Early reading is an important foundation in mastering language skills, especially for first grade elementary school students. Problems that often arise at this stage include difficulty in recognizing letters, arranging letters into words, and pronunciation and understanding simple reading. This study aims to analyze the early reading skills of first grade students in terms of cognitive and psychomotor aspects, and to identify factors that hinder their achievement. This study uses a descriptive quantitative approach with test instruments to assess cognitive abilities and observations to assess psychomotor skills. The subjects of the study consisted of five first grade students. The results showed that most students had very good cognitive abilities in early reading, but their psychomotor abilities tended to be low. A gap was found between theoretical understanding and practical skills of students. This finding emphasizes the importance of a balanced and holistic learning strategy so that students not only understand conceptually, but are also able to apply reading skills in real life.

Writing skills according to experts in learning Indonesian are placed at the highest level of learning in the language acquisition process. One form of text that is important to learn in schools for writing skills is explanatory text. Explanatory text is a text that explains the process of a natural, social or cultural phenomenon logically and systematically. . Writing is one of the language skills that must be mastered by students. . However, in reality, there are still many students who have difficulty in understanding and writing explanatory texts. This study aims to analyze students' understanding of explanatory texts and students' abilities in writing explanatory texts in learning Indonesian in grade VI of elementary school. the number of samples in this study was 5 grade VI students. In this study, the researcher used a qualitative descriptive method. the results of this study indicate that students' understanding of writing explanatory texts is still low.
 
 

This study aims to analyze the level of understanding of the division concept among third-grade elementary school students. Understanding division is a fundamental component in mathematics learning, serving as a basis for more complex numerical operations in higher grades. The research employed a descriptive qualitative method involving 5 students from an elementary school in. Data were collected through diagnostic tests, interviews, and observations. The findings revealed that most students still struggle to grasp the concept of division, particularly in understanding it as a grouping process and as repeated subtraction. Factors influencing students' comprehension include limited use of varied teaching methods, insufficient application of concrete learning media, and differences in students' learning styles. These findings are expected to serve as a reference for teachers in designing more effective and contextual learning strategies to enhance students’ understanding of the division concept at the elementary level.

This study aims to study the results of the application of digital media in overcoming the lack of concentration of students' interest in learning Social Sciences (IPS) in Elementary Schools. In IPS lessons there are various sciences about social and society, of course it is important to learn. The method used is a case study with a qualitative approach involving homeroom teachers and students. The results of the data obtained were taken by interviewing teachers and students involved in SDN 02 Situjuah Ladang Laweh, then data through direct observation results in the field along with documentation of teacher teaching to students. The results of this study have a fairly good impact on students, because teachers can combine learning with digital media that are currently developing. For example, such as showing interactive animated videos that can help students to concentrate on learning compared to previous teaching methods, interactive quizzes as evaluation results that can help improve students' understanding in understanding the material. Thus, the use of digital media has a good influence on the concentration of students' interest in learning IPS which can make students actively contribute to learning.

One of the conditions for achieving learning objectives is the achievement of satisfactory grades from students. Educators must be able to use learning models so that students are active not passive. The learning model is a learning process from start to finish. The model that educators can apply is the Problem Based Learning (PBL) model. The PBL model is one of the learning models where students are given real problems and students must be able to find solutions by finding a way out. The implementation of the learning model must be accompanied by media. The learning media that can be used is Canva. Canva is an audio-visual based learning media. Canva utilization can be applied to higher grade Pancasila Education. The application of the PBL model with Canva media in Pancasila Education for classes IV, V and VI found learning problems that still apply teacher centered methods and lack of media which makes learning outcomes low. The research method used is a qualitative method with literature study data collection. The results showed that the use of the PBL model with Canva-based learning media for Pancasila Education in high grades can make student learning outcomes change and improve. Changes and improvements can occur because in the PBL model learning is not teacher centered but student centered which makes students have to think critically, creatively and actively in solving a given problem.

This study aims to determine the impact of the use of textbooks on the learning interests of grade IV students of SDN 01 Gunung Tuleh in the subject of Natural and Social Sciences (IPAS). This study uses a qualitative method with data collection techniques through observation and interviews. The results of the study indicate that most students are less interested in learning IPAS whose main learning sources come from printed books. Several factors that cause low student learning interest include the lack of variation in teaching methods used by teachers and the lack of relevance of the material to students' daily lives. Based on these findings, it is recommended that teachers use more varied, interactive, and innovative teaching materials, as well as materials related to students' daily experiences to increase their involvement and motivation in learning IPAS. With a more interesting and relevant approach, it is hoped that students' interest in learning IPAS can increase significantly.