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This study aims to develop a model of passing practice that can improve volleyball game skills in elementary school students. This study uses a quantitative approach with an experimental method. The instrument used was a test of upper and lower passing skills within 60 seconds. Data analysis techniques include normality tests, homogeneity tests, and hypothesis tests. The sample in this study consisted of grade V students in one of the randomly selected elementary schools. The passing training model applied is a pair exercise with a distance of 10 meters, carried out routinely for three weeks with a frequency of three times a week. Each session lasts 40 minutes and is carried out under the supervision of a physical education teacher. The focus of the exercise is directed at improving the basic techniques of upper and lower passing which are gradually and pleasantly developed to suit the developmental characteristics of elementary school students. The results showed that the consistent application of the paired passing exercise model was able to improve the accuracy, coordination, and strength of students' arm muscles. In addition, it was found that there was an increase in student motivation and active participation in volleyball learning activities. This exercise model also creates a more interactive learning atmosphere and encourages students to work together, resulting in collaborative and meaningful learning. These findings prove that the use of a training model that is systematic, fun, and in accordance with the characteristics of learners can significantly improve the basic skills of the game of volleyball. This exercise has proven to be effective and can be used as an alternative learning method in physical education in elementary school. It is recommended that physical education teachers consider integrating this exercise model into the learning program so that student learning outcomes in volleyball can be more optimal and sustainable.

Hand Washing with Soap (CTPS) is a hygienic behavior that plays an important role in preventing the spread of infectious diseases, especially in children. However, in reality, this behavior is still not optimally implemented by elementary school students. One approach that can be used to increase awareness and hygienic behavior is through health promotion media that is interesting and appropriate for the child's age, such as comic media. This study aims to determine the influence of comics as a health promotion medium on improving knowledge, attitudes, and actions of CTPS in students at SD Negeri 149 Palembang. This study applied a pre-experimental design with a one group pretest-posttest design approach involving 90 students of class V. Data were collected through questionnaires to measure knowledge and attitudes and observation sheets to assess actions. Data analysis was carried out using the Paired Sample T-Test to determine the differences before and after the intervention. The results showed a significant increase in the three variables, namely the average knowledge score increased from 3.38 to 5.34, attitude from 20.37 to 30.80, and action from 37.22 to 67.21 after being given comic media. Statistical tests showed a p-value of < 0.001 on all variables, which means there was a significant effect after the intervention. Based on these results, it can be concluded that the use of comic media as a health promotion tool has proven to be effective in increasing knowledge, forming positive attitudes, and encouraging better CTPS actions in elementary school students. This study recommends the use of educational and fun visual media as part of health promotion strategies in the school environment.

To improve public health, especially for elementary school-aged children, one of the most important prevention methods is Clean and Healthy Living Behavior (PHBS). The purpose of this study was to improve the understanding and utilization of PHBS among students at Bayak Public Elementary School in Siremen Village, Tanara District through counseling and live demonstrations. This activity was carried out by the KKM Group 95 team from Bina Bangsa University for 83 second- and fourth-grade students at Bayak Public Elementary School. The method used was a participatory educational approach, namely by providing counseling related to PHBS and continued with live demonstrations of handwashing, tooth brushing, and maintaining personal hygiene. The material was delivered interactively to make it easier for children to understand, including the use of visual media such as posters and pictures. The students were also given direct practice tools such as soap, toothbrushes, and toothpaste so they could directly practice proper hygiene practices. The results of the activity showed that students had a better understanding of PHBS and made positive changes in their daily lives at school. It appeared that students were better trained in maintaining personal and environmental hygiene. They also began to get used to washing their hands before eating, maintaining dental hygiene, and disposing of trash properly. Teachers and homeroom teachers also actively supported this initiative by participating in outreach activities and monitoring changes in student behavior. This initiative not only raised students' awareness of the importance of health but also encouraged active school participation in creating a healthy learning environment. It is hoped that this initiative will serve as a reference for schools in teaching students how to live a healthy and clean lifestyle in a sustainable manner.

The use of technology in early childhood and elementary education is becoming increasingly important in the digital era. This study aims to evaluate the effectiveness of educational games as an interactive learning medium to increase the interest and motivation of elementary school students. This activity was carried out by the KKM group 95 team from Bina Bangsa University on 43 fourth-grade students at Bayak Public Elementary School. The research method used a descriptive quantitative approach through a pre-test and post-test using a Google Form questionnaire. The educational games were developed through the Educaplay platform, which provides various features such as interactive quizzes, crosswords, and picture-matching games. Prior to the intervention, observations were conducted on student learning behavior in the classroom. The results of the initial observations indicated that most students showed little interest in conventional, monotonous learning methods. Therefore, a more engaging approach involving active student participation was needed to rekindle their enthusiasm for learning. During the activity, students were very enthusiastic in participating in the educational games presented. The classroom atmosphere became more lively, and students were seen working together and showing a high curiosity about the material presented through the games. After using the educational games for several sessions, a post-test was conducted to measure changes in students' interest and motivation to learn. Preliminary data analysis results indicate an increase in student interest and motivation scores after participating in educational game-based learning. This indicates that interactive, technology-based approaches have strong potential to improve learning effectiveness at the elementary school level. This study recommends that teachers actively integrate interactive technology into the teaching and learning process. In addition to increasing student engagement, the use of media such as Educaplay can also adapt learning to the digital-native characteristics of today's generation of students.

This study aims to understand how learning about rainbows can improve elementary school students' understanding of basic science concepts, particularly regarding the refraction of light and the color spectrum. The concept of rainbows is an important part of Natural Science (IPA) lessons because it involves optical phenomena that can be directly observed and related to students' daily experiences. In this study, the method used is a literature study, namely by collecting, reviewing, and analyzing various relevant library sources, such as scientific articles, textbooks, and educational journals that discuss the topic of science learning and the rainbow phenomenon. The results of this study indicate that learning about rainbows can be done through various interactive and fun approaches, such as through practical experiments using prisms, water droplets, or other simple media that can demonstrate the process of refraction of white light into a color spectrum. In addition, the use of visual media such as images, animated videos, and digital simulations has also proven effective in helping students understand the process of rainbow formation more concretely. Creative activities such as drawing rainbows, making color models, or role-playing as light and water droplets can also increase active student participation and make learning more enjoyable. This study also emphasizes the importance of integrating rainbow learning into the elementary school science curriculum systematically and contextually. Rainbow materials not only introduce scientific concepts in a fun way, but also develop critical thinking, observation, and experimental skills in children. With the right approach, this learning can foster students' interest in science from an early age. Therefore, the results of this study are expected to contribute positively to the development of more effective, creative, and developmentally appropriate science learning methods for elementary school students.

This community service activity aims to strengthen the character development of elementary school students through training in creating digital applications using the Thunkable platform. In the midst of the digital era and the challenges of the Industrial Revolution 4.0, character education is an essential aspect that must be instilled from an early age, alongside cognitive competence. Elementary schools, as the foundation of education, play a strategic role in shaping children’s personalities, including embedding positive character values. This activity was conducted at SD Moria in Sorong City and involved 24 students from grades 5 and 6, selected based on their interest and readiness. The training used a Project-Based Learning approach, where students were actively engaged in creating simple application projects. Throughout the process, students not only learned basic programming skills using Thunkable but also developed key values such as teamwork, responsibility, independence, creativity, and curiosity. Despite facing challenges such as limited devices and internet access, the students demonstrated remarkable enthusiasm. Thunkable proved to be an effective tool for interactive and enjoyable learning. Students were able to directly develop their creative ideas through designing user interfaces and application functions. This provided a meaningful learning experience that motivated students to continue exploring and trying new things. The activity showed that technology-based learning can serve as a strategic means to holistically shape students' character. Overall, this initiative demonstrated that digital application development training can serve as a character education model based on technology that is highly relevant for elementary education. This program is expected to serve as an educational innovation example that encourages the integration of digital literacy and character education in Indonesian elementary schools.

This study aims to improve the critical thinking skills of fourth-grade elementary school students in understanding the concept of fractions through the application of the Problem Based Learning (PBL) model. The background of this study focuses on students' still low abilities in: (1) analyzing mathematical problems; (2) planning solution strategies; (3) drawing logical conclusions when working on fraction problems. This study uses the Classroom Action Research (CAR) design model Kemmis & McTaggart which was implemented at SD Negeri 2 Tahunan during the even semester of the 2024/2025 academic year. The research subjects consisted of 23 fourth-grade students who were selected purposively based on the results of the initial diagnosis. Data collection techniques were carried out by triangulation through: (1) formative evaluation tests; (2) participatory observation sheets; (3) learning video documentation; and (4) field notes. Data were analyzed quantitatively and qualitatively with a comparative descriptive approach. The results showed that the application of the PBL model was proven to be effective in improving: (1) students' critical thinking skills on average from 39.13 (low category) to 92.61 (very good category); (2) classical completeness from 8.7% to 91.3%; and (3) learning activities became more meaningful. Statistical analysis of paired sample t-test showed a significant difference (t=19.09; p<0.05) between before and after treatment. Other important findings include: (1) an increase in students' questioning skills by 78%; (2) an increase in the ability to provide arguments by 82%; (3) an increase in problem-solving skills by 85%. In addition, there was an increase in the following aspects: (1) group cooperation; (2) self-confidence; and (3) active involvement in class discussions.

This study aims to quantitatively test the effectiveness of a concrete object-based science learning strategy in improving students' understanding of abstract concepts and addressing their learning difficulties in science at the elementary school level. By implementing a quasi-experimental design, this study compared a group of students who learned science through real media and concrete objects and through contextual, hands-on experiences with a control group. The hypothesis in this study states that students in the experimental group will show a significant increase in their science concept understanding test scores, measurable development of critical thinking skills, and a decrease in their detected learning difficulties, when compared with the control group. The tools employed in this research included a standardized test for understanding science concepts, a rubric designed to evaluate critical thinking abilities, and a Likert-scale survey to gauge students' opinions on how difficult they found the material. The quantitative data collected will be examined using an independent t-test to compare the average scores of different groups and a paired t-test to measure progress within the experimental group. Preliminary findings indicate that complex and abstract science materials are often the main cause of learning difficulties for elementary school students, which is in line with the limitations in abstract reasoning at that age, as stated in Piaget's theory of cognitive development. Therefore, this concrete method is expected to significantly increase student participation, help them absorb new information into their existing understanding, and in turn, improve their learning outcomes. The results of this study will provide concrete evidence of the positive effects of using concrete media and direct experiences in science learning at the elementary school level, as well as provide data-based suggestions for curriculum development and better teaching practices to address gaps in students' understanding of abstract concepts.

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.

This study aims to analyze the implementation of audio-visual media in Catholic Religious Education learning to enhance learning motivation among third-grade students at Inpres Jongwolor Elementary School. The research employed a qualitative approach with descriptive design. Research subjects consisted of one Catholic Religious Education teacher and five third-grade students selected purposively. Data were collected through unstructured interviews, participatory observation, and documentation, then analyzed using the Miles and Huberman interactive model. The results indicate that audio-visual media usage in Catholic Religious Education learning remains suboptimal due to limited internet access, high data costs, and insufficient teacher technology competence. However, when implemented, audio-visual media significantly increases learning motivation, reflected in enhanced enthusiasm, interest, attention, and active student participation during learning activities. Audio-visual media proved effective in visualizing abstract concepts of spiritual and moral values, making them more concrete and comprehensible. This research provides empirical evidence that optimizing audio-visual media usage can serve as an effective strategy to improve Catholic Religious Education learning quality at the elementary school level.

This article discusses the implementation and innovation of an interactive digital comic titled “Si Panca dan Kekuatan Norma,” designed as a character education tool that integrates Islamic and Muhammadiyah values (AIK) for elementary school students. The research uses a descriptive-qualitative approach involving 25 fifth-grade students from SDN Padurenan II. The digital comic, developed through Canva and supported by reflective quizzes via Quizizz, presents moral dilemmas faced by a student named Panca in daily life situations. The content emphasizes values such as honesty, discipline, responsibility, and social care. The media was implemented over four learning sessions and evaluated through observation, teacher interviews, student questionnaires, and quiz results. Initial findings show that the comic successfully improved student participation, moral awareness, interpersonal interaction, and understanding of AIK values. The media also fostered a joyful, contextual, and interactive learning environment. This study highlights the potential of digital storytelling to support Islamic character development and recommends its broader application in Islamic-based education.

This study was conducted to examine how well the use of augmented reality (AR) learning tools helps fifth-grade elementary school students understand mathematical concepts related to fractions.. The research was motivated by students' limited comprehension of the abstract nature of fractions and the lack of engaging educational tools capable of presenting the material in a meaningful and interactive way. Augmented reality is believed to improve student engagement and offer more appealing visual representations by integrating virtual elements into the real-world environment. A total of 30 students I participated in this study, which used a quasi-experimental design with a One Group Pretest-Posttest method. Information was collected through pre-tests, post-tests, written notes, and observations. We used SPSS software to analyze the data. The results showed that students' grades improved significantly, with the average increasing from 54.80 in the pretest to 91.83 in the posttest. The normality test indicated that while pretest scores were approximately normally distributed, the posttest scores followed a normal distribution. A one-sample t-test showed a statistically significant effect of AR media usage, with a p-value of 0.000 and t-values substantially higher than the critical value (pretest: 32.439; posttest: 112.071). These results suggest that AR-based instructional media are effective in supporting elementary students’ understanding of fraction concepts. Overall, the study confirms the positive impact of augmented reality in mathematics learning for fifth-grade students.

The purpose of this article is to describe the perceptions of physical education teachers and class teachers towards the role of physical education in improving the emotional well-being of elementary school students. The main focus of the discussion is how PJOK lessons not only have an impact on physical development, but also support students' emotional growth, self-confidence, discipline, and social interaction. The methods used in this paper are observation and descriptive qualitative interviews with three resource persons, namely two physical education teachers, one class teacher at SDN 5 Imbanagara Raya. Data was collected through direct question and answer sessions that explore their experiences and views in observing changes in student behavior through PJOK activities. Based on the results of the interview, it was found that PJOK has an important role as a medium for student expression, especially for those who tend to be quiet or lack confidence. Physical activities and team games help students in forming self-confidence, discipline, and cooperation skills. In addition, collaboration between class teachers and physical education teachers is also an important key in adjusting teaching approaches that are responsive to students' emotional conditions. Thus, physical education contributes significantly to creating a learning environment that supports students' mental and emotional health.

The cultivation of holistic character in elementary school students is a fundamental component in shaping individuals who are morally, socially, and spiritually grounded. This study aims to describe the effectiveness of interactive educational approaches in fostering character development among elementary students at Pondok Pesantren At-Tausyiah, Blitar. A qualitative descriptive method was employed, involving observation, interviews, and active participation during the character-building program. The activities implemented included inspirational storytelling on heroism to foster nationalism and a “water-carrying game” designed to teach values of cooperation and responsibility. Observational data indicated a high level of enthusiasm and active participation from the students throughout the program. Reflections from the students and interviews with facilitators supported the finding that experience-based learning, educational games, and two-way communication significantly enhance both understanding and practice of character values. Beyond strengthening students' character, the program also fostered a joyful learning environment and strengthened the bond between student facilitators and the participants. The findings affirm that interactive education is an effective strategy for holistic character formation, particularly in Islamic boarding school settings.

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

The purpose of this study was to investigate how integrated thematic science teaching can help elementary school students become more aware of and care for the environment. Descriptive qualitative methodology was used, and data were collected through documentation, interviews, and observations. The research findings show how science teaching combined with environmental themes can improve students' conceptual knowledge and foster an environmentally conscious mindset. In addition to understanding environmental issues, students also showed behavioral changes by keeping the school clean, saving water, and encouraging their friends to be responsible for the environment. Active student participation, instructor inventiveness, and school program support are elements that contribute to the success of learning. Meanwhile, time constraints and differences in students' ability levels are the main challenges. As a contextualized character education approach in elementary school, integrated thematic science learning has proven to be successful in shaping the character of environmental stewardship.

The focus of this research is to analyze the correlation between the duration of gadget use and the imaginative abilities of second-grade elementary school students. A quantitative approach was utilized with a correlational survey method involving 32 students from SDN Pekayon 16 Pagi as the sample. Data were collected through a validated open questionnaire regarding validity and consistency. The analysis findings indicate a negative relationship between the duration of gadget use and students' imaginative abilities. The longer the duration of gadget use (≥60 minutes/day), the lower the students' imaginative abilities, and vice versa. These findings highlight the urgency of parental monitoring in controlling the duration of gadget use as well as the selection of educational content. This research contributes to understanding the impact of technology on children's cognitive development, particularly in the area of imagination.

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 evaluate the effectiveness of digital learning media in enhancing elementary school students’ learning interest within the context of technological advancement in education. Digital media such as interactive videos, educational animations, and learning applications are increasingly integrated into teaching processes as a response to the demand for more innovative and adaptive education. This research discusses how digital learning media can stimulate students’ intrinsic motivation, strengthen engagement, and create a more enjoyable and contextual learning experience. The findings indicate that digital media holds significant potential to improve the quality of primary education by presenting content in an engaging and easily comprehensible manner. Despite technical challenges such as limited device availability and internet access, conceptually, digital learning media can serve as a strategic solution in reforming teaching methods in the digital age.  

This study aims to explore daily activities that can improve ecological moral awareness among students of the Primary School Teacher Education Study Program (PGSD). Using a descriptive qualitative approach, the study focuses on students' daily behaviors such as waste management, energy conservation, and participation in environmental programs. The results show that consistent small habits can shape strong ecological awareness and impact students' character and pedagogical competence. The development of ecological moral awareness is not only essential for students’ personal identity formation but also forms the foundation for instilling character education in elementary school students.