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This study aims to describe the influence of the Problem Based Learning (PBL) learning model on the learning outcomes of photosynthesis materials in grade IV elementary schools. The method used in this study is an experimental method with a quasi-experimental type. The design in the study is a non-equivalent control group design. The design of this study involves two classes, the experimental class, namely IV-B, is learning using the Problem Based Learning (PBL) learning model and the control class, namely class IV-C, is learning using the conventional learning model. The sample used was 54 students in grades IV-B and IV-C SD YPI Darussalam. The data collection technique uses a learning outcome test. Based on the results of the study in the Independent Sample T-test which showed a Sig. (2-tailed) value of 0.000 ≤ 0.05 which means less than 0.05, then H0 and Ha were accepted, which means that there is an influence of the Problem Based Learning (PBL) learning model on the learning outcomes of photosynthesis materials in grade IV elementary school.

This research aims to explore and describe teachers' beliefs about teaching English in elementary schools. The research participants were elementary school English teachers in Kediri. The data were collected using a semi-structured interview which allowed the participants to share their thought and experiences in English teaching for young learners. By gaining insights into teachers' beliefs, this study seeks to offer a fresh perspective on effective English teaching strategies. The findings aim to empower teachers in fostering more impactful teaching environments. The teachers believed that they should consider the characteristics of young learners in teaching English and their psychological factors. Thus, teachers believed that teaching English should be fun. They used some techniques to make the teaching learning fun, for example by using pictures, videos, songs, etc.

Bullying in school environments is a serious issue that negatively affects children’s physical, psychological, and social development. As individuals in a growth phase, children have the right to receive adequate legal protection. This study aims to raise students' awareness of the dangers of bullying and to provide an understanding of the available legal protection for victims. The activities were conducted through direct outreach in seven elementary and junior high schools in Palangka Raya using educational videos, banners, and pocket books. The results showed high enthusiasm from students and improved understanding of types of bullying, its impact, and the legal protections available. Collaboration between educational institutions, the government, and society proved effective in creating a safe and child-friendly school environment.

Educational supervision serves as a key instrument in improving educational quality; however, its implementation in elementary schools often faces systemic challenges that affect teacher performance and learning quality. This study aims to analyze the implementation of educational supervision by school principals to improve the performance of Catholic Religious Education (CRE) teachers in enhancing educational quality at Inpres Natarita Elementary School. The research employs a descriptive qualitative approach with the school principal and CRE teacher as research subjects. Data collection was conducted through in-depth interviews, participatory observation, and documentation. Data analysis used the interactive model of Miles and Huberman with stages of data reduction, data presentation, and conclusion drawing.The findings reveal significant disparities between the implementation of administrative supervision and academic supervision. Administrative supervision is consistently implemented but remains procedural-mechanistic in nature, while academic supervision experiences systematic deficits with minimal frequency (once per semester). This condition impacts the competence-performance gap phenomenon in CRE teacher performance, characterized by the dominance of lecture methods, limited learning innovation, and minimal professional initiative. Educational quality shows acceptable achievement in graduation rates but has not been optimal in potential realization and educational value-added.Educational supervision at SDI Natarita has not achieved optimal effectiveness due to a paradigm that remains compliance-oriented rather than development-oriented. A fundamental reorientation toward holistic and transformative supervision is needed to optimize teacher performance and educational quality.

This study aims to improve students' motivation and learning outcomes through the application of the Contextual Teaching and Learning (CTL) approach to fourth-grade students of SD 1 Pecangaan. The background of this study is the low motivation and learning outcomes of students in the conventional learning process that does not relate the material to students' real lives. The research method used is the Classroom Action Research (CAR) model of Kemmis and McTaggart which is carried out in two cycles. The instruments used include observation, learning motivation questionnaires, and learning outcome tests (pretest and posttest). The results of the study showed a significant increase in student motivation and learning outcomes after the application of the CTL approach. Students' learning motivation scores increased from the sufficient category (average 62) to high (average 83). Student learning outcomes also increased from an average pretest score of 63 to an average posttest score of 82, with the percentage of learning completion increasing from 35% to 87%. The CTL approach has proven effective because it is able to create active, meaningful, and relevant learning with students' real experiences. Thus, the application of CTL can be used as a strategic solution in improving the quality of learning in elementary schools. Teachers are expected to be able to implement this approach creatively and sustainably so that learning becomes more contextual and enjoyable for students.

The aim of this research is to determine and analyze: 1) The influence of the principal's Servant Leadership on the Performance of Public Elementary School Teachers in Gandus District. 2) The influence of teacher competency on state elementary school teachers in Gandus District. 3) The Influence of Citizenship Behavior on the Performance of Public Elementary School Teachers in Gandus District. And 4) The simultaneous influence of the Principal's Servant Leadership, Teacher Competency and Citizenship Behavior on the Performance of Public Elementary School Teachers in Gandus District, Palembang City. This research uses quantitative methods with a correlational approach. The research sample consisted of 122 teachers from state elementary schools in Gandus District. Data collection techniques use questionnaires and documentation. Data analysis was carried out using multiple linear regression using the SPSS version 26 application. The results of the research showed that there was a positive and significant influence both partially and simultaneously between the Principal's Servant Leadership, Teacher Competence and Citizenship Behavior on Teacher Performance. The magnitude of the influence of these three independent variables on teacher performance simultaneously is 78.9%, while the remaining 21.1% is influenced by other variables not examined in this research.

Reading interest is an intrinsic motivation that encourages students to actively engage in reading activities with a sense of enjoyment and autonomy. This study was motivated by the low reading interest among fourth-grade elementary students, often caused by reading materials dominated by plain text without visual support. Visual literacy offers an innovative approach by utilizing media such as picture books, educational comics, infographics, and videos to attract attention and enhance students’ comprehension. This research aims to analyze the implementation strategy of visual literacy to improve reading interest among fourth-grade students. The method used is Classroom Action Research (CAR) based on the Kemmis and McTaggart model conducted in two cycles. The findings indicate that visual media fosters interactive and meaningful learning experiences, leading to a significant increase in students’ reading interest. These results are expected to contribute to strengthening a culture of literacy in elementary schools

This classroom action research aims to improve the reading literacy of grade 1 students of SD Negeri 2 Ngasem through the use of flashcards. The background of the study is based on the low interest in reading and literacy outcomes of students, which is caused by less varied learning methods and the lack of attractive learning media. This study used a multi-cycle approach with the stages of planning, implementation, observation, and reflection. Data were collected through observation of student activities, reading literacy tests before and after the intervention, and documentation of the learning process. The results showed an increase in the average reading literacy score from 74.77 in the pre-cycle to 75.55 in cycle 1, with the percentage of learning completeness increasing from 77.77% to 83.33%. The use of flashcards proved effective in improving students' motivation, participation, and reading literacy outcomes. This study recommends the use of interactive and innovative learning media such as flashcards, to improve reading literacy in elementary schools.  

This study aims to examine the implementation of the storytelling method as an effective strategy in character education in elementary schools. In the challenging era of globalization, students are not only required to be academically intelligent, but also to have strong characters and noble morals. The rapid flow of information and changes in social values ​​that occur require a learning approach that is able to build the moral foundation of students from an early age. The storytelling method is present as one solution because it is able to convey character values ​​in a fun, contextual, and touching way for children's emotions. This study uses a qualitative literature study approach, by reviewing various research results, scientific journals, articles, and books related to the application of the storytelling method in character learning. The results of the study show that stories can instill the values ​​of honesty, responsibility, empathy, tolerance, and cooperation more meaningfully. The active involvement of teachers as storytellers and learning facilitators has a major influence on building students' emotional involvement and creating a positive learning atmosphere. However, there are still challenges such as limited media, lack of teacher training, and limited time in class. Therefore, innovative strategies such as the use of audiovisual media, role-playing, and making stories with students are effective alternatives. In conclusion, the storytelling method is a potential approach to instilling character values ​​comprehensively and sustainably.

Critical thinking skills are a fundamental aspect that needs to be instilled early in the educational process in elementary schools. However, the application of conventional learning media such as textbooks and worksheets tends to be less supportive of the development of these skills, especially in complex materials such as the solar system. To overcome this, the use of solar system diorama media is considered capable of bridging students' conceptual understanding with more contextual visual and exploratory experiences. Through a constructivist approach, students are given space to be actively involved in observing, discussing, and linking materials to real phenomena, so that their critical thinking skills can be honed more optimally. This study aims to evaluate the effectiveness of the use of diorama media in improving the critical thinking skills of elementary school students and examine students' responses to this learning method. The results of this study are expected to contribute to the development of innovative learning strategies that can support the quality of elementary education.

This study aims to identify and analyze the challenges faced by novice teachers in implementing a dual curriculum—which includes the national curriculum and Islamic curriculum—in Islamic Elementary Schools (SDI). The dual curriculum in SDI requires integration between mastery of general knowledge and instilling strong Islamic values. However, in practice, novice teachers experience various difficulties, ranging from limited understanding of the two types of curriculum, heavy administrative burdens, to social and cultural pressures of religious schools. This study uses a descriptive qualitative approach based on literature studies, by analyzing relevant academic literature from journals, proceedings, and scientific books in the last ten years. The results of the analysis show that novice teachers experience challenges in pedagogical, structural, psychological, and cultural aspects. They often feel unprepared to develop integrative teaching materials, manage time effectively, and meet institutional and parental expectations. The lack of mentoring, training, and assistance programs also worsen the situation, causing work stress and the risk of burnout. This study concludes that the challenges faced by novice teachers in the context of the dual curriculum are systemic and require a structured and sustainable solution approach, such as strengthening integrated training, integrating curriculum management, and developing a professional development system that supports the pedagogical and spiritual development of novice teachers.

A comfortable classroom environment plays a crucial role in supporting effective learning processes at the elementary school level. This comfort includes physical aspects such as lighting, ventilation, cleanliness, and room arrangement, as well as psychological aspects such as peer relationships, teacher approach, and emotional atmosphere in the classroom. When students feel physically and emotionally comfortable, they tend to be more focused, calm, and ready to absorb learning material. A pleasant environment can create a positive learning experience and foster enthusiasm for school activities. This study aims to examine the influence of classroom environmental comfort on elementary school students’ learning motivation. Using a descriptive approach, data were collected through observations and questionnaires that explored students’ perceptions of their classroom conditions. The results show that the more comfortable students feel in their classroom, the greater their motivation to actively engage in learning activities. A supportive classroom atmosphere is proven to enhance learning spirit, participation, and curiosity. Based on these findings, it is recommended that schools pay closer attention to classroom comfort as part of a broader strategy to improve the quality of education at the elementary level.

The Indonesian language curriculum in elementary schools is fundamental in fostering students’ literacy skills, particularly in reading and writing narrative texts such as fables. Despite its importance, students often encounter difficulties in understanding the structural elements of fables—namely, orientation, complication, resolution, and coda. These challenges are frequently exacerbated by variations in students’ readiness, interests, and learning profiles, which are not sufficiently addressed by conventional, one-size-fits-all teaching methods. This study adopts a qualitative library research approach to examine theoretical foundations and prior empirical studies related to differentiated instruction in the context of fable text learning. The findings suggest that differentiated instruction, by modifying content, process, product, and learning environment, effectively enhances students’ comprehension and performance in fable text structure. Furthermore, this approach aligns with the principles of the Merdeka Curriculum, which emphasizes learner-centered and inclusive education. Thus, differentiated instruction presents a promising pedagogical strategy for elementary school teachers in improving Indonesian language learning outcomes.

Menstrual Hygiene Management (MHM) is the management of hygiene and health during women's menstrual period. One of the factors that influence Menstrual Hygiene Management (MHM) is the role of the teacher. Teachers play a role in equipping students with knowledge about hygiene, facilitating proper toilets and how to maintain their reproductive organs, this will have a positive impact on students in elementary schools. This study aims to determine the description of the role of teachers in implementing the menstrual hygiene management (MHM) program at Elemantary School Pare area. The research design used Descriptive Analytic, with sampling technique using Purposive Sampling obtained a sample of 40 respondents. Data collection using questionnaire sheet, data processed with descriptive statistical test. Based on the results of research in 6 (six) Elemantary School in the Pare Region on the role of teachers in the implementation of Menstrual Hygiene Management (MHM), almost all data were found to be in the good and sufficient category, especially in the indicator as the role of facilitator (79.30) and supervisor (76.87). From the results of the data, the role of facilitator and supervisor is the highest because the facilities in several schools have met the criteria for Menstrual Hygiene Management (MHM) and the observations of teachers at school to female students have been carried out well, but there are still roles that score the lowest, namely educator (63.75) because some respondents have never received counseling on Menstrual Hygiene Management (MHM) and still lack of education. Primary school teachers are advised to take part in training to increase knowledge about menstrual hygiene management (MKM)

This research uses a qualitative method aimed at examining how the integration of local arts and culture into elementary school learning can enhance students’ national identity. In the rapid era of globalization, preserving local culture becomes essential as a foundation in shaping the nation’s character. Through a case study approach in several elementary schools in Indonesia, it was found that incorporating elements of traditional arts such as dance, regional music, folklore, and local crafts into subjects like Indonesian Language, Arts and Culture, and Civics Education had a positive impact on students’ understanding and appreciation of their cultural heritage. Teachers act as creative facilitators by connecting lesson materials with local wisdom, making the learning process more meaningful and contextual. The results show that students become more proud of their own culture, develop a stronger sense of historical awareness, and foster a deeper love for their country. Therefore, integrating local arts and culture not only enriches the learning process but also serves as an effective strategy in building national identity from an early age.

This study aims to examine the effectiveness of using animated video media in improving elementary school students’ understanding of the material of changes in the form of objects, which includes the process of melting, freezing, evaporating, condensing, and sublimating. The material is often difficult for students to understand because it is abstract and cannot always be observed directly. This research uses a qualitative method with a library research approach, where data is collected and analyzed from various reliable sources such as accredited scientific journal articles, books, and previous research results. The analysis technique used refers to the Miles and Huberman model, namely data reduction, data presentation, and conclusion drawing. The results of the study show that the animated video media can improve students’ cognitive understanding through visualization of complex processes, strengthen information retention, and reduce common misconceptions. In addition, this media is also proven to increase students’ motivation, interest in learning, and participation in learning. The effectiveness of animated videos is greatly influenced by the quality of visual design, narration, appropriate duration, and their integration in learning activities such as discussions or experiments. Despite challenges such as limited facilities and teacher training needs, strategic solutions can be implemented to optimize the use of this media. Thus, animated videos can be an innovative and relevant strategic alternative in science learning in elementary schools, especially in conveying abstract concepts in a concrete and fun way.

This study aims to examine the effectiveness of the Cooperative Integrated Reading and Composition (CIRC) method in improving the reading comprehension skills of grade III elementary school students. The background of this study is the low reading comprehension skills of students who are still dominated by conventional learning methods. This study uses a library research approach with a qualitative descriptive method. Data were obtained from various scientific literature such as journals, books, research reports, and other scientific works relevant to the topic. The analysis was carried out using content analysis techniques to identify the main findings related to the application of the CIRC method. The results of the study show that the CIRC method can significantly improve students' reading comprehension skills. This method emphasizes group work, active discussion, summary preparation, and writing skills, which in an integrated manner encourage students' active involvement and strengthen their understanding of the contents of the reading. In addition to improving reading comprehension, this method also develops students' critical thinking skills, social skills, and self-confidence. However, in its implementation, challenges such as time management, group dynamics, and teacher readiness are important factors that need to be considered. In conclusion, the CIRC method is an effective and applicable learning strategy to improve reading comprehension skills in elementary schools, with the note that the implementation must be carefully designed and supported by a conducive learning environment.

This study aims to examine the optimization of the field trip method in improving elementary school students' understanding of social and cultural diversity. The background of this study is based on the need for a learning approach that is not only informative, but also contextual and participatory, considering the importance of instilling the values ​​of tolerance and multiculturalism from an early age. This study uses a descriptive qualitative method based on literature studies, by reviewing various sources of literature such as journal articles, academic books, and relevant digital documents. The results of the study show that the field trip method makes a significant contribution to contextual learning, especially in socio-cultural material. This activity encourages students to experience diversity in society firsthand, develop empathy, tolerance, and strengthen 21st century skills such as critical thinking, collaboration, and communication. However, optimizing this method requires systematic planning, support from various parties, and innovation in integrating technology and project-based approaches. Therefore, the field trip method has great potential if applied in a structured manner in the learning process in elementary schools. This study recommends that schools and teachers actively develop field trip programs that are integrated with the curriculum and based on real experiences.

This study aims to analyze how digital transformation is implemented at SDN 2 Labuhan Lombok to improve services to students and parents, and to identify challenges encountered during the process. Digital transformation, in this context, encompasses changes to the learning system, administration, facilities, and technology-based counseling services. The study used a qualitative approach with data collection techniques including observation, in-depth interviews, and documentation. The results indicate that digital transformation has had a positive impact on communication effectiveness, administrative service efficiency, and parental involvement in the educational process. However, obstacles remain, such as limited infrastructure, low digital literacy, and minimal technology training for teachers and parents. With adequate infrastructure support and strengthening human resource capacity, digital transformation in elementary schools has the potential to sustainably improve the quality of educational services.

This study aims to examine the implementation of digital educational games to enhance the understanding of fraction concepts among fifth-grade elementary school students. The background of this research lies in the low mastery of fraction material and the lack of student engagement due to conventional teaching approaches. The research used a quasi-experimental method with a pretest-posttest control group design. The subjects were divided into an experimental group, which received digital educational game-based learning, and a control group, which was taught using traditional lectures and practice questions. The results showed a significant improvement in the understanding of fractions in the experimental group compared to the control group. The findings indicate that digital educational games can enhance motivation, engagement, and the effectiveness of mathematics learning. This research recommends the integration of interactive digital media as an innovative strategy for teaching mathematics in elementary schools.