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Traditional games play an important role in the motor development of elementary school children. However, cultural changes and increasing use of technology have caused these games to be played less and less. This study aims to analyze the effect of traditional games on the motor development of elementary school children. Using a quasi-experimental method with a pretest-posttest control group design, this study involved 20 4th grade elementary school students who were divided into experimental and control groups. The experimental group was given treatment in the form of traditional games such as hopscotch, gobak sodor, and jump rope for 4 weeks. The results showed a significant increase in the gross motor development of children who participated in traditional games compared to the control group. In addition to motor benefits, traditional games also contribute to children's social, cognitive, and character development. Therefore, the integration of traditional games into the physical education curriculum in elementary schools is highly recommended to support children's holistic development.

This study examines the integration of local wisdom values ​​in Social Studies (IPS) learning in Elementary Schools (SD) as an effort to strengthen students' character and cultural identity. Then the low utilization of local wisdom in IPS learning, which results in students' lack of understanding of regional cultural values. The purpose of this study is to analyze the application of local wisdom values ​​in IPS learning and identify its impact on students' understanding and character. The method used is a qualitative approach with literature study techniques by collecting a number of information obtained from various sources and media to learn about the application of local wisdom if applied to IPS learning in Elementary Schools. The results of the study indicate that the integration of local wisdom values, such as mutual cooperation, deliberation, and environmental wisdom, can increase student involvement and strengthen a sense of love for local culture and this confirms that IPS learning based on local wisdom is not only relevant to the socio-cultural context of students but also effective in forming characters rooted in the nation's culture. The conclusion of this study is that the integration of local wisdom in social studies learning in elementary schools can be a significant educational strategy in building students' social understanding and character values, so it needs to be supported by educational policies that encourage the implementation of local culture-based materials in elementary schools.

The English language learning process at SDN 064037 Medan Tembung faces challenges related to a lack of interactivity and optimal utilization of learning media, particularly in the topic My Family. This research aims to analyze the impact of implementing Wordwall media in enhancing student interactivity, understanding of the material, and learning motivation. This study employs a qualitative approach through methods of observation, interviews, and documentation involving 25 fourth-grade students at SDN 064037. The findings of this study indicate that the application of Wordwall in learning significantly improves student interactivity, material comprehension, and their motivation to learn. The interactive features of Wordwall encourage students to be more active during the learning process, positively influencing their learning outcomes. Based on these findings, it is recommended that teachers utilize more varied learning media, such as Wordwall, to enhance the quality of education in elementary schools.

This study aims to review in depth various literature related to the development of interactive PowerPoint (PPT)-based learning media in order to improve students' understanding of Civic Education (PKn) subjects at the elementary school level. Innovative and interesting learning media are considered to have an important role in creating a more enjoyable, active, and meaningful learning atmosphere for students. In the literature reviewed, interactive PPT media has been proven to be able to present material visually, audibly, and interactively, thus helping students understand abstract concepts in PKn more concretely. The method used in this study is a literature review of various national and international journals, scientific articles, and relevant research reports in the last five years. The results of the study show that the use of interactive PPT not only increases the attractiveness of learning, but is also able to encourage active student participation, strengthen memory, and build a deeper understanding of national values, democracy, and social responsibility. In addition, the development of this media requires careful planning, starting from the design of the display, the preparation of content that is in accordance with the curriculum, to the integration of interactive elements such as quizzes, animations, and multimedia links. Based on findings from various literature, it can be concluded that interactive PPT media is an effective alternative that can be used by teachers to significantly improve the quality of civics learning in elementary schools.

Game-Based Learning (GBL) has emerged as an innovative learning approach aimed at enhancing student engagement and promoting the development of critical thinking skills, particularly at the elementary school level. This study was conducted at SD Negeri Labuhan 1 using a qualitative approach and a case study method. The primary objective of this research is to analyze the implementation of GBL within the context of elementary education, focusing on students’ and teachers’ needs and interests, the strategies used for implementation, the impact of GBL on students’ critical thinking skills, and the supporting and inhibiting factors affecting its success. The findings indicate that 75% of students expressed a higher preference for game-based learning over conventional teaching methods, showing high levels of enthusiasm and participation during the learning process. GBL proved effective in increasing students' motivation to learn, strengthening collaboration, and stimulating analytical and reflective thinking. However, several challenges were encountered in the implementation of GBL, including limited technological infrastructure in schools and the lack of specialized training for teachers in designing and managing game-based learning activities effectively. Based on these findings, it can be concluded that GBL holds significant potential as a teaching strategy that can foster students’ critical thinking skills from an early age. Nevertheless, to achieve optimal outcomes, strong support from various stakeholders is essential, including the provision of adequate facilities and the enhancement of teachers’ competencies through continuous professional development and training in designing and applying GBL in daily classroom activities.

This study is the result of research on the implementation of radicalism prevention policies through the independent curriculum P5 project in elementary level education schools in Garut Regency. This research is also motivated by the author's interest in radicalism prevention policies, especially among young people. The Garut Regency Government has issued Garut Regent Regulation Number 143 of 2023 concerning the Regional Action Plan for Preventing and Combating Violent Extremism that Leads to Terrorism, one of which aims to prevent radicalism in the school environment due to concerns about the spread of radicalism among young people. This research uses a qualitative research method with a descriptive approach. Data were obtained through literature study and field study (observation and interview). The data validity technique used was the triangulation of sources and methods. The results of this study indicate that there are several challenges faced by policy actors in policy implementation such as limited human resources, the influence of the environment and local culture, the wide area of distribution of primary level education schools and low parental participation.

This research aims to analyse the effectiveness of differentiated instruction implementation in enhancing critical thinking character in Islamic Elementary School students in Makassar. The research employed a mixed-method approach with an embedded experimental design. The research sample consisted of 68 fourth and fifth-grade students from three Islamic Elementary Schools in Makassar, selected through purposive sampling. Data were collected through observation, critical thinking ability tests, interviews, and documentation. Differentiated instruction was implemented for 12 weeks, considering variations in students' learning readiness, interests, and learning profiles. The results showed that: (1) the implementation of differentiated instruction was effective with an implementation rate of 87.5%; (2) there was a significant improvement in students' critical thinking abilities with an effect size of 0.82 (high category); (3) the three aspects of critical thinking that experienced the highest improvement were analyzing arguments, evaluating information, and drawing conclusions based on evidence; (4) success supporting factors included comprehensive lesson planning, school leadership support, teacher competence, and integration of Islamic values in the learning process. This research recommends the implementation of differentiated instruction as a strategy to develop students' critical thinking abilities while considering individual learning characteristics and needs.

Learning media has a crucial role in the educational process, especially in mathematics subjects at the elementary school level. The use of learning media aims to increase students' interest and enthusiasm in learning, as well as potentially improve their learning outcomes. Learning that utilizes learning media tends to be more interesting and easier to understand than learning methods that are monotonous and do not involve media. This study aims to conduct a literature review on the role of learning media in the context of mathematics learning in elementary schools. The research method used is a literature study, focusing on research articles published between 2020 and 2025. The analyzed articles come from accredited national journals accessed through Google Scholar with the help of the Publish or Perish application. The findings of this study show that the use of learning media in mathematics subjects has a significant impact on increasing students' interest in learning, motivation, and learning outcomes. In addition, learning media also functions to facilitate the understanding of concepts and provide direct experience to students related to the material taught.

This study aims to examine the effectiveness of using instructional media in enhancing the understanding of multiplication concepts in elementary schools. The research employs a library research method. The findings indicate that the use of instructional media in teaching multiplication in elementary schools is significantly more effective compared to conventional methods without media. Media such as Powtoon, PAKALILO (Papan Perkalian Kelinci Lompat), Papan BAPER (Batang Perkalian), and multiplication pockets based on the Indonesian Realistic Mathematics Education (PMRI) approach significantly improve students' understanding of multiplication concepts.

National defense is a concept regulated in a country's legislation, which refers to the patriotic attitude of individuals and groups in the context of citizenship. This study aims to explore the application of the concept of national defense, especially in the context of Pancasila education learning among elementary school students. The research method used in this study is a qualitative method with a literature study approach as a data collection technique. The results of the study indicate that Pancasila education learning has an important role in increasing awareness of national defense among elementary school students. Seeing the low level of public understanding, especially among students, regarding the importance of national defense, prevention efforts can be made by providing education through Pancasila Education subjects. In this lesson, students will be taught about the basic values ​​of national defense, so that the threat of radicalism to the younger generation can be suppressed early on starting from elementary school level. Sustainable national defense can be carried out through education, training, and socialization in schools to strengthen the foundation of the Indonesian State.

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

Learning based on Higher Order Thinking Skills (HOTS) is an effective strategy for sharpening children's intelligence in elementary schools. HOTS questions are designed to train students' critical, analytical, and creative thinking skills, enabling them to solve problems independently. This article discusses the basic concepts of HOTS questions, strategies for their implementation in learning, and their benefits in improving children's comprehension quality. Several effective strategies in HOTS-based learning include using challenging questions, problem-based learning, reflective discussions, and utilizing technology and interactive media. Additionally, this article identifies the challenges faced in implementing HOTS in elementary schools and solutions that educators can apply. With proper implementation, HOTS questions can help students develop higher-order thinking skills essential for facing future challenges.    

This study explores strategies to address students' difficulties in understanding and solving mathematical word problems involving long division in elementary schools. These difficulties can stem from internal factors, such as a lack of conceptual understanding, low motivation, and inaccuracy in solving problems, as well as external factors, such as ineffective teaching methods and minimal use of instructional media. Using the Systematic Literature Review (SLR) method, this research examines previous studies that discuss the causes of learning difficulties and possible solutions. The findings indicate that a contextual approach based on Realistic Mathematics Education (RME) and the use of concrete teaching aids can significantly enhance students' comprehension of long division. This approach helps students connect learning with real-life experiences and visualize mathematical concepts more clearly. Therefore, innovative instructional strategies are essential to improve elementary school students' understanding and numerical skills.

This study aims to examine the effectiveness of daily muhasabah (self-reflection) through reflective journals in enhancing self-awareness among fourth-grade students at SDIT Insan Kamil. The research was motivated by the need to integrate Islamic values with pedagogical strategies to foster holistic character development. A descriptive qualitative case study approach was employed, involving classroom observations, student journals, and interviews with teachers. Data were collected over one month and analyzed through thematic analysis. Results indicated significant improvements in students' self-awareness, evidenced by their ability to identify emotions, evaluate behaviors, and articulate personal reflections. Students demonstrated increased responsibility, empathy, and proactive self-improvement. Teachers observed enhanced emotional openness and critical thinking skills among participants. The reflective journal also served as a communication tool, enabling teachers to address individual student needs effectively. The study concludes that daily muhasabah through reflective journals is a practical and impactful method for nurturing self-awareness in Islamic elementary education. Recommendations include teacher training, parental involvement, and broader implementation of reflective practices in Islamic schools.

This study aims to analyze the impact of internal and external factors on low student learning outcomes in Pancasila Education subjects in elementary schools. Pancasila education plays an important role in shaping the nation's personality and teaching students their duties and rights in the context of Indonesian society. However, low learning outcomes in this subject indicate a problem that needs to be solved. This research applied the Systematic Literature Review (SLR) method to synthesize, evaluate and integrate information from previous studies. The data is analyzed with a content analysis approach. This research reveals that low student learning outcomes depend on internal and external influences. The most dominant internal factor is learning motivation, where students who are less motivated tend not to be able to follow learning optimally. In addition, differences in learning styles between students also affect the way they understand the material. On the external side, the use of conventional and less interesting learning media and the limited learning facilities available are important factors that affect students' low learning outcomes. Therefore, in order to improve learning outcomes of Pancasila Education in elementary schools, it is necessary to increase learning motivation, adjust learning styles, and utilize more interesting and supportive learning media and facilities

This study aims to examine the effectiveness of the contextual learning model "Gratitude in Action" in enhancing the gratitude attitude of fifth-grade students at SD Islam Excellent Plus Bukittinggi. The research was motivated by observations indicating that students' gratitude practices were limited to formal rituals without deeper internalization. A quasi-experimental method with a single-group pretest-posttest design was employed, involving 32 students. Quantitative data were collected through pre- and post-intervention surveys, while qualitative data were derived from teacher observations, student journals, and interviews. The results showed a statistically significant increase in students' gratitude scores (from 2.4 to 3.5 on a 4-point scale, p < 0.05). Behavioral observations revealed improved spontaneous expressions of gratitude, increased peer collaboration, and proactive acts of kindness. The model’s four stages—contextualization, experience, reflection, and transfer—proved effective in linking gratitude concepts to real-life actions. The study concludes that contextual learning grounded in Islamic values strengthens gratitude attitudes holistically. Recommendations include expanding teacher training, integrating family involvement, and replicating the model in other Islamic elementary schools with adjustments for local contexts.

This research aims to identify various challenges in teaching Citizenship Education (PKn) in elementary schools and propose solutions to overcome common obstacles in the learning process. The study employs a literature review approach, analyzing various sources such as scholarly articles, journals, and relevant documents. Data collection methods include literature review, listening techniques, and note-taking. The findings indicate several issues in PKn learning at the elementary level, including: (1) teachers’ limited understanding of appropriate learning models aligned with 21st-century education demands, (2) insufficient use of instructional media tailored to students’ characteristics, (3) inadequate supporting facilities such as books and other learning resources, and (4) student learning difficulties influenced by both internal and external factors. This study concludes that implementing innovative learning models, integrating technology into the teaching and learning process, and adopting more flexible and interactive strategies are essential to enhancing the effectiveness of PKn instruction in elementary schools. Moreover, effective communication between teachers, students, and schools plays a crucial role in improving learning quality.

This study aims to analyze the role of teachers in the implementation of the Independent Curriculum to develop the Pancasila Student Profile in grade 3 of SDN 104203 Bandar Khalipah. The main focus of this study is to understand the strategies implemented by teachers, the challenges faced, and the impact of the implementation of the Independent Curriculum on the formation of student character according to the six dimensions of the Pancasila Student Profile. This study uses a qualitative descriptive method with data collection techniques in the form of interviews with grade 3 teachers and distributing questionnaires to students. The results of the study show that teachers act as facilitators in creating an active and innovative learning environment through the implementation of project-based learning and formative assessment. This strategy is effective in building the values of mutual cooperation, independence, and creativity in students. However, teachers face challenges in implementing learning differentiation due to significant differences in student abilities and time constraints in conducting authentic assessments. The conclusion of this study shows that the Independent Curriculum provides flexibility for teachers to adjust learning to student needs, so that they are able to develop characters that are in accordance with the Pancasila Student Profile. Training support for teachers and collaboration with parents are needed to improve the effectiveness of the implementation of the Independent Curriculum in elementary schools.

The teaching of Social Studies in elementary schools still faces challenges in improving students' understanding, primarily due to the dominance of expository methods that lack variety. This study aims to analyze various innovative learning strategies that can enhance students' comprehension in Social Studies education. The research employs a library research method with a qualitative approach, drawing on various references and previous research findings.The results indicate that contextual learning strategies, project-based learning (PjBL), technology integration, cooperative learning, and multi-representation learning are effective in improving students' understanding. Contextual learning enhances students' comprehension by up to 32%, while PjBL improves critical thinking and problem-solving skills. Technology integration, such as augmented reality and interactive digital media, has been shown to increase learning motivation by up to 43%. Cooperative learning and multi-representation strategies also positively impact social skills and conceptual understanding.The novelty of this study lies in its comprehensive mapping of innovative, evidence-based learning strategies applicable to Social Studies education in elementary schools. The implications of this research highlight the importance of innovation in teaching strategies to ensure that students do not merely receive information passively but can actively apply their knowledge in real-life situations. Additionally, the study underscores the need for teachers to enhance their competencies in implementing more interactive and student-centered teaching methods.

Pancasila as the foundation of the state has an important role in shaping the mindset and character of children from an early age, especially at the elementary school level. In the challenging era of globalization, Pancasila-based education is the main foundation in instilling national and moral values. This study aims to explore the role of Pancasila in shaping the mindset of elementary school children and strategies that can be applied in learning so that its values can be internalized effectively. The method used in this study is a literature study by reviewing various relevant scientific articles. The results of the study indicate that an experience-based learning approach, the active role of teachers as role models, and synergy between schools, families, and communities are key factors in instilling Pancasila values. In addition, the challenges of globalization and technological developments require strengthening Pancasila-based digital literacy so that children are able to filter information wisely. Thus, Pancasila-based character education is a strategic element in forming a young generation that has integrity, social responsibility, and critical thinking skills in facing changing times.