ awareness of cultural diversity and reinforce attitudes of tolerance, justice, and solidarity. Students better understand and appreciate their own cultural identities while respecting other cultures, thereby contributing to the development of a Pancasila student profile who is faithful and cultured. Multicultural education based on ethnopedagogy is effective in fostering character and Pancasila values among elementary school students. This approach can serve as a vital strategy in cultivating a tolerant generation with strong national identity, capable of living harmoniously within diversity.
Learning Innovation in The Merdeka Curriculum: A Critical Pedagogical Review in Primary Schools
This study explores learning innovations within the Curriculum Merdeka at State Elementary School 268 Panyileukan, Bandung City, from a critical pedagogical perspective. It aims to understand the innovative practices implemented by teachers and the extent to which values of critical reflection and social awareness are embedded in the learning process. The research employed in-depth interviews, participatory observation, and document analysis conducted from July to October 2025. The findings indicate that Curriculum Merdeka has successfully promoted project-based, differentiated, and contextual learning approaches that enhance students’ creativity and motivation. However, critical pedagogical aspects—such as deep reflection on the learning process and the development of students' critical awareness of social issues—remain underdeveloped. Teachers tend to emphasize evaluation based on final learning products without fully integrating critical thinking throughout the process. Other challenges include limited teacher understanding of the curriculum, insufficient infrastructure support, and the need for ongoing professional development. This study recommends strengthening teacher capacity through training in critical pedagogy, designing projects that connect learning to real-world social issues, and enhancing infrastructural support. This research makes an important contribution to the development of curriculum and teaching practices that are not only technically innovative but also liberating and empowering for students as active learners in real social contexts.
Defense Mechanisms of Elementary School Children in Dealing with Emotional Stress (A Freudian Psychoanalytic Perspective)
Emotional pressure in elementary school children is an important issue that can significantly affect their psychological development. Defense mechanisms, from Freud’s psychoanalytic perspective, function as unconscious strategies to cope with such pressure. This quantitative study aims to analyze the defense mechanisms used by fifth-grade students in West Bandung Regency to deal with emotional stress. A total of 66 students were selected through purposive sampling, and data were collected using a structured questionnaire measuring four types of defense mechanisms: denial, sublimation, reaction formation, and projection. Data were analyzed using descriptive and inferential statistics (Kruskal–Wallis test). The results revealed that sublimation had the highest mean score (M = 2.89; SD = 0.787) and was the most dominant strategy used by students to manage emotional pressure, followed by denial (M = 2.27) and reaction formation (M = 2.26), while projection was the least used mechanism (M = 1.64). The Kruskal–Wallis test yielded H = 70.875; p < 0.001, indicating a significant difference among the four types of defense mechanisms. Post hoc analysis with Bonferroni correction confirmed that sublimation differed significantly from other mechanisms, while denial and reaction formation were used at relatively similar levels. These findings indicate that elementary school children tend to employ adaptive defense mechanisms when facing emotional pressure. The results are expected to serve as a foundation for developing psychological interventions in schools, including emotional regulation training and positive coping strategies to enhance children’s emotional well-being.
A Comparative Study on the Mastery and Implementation of TPACK among Teachers in the Philippines and Indonesia: An Analysis of Contextual Factors and Their Impact on Teaching
This study examines the differences in mastery and implementation of TPACK among teachers in Indonesia and the Philippines through a comparative and contextual analysis approach. Quantitative data reveal higher TPACK mastery levels among Filipino teachers, supported by policies, ongoing professional development, and adequate infrastructure, while Indonesian teachers face resource and sustainability constraints. Qualitative analysis uncovers the influence of cultural, policy, and resource factors on pedagogical practices and development models. Findings highlight that successful TPACK implementation is heavily dependent on systemic and environmental factors, emphasizing the need for adaptive, context-based policy strategies. These insights serve as a vital reference for designing innovative, sustainable, and relevant technology-integration policies within ASEAN educational frameworks.
Technological Pedagogical Content Knowledge (TPACK)
Gender Gap in Mathematical Communication: A Case Study on Area Measurement Learning in Elementary School
Mathematical communication plays a crucial role in helping students build concepts and establish connections between abstract ideas and mathematical symbols. This study aims to qualitatively analyze the mathematical communication skills of fourth grade elementary school students on the subject of area measurement, viewed from gender differences. This research employs a descriptive qualitative approach. The research subjects were selected using purposive sampling, consisting of 30 students (14 boys and 16 girls) at an elementary school in Bandung. Data were collected through a 5 item essay test, observation, and interviews, then analyzed using the Miles and Huberman model. The results showed that the students' mathematical communication skills were generally classified as low. Specifically, a significant difference was found based on gender: the average ability of male students was in the Low category (30.7%), while the average ability of female students was in the Medium category (51.3%). Qualitative analysis revealed that female students excelled in accuracy, written expression, and the use of notation, while both genders experienced difficulties in visual representation and reasoning. These findings imply that to bridge this gender gap, teachers must shift from procedural formula memorization to deep conceptual learning by providing gender responsive scaffolding specifically strengthening symbolic precision for male students and fostering spatial reasoning for female students.
Deep Learning in a Futuristic Pedagogical Review: A Critical Paradigm for 21st Century Learning
The transformation of 21st-century education demands a deeper, more reflective, and meaningful approach to learning, especially in the face of the complexity of the digital age and the crisis of values. Deep learning is one of the key concepts in futuristic pedagogy, which emphasizes conceptual understanding, value integration, and critical thinking skills. This study aims to examine deep learning from a critical pedagogical perspective as a transformative learning paradigm relevant to future challenges. The methodology used is a literature study, reviewing various national and international scientific sources related to deep learning, futuristic pedagogy, critical pedagogy, and 21st-century learning. The results of the study show that deep learning is in line with the principles of critical pedagogy, as both emphasize the active role of learners in the learning process, reflective awareness, and orientation towards social change. The conclusion of this study confirms the importance of integrating deep learning into the curriculum and learning practices as part of a vision of future education that is not only adaptive but also liberating and civilized.
A Humanistic Approach in Thematic Learning of The Merdeka Curriculum
This study aims to examine the implementation and theoretical foundation of the humanistic approach in thematic learning under the Curriculum Merdeka at Mutiara Bunda Elementary School in Bandung. A qualitative case study method was employed, gathering in-depth data through participatory observation, interviews, and documentation (Creswell, 2016; Yin, 2019). The findings indicate that the implementation is comprehensive and consistently grounded in Carl Rogers' Three Facilitative Conditions (Empathy, Congruence, and Unconditional Positive Regard), effectively creating a psychologically safe classroom environment necessary for student growth (Rogers, 1969; Maslow, 1970). Teachers prioritize open and authentic interactions, transforming their role into that of an empathetic facilitator (Dinata, 2020; Holisah, 2022). Learning evaluation is performed holistically and formatively through personal reflection and learning journals, placing emphasis on the student's internal frame of reference and self-concept development (Rogers, 1969). The main challenge is the systemic conflict between the personalized demands of humanistic pedagogy and the heavy administrative and time pressures within the current educational structure. This study provides a significant empirical contribution by positioning the humanistic approach as the essential philosophical foundation required for achieving the holistic goals and character development outlined in the Profil Pelajar Pancasila (Mulyanto, Arfanti, & Damiati, 2024).
A Systematic Literature Review on The Effectiveness of The Teams Games Tournament (TGT) Model with Flashcard Media in Enhancing Early Reading Skills in Elementary School Students
Early reading ability is a fundamental literacy skill that underpins students’ success in subsequent learning stages. However, numerous studies indicate that many elementary school students still struggle with early reading, particularly in letter recognition, syllable decoding, and basic comprehension. One promising approach to address this issue is the integration of the Teams Games Tournament (TGT) learning model with flashcard media. This study aims to systematically review research findings on the effectiveness of the TGT model assisted by flashcards in improving early reading skills among elementary school students. The study employed a Systematic Literature Review (SLR) method following the PRISMA guidelines, analyzing articles published between 2014 and 2025 from databases such as Google Scholar, ERIC, and ScienceDirect. From an initial pool of 134 articles, 25 met the inclusion criteria and were further analyzed. The findings reveal that the integration of the TGT model and flashcard media effectively enhances students’ learning motivation, engagement, and early reading proficiency, particularly in letter and word recognition. Most studies employed quasi-experimental designs using pretest-posttest methods. Thematic analysis identified four major research focuses: (1) the effectiveness of the TGT model on reading outcomes, (2) the pedagogical role of flashcards in interactive learning, (3) implementation strategies of TGT in lower-grade classrooms, and (4) challenges faced by teachers in game-based learning application. The review also highlights several research gaps, including intervention duration, school context diversity, and long-term retention measurement. This SLR provides valuable insights for educators and researchers in designing innovative and effective instructional models to improve early reading skills in elementary education.
Implementation of Problem-Based Learning with a Connected Approach in Indonesian Language Learning in Grade III Elementary School: A Qualitative Descriptive Study
Indonesian language learning in elementary schools requires strategies that can enhance student engagement, comprehension, and critical thinking skills. The Problem-Based Learning (PBL) model with a Connected approach allows students to relate the learning material to real-life experiences, promoting active and meaningful learning. This study aims to describe the implementation of the PBL model with a Connected approach in Indonesian language learning for third-grade elementary school students, including the learning process, student participation, and challenges encountered. The research used a descriptive study with a qualitative approach. The subjects were third-grade students at one elementary school, and data were collected through participatory observation, interviews with teachers and students, and documentation of learning activities. Data analysis was conducted qualitatively through data reduction, data display, and conclusion drawing. The results showed that the implementation of PBL with a Connected approach followed the stages of problem identification, group discussion, problem solving, and reflection. Students actively participated, were able to connect the material to daily experiences, improved critical thinking skills, and enhanced communication abilities. Challenges included limited time and differences in students’ readiness to understand the problems. In conclusion, the PBL model with a Connected approach is effectively implemented in third-grade Indonesian language learning, increasing student engagement, comprehension, and critical thinking, while providing a foundation for teachers to develop contextual and meaningful learning strategies.
Revisiting Indonesian Heritage in Elementary Education: Utilizing Critical Transformative Pedagogy to Foster Cultural Identity
This study examines the integration of cultural heritage in elementary education through a critical transformative pedagogical approach aimed at enhancing students' cultural identity. Through an in-depth literature review, the findings indicate that culturally-based teaching enriches students' academic experiences and significantly contributes to the formation of a strong cultural identity. The role of educators is crucial in the implementation of cultural education, linked to ongoing professional development and collaboration with the community. Moreover, the involvement of parents and local stakeholders in education reinforces cultural capital, which is essential for the success of culturally responsive education. This research underscores the importance of incorporating cultural content into the curriculum to prepare students to become active citizens in a multicultural society.
Building Students’ Strong Personality through Character Education in Schools Under The Implementation of The Merdeka Curriculum: A Strategy for Preventing Demoralization
Character education in schools plays a strategic role in shaping resilient and integrity-driven personalities to prevent the growing phenomenon of demoralization among students in the era of disruption and global value transformation. This study aims to provide an in-depth analysis of the importance of integrating character education into the implementation of the Merdeka Curriculum, as well as to identify an effective conceptual model for strengthening students’ moral development. Employing a qualitative literature review method, this research examines a wide range of recent scholarly sources, including books, journals, and research reports relevant to the themes of character education and the Merdeka Curriculum. The synthesis of literature indicates that systematically integrated character education within the Merdeka Curriculum makes a significant contribution to preventing demoralization through the reinforcement of Pancasila Student Profile values. This study proposes the Integrative Model of Character Education within the Merdeka Curriculum (IM-CE2M), which consists of four key components: (1) project- and experience- based contextual learning that cultivates the values of faith, collaboration, and independence; (2) consistent habituation and self-development programs that foster moral discipline and positive habits; (3) synergistic collaboration among schools, families, and communities as the three centers of value-based education; and (4) strengthening teachers’ capacities as moral role models and primary facilitators of character-based learning. The implementation of IM-CE2M demonstrates that character education not only serves as a means of preventing demoralization but also forms the foundation for developing students who are faithful, critical, creative, and ethical embodying the ideals of the Pancasila Student Profile. Thus, integrating character education within the Merdeka Curriculum represents a transformative strategy to cultivate a young Indonesian generation with strong character, global competitiveness, and steadfast commitment to universal moral and humanitarian values.
Students' Conceptual Understanding of Alternative Energy Material After RADEC Model Learning in Grade IV Elementary School
The importance of understanding the concept of alternative energy for elementary school students cannot be separated from the current global conditions. The RADEC learning model is a learning approach designed to improve students' understanding of concepts in different ways. The objectives of this study are 1) to determine the differences in students' learning outcomes in understanding the concept of alternative energy functions using the RADEC learning model in sixth grade. 2) To obtain a learning model that provides better learning outcomes in the subject of alternative energy functions in sixth grade elementary school. The research design used in this study is a quasi-experiment with a nonequivalent control group design. The population of this study was all sixth-grade elementary school students. The instruments used in this study included descriptive tests and observation sheets. The instruments used in this study were test questions adjusted to the revised Bloom's taxonomy understanding indicators. The results of data analysis showed that the RADEC learning model had a significant effect on improving students' conceptual understanding. Normality and homogeneity tests ensured that the data met the assumptions of parametric statistical analysis. The Paired Sample T-Test showed a significant increase in the pretest and posttest of both groups, with a greater increase in the experimental group. The Independent Sample T-Test revealed a significant difference between the two groups in the posttest (Sig. 0.003 < 0.05). The N-Gain analysis showed an average increase in understanding of 46.41% in the experimental group, higher than the control group at 30.15%. This study concluded that the RADEC model was more effective than the STEM method in improving students' understanding of alternative energy concepts.
Exploring Fourth Grade Students’ Computational Thinking Skills in Mathematics Learning on Number Concepts
This study aims to analyze the Computational Thinking (CT) skills of grade IV students in mathematics learning with number materials. Based on the CT skill test conducted on 37 students at SDN Sepanjang Jaya III, the results showed that students' ability in the indicators of decomposition (53.12%) and pattern recognition (54.68%) was still in the poor category, which indicated the difficulty of students in breaking down problems into simpler parts and recognizing patterns in numbers. Meanwhile, the indicators of abstraction (60.41%) and algorithmic thinking (77.34%) showed better achievements, although still in the sufficient category. These results reveal that students have begun to be able to sift through relevant information and follow problem-solving steps systematically, but still struggle in developing algorithms for more complex problems. This study suggests that mathematics learning in elementary school needs to place more emphasis on pattern exploration, problem-based learning, and unplugged activities to strengthen students' CT skills, especially in the aspects of decomposition and pattern recognition, as well as to encourage the development of logical and algorithmic thinking skills in a more in-depth manner.
Challenges of Elementary School Management Strategies in The Implementation of Deep Learning
Twenty-first-century education demands a paradigm shift from the mere transfer of knowledge toward the cultivation of critical, creative, collaborative, and communicative thinking skills. The deep learning approach is regarded as a relevant framework to address these demands. However, the reality in elementary schools reveals a significant gap between modern learning expectations and managerial readiness, which remains dominated by administrative and bureaucratic practices. This study aims to analyze the challenges of elementary school management strategies in implementing deep learning and to identify potential solutions. A Systematic Literature Review (SLR) with a descriptive approach was employed, consisting of the stages of identification, selection, analysis, and synthesis of 20 national and international articles published between 2018 and 2025. The findings indicate that the primary challenges lie in unclear strategic direction, limited managerial competence, weak communication, and an individualistic school culture. The study concludes that adaptive, evidence-based management strategies supported by collaborative leadership and the active participation of all school members are essential to fostering a reflective and innovative culture that promotes effective and sustainable deep learning.