International Journal of Learning Reformation in Elementary Education

Integrating Indigenous Knowledge “Sedekah Ramo” into Elementary Social Studies

2026-08-24T02:12:25+00:00

Indigenous knowledge, known as "sedekah ramo," refers to the local knowledge of the Bulang Tengah Suku Ulu community in Musi Rawas, South Sumatra. "Sedekah ramo" is closely related to various concepts in social studies learning. The integration of local wisdom into social studies education is important for creating contextual and meaningful learning. However, studies on its application through the CRT approach in elementary schools remain limited. This study aims to describe the integration of IK "sedekah ramo" as a source of IPS learning through the CRT approach for fifth-grade students at SD Negeri 1 Bangun Jaya. The research used a qualitative descriptive case study design, with data collected through observation, interviews, and documentation. The primary participants consisted of one fifth-grade social studies teacher and twenty-five fifth-grade students. Data analysis was systematically conducted using the interactive model developed by Miles, Huberman, and Saldaña, which encompasses data condensation (reduction), data display, and conclusion drawing. The research results show that integration is carried out through lesson planning, the implementation of CRT-based learning that builds an inclusive and participatory environment, the evaluation of cognitive, affective, and psychomotor aspects, and the assessment of the success of integrating local knowledge into social studies learning. This research is expected to serve as an alternative to social studies learning grounded in local culture through the CRT approach and to enrich social studies instruction grounded in indigenous knowledge in multicultural elementary schools with limited learning facilities.

The The Implementation of Universal Design for Learning in English Instruction at an Inclusive Elementary School

2026-08-24T02:12:28+00:00

Inclusive education in elementary schools ensures equitable learning opportunities for students with diverse needs; however, instructional practices often assume learner homogeneity. This study investigates the implementation of the Universal Design for Learning (UDL) framework in English language instruction at an inclusive elementary school in Yogyakarta, focusing on the principles of multiple means of engagement, representation, and action and expression. Employing a qualitative case study design, data were collected through in-depth interviews, classroom observations, and document analysis, and examined using an interactive analysis model. The findings indicate that UDL is implemented contextually, particularly in engagement and representation, as teachers utilize game-based learning, participatory activities, and multimodal resources to enhance motivation and accessibility. However, implementation of action and expression remains limited, particularly in assessment practices, which are still largely standardized and dominated by written tests. These findings suggest that UDL implementation remains at an emerging stage, where diverse instructional strategies have not yet been fully aligned with differentiated assessment approaches. This study contributes to the limited literature on UDL in English language teaching in inclusive elementary contexts in Indonesia and highlights the need to strengthen teachers’ competencies in designing flexible and differentiated assessments.

Determinants of Effective Financial Management in Regional Public Service Agencies at State Vocational High Schools in Bengkulu Province

2026-08-24T02:13:40+00:00

This study investigates the determinants of financial management effectiveness of Regional Public Service Agencies (BLUD) at State Vocational High Schools in Bengkulu Province, Indonesia. A causal-quantitative approach was employed, with data collected from 56 respondents across eight BLUD-designated State Vocational High Schools through purposive sampling. Four independent variables were examined: information technology (IT) utilization, human resource (HR) competency, governance, and functional supervision. Data was collected via a five-point Likert-scale questionnaire and analyzed using multiple linear regression. Results show that IT utilization (β = 0,422, p = 0,037), HR competency (β = 0,890, p = 0,000), and governance (β = 0,761, p = 0,023) each exerted a positive and significant effect on BLUD financial management effectiveness, while functional supervision yielded no significant effect (β = 0,017, p = 0,920). The overall model was statistically significant (F = 25,341, p = 0,000, Adjusted R² = 62,7%). These findings indicate that internal organizational factors, particularly HR competency, IT infrastructure, and governance structures, are far more decisive determinants of BLUD financial management effectiveness than formal external oversight mechanisms. The study contributes to the scarce empirical literature on BLUD financial management in vocational education and provides actionable policy recommendations for strengthening public-sector financial governance in regional Indonesia.

Digital Device Usage Patterns, Social-Emotional Functioning, and Elementary Students’ Learning Outcomes

2026-08-24T02:19:10+00:00

Digital devices have become an integral part of primary school students' daily lives, while social-emotional functioning is increasingly recognized as an important factor in academic development. This study aimed to examine the relationship between digital device use patterns, social-emotional functioning, and academic achievement among fifth-grade primary school students. The study employed a quantitative cross-sectional correlational design involving 29 students selected through total sampling. Data were collected using two closed-ended Likert-scale questionnaires and students' summative academic scores. The digital device use questionnaire retained 17 valid items, while the social-emotional questionnaire retained 14 valid items. The data were analyzed using descriptive statistics, validity and reliability testing, Shapiro–Wilk normality, linearity testing, and simple as well as multiple regression analyses. The findings showed that digital device use patterns were significantly associated with academic achievement in the simple model (p = 0.036), and social-emotional functioning was also significantly associated with academic achievement (p = 0.018). However, when both predictors were tested simultaneously, the model did not reach statistical significance (p = 0.056). These findings indicate that digital device use and social-emotional functioning are each related to students' learning outcomes, although their combined contribution was not confirmed in the present model. The study highlights the importance of understanding digital device use contextually and strengthening students' social-emotional functioning to support learning in primary education.

The Perspective of Aesthetic Habitus in Local Arts and Culture Learning at SD 1 Girimulyo, Lampung Timur, Indonesia

2026-08-24T02:12:18+00:00

The background of the research is the learning of local arts and culture in elementary schools, which continues to be encouraged because its existence is starting to be less popular with the next generation. The purpose of this study is to describe the analysis of local arts and culture learning at SD 1 Girimulyo, Lampung Timur, using the ABL approach, along with its supporting and inhibiting factors. The contribution of this research is to provide information and insight into the process of learning local arts and culture in elementary schools through the selection of appropriate learning models. The research method is qualitative through observation, interviews, and documentation. Data analysis uses the Miles & Huberman model. The results show that local arts and culture learning in elementary schools uses the ABL approach and aesthetic habitus with work procedures, practical steps, assessment rubrics, and equipment/media arrangement. Supporting factors include the availability of sufficient materials and equipment, the presence of good teachers in facilitating, and clear practical steps. In addition, praise from teachers increases student motivation. However, there are inhibiting factors such as the lack of teacher experience and skills regarding local arts and culture, as well as parental support.

Differentiated Instruction Practices and Academic Achievement in Reading and Mathematics among Grade 2 Pupils in Philippine Public Schools

2026-08-24T02:12:21+00:00

This study examined the relationship between teachers' differentiated instruction practices and the academic achievement of Grade 2 pupils in Reading and Mathematics in public elementary schools in the Division of Zamboanga del Norte, Philippines. Using a descriptive-correlational design with 492 teachers and their corresponding classes, the study found that differentiated instruction practices were frequently implemented across all dimensions. Pupils demonstrated satisfactory achievement in both Reading (M = 84.27) and Mathematics (M = 83.91). Correlation analysis revealed a significant moderate positive relationship between differentiated instruction and Reading achievement (r = 0.41, p < 0.001), and a significant weak positive relationship with Mathematics achievement (r = 0.38, p < 0.001). These findings suggest that responsive, differentiated teaching practices are meaningfully associated with foundational learning outcomes, particularly in literacy. The study recommends strengthening differentiated instruction through targeted professional development and instructional support.

Developing and Validating a Game-Based Financial Literacy Assessment for Early Childhood

2026-08-24T02:13:33+00:00

Financial literacy is an important skill that children need to have to face future economic challenges. However, the level of financial literacy among young children is still low, with many children lacking an understanding of basic financial concepts such as money management, saving, and distinguishing between needs and wants. Although various financial literacy education programs have been introduced, measuring the financial literacy of early childhood remains a challenge, as traditional evaluation methods are often ineffective and unsuitable for children's developmental characteristics. This article aims to develop and validate a game-based assessment instrument for measuring the financial literacy of early childhood, designed using the Evidence-Centered Design (ECD) framework. This study tested the effectiveness of game-based assessment in measuring financial literacy in early childhood through trials in two kindergartens in Malang, East Java, involving 100 students aged 5-6 years. The results of this study indicate that this game-based financial literacy instrument is enough valid and reliable for measuring children's financial literacy and the measurement results can be used as an evaluation tool for educators or institutions in developing more effective financial education policies that are appropriate to children's needs in schools.

Mathematical Knowledge for Teaching in Elementary Teacher Education: A Systematic Review with Limited Meta-Analytic Synthesis

2026-08-24T02:12:45+00:00

This study synthesizes empirical research on Mathematical Knowledge for Teaching (MKT) in elementary teacher education through a systematic review combined with a limited meta-analytic synthesis. Following PRISMA 2020 procedures, studies published between 2015 and 2025 were identified from ERIC, Scopus, Google Scholar, Garuda Kemdikbud, and DOAJ. Fourteen quantitative and mixed-methods studies met the inclusion criteria, although only five provided sufficient statistical data for effect size estimation. Effect sizes were calculated using Cohen’s d and Hedges’ g, and pooled under a random-effects model in CMA version 3 and the R-package metafor. The findings indicate that MKT among elementary teachers, both prospective and early-career, is generally uneven across domains, with stronger performance in common content knowledge and persistent weaknesses in specialized content knowledge and horizon content knowledge, especially in fractions and geometry. The pooled effect (d = 0.62, 95% CI [0.38, 0.86], k = 5) suggests that structured pedagogical interventions can improve MKT, although the evidence base remains limited and heterogeneous. Cross-study patterns, rather than formal subgroup meta-analytic tests, suggest that teaching experience, mathematical content domain, and initial pedagogical knowledge are associated with variation in MKT outcomes. The study highlights implications for strengthening elementary teacher education curricula, particularly within the Kurikulum Merdeka framework in Indonesia, and for improving future MKT research design and reporting.

Cultural Value Taxonomy of Eleven Siulak–Kerinci Folktales: A Codebook-Guided Content Analysis for Character Education in Junior Secondary Schools

2026-08-24T02:13:38+00:00

Indigenous folktales remain underutilized as structured resources for character education, especially as evidence-based value taxonomies for classroom use. This study develops a cultural value taxonomy from eleven Siulak-Kerinci folktales to support character learning in junior secondary schools. Using codebook-guided qualitative content analysis, the study treats meaning-complete narrative segments as units of analysis and applies explicit operational definitions, indicators, and inclusion–exclusion rules to identify cultural values. Cross-story comparison and negative case analysis were employed to refine categories and construct a hierarchical taxonomy. The findings reveal seven core value families embedded in the folktales: religiosity, honesty, responsibility, social care and mutual cooperation, work ethic, tolerance, and local identity. Each value family is represented through distinctive sub-indicators, while each folktale displays a particular pattern of dominant and supporting values. The resulting taxonomy provides teachers with a transparent framework for selecting stories, guiding reflective discussion, and designing value-focused assessment in classroom practice. Methodologically, the study shows that codebook-guided content analysis can transform local narratives into a systematic and culturally grounded value taxonomy that is both educationally applicable and useful for curriculum development and future comparative research.

Reconceptualizing Storytelling as Social Constructivist Literacy Practice in Nonformal Education Settings

2026-08-24T02:12:47+00:00

The study explores storytelling as a social constructivist literacy practice in a non-formal education setting, specifically within a community library in Surabaya. Using a qualitative descriptive approach, data were collected through in-depth interviews, participant observation, and documentation involving library coordinators, tutors, parents, and children aged 7–12. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that storytelling functions as a dialogic literacy space where children actively participate in narrative reconstruction, collaborative meaning-making, and socially mediated interaction. Through expressive storytelling, reflective questioning, and storytelling practices, children demonstrated improvements in reading comprehension, oral communication, confidence, and participation in literacy activities. The study highlights the role of tutors, peer interaction, and family support in shaping a literacy ecosystem that enhances children's reading comprehension, communication skills, and confidence. The research contributes to the conceptual understanding of literacy as a socially mediated and contextually grounded practice in non-formal education.

Systematic Literature Review on the Development of Augmented Reality-Based Learning Materials to Enhance Students' Critical Thinking Skills in Senior High School Education

2026-08-24T02:12:50+00:00

This study aims to systematically review the development of Augmented Reality (AR)-based learning materials to enhance students’ critical thinking skills in Senior High School Education. In the context of 21st-century education, critical thinking skills are essential competencies for facing global challenges and technological advances. The integration of AR technology in learning materials provides interactive and contextual learning experiences that foster active student engagement. This study employs the Systematic Literature Review (SLR) method with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach. Of the 100 identified articles, 20 met the inclusion criteria, focusing on AR implementation in teaching materials to enhance critical thinking. The synthesis results indicate that AR-based learning materials significantly improve critical thinking indicators such as analysis, evaluation, and reflection through immersive learning experiences. Furthermore, AR strengthens motivation, conceptual understanding, and collaborative skills. This study highlights the importance of designing AR-based digital learning materials integrated with reflective pedagogy and constructivist theory, particularly in Senior High School Education, to prepare students as critical, creative, and adaptive learners in the digital era.

Implementing the Merdeka Curriculum in Remote Primary Schools: School Leadership and Adaptive Strategies in Indonesia's 3T Regions

2026-08-24T02:12:23+00:00

This study examines school management challenges in implementing Indonesia's Merdeka Curriculum across three primary schools in remote, frontier, and disadvantaged (3T) regions of South Kalimantan Province. Although the curriculum is designed to promote flexibility and contextual learning, its implementation in marginalized settings encounters constraints related to human resources, infrastructure, supervision, leadership capacity, and the need for local policy adaptation. Using a qualitative multiple case study design, data were collected through in-depth interviews with principals and teachers, participant observation, and document analysis at three schools representing distinct geographic conditions: a mountainous site, a swampland site, and a riverine site. Data were analyzed thematically using an interactive model, with cross-case comparison employed to identify convergent and divergent patterns. Findings indicate that principals adopt adaptive and collaborative leadership strategies including contextualizing curriculum to local livelihoods, mobilizing community resources, and providing internal coachingto sustain implementation despite resource limitations. However, the schools differ in the degree of external support and supervision they receive, revealing that implementation outcomes are shaped less by curriculum design alone than by the responsiveness of multi-level support systems. The study contributes empirically by documenting authentic implementation experiences in under-researched 3T contexts and offers practical implications for strengthening teacher capacity, infrastructure equity, and context-responsive leadership development. Rather than indicating local failure, the documented challenges underscore the need for sustained, coordinated investment in marginalized education.

Entrepreneurial Readiness in Health Science Education

2026-08-24T02:12:55+00:00

This study examined the role of psychological resilience and mental health in predicting entrepreneurial readiness among health students. Using a cross-sectional explanatory design, 412 students were recruited through purposive sampling from a faculty of health sciences. Data were collected using the Connor-Davidson Resilience Scale (CD-RISC), the Depression Anxiety Stress Scales (DASS-21), and an entrepreneurial readiness questionnaire. Data analysis was conducted using Structural Equation Modeling (SEM) with model fit indices. The results showed that resilience had a strong and significant direct effect on entrepreneurial readiness (β = 0.929; p < 0.001) and on mental health (β = 0.992; p < 0.001). In contrast, mental health did not show a significant direct effect on entrepreneurial readiness (β = 0.062; p = 0.528). These findings highlight resilience as a central psychological competence that not only enhances well-being but also plays a crucial role in strengthening entrepreneurial readiness among health students. Therefore, strengthening psychological resilience through campus-based training programs and interventions may serve as a relevant strategy to prepare a more resilient generation of health students who are better equipped to face future challenges in both employment and entrepreneurship.

Effects of Plyometric Training Method and Motor Ability on Lower-Limb Power in Junior High School Futsal Players

2026-08-24T02:12:49+00:00

Lower-limb power is essential for futsal because players repeatedly sprint, accelerate, decelerate, change direction, and jump, yet school-based extracurricular programs need training that is both effective and feasible for students with different readiness levels. This study examined whether the plyometric training method (squat jump vs. lunge-based plyometrics) and motor ability level (high vs. low) were associated with changes in lower-limb power in a junior high school futsal extracurricular program. Using a quasi-experimental 2×2 factorial framework, 40 students from SMP YPS Prabumulih City, Indonesia, completed a supervised plyometric program delivered over 16 sessions (four sessions per week) from October to November 2025. Motor ability testing classified students into high and low groups, and lower-limb power was assessed using a vertical jump test before and after training. Vertical jump scores increased significantly in all groups (p < 0.001): squat jump–low motor ability from 40.4 (SD 3.31) to 51.8 (SD 3.19), lunges–low from 37.0 (SD 3.30) to 47.9 (SD 2.60), squat jump–high from 36.9 (SD 4.04) to 48.2 (SD 4.37), and lunges–high from 44.2 (SD 2.53) to 54.8 (SD 2.20). These findings provide practical, school-context evidence that both plyometric options can be implemented and are linked with meaningful improvements across motor ability levels; however, conclusions about comparative superiority and interaction effects are limited by the single-site design and absence of a non-training control group. Future multi-site controlled studies with explicit factorial testing are recommended to confirm effectiveness and clarify method-by-motor-ability interactions.

The Development of a Scaffolding-Based Instructional Model for Learners with Intellectual Disabilities

2026-08-24T02:13:36+00:00

Students with intellectual disabilities (also known as children with intellectual impairments) are individuals with below-average intelligence. Despite their cognitive limitations, these children still possess great potential to grow and excel in certain areas. This potential greatly depends on appropriate treatment that meets their specific needs. This study aims to design and develop a scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo (The Special Needs School 1 Palopo). This research employs Collaborative Action Research to identify students' Zone of Proximal Development, integrated into a Research and Development (4D) framework. The 4D stages (Define, Design, Develop, Disseminate) were conducted to construct the module and media. The subjects were 6 students with mild-to-moderate intellectual disabilities (Grades 2 to 5). The intervention consisted of two sessions (2x30 minutes) using customized number sticks and puzzles. Data collection techniques included observation, interviews, and tests, while data analysis was conducted using both quantitative and qualitative approaches. The results of the study indicate that the development process of the scaffolding-based learning model for students with intellectual disabilities at Sekolah Luar Biasa Negeri 1 Palopo consists of four stages: define, design, develop, and disseminate. Disseminate, generating learning tools in the form of teaching modules and instructional média, which have been developed and are considered suitable for use and considered to be valid.

The Role of Teachers in Enhancing Public Speaking Abilities among Primary School Students

2026-08-24T02:12:51+00:00

Public speaking is a crucial skill in the 21st century, but numerous primary school students struggle to convey their opinions within a group environment. The main objective of the research was to determine which activities improve public speaking skills, the influence of instructors, and the factors influencing their capacity to introduce these activities at Muhammadiyah Purwodiningratan Primary School in Yogyakarta. The study employed a descriptive qualitative methodology, incorporating in-depth interviews and direct observation with the headteacher, two teacher-coaches, and four pupils, supplemented by documentary triangulation of activity records. Findings revealed that the principal activities, pildacil (children’s Islamic speech contest) and saritilawah (Qur’anic recitation and speech competition), served as primary channels for pupils to practise courage, fluency, and overall speaking proficiency. Teachers functioned as facilitators, motivators, and coaches by routinely encouraging classroom discourse, tailoring materials to individual pupil needs, and providing emotional support to alleviate nervousness and stage fright. Success was underpinned by institutional school support, active parental engagement, and pupils’ intrinsic motivation. The main impediments were insufficient practice time, disparities in the levels of preparedness among pupils, and variations in their initial public speaking skills. Research findings confirm that faith-based initiatives are a successful approach for developing public-speaking skills in primary school students. Effective time management and enhanced collaboration between teachers and parents are essential for guaranteeing the long-term success of comparable projects.

Design Game Uwuhpoly for Improving Waste Literacy in Elementary School Children in Surabaya

2026-08-24T02:13:30+00:00

The low level of waste literacy among elementary school students, along with the limited availability of engaging, contextually relevant learning media, has become a major challenge in fostering early environmental awareness. This Study aimed to develop and evaluate the effectiveness of Uwuhpoly, an educational board game designed to improve waste literacy among elementary school students in Surabaya. The method R&D approach using the ADDIE model, which consists of the stages of analysis, design, development, Implementation, and evaluation. The research subjects were 142 students from Grades II to VI at an elementary school in Surabaya, selected through purposive sampling. Data were collected using waste literacy questionnaires (pretest–posttest), observation sheets, and teacher responses. Data analysis used descriptive statistical techniques and N-gain to assess improvements in students' waste literacy. The results of expert validation showed that Uwuhpoly received an average score of 4.51, indicating that the game is feasible for classroom implementation. The implementation results demonstrated a significant improvement in students’ waste literacy, with pretest–posttest score increases ranging from 35.7% to 46.7%, and an overall literacy improvement of approximately 85%. Therefore, Uwuhpoly has strong potential to be integrated into science learning (IPA), civic education (PPKn), and the Pancasila Student Profile reinforcement program as an alternative environmental literacy–based learning medium in elementary schools.

Early Childhood Education Leadership Grounded in Wetland Ecology: A Contextual Environment-Based Approach

2026-08-24T02:12:52+00:00

Principals' adaptive leadership within local ecological contexts remains an underexplored area in early childhood education (ECE) literature, particularly in regions characterized by distinctive ecosystems such as wetlands. This study aims to examine adaptive leadership practices in an Islamic ECE institution situated within the wetland ecosystem of South Kalimantan, Indonesia. Employing a qualitative approach with a single case study design, data were collected through participatory observation, in-depth interviews with the school principal, teachers, and parents, and document analysis. Inductive thematic analysis was applied, with validation conducted through source triangulation and member checking. The findings reveal three principal dimensions of adaptive leadership: first, the formulation of an institutionally religious and contextually grounded vision aligned with the wetland ecosystem; second, curriculum integration through consistent habituation strategies embedding Islamic and ecological values within daily learning activities; and third, the development of participatory community partnerships among the school, parents, and surrounding community. These three dimensions are demonstrably mutually reinforcing, collectively shaping a school culture that is religious in character, ecologically sensitive, and adaptively responsive. Theoretically, these findings extend Heifetz's adaptive leadership framework by incorporating a spiritual-ecological dimension, and enrich place-based education theory within the context of Islamic educational institutions. Practically, this study underscores the importance of designing leadership capacity-building programs that are responsive to ecological contexts and locally grounded religious values.

Instructional Game Strategies in Education: A Meta-Analysis of Gamification and Game-Based Learning on Student Engagement, Motivation, and Academic Achievement

2026-08-24T02:12:46+00:00

This study aims to explore the effects of gamification and game-based learning on learners’ behavior, which includes academic performance, involvement, and motivation. It also analyzes the efficacy and prevalence of gamification as well as gaming-oriented learning research across diverse educational stages, regions, and scientific fields. This meta-analysis consists of 60 selected articles published between 2013 and 2023 on Scopus, ERIC, and the Web of Science, that have passed the screening process and met the predetermined criteria. Findings show that gamification generates bigger influence on learners’ engagement (0.65 [0.43, 0.87]), while game-based learning has more impact on motivation (0.46 [0.28, 0.64]) and achievement (1.09 [0.60, 1.59]). Results also indicate that the effectiveness of gamification and game-based learning is more prevalent at the university level, in South Asian countries, and in the humanities. On the contrary, research on these learning methods is more popular at the university level, in East Asian countries, and within the sciences field.