Journal of Integrated Elementary Education最新文献

Elementary School Teachers' Perspectives on Utilizing Artificial Intelligence for Developing Learning Media 小学教师对利用人工智能开发学习媒体的看法

Journal of Integrated Elementary Education Pub Date : 2024-07-07 DOI: 10.21580/jieed.v4i1.21994

Reza Rachmadtullah, Mareyke Jessy Tanod Mareyke Jessy Tanod, Rasmitadila Rasmitadila, Nico Irawan, Alan McNeilly, S. Suharni

{"title":"Elementary School Teachers' Perspectives on Utilizing Artificial Intelligence for Developing Learning Media","authors":"Reza Rachmadtullah, Mareyke Jessy Tanod Mareyke Jessy Tanod, Rasmitadila Rasmitadila, Nico Irawan, Alan McNeilly, S. Suharni","doi":"10.21580/jieed.v4i1.21994","DOIUrl":"https://doi.org/10.21580/jieed.v4i1.21994","url":null,"abstract":"The rapid advancement of Artificial Intelligence (AI) technology has brought about significant changes in education, particularly in elementary school settings. Integrating AI programs has led to substantial modifications, offering valuable support to educators in developing learning media. This study employed qualitative research to investigate elementary school teachers' viewpoints on utilizing AI for developing learning media, its integration into teaching activities, and the specific AI types utilized. The findings emphasized the crucial role of AI in education, highlighting the importance of careful AI deployment aligned with specific instructional needs and educational goals. Educators appreciated the significant assistance provided by AI in accessing a wide range of information and reference materials essential for creating engaging learning content. Additionally, participants noted the customized nature of their AI usage, tailored to their teaching requirements and desired educational outcomes. The research emphasized teachers' reliance on AI for information access and content development and underscored its vital role in creating a safe and enriching educational environment for educators and students.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":" 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Case Study of the Teaching Experience of Filipino and Chinese Teachers in a Chinese Elementary School 菲律宾教师和中国教师在一所中国小学的教学经验案例研究

Journal of Integrated Elementary Education Pub Date : 2024-06-01 DOI: 10.21580/jieed.v4i1.20826

Genesis B. Naparan, Marie Rose A. Apao

{"title":"A Case Study of the Teaching Experience of Filipino and Chinese Teachers in a Chinese Elementary School","authors":"Genesis B. Naparan, Marie Rose A. Apao","doi":"10.21580/jieed.v4i1.20826","DOIUrl":"https://doi.org/10.21580/jieed.v4i1.20826","url":null,"abstract":"This study examined teachers' teaching experiences in an elementary school in China who engaged Chinese and Filipino students in English classes. A qualitative multiple-case study design was employed to explore teachers' experiences handling learners. Using a purposive sampling technique, data was collected from 10 teachers with experience working with students in Lam-an, Ozamiz City, Philippines. The data collection involved in-depth interviews with teachers categorized into two groups: Case 1, consisting of Filipino teachers, and Case 2, comprising Chinese teachers. The data encompassed four main categories: methods of class management in Chinese schools, student responses to classroom management, challenges faced by teachers in student management, and strategies employed by teachers to overcome these challenges. The findings revealed that teachers utilized diverse strategies to effectively instruct Chinese students, encountering challenges such as language barriers and managing a varied student body. Additionally, the teachers made efforts to understand their students better, provide necessary reinforcement to spark student interest and implement teaching strategies tailored to the needs of their students. The study concluded that while managing students in a Chinese school is challenging, witnessing students learn and grow despite these difficulties is ultimately rewarding for the teachers.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"47 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141275149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing Character Education Based on Local Wisdom in a Public Islamic Elementary School 在一所公立伊斯兰小学开展基于地方智慧的品德教育

Journal of Integrated Elementary Education Pub Date : 2024-06-01 DOI: 10.21580/jieed.v4i1.20238

Mansur Mansur, Makherus Sholeh

{"title":"Implementing Character Education Based on Local Wisdom in a Public Islamic Elementary School","authors":"Mansur Mansur, Makherus Sholeh","doi":"10.21580/jieed.v4i1.20238","DOIUrl":"https://doi.org/10.21580/jieed.v4i1.20238","url":null,"abstract":"This study centers on implementing Character Education based on Local Wisdom at Public Islamic Elementary School 4 Banjar. It highlights the indispensable role of educators in imparting character values to students through local culture and wisdom. The research aims to grasp how Character Education based on local wisdom is practiced at Public Islamic Elementary School 4 Banjar Sungai Lulut and the factors that either facilitate or hinder its implementation. Employing a qualitative approach with a descriptive method, the study examines the activities and execution of Character Education based on local wisdom, involving teachers and students as research subjects. Data collection techniques encompass observation, interviews, and documentation, while data analysis involves data reduction, presentation, and conclusion. The findings demonstrate that the school effectively integrates local wisdom into Character Education through activities such as adopting the 5S culture (smile, greeting, greeting, politeness, and politeness), religious practices, sports, and scouting, all contributing to student character development. Supportive factors such as adequate facilities, the active role of teachers, parental involvement, and the inclusion of character education in the school curriculum further enhance the implementation. Conversely, inhibiting factors such as students' lack of awareness and insufficient facilities and infrastructure present challenges to the process. These findings hold practical implications for educators, researchers, and policymakers interested in character education and implementing local wisdom in elementary schools.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"16 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141281348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District 研究南非学校治理的政治影响：祖鲁兰地区案例研究

Journal of Integrated Elementary Education Pub Date : 2024-06-01 DOI: 10.21580/jieed.v4i1.20495

B. G. Nyawo, A. B. Buthelezi, N. Khumalo, O. A. Ajani

{"title":"Examining the Political Influences on School Governance in South Africa: A Case Study of the Zululand District","authors":"B. G. Nyawo, A. B. Buthelezi, N. Khumalo, O. A. Ajani","doi":"10.21580/jieed.v4i1.20495","DOIUrl":"https://doi.org/10.21580/jieed.v4i1.20495","url":null,"abstract":"This research examines the impact of political party affiliations and interference on school management in the Zululand District of South Africa. Using an interpretive research approach and qualitative methods, including an extensive review of existing literature and data collection through interviews, the study conducts semi-structured interviews with 21 individuals from three public primary schools. It also explores the influence of political factors on School Governing Bodies (SGBs), including their involvement in party politics and the challenges they face in enhancing their capacities. The findings confirm significant political interference in school governance, particularly in rural areas where political affiliations influence decision-making. SGBs often align themselves with political parties, leading to governance inefficiencies and conflicts among parent governors. Through the lens of participatory democratic theory, the study reveals governance capture in rural schools, with discriminatory practices and corruption arising as consequences of political intervention. The recommendations call for empowering SGBs to navigate political pressures through policy reforms, ensuring autonomy for parent governors, and reassessing the permissible extent of political influence within the governance framework. Additionally, the Department of Basic Education (DBE) is urged to address socioeconomic factors exacerbating corruption and to uphold integrity within school governance structures. By addressing the influence of politics and enhancing transparency, the DBE can cultivate a more equitable and effective educational environment for rural South African students.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"27 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141278988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing STEM-Based PowToon Animation Videos to Enhance Critical Thinking Skills in Elementary School Students 开发基于stem的卡通动画视频，提高小学生的批判性思维能力

Journal of Integrated Elementary Education Pub Date : 2023-09-30 DOI: 10.21580/jieed.v3i2.17483

Indri Widayanti, Juhji Juhji

{"title":"Developing STEM-Based PowToon Animation Videos to Enhance Critical Thinking Skills in Elementary School Students","authors":"Indri Widayanti, Juhji Juhji","doi":"10.21580/jieed.v3i2.17483","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.17483","url":null,"abstract":"This article examines the utilization of the PowToon animated film, integrated with the STEM (Science, Technology, Engineering, and Mathematics) approach, in enhancing the critical thinking skills of primary school students. Employing the ADDIE model methodology, this research involved 20 students as its subjects. Data collection techniques included observation, questionnaires, and evaluation of critical thinking skills. During the analysis phase, expert validation served as the foundational consideration, and the results of the students' critical thinking skills test were subsequently analyzed comparatively. The findings revealed that the PowToon animation with the STEM approach received positive feedback from experts, with scores of 92.50% from subject matter specialists, 89.50% from media experts, and 91.00% from linguistic authorities. When the topics of temperature and heat were presented through this animation, a significant improvement in the students' critical thinking abilities was observed. In conclusion, the STEM-based PowToon animation demonstrates its potential as an innovative and effective educational tool.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136344161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating the relationship between toxic parents and self-esteem in elementary school students 不良父母与小学生自尊的关系研究

Journal of Integrated Elementary Education Pub Date : 2023-09-30 DOI: 10.21580/jieed.v3i2.17489

Fidrayani Fidrayani, Meidy Serojaningtyas

{"title":"Investigating the relationship between toxic parents and self-esteem in elementary school students","authors":"Fidrayani Fidrayani, Meidy Serojaningtyas","doi":"10.21580/jieed.v3i2.17489","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.17489","url":null,"abstract":"This study aims to explore the correlation between the behavior of \"toxic parents\" and the self-esteem of elementary school students. The research adopts a quantitative approach with a correlation method and involves a total of 90 respondents, comprising 9 fathers, 81 mothers, 52 male students, and 38 female students, selected using a quota sampling technique. Data collection is carried out through carefully designed questionnaires, and hypothesis testing is conducted using product-moment correlation analysis. The study's results reveal a correlation value (r) of -0.484, surpassing the critical value (r table) of 0.207, with a significance level (p) of 0.000, which is lower than 0.05. Additionally, the coefficient of determination at 23.42% signifies a substantial influence of \"toxic parents\" behavior on the self-esteem of students. These findings unequivocally confirm a significant negative relationship between \"toxic parent\" behavior and students' self-esteem. The implication is a pressing need for fostering positive and supportive parenting approaches as a potential avenue for positively impacting the self-esteem development of elementary school students.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136344494","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of the visual, auditory, and kinesthetic model on motivation and learning outcomes of Islamic Elementary School students 视觉、听觉和动觉模式对伊斯兰小学学生学习动机和学习成果的影响

Journal of Integrated Elementary Education Pub Date : 2023-09-30 DOI: 10.21580/jieed.v3i2.16867

Lidya Hastuti Dahliana, Aceng Jaelani, Ummi Nur Rokhmah

{"title":"The impact of the visual, auditory, and kinesthetic model on motivation and learning outcomes of Islamic Elementary School students","authors":"Lidya Hastuti Dahliana, Aceng Jaelani, Ummi Nur Rokhmah","doi":"10.21580/jieed.v3i2.16867","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.16867","url":null,"abstract":"Motivation is crucial in guiding student behavior and engagement during the learning process. Therefore, it is essential to improve motivation by implementing a customized learning model that addresses individual needs and learning styles. This study aims to investigate the influence of the visual, auditory, and kinesthetic (VAK) learning model on students' motivation and academic achievement at Salafiyah Madrasah Ibtidaiyah, Cirebon City. A one-group pretest-posttest research design was used. Data were collected through questionnaires and tests. The data were analyzed using descriptive statistics, N-gains, t-tests, and simple linear regression. The results indicate that 59.76% of the students agreed or strongly agreed with the implementation of the VAK model, while 17.51% disagreed or strongly disagreed, and 22.70% were undecided. The implementation of the VAK model significantly improved learners' motivation and engagement in the educational process, as evidenced by a mean score of 79% on the questionnaire. Post-test results showed a significant increase in student learning outcomes, with an average score of 79.1 in the post-test compared to 60.7 in the pre-test. The coefficient of determination test results demonstrated a 47.5% increase, while the average N-gain value revealed a medium-level improvement of 0.4351. These findings provide useful insights for educators and researchers seeking to increase student motivation and achievement by designing VAK models that provide effective and engaging learning experiences.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"162 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136344493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Study of School Principals' Practices to Ensure Teacher Accountability for Curriculum Implementation in Ethiopian Primary Schools 埃塞俄比亚小学校长确保教师对课程实施问责的实践研究

Journal of Integrated Elementary Education Pub Date : 2023-09-30 DOI: 10.21580/jieed.v3i2.17985

Feyera Beyessa Urga, Ambissa Kenea

{"title":"A Study of School Principals' Practices to Ensure Teacher Accountability for Curriculum Implementation in Ethiopian Primary Schools","authors":"Feyera Beyessa Urga, Ambissa Kenea","doi":"10.21580/jieed.v3i2.17985","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.17985","url":null,"abstract":"This study investigates the curriculum implementation practices of principals in public elementary schools in East Wollega Zone, Ethiopia. Using an exploratory case study approach and a multiple case study research design, data were collected through semi-structured interviews and document review, and analyzed using thematic analysis. The results of the study confirm that principals prioritize holding teachers accountable for tasks other than curriculum implementation in the classroom. They pay insufficient attention to curriculum implementation while effectively managing subordinate accountability. The research reveals that stringent actions, such as removal from promotion and salary cuts, are imposed when teachers' performance in subordinate tasks declines. When teachers are present at schools, their shortcomings in implementing the curriculum are usually addressed by moving them to lower grades instead of imposing harsh punishments. In contrast, sanctions such as fines equivalent to three months' salary, demotion, and dismissal are reserved exclusively for violations of the teachers' code of ethics, not for performance issues in the classroom. Based on the findings, the study suggests that the government create a fresh educational accountability policy. This policy should motivate school principals to emphasize and strengthen accountability for executing the curriculum successfully.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136345728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating Merdeka curriculum in first grade: teacher challenges and strategies 引导一年级默迪卡课程:教师的挑战和策略

Journal of Integrated Elementary Education Pub Date : 2023-09-30 DOI: 10.21580/jieed.v3i2.17592

Salati Asmahasanah, Irma Cintya Chairunnissa, Nurman Hakim

{"title":"Navigating Merdeka curriculum in first grade: teacher challenges and strategies","authors":"Salati Asmahasanah, Irma Cintya Chairunnissa, Nurman Hakim","doi":"10.21580/jieed.v3i2.17592","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.17592","url":null,"abstract":"This study investigates the difficulties encountered by first-grade teachers in implementing the Merdeka Curriculum and analyzes the techniques used to overcome these obstacles. A qualitative research methodology with a descriptive approach was utilized to gather data via observation, interviews, and documentation, followed by a thorough analysis of data reduction, presentation, and conclusion drawing. The findings reveal various challenges, including the lack of familiarity with the new terminology for learning outcomes, objectives, lesson plans, and modules related to the Pancasila Student Profile Strengthening Project (P5). Furthermore, students demonstrate inadequate preparation for the Pancasila Student Profile Project. Educators respond by seeking official information on the Merdeka Curriculum through Ministry of Education and Culture resources, participating in relevant webinars, discussing with colleagues, and embracing new pedagogical approaches and media. Additionally, collaboration with students and parents is emphasized for the productive implementation of lesson plans and project modules. This study suggests implementing ongoing support mechanisms such as continuous training and resource sharing to improve teachers' competencies in implementing Merdeka Curriculum effectively in first grade.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136344644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation 探索非洲情境下专业发展与课堂实践的一致性:一项话语调查

Journal of Integrated Elementary Education Pub Date : 2023-09-29 DOI: 10.21580/jieed.v3i2.17693

Oluwatoyin Ayodele Ajani

{"title":"Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation","authors":"Oluwatoyin Ayodele Ajani","doi":"10.21580/jieed.v3i2.17693","DOIUrl":"https://doi.org/10.21580/jieed.v3i2.17693","url":null,"abstract":"Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.","PeriodicalId":499755,"journal":{"name":"Journal of Integrated Elementary Education","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135294765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1