Publication Search

Traditional food is a national asset. It not only serves as a source of energy for the community, but also serves as a form of food security, an economic driver, a source of healthy food, and a culture steeped in noble values. The widespread consumption of unhealthy foods by students, especially elementary school students, is one of the reasons for this outreach activity. The health issues surrounding junk food must be addressed by offering healthy alternatives, such as traditional foods. Traditional food is not only related to food, but can also be linked to ethnomathematics, where culture in the form of food is studied from a mathematical perspective. Elementary school students not only consume traditional foods but also interpret these foods in mathematical contexts, such as geometry and numbers. In this way, students will be able to visualize mathematical elements not only when reading math textbooks but also when consuming traditional foods that are part of their daily environment. Despite their traditional nature, students actually enjoy some traditional foods. This is a frequent conflict between the current generation and traditional culture. They better understand how to prepare traditional foods, appreciate the richness of local culture, and develop a love for their culture and homeland.

This study aims to describe the application of deep learning based tolerance values with a pedagogical approach in supporting classroom management in grade VI of SDN Beji 01 East Ungaran. The deep learning approach is understood as a pedagogical strategy that emphasizes the cognitive, affective, and social engagement of students through meaningful learning experiences. This study uses a descriptive qualitative approach with data collection techniques in the form of semi-structured interviews, observations, and documentation. The research subjects include grade VI teachers, principals, and students with diverse social and cultural backgrounds. The results of the study show that the application of tolerance values through deep learning strategies is able to create an inclusive, safe, and conducive classroom climate. The implementation is reflected through the practice of random seating arrangements, a culture of sharing learning media, deliberation in conflict resolution, fair study timing, and strengthening mutual respect between students. These findings confirm that the integration of deep learning-based tolerance values contributes significantly to the effectiveness of classroom management and the strengthening of the social character of elementary school students.

This research is motivated by the low level of discipline among elementary school students, characterized by non-compliance with rules, tardiness, and other negative behaviors, thus requiring the role of Pancasila and Citizenship Education (PPKn) as a strategic solution. This research aims to examine the role of PPKn learning in shaping the discipline of elementary school students through a library research approach. This research method uses a systematic and comprehensive library research method to assess the contribution of PPKn learning in forming the discipline of elementary school students (SD). The main focus is on national scientific sources in Indonesian and English languages from the period 2020-2025, with the aim of identifying patterns and strategies of PPKn learning towards improving student discipline in SD. The study results show that PPKn learning is effective in internalizing discipline values through habituation, teacher exemplification, continuous evaluation, and the use of innovative learning media such as educational videos. The involvement of teachers, schools, and parents is an important factor in supporting the formation of student discipline character, with strategies such as family collaboration and group supervision to overcome external challenges. This research provides a theoretical contribution as a basis for developing applicable PPKn learning strategies to form a disciplined generation in elementary schools. The implications of this study indicate that PPKn learning has a strategic role in shaping the discipline of elementary school students, thus requiring synergy between teachers, schools, and parents to optimize the internalization of character values in every learning activity.

This study aims to enhance elementary school students’ motivation to learn English and to identify the factors contributing to their low motivation. The research is grounded in the need to prepare students for the global era, in which English proficiency is an essential skill from an early age. The study employs a Classroom Action Research (CAR) method using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection stages. Data were collected through observations, learning outcome evaluations, and interviews with English teachers. The findings reveal that students’ low motivation is influenced by perceptions that English is difficult, the lack of engaging teaching methods, limited learning facilities, and students’ weak willingness to learn. The implemented actions—such as using songs, educational games, teaching aids, role-play activities, and interactive communication—significantly increased students’ activeness and motivation. Moreover, the study emphasizes the importance of introducing English at the elementary level, as ages 6–13 represent a critical period for language development. With appropriate external motivation and strong teacher support, English learning becomes more effective, enjoyable, and meaningful. This study recommends that English instruction continue to be implemented in elementary schools through creative teaching methods and sufficient learning facilities

This study aims to analyze the implementation of the Independent Curriculum in third-grade students at Al-Munawarah Elementary School, Sentani, Jayapura Regency. Using a qualitative approach with data collection techniques through observation, interviews, and documentation, this study evaluated three main aspects: planning, implementation, and evaluation of learning. The results showed that during the planning stage, teachers developed teaching modules that referred to Learning Outcomes (CP) and prepared assessment instruments in the form of projects and prompt questions. During the implementation stage, teachers implemented an inquiry-based learning model to encourage student engagement and utilized various media, from printed books to digital devices, which positively impacted student engagement in class. During the evaluation stage, teachers used cultural project assessments and Student Worksheets (LKPD), accompanied by positive feedback to motivate students. Although implementation generally proceeded according to the curriculum framework, obstacles were still encountered in the application of differentiated learning because teachers tended to use lecture methods and generalize the abilities of all students. Therefore, continuous improvement is needed so that learning planning can be more aligned with the characteristics and individual needs of each student.

This study aims to analyze the effect of the implementation of the Intelligent Tutoring Sistem (ITS) based on Artificial Intelligence (AI) on improving the understanding of mathematical concepts, especially in fractional and basic geometry materials, in Class V students of SD Negeri 2 Badran, Temanggung Regency. The research method used was a quasiexperimental experiment with a Non-equivalent Control Group Design. The research sample consisted of 48 students who were divided into two groups, namely the experimental group (n=24) who received learning with the help of AI-based ITS, and the control group (n=24) who received conventional learning with lecture methods and practice questions. The research instrument is in the form of a test of understanding of mathematical concepts that has been validated by experts and tested for reliability. Data were analyzed using parametric statistical tests of the Independent Sample t-test and N-Gain Score to measure the improvement. The results showed that there was a significant difference in understanding of mathematical concepts between the experimental group and the control group. The average post-test score of the experimental group (82.45) was significantly higher than that of the control group (70.12) with a p< value of 0.05. N-Gain analysis showed that the improvement in conceptual understanding in the experimental group was in the "moderate" category (g=0.56), while the control group was in the "low" category (g=0.32). These findings indicate that AI-based ITS is effective in improving students' understanding of mathematical concepts. The advantages of the system lie in its ability to provide instant feedback, personalize materials according to learning pace, and present interactive materials, thus helping to better construct students' conceptual understanding. It is recommended that schools consider the integration of ITS technology as a supplementary tool in mathematics learning at the elementary level.

This community service program was initiated in response to the need to strengthen collaboration between parents and schools in fostering character development and noble morals among elementary school students. The main issue addressed was the lack of structured and sustainable educational collaboration between parents and the school in supporting character-building practices. The program aimed to develop a participatory and reflective collaboration model through a systematic parenting initiative. A qualitative participatory approach based on community engagement was employed, consisting of needs assessment, joint discussion and planning, parenting program design, workshops and Focus Group Discussions (FGDs), mentoring and monitoring, as well as evaluation and reflection. The results highlight significant improvements in two-way communication between parents and teachers, increased collective awareness of the family’s strategic role in character education, and the establishment of a regular communication forum as a new social structure within the school community. Positive changes were also observed in parenting practices, including the implementation of positive discipline and empathetic communication at home aligned with school values. The emergence of local parent leaders further strengthened program sustainability. Overall, the participatory educational collaboration model proved effective in promoting social transformation and reinforcing sustainable character and moral development among students.

This community service aims to enhance the visual creativity of early childhood children through collage art activities at SMAN 3 Medan. In the current digital era, children are often exposed to passive visual media, which can hinder the development of their active creativity. Through the collage art approach, students are given the freedom to create using various materials such as colored paper, origami, and glue, which stimulate fine motor skills and visual creativity. The research method used involved direct guidance in creating collages, followed by the presentation of material about collage art and the steps for creating it. The results of the community service show that collage activities can improve students' creativity, visual expression, and fine motor skills. Additionally, these activities can also boost students' self-confidence in expressing themselves freely and creatively. These findings suggest that collage art can serve as an effective medium in art education at the elementary school level and is highly beneficial for fostering children's creativity from an early age.

This community service activity aims to increase awareness and independence of elementary school students in maintaining hand hygiene through education on proper handwashing. The background to this activity stems from the low level of handwashing habits among school-age children, despite hand hygiene being a simple action that has a significant impact on preventing infectious diseases. Based on initial observations at Tamanbali 3 Public Elementary School, most students did not yet have the habit of washing their hands before eating or after playing, despite the availability of facilities. Therefore, a hand hygiene education program was implemented, designed to help students understand the importance of proper handwashing according to WHO guidelines. The activity methods included outreach through educational posters and videos, demonstrations of the seven steps of handwashing, mentoring in daily habits, and evaluation of behavioral changes. The results of the activity showed a significant improvement in students' hand hygiene behavior. Students began washing their hands independently before eating and after activities without being reminded by teachers. The school environment also became cleaner and healthier due to the growing awareness of personal hygiene among students. Teachers and the school are committed to continuing this habit as part of the daily classroom routine. This activity demonstrates that hand hygiene education delivered through interactive methods can shape character and hygiene habits from an early age.

This community service activity aims to increase awareness and independence of elementary school students in maintaining hand hygiene through education on proper handwashing. The background to this activity stems from the low level of handwashing habits among school-age children, despite hand hygiene being a simple action that has a significant impact on preventing infectious diseases. Based on initial observations at Tamanbali 3 Public Elementary School, most students did not yet have the habit of washing their hands before eating or after playing, despite the availability of facilities. Therefore, a hand hygiene education program was implemented, designed to help students understand the importance of proper handwashing according to WHO guidelines. The activity methods included outreach through educational posters and videos, demonstrations of the seven steps of handwashing, mentoring in daily habits, and evaluation of behavioral changes. The results of the activity showed a significant improvement in students' hand hygiene behavior. Students began washing their hands independently before eating and after activities without being reminded by teachers. The school environment also became cleaner and healthier due to the growing awareness of personal hygiene among students. Teachers and the school are committed to continuing this habit as part of the daily classroom routine. This activity demonstrates that hand hygiene education delivered through interactive methods can shape character and hygiene habits from an early age.

This study examines the implementation of an Islamic Religious Education (PAI) learning model based on Project-Based Learning (PjBL) and collaborative approaches in shaping students’ noble character at SD Negeri Besuk Kidul, Besuk District. The study is grounded in the research gap that PAI learning in elementary schools is often still dominated by conventional, teacher-centered methods that emphasize cognitive achievement while providing limited space for the internalization of moral values through authentic learning experiences. This research aims to analyze how PjBL and collaborative learning are designed and implemented in PAI instruction and to explore their contribution to students’ character development. A qualitative approach with a descriptive case study design was employed. The research subjects included the school principal, a PAI teacher, and elementary school students. Data were collected through observation, in-depth interviews, and documentation, and analyzed using an interactive data analysis model. The findings reveal that the integration of project-based and collaborative learning in PAI instruction enhances students’ noble character, particularly in terms of honesty, discipline, responsibility, cooperation, respect, and social awareness. Students actively engage in learning activities, apply Islamic values in real-life contexts, and demonstrate positive behavioral changes both in and outside the classroom. These results indicate that Project-Based Learning and collaborative approaches constitute an effective and meaningful strategy for strengthening character education in PAI at the elementary school level.

Research. Elementary School Teacher Education Study Program, STKIP PGRI Papua. The purpose of this study is to examine the Influence of Using Kahoot as an Interactive Learning Media to Increase the Learning Interest of Sixth-Grade Students in Civic Education at SD YPK Bethania Mariadei. This type of research is Experimental research. The population in this study consists of students at SD Bethania Mariadei, while the research sample is 21 students in the sixth grade. Data collection was conducted through questionnaires and documentation. The collected data was analyzed using descriptive statistics and inferential statistics techniques. Based on the hypothesis testing results, the calculated t-value is 2.926 with a significance of 0.009. The significance value shows 0.009 < 0.05, so H0 is rejected and H1 is accepted, which leads to the conclusion that there is a significant and positive effect of using Kahoot media as an interactive learning tool to increase the learning interest of sixth-grade students in Civics subjects at SD YPK Bethania Mariadei. The Kahoot Interactive Learning Media can be applied for Civics learning in elementary schools. Keywords: Kahoot, Learning Media, Learning Interest, Civics.  

The socialization activity on personal and environmental hygiene at SDN 19 Sungai Kakap was conducted to improve students’ knowledge, attitudes, and awareness regarding the importance of maintaining personal cleanliness and a healthy school environment. This activity addressed the common issue of limited understanding and practice of hygiene among elementary school students, which can affect health and learning outcomes. The methods used included interactive counseling sessions, practical demonstrations of proper hygiene practices such as handwashing and waste disposal, and the use of visual educational media to increase student engagement and comprehension. The effectiveness of the activity was measured using pre-test and post-test evaluations. The results showed a 75% increase in students’ knowledge levels after the intervention, accompanied by observable positive behavioral changes related to cleanliness both at school and at home. Students demonstrated improved habits in maintaining personal hygiene and participating in keeping their environment clean. Despite challenges such as limited time allocation and inadequate cleaning facilities, the activity successfully fostered sustainable awareness and encouraged the formation of healthy habits. Therefore, it is recommended that similar socialization activities be conducted regularly using varied educational methods and supported by adequate hygiene facilities to strengthen long-term behavioral change.

The development of Artificial Intelligence (AI) technology has provided new opportunities to enhance the quality of learning, particularly in elementary science education. One form of AI utilization is chatbots, which function as interactive learning media capable of encouraging students’ active participation. In science learning, questioning behavior is an important indicator of students’ cognitive engagement; however, many elementary school students tend to be passive in asking questions. This study aimed to examine the effect of using AI chatbots in science learning on students’ questioning behavior in Grade V of SDN Plalangan 03 Gunungpati, Semarang City. This study employed a quantitative approach with a quasi-experimental design. Data were collected through observation, questionnaires, and documentation. The data were analyzed to identify changes in students’ questioning behavior before and after the implementation of AI chatbots in science learning. The results indicated that the use of AI chatbots improved students’ questioning behavior in terms of frequency, confidence, and activeness in asking questions. AI chatbots provided a comfortable and flexible interaction space for students, which helped reduce psychological barriers in questioning. It can be concluded that the use of AI chatbots has a positive effect on students’ questioning behavior in elementary school science learning.

This study aims to develop an interactive digital learning media based on Wordwall, named TANGKAS (Tantangan Asyik Ngulik Pecahan Kelas Empat Seru), as a practice tool for addition and subtraction of fractions in fourth-grade elementary students. The development process employed the ADDIE model, which includes the Analyze, Design, Develop, Implement, and Evaluate stages. The research subjects consisted of 29 fourth-grade students at SDN Ngemplak I Baureno. The needs analysis revealed that learning activities were still dominated by conventional methods with limited use of digital media, resulting in low student engagement. To address this issue, TANGKAS was developed using a maze chase game design to enhance motivation and support engaging fraction practice. The validation results indicated a material validity score of 94% (highly valid) and a media validity score of 80% (valid). The practicality aspect obtained 81.8% from students, both categorized as highly practical. The effectiveness test showed an improvement in learning outcomes with N-Gain scores of 0.6 for fraction addition and 0.54 for fraction subtraction, both classified as moderate. Therefore, TANGKAS is proven to be feasible, practical, and effective as an interactive game-based learning media to support students’ understanding of mathematics in elementary school.

The rapid development of technology in today's era requires every profession to align with existing developments. The teaching profession is no exception. Teachers must be able to utilize technology in the learning process to create an engaging learning environment for students. To support this capability, training is essential. This community service activity aims to provide training to teachers at Bancong  Elementary School in Wonoasri District, Madiun Regency, to familiarize themselves with and be able to use the GeoGebra application. This training also aims to improve teachers' competency in utilizing digital technology as a learning medium. The GeoGebra application is an effective application for solving mathematics problems in elementary schools, particularly in geometry, particularly plane figures. The implementation method for this activity includes preparation, training, and mentoring. The training was provided in the form of workshops and hands-on practice using GeoGebra-based mathematics learning media. The activity proceeded orderly and smoothly, and the training participants understood the material well, both theoretically and in practice.

This study aims to describe the process and results of the implementation of the teaching module "My Responsibility as a Child of God" in Christian Religious Education and Character Education learning in grade IV of SDN 1 Kereng Bangkirai Palangka Raya. This module was developed to instill the value of responsibility as a Christian character in students through active learning activities that include discussions, Responsible Action Challenge games, and the preparation of personal commitments. The study used a descriptive qualitative approach with 10 students as subjects. Data were obtained through observation, cognitive, affective, psychomotor assessments, and documentation during the learning process. The results showed that students were able to understand the concept of responsibility biblically through the story of Joseph in Genesis 37–50, and showed increased enthusiasm, cooperation, and courage in expressing opinions. The personal commitment products produced by students showed that most students were able to formulate concrete actions as a form of implementation of responsibility in everyday life. Obstacles found were variations in students' ability to focus and differences in the speed of students in understanding instructions, but these could be overcome through more intensive guidance and direction.  

Introduction: Dental and oral health problems in school-age children are still a major public health concern. The Little Doctor Program is a school-based health promotion approach that involves the active role of students as agents of change. This study aims to analyze the effectiveness of Small Doctors in promoting dental health in elementary schools. Methods: This study used a quasi-experimental design with a one group pretest–posttest approach. The subjects of the study were elementary school students who participated in dental health promotion activities by Small Doctors. Interventions include counseling, demonstrations of proper brushing of teeth, and the use of educational media. Data were collected using a questionnaire of dental health knowledge, attitudes, and behaviors before and after the intervention. Data analysis was carried out using the paired t-test or Wilcoxon test with a significance level of p < 0.05. Results: There was a significant improvement in students' dental health knowledge, attitudes, and behaviors after the intervention (p < 0.05). Conclusion: The Small Doctor Program is effective as a strategy for promoting dental health in elementary schools and has the potential to support promotional and preventive efforts for children's dental health.

This study aims to examine self-confidence issues in elementary school students, particularly second-grade students at SDN 1 Gulang. Various problems identified included shyness, low self-confidence, fear of performing in front of the class, and a tendency to withdraw from social settings. This study used a qualitative approach with data collection techniques including interviews and observations to identify factors contributing to low self-confidence and the roles of teachers and parents in developing it. The results indicate that low student self-confidence is influenced by internal factors, such as fear, anxiety, and lack of courage, as well as external factors, including family parenting styles, the social environment, and learning experiences at school. Teachers play a strategic role by providing emotional support, positive motivation, and implementing active learning strategies that encourage student engagement. Furthermore, parents play a crucial role in providing guidance, supportive parenting styles, and appropriate social stimulation. This study concludes that efforts to improve student self-confidence require consistent and ongoing collaboration between teachers and parents.

The transformation of the post-pandemic education system has crystallized online learning as a permanent component, with parents assuming an unprecedented instructional role at the elementary level, particularly at Madrasah Ibtidaiyah (MI). This qualitative case study aims to analyze in depth the dynamics and implications of the role of these parents during the transition period. Data was collected through in-depth interviews with parents, students, and teachers from two MIs in Blora, enriched by observation and analysis of communication documents. The findings of the study reveal three crucial things: first, there is a transformation of the role of parents into "substitute teachers" which creates a significant psychological burden due to the gap between the demands of the role and pedagogical capacity. Second, the communication pattern between schools and parents is still one-way and administrative, and has not built a collaborative three-way partnership by involving students. Third, the quality of parental assistance is very diverse and highly dependent on their digital literacy capacity and educational background, which directly affects the development of students' self-regulated learning. This study concludes that the effectiveness of parental roles is determined by psycho-educational support, the quality of communication channels, and the level of personal capacity, so policy implications must move towards a differentiated and empowerment-oriented approach.