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This study aims to analyze the implementation of Dayak local wisdom values in the Merdeka Curriculum at public elementary schools in Pulang Pisau Regency, Central Kalimantan. Dayak local wisdom, which encompasses values such as mutual cooperation, solidarity, tolerance, environmental awareness, and respect for cultural traditions, plays a significant role in shaping students' character amid the challenges of globalization and the disruptive era. This research employs a qualitative approach using a case study method. The research participants include school principals, teachers, students, and educational stakeholders from several public elementary schools in Pulang Pisau Regency. Data are collected through observations, in-depth interviews, documentation, and literature reviews. Data analysis is conducted using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings are expected to provide a comprehensive description of how Dayak local wisdom values are integrated into the planning, implementation, and evaluation of learning activities within the Merdeka Curriculum framework. Furthermore, the study seeks to identify supporting and inhibiting factors affecting the implementation of local wisdom in educational practices and to formulate strategic recommendations for strengthening character education and preserving local culture in elementary schools. The results are expected to serve as a reference for educational policy development that promotes cultural preservation and enhances the quality of learning in accordance with the socio-cultural context of local communities.

The urgency of this research stems from the knowledge gap regarding contextual factors contributing to the underuse of learning media in rural elementary schools, which has not been adequately addressed in previous research, which has tended to focus on urban contexts. This study aims to examine teachers' perceptions at Sugayang Public Elementary School regarding the underuse of learning media in the learning process, as well as the factors that contribute to it. The method used was a descriptive qualitative method, utilizing in-depth interviews as a data collection technique. The data were then analyzed using data reduction, data display, and conclusion drawing techniques according to Miles and Huberman. The results showed that teachers experienced difficulties in using technology, difficulties in creating learning media, and the perception that using media was time-consuming. This reveals an important pattern that the underuse of learning media is a systematic problem rooted in the TPACK gap that is not supported by practical time management solutions. These findings imply that changes in learning practices will not occur simply through the provision of generic technology tools or training; rather, bottom-up and contextual solutions are needed. The novelty of this research lies in the in-depth qualitative approach applied to the under-researched context of rural elementary schools, which has not been studied before. This research contributes through recommendations for the implementation of a peer-mentoring program and the development of a ready-to-use digital learning media bank, thus offering valuable insights for future research with relevant stakeholders.

Nutritional problems among school-age children remain an important challenge in human resource development in Indonesia. Adequate nutritional status is essential for supporting physical growth, cognitive development, learning achievement, and future productivity. Schools play a strategic role in promoting children's health through nutritional monitoring and educational interventions, particularly during the implementation of the Free Nutritious Meal Program (MBG). This community service activity aimed to monitor students’ nutritional status and strengthen awareness of the importance of nutrition as a foundation for human resource development. The activity was conducted on April 5–6, 2026, at SD Negeri 09 Jambi City and involved 261 students from grades I to III. A school-based assistance approach was implemented through anthropometric measurements, including body weight and height assessments, followed by balanced nutrition education. The findings revealed that 77.0% of students had normal nutritional status, while 8.8% were undernourished, 9.6% were overweight, and 4.6% were classified as obese. The activity also increased school awareness regarding the importance of continuous nutritional monitoring and evidence-based health management. These findings suggest that school-based nutritional monitoring can support the implementation of the Free Nutritious Meal Program and serve as an initial effort to strengthen human resource development by fostering healthier, more productive, and higher-quality future generations.

Collaboration between classroom teachers and Islamic Religious Education (PAI) teachers constitutes an essential strategy for instilling religious moderation values in elementary schools. This study aims to: (1) describe the forms of collaboration developed between classroom teachers and PAI teachers; (2) assess the effectiveness of such collaboration in inculcating religious moderation values; (3) identify changes in students' attitudes as tangible outcomes of collaboration; and (4) analyze supporting and inhibiting factors of collaboration at SDN 3 Wanamekar. A descriptive qualitative approach was applied using field study methods. Data were gathered through in-depth interviews, participatory observation, and document review. Data analysis followed the interactive model of Miles, Huberman, and Saldana, encompassing data condensation, data display, and conclusion drawing. Data credibility was ensured through source triangulation and technique triangulation. Findings indicate that collaboration occurs in two primary forms: reactive collaboration as a spontaneous response to students' intolerant behavior, and planned collaboration involving curriculum coordination, partial co-teaching, and joint evaluation. Collaboration was assessed as sufficiently effective yet suboptimal due to time constraints and excessive administrative burdens. Positive changes in students' tolerance and inclusive attitudes were identified as concrete outcomes. Supporting factors include favorable interpersonal communication, principal support, and moderation value integration in the Merdeka Curriculum. Main inhibiting factors are time limitations, administrative burdens, shallow conceptual understanding of religious moderation, and the absence of a standardized collaboration model. The study recommends establishing structured collaboration schedules and religious moderation training programs for all teachers.

A safe and inclusive learning environment is an important factor in supporting the educational process. However, various forms of bullying behavior, such as teasing, giving negative nicknames, and social exclusion, are still found in schools and may hinder the creation of a comfortable and child-friendly learning environment. This community service activity aimed to improve students’ understanding of bullying and its impacts, as well as to instill the values of mutual respect as an effort to create a safe and inclusive learning environment. The activity was conducted at SD Negeri 2 Muara Batu, Aceh Utara Regency, through the XXXVIII Community Service and Empowerment Program (KKN-PPM) of Malikussaleh University in 2026. The methods used were educational and participatory approaches implemented through preparation, implementation, and evaluation stages. The activities were carried out through socialization sessions, discussions, question-and-answer sessions, simulations, and educational games. The results showed an improvement in students’ understanding of the forms, causes, and impacts of bullying, including verbal, physical, and social bullying. In addition, students demonstrated more positive attitudes, such as increased awareness of respecting differences, treating peers with respect, reducing teasing behavior, and developing empathy and concern for others. The activity also received positive responses from the school, as it was considered supportive of character education and the creation of a more conducive learning atmosphere. Therefore, anti-bullying education through educational and participatory approaches can serve as an effective strategy for creating a safe, comfortable, and inclusive learning environment for elementary school students.

This study aims to analyze in-depth cognitive learning theory and its implications for improving the effectiveness of Islamic Religious Education (PAI) teaching at the elementary school level. The adopted methodological approach is qualitative through library research, with the application of content analysis and theoretical synthesis techniques. Primary data sources were obtained from academic literature including textbooks, scientific journals, and the latest empirical research relevant within the last decade. The results of the analysis indicate that cognitive learning theory positions cognitive processes as the core of learning activities, allowing students to function as active agents in constructing knowledge through understanding, analysis, memory representation, and integration with pre-existing cognitive schemas. In the context of PAI, this approach enables meaningful learning through interactive pedagogical strategies such as collaborative discussions, problem-solving, case studies, and metacognitive reflection, which are empirically adapted to the stages of students' cognitive development. The implementation of cognitive theory significantly contributes to strengthening conceptual understanding, increasing learning engagement, developing critical thinking skills, transferring knowledge, and internalizing Islamic values. Thus, cognitive learning theory makes a substantial contribution to optimizing the effectiveness of PAI teaching in elementary schools through an interactive, systematic, and understanding-oriented approach.

This study aims to map the trends, integration forms, effectiveness, and contribution of ethnomathematics in elementary school mathematics learning toward national cultural preservation. A systematic literature review (SLR) approach following the PRISMA 2020 protocol was employed. Searches across four academic databases (Scopus, Google Scholar, CrossRef, and Semantic Scholar) yielded 1,176 articles, from which 30 articles met the inclusion criteria. Results indicate that ethnomathematics research in elementary schools has increased significantly during 2023–2026, particularly following the implementation of Kurikulum Merdeka. The three most dominant forms of integration are digital modules and media (53.3%), traditional games (33.3%), and ethnomathematics-based worksheets (13.3%). Geometry and measurement is the most researched mathematics topic (50.0%), and conceptual understanding shows the most significant improvement (40.0%). Beyond improving mathematics achievement, ethnomathematics integration contributes to cultural preservation through cultural contextualization in learning (60.0%), strengthening cultural identity and values (26.7%), and active local cultural preservation (10.0%). The study recommends teacher training, curriculum policy strengthening, cross-sector collaboration, and further research to sustain ethnomathematics implementation in Indonesian elementary schools.

Indonesia’s multicultural diversity poses serious challenges in maintaining social harmony, marked by increasing cases of intolerance driven by differences in ethnicity, religion, and culture. Education, particularly civics (PPKn), plays a strategic role in instilling tolerance values from an early age. This study aims to analyze the strategies used by elementary school teachers in cultivating tolerance attitudes through PPKn  learning, identify the implementation of tolerance values in classroom activities and student social interactions, and reveal the challenges faced by teachers along with effective and contextual learning strategies. This study employed a qualitative descriptive approach based on library research, collecting data from accredited scientific journals published between 2021 and 2025, sourced from databases including google scholar, DOAJ, and sinta- indexed journals. Data were analyzed using descriptive qualitative analysis through stages of data reduction, data presentation, and conclusion drawing, with source triangulation appliet to ensure validity. The findings reveal that affective teachers employ a holistic approach encompassing cognitive, affective, and psychomotor domains, consistent with Bloom’s revised taxonomy. Teachers serve not only as knowledge transmitters but also as moral role models, as supported by Bandura’s Social Learning Theory. Implementation is carried out through three channels: intracurricular, co-curricular, and extracurricular activities. Key challenges include dominance of cognitive approaches, limited understanding of multicultural education, and negative influencesof social media. This study implies the urgent need for continuous professional training for PPKn teachers, differentiated and inclusive learning design, and active collaboration between schools and families to strengthen the internalization of tolerance values in elementary school students.

This research was motivated by the importance of public relations management in building cooperation among schools, parents, and communities to support the improvement of educational quality in elementary schools. This study aimed to analyze public relations management in increasing parent and community participation in elementary schools. The research used a qualitative approach with a descriptive research design. Data collection techniques were conducted through interviews, observations, and documentation involving the principal, teachers, parents, and community members as informants. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results showed that public relations management was implemented through direct communication in parent meetings, the use of digital media such as WhatsApp Groups, parental involvement in school activities, and collaboration with the community in supporting educational programs. Parent participation was reflected in mutual cooperation activities, assisting students’ learning, and supporting school programs. The obstacles found included parents’ limited time, low digital literacy among some parents, and the lack of optimal evaluation of school public relations programs. The implications of this study indicate that effective public relations management can increase parent and community involvement in supporting the educational process in elementary schools.

This study aims to analyze strategies for increasing reading interest in developing a literate generation among elementary school students and to identify factors influencing literacy culture within school and family environments. The phenomenon of low reading interest among elementary school students has become a significant concern because the rapid development of digital technology tends to shift students’ attention from reading activities to audiovisual entertainment. This research employed a descriptive qualitative approach using a case study method at SDN 1 Notoharjo. Data were collected through semi-structured interviews, observations, and documentation studies. The participants consisted of one classroom teacher and four third-grade students of SDN 1 Notoharjo. Data analysis was conducted through data reduction, data display, and conclusion drawing, while data validity was tested using source triangulation and method triangulation. The findings revealed that literacy strengthening was implemented through morning reading activities, book discussions, the use of visual and digital media such as e-books, and the utilization of reading corners and school libraries. The study also found that students’ reading interest was influenced by the availability of reading materials, the comfort of literacy environments, family support, and the dominant use of gadgets for entertainment purposes. This study contributes scientifically by strengthening the concept of collaborative literacy involving schools, families, and digital technology in developing reading culture among elementary school students. The findings imply the need for more integrated, adaptive, and sustainable literacy programs to improve students’ reading interest in the digital era.  

This study aims to examine the debate regarding the effectiveness of traditional learning methods in science education at Madrasah Ibtidaiyah (MI) amid the development of educational digitalization. The study employed a qualitative approach with a case study design conducted in Jember Regency for three months, from February to April 2026. The research informants consisted of 16 participants, including madrasa principals, teachers, parents, and community members. Data collection techniques were carried out through interviews, observations, and documentation, which were then analyzed using descriptive qualitative techniques. The findings revealed that traditional methods are still considered effective in helping students understand basic science concepts because the learning process is systematic and easy to comprehend. However, limited access to technology in several schools remains an obstacle to the equal implementation of digital learning. In addition, although digital learning can increase students’ motivation and engagement, it does not necessarily lead to an optimal improvement in conceptual understanding. Therefore, this study concludes that a combination of traditional and digital learning methods is the most appropriate approach in science learning at elementary schools and Madrasah Ibtidaiyah, considering students’ needs as well as the availability of facilities and infrastructure. structure.

Student engagement remains a critical determinant of academic success in elementary education, yet traditional instructional approaches often fail to sustain meaningful participation. This narrative literature review synthesizes contemporary evidence (2020–2026) on the strategic planning of Case-Based Learning (CBL) and its impact on multidimensional student engagement in primary schools. Using Google Scholar as the primary database, peer-reviewed studies were screened and thematically analyzed to identify core planning components, engagement outcomes, and contextual implementation factors. The synthesis revealed five essential instructional design elements: developmentally appropriate case selection, structured scaffolding, explicit curriculum alignment, adequate temporal allocation, and authentic assessment. Empirical findings consistently demonstrate that well-planned CBL significantly enhances behavioral participation, cognitive deepening, and affective motivation among elementary learners. However, implementation success is heavily moderated by teacher pedagogical competence, institutional support, and adaptive resource utilization. These findings underscore the necessity of integrating CBL planning frameworks into teacher professional development and curriculum design. Ultimately, strategically designed case-based instruction offers a transformative pathway to reinvigorate elementary classrooms, though sustained adoption requires targeted training, flexible policies, and further longitudinal research on engagement trajectories in primary education.

This study aims to determine the application of picture media and bingo games in English learning at elementary schools and to improve students’ confidence in learning English. The research was conducted in the sixth grade of Aengbaja Kenek Elementary School in the 2025/2026 academic year with 7 students as the research subjects. The research method used was classroom action research with data collection techniques through observation, interviews, and literature study.The results showed that the use of picture media and bingo games was able to increase students’ motivation, enthusiasm, and ability in learning English. Students became more active in learning new vocabulary, understanding grammar, practicing pronunciation, and improving their speaking and reading skills. In addition, the learning process became more enjoyable, interactive, and less monotonous, so students were more confident in using English. Picture media helped students understand the material visually, while bingo games created an interesting learning atmosphere through learning-by-playing activities. Therefore, the application of picture media and bingo games are effective as a medium for teaching English in elementary schools to improve students’ language skills and learning motivation.

This research is motivated by the low speaking ability of elementary school students which is characterized by a lack of confidence, difficulty in expressing opinions in a coherent manner, and the lack of students' ability to express information clearly in learning Indonesian. These problems show that the learning that takes place has not fully provided opportunities for students to actively practice speaking skills. This research aims to Develop a booklet  based on Student Worksheets (LKPD) on interview text materials to support the speaking skills of grade IV elementary school students. The method used is research and Development with a 4D model which includes the define, design, and Develop stages. At the Development stage, the product is validated by media experts and subject matter experts to assess the feasibility level of the LKPD booklet  Developed. The results of the study showed that the LKPD booklet  obtained a feasibility percentage of 91.17% in the media aspect and 90.32% in the material aspect with a very feasible category. These results show that the LKPD booklet  Developed has met the eligibility criteria both in terms of appearance and content as teaching materials for learning Indonesian language in elementary schools. However, this research is still limited to the product validation stage, so further research is needed through field trials to determine the effectiveness of LKPD booklet s in improving students' speaking skills in more depth.

This study describes the availability and utilization of Central Kalimantan folklore books in elementary school learning in Kahayan Tengah District, Pulang Pisau Regency. Folklore has potential as a contextual learning medium that strengthens students' character and cultural literacy. The research employed a descriptive qualitative approach with observation, in-depth interviews, and documentation in three randomly selected elementary schools: SDN Tuwung 1, SDN Tuwung 2, and SDN Bukit Rawi 1. The findings reveal that the availability of Central Kalimantan folklore books is uneven. SDN Tuwung 1 possesses several bilingual books from the Central Kalimantan Language Center. SDN Bukit Rawi 1 has only two anthology titles in fairly good physical condition. SDN Tuwung 2 has only one local folklore book. The utilization of folklore books in learning remains incidental and has not been systematically integrated into the curriculum. The most frequently used methods are read-aloud and oral storytelling. Follow-up activities such as rewriting or dramatization are rarely conducted. The main challenges include limited book collections, lack of curriculum integration, and minimal teacher training. Nevertheless, students' enthusiasm for folklore is considerably high, indicating significant opportunities to develop literacy programs based on Central Kalimantan folklore. This study recommends more equitable book collection provision, integration of folklore into learning modules, and teacher training to innovatively utilize folklore in the learning process.

Social Studies (IPS) learning in elementary schools plays an essential role in developing students’ critical thinking skills and civic attitudes as part of 21st-century competencies. However, in practice, IPS learning is still commonly teacher-centered and lacks contextual learning experiences, resulting in low student engagement and limited development of higher-order thinking skills. This study aims to analyze the implementation of Project-Based Learning (PjBL) in IPS learning to enhance critical thinking skills and civic attitudes of grade VI students at SDN Prekbun. The research employed a qualitative approach with a case study design. Data were collected through classroom observations, semi-structured interviews with teachers, students, school principals, and parents, as well as documentation of learning activities. Data analysis was conducted using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing and verification. The findings indicate that the implementation of PjBL effectively enhances students’ active participation, critical thinking skills in analyzing social issues, and civic attitudes such as responsibility, cooperation, and social awareness. Learning becomes more meaningful as students are directly involved in contextual, collaborative, and problem-based project activities. Despite these positive outcomes, several challenges were identified, including limited learning facilities, time management constraints, and variations in students’ confidence levels. This study implies that PjBL is an effective instructional model for strengthening character education and developing 21st-century skills in elementary social studies learning

This study aims to analyze the values ​​of Civic Education (PKn) in learning at Madrasah Ibtidaiyah (Islamic elementary schools) through a literature study approach. This study uses a qualitative method with a library research type, utilizing various written sources such as scientific journals, reference books, and academic articles as primary data. Data collection techniques are carried out through documentation studies by reviewing various relevant literature, while data analysis techniques use content analysis to identify, categorize, and interpret the values ​​contained in Civic Education learning. The results of the study indicate that Civic Education learning plays a strategic role in instilling character values ​​in students, such as responsibility, tolerance, cooperation, and love of the homeland. These values ​​are not only conveyed theoretically, but also internalized through a contextual and values-based learning process. This approach has proven effective in increasing students' understanding and awareness of the importance of civic values ​​in everyday life. However, the implementation of Civic Education learning still faces several obstacles, such as a lack of variety in learning methods and limited supporting resources. Therefore, more interactive and creative learning strategy innovations are needed to improve the quality of Civics learning in Madrasah Ibtidaiyah.

This study aims to examine the authority of Islamic Education teachers as a form of moral capital in shaping character education among elementary school students. The research employed a qualitative method using a case study approach at SD Negeri 104267 Pegajahan. The primary subjects of the study were Islamic Religious Education (PAI) teachers, while the informants consisted of students, fellow teachers, and the school principal. Data were collected through observations, in-depth interviews, and documentation studies, then analyzed thematically to identify patterns related to teacher authority and character formation. The findings indicate that the authority of Islamic Religious Education teachers functions as a moral force recognized and respected by students, making it an important asset in the internalization of character values. This authority was formed through exemplary behavior, consistency in attitudes, and the establishment of humanistic pedagogical relationships between teachers and students. Through these qualities, teachers became moral role models who positively influenced students’ character development both inside and outside the classroom. The study concludes that strengthening teacher authority as moral capital is an effective strategy for realizing authentic, meaningful, and sustainable character education in elementary schools, as teacher authority should not only be viewed institutionally but also as a moral resource that significantly contributes to students’ personal and social development.

This study aims to increase the knowledge and awareness of fifth-grade students of SDN 70 Palembang regarding Clean and Healthy Living Behavior (PHBS) through health communication and community empowerment activities. The method used was qualitative research with an interactive approach, which included counseling, demonstrations of six-step handwashing practices, and the use of educational media in the form of banners and leaflets. The results showed a significant increase in students' understanding of PHBS indicators, especially correct handwashing skills and the ability to recognize healthy snacks. Students' enthusiasm in participating in simulations and educational quizzes demonstrated the success of the participatory communication approach. This activity successfully strengthened the role of schools and community health centers in creating a healthier educational environment, by involving students as agents of behavior change. Through this activity, it is hoped that students will be more aware of the importance of maintaining personal and environmental hygiene, and can apply PHBS in their daily lives.

Teaching biblical principles to elementary school children plays a significant role in shaping their faith and character, as childhood represents a formative stage for spiritual, intellectual, and moral development. This study aims to examine developmentally appropriate Bible teaching tactics and emphasize the role of Christian Religious Education teachers in the faith-learning process. The approach used is a literature review that combines theological insights, developmental psychology, and Christian didactics. The findings of this analysis indicate that effective teaching methods include the use of storytelling, visual and creative aids, interactive activities, spiritual music, and the teacher's life example. These methods enhance children’s understanding of biblical teachings in a concrete and contextually relevant manner. This research confirms that Bible teaching should not be seen simply as conveying information, but rather as a holistic process of faith formation. The results of this study provide both theoretical and practical benefits, especially for Christian Religious Education teachers, Christian schools, churches, and families in supporting children's holistic faith development.