A Strengths, Weaknesses, Opportunities, and Threats Analysis of Chatbot Rimba as an Educational Technology Innovation for Ecosystem Learning in Islamic Primary Schools in Pontianak City

Implementation of interactive videos based on local cultural values in elementary school character education is essential in face of rapid technological advancement. Interactive videos not only help students understand and appreciate their own cultural heritage, but also introduce them to important character values embedded in local traditions and customs. These values play a crucial role in shaping students’ identity, integrity, and personality. Study aims to apply interactive videos grounded in local cultural values to support character education in elementary school students. A quantitative approach was used, involving a survey of 21 students to evaluate key aspects of character development. Data collected through questionnaires were analyzed statistically to provide an objective overview and to inform the development of effective character education policies. Findings indicate that the use of interactive videos had a positive impact on students’ character development, particularly in the areas of cooperation and environmental awareness, which were mostly rated as "Very Good." Improvements were also observed in students' integrity and their understanding of local cultural values. However, a small number of students still fell into the "Poor" and "Very Poor" categories, highlighting the need for continued efforts to strengthen character education and ensure more consistent development across all students.

Integrating digital technology and local cultural values is needed in the learning process to instill feelings of tolerance and introduce diverse cultures to students. This research aims to analyze the steps of developing an augmented reality-based local cultural values learning model for social education learning in elementary schools. This development method is conducted through R&D adapted from Borg and Gall. This research collaborated with two teachers and ten students in the fifth-grade elementary schools in Lebak Regency, Banten. Data were collected through in-depth interviews, observations, and questionnaires. The results showed that local cultural values can be integrated with augmented reality technology to introduce cultural diversity to students in elementary schools. This research has implications for the character of elementary school students through the cultivation of local cultural values, namely caring for the environment, obeying the law, truthfulness, being able to collaborate, and understanding the concept of purity.

This research aims to analyze the level of physical fitness, motor skills, level of motivation and physical literacy knowledge of elementary school students in Pontianak City. The population in this study were elementary school students in the city of Pontianak. This type of research is purposive sampling, so the sample is 273 people. After the data is obtained, the research data analysis technique uses frequency tabulation. The results of this research show: The level of physical fitness among elementary school students in the city of Pontianak who used the pacer test using the latest adaptation of the Indonesian student fitness test. The results showed that the level of physical fitness among elementary school students in the city of Pontianak was 62 students (43.35%) were declared to have a good fitness level, 47 female students (36.15%) were declared to have a good fitness level. The level of motor skills in elementary school students in the city of Pontianak, namely 62 students (43.35%) were declared to have a good level of motor skills, while the research results for the female sample were 54 female students (41.53%) were declared to have a good level of motor skills. Moderate motor skills. Regarding motivation, the results were motivation in elementary school students in the city of Pontianak, namely 71 students (49.65%) were declared to have achieved levels of motivation, while the research results for the female sample were 56 female students (43.07%) stated have a level of progressing motivation. Regarding physical literacy knowledge, the physical literacy abilities of elementary school students in Pontianak City, namely 71 students (49.65%) were declared to have achieved levels of physical literacy abilities, while the research results for the female sample were 49 female students (37 . 69%) were declared to have a level of achievement motivation. Keywords: Circuit, Plank, Bodyweight Training, Archery Sports

Climate change is a global challenge that threatens the world today. To deal with the problem of climate change, it is necessary to understand the issue of climate change. The purpose of this study was to determine the understanding of elementary school teachers and students about the issue of climate change. Data were obtained through open and closed questionnaires. Data were analyzed qualitatively. The subjects of this study were 45 elementary school teachers and 25 elementary students. The results of the study show that 1) all respondents of teachers and elementary school students consider it important to find solutions and understandings to overcome climate change; 2) students assume that climate change is a simple problem, this is shown from the student response data, namely 52% know that an increase in greenhouse gases can cause climate change. In addition, students' difficulties in reducing the impact of climate change such as using motorized vehicles when going to school. The understanding of teachers and elementary school students on the issue of climate change is still lacking, so there needs to be awareness within each of them to encourage them to take climate change mitigation actions.

IntroductionIn Brazil, reading has been widely discussed, mainly due to the published results of national and international performance exams of Brazilian schoolchildren. Learning to read is therefore a continuous process, and the ability to make inferences while reading a text develops with age. The textual complexity involving the syntactic structuring, vocabulary and types of text progressively increases from the initial years of elementary school to high school students, also increasing the cognitive demand of the students; this occurs in parallel to their development and school advancement, which allows improvements in their teaching/learning processes. Based on the above, the following questions were raised: (1) How is the semantic process of reading established among elementary school students in elementary school (cycle II) and high school? Aim: to characterize the performance of elementary and senior high school students on semantic process tests from the Brazilian adaptation of the evaluation of reading processes (PROLEC-SE-R).MethodsA total of 436 students of both sexes, aged between 11 and 18 years, participated. They were evaluated with Assessment of Reading Processes-PROLEC-SE-R.Results and discussionThe results indicated that the semantic process was equally established among high school students, with a higher average performance compared with that of elementary school students. Among elementary school students, there was progression in the average correct answers with advancement in schooling. In the two levels of education, narrative texts allowed a greater number of correct answers, followed by multiple-choice and literal questions. The PROLEC-SE-R semantic process tests proved to be effective for assessing reading comprehension in elementary and high school students and reflected the Brazilian reality with regard to the gaps and weaknesses in the educational system.

This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools. Keywords: Implementation, Social Studies Learning, Character education This study aims to analyze the implementation of social studies learning as strengthening character education in elementary schools. The research method used is a qualitative descriptive method with data collection techniques in the form of observation, interviews, and documentation studies. The research subjects were social studies teachers and sixth grade students at an elementary school in Manggarai Regency. The results of the study show that social studies teachers have implemented character education in social studies learning through various activities, such as discussions, questions and answers, presentations, and educational games. The implementation of character education is also seen in students' attitudes and behavior, such as discipline, self-confidence, and social awareness. The obstacles encountered in the implementation of character education are the teacher's lack of understanding of the concepts and goals of character education, limited learning time, and limited resources and facilities. The school is trying to overcome these obstacles, such as increasing teachers' understanding of character education, using technology in learning, and collaboration between schools and communities in strengthening character education in elementary schools.

West Kalimantan is a province that has a very diverse artistic potential. West Kalimantan Province inhabited by indigenous people and other migrants. The dominant ethnic groups are Dayak, Malay and Chinese. The Dayak tribe is rich in a variety of arts, such as dance, sculpture, painting and others. Every year, the Dayak tribe holds a Dayak Gawai featuring a Dayak art competition. Dayak art was developed by a large number of art studios but not yet well-organized, so a forum for the Dayak Arts Center of West Kalimantan was needed. The purpose of designing the West Kalimantan Dayak Arts Center in Pontianak City is to produce a design for the Dayak arts center of West Kalimantan in Pontianak City as a forum that facilitates Dayak arts in West Kalimantan that reflects the characteristics of Dayak in West Kalimantan. The design method used in the Design of the Dayak Arts Center in West Kalimantan in Pontianak City consists of several stages, namely the idea stage and the data collection stage related to the design needs and the design location. The design result of the West Kalimantan Dayak Arts Center in Pontianak City is to facilitate West Kalimantan Dayak arts based on the functions of education, information, promotion and recreation which can support the activities of West Kalimantan Dayak arts and can display forms that reflect the characteristics of West Kalimantan Dayak architecture.

Religious school has a uniqueness that is religiously implemented in schools both public and swasta.Namun fact, the Islamic primary school have integrated Alqalam more parents to send their children than the State Government Elementary School bund Stork though the cost to be paid much more expensive. This study was conducted to address three issues: (1) whether there is an applied religious differences; (2) whether there are differences in the level of diversity of their students; and (3) whether there is any religious influence of the religious school students Pematang Stork State Islamic Elementary School and Elementary School Isam Alqalam Sub City Manna South Bengkulu. This research is an explanatory research.Sampel taken as many as 120 people from 190 populasi.Data collected using questionnaires and observation. Data were analyzed using different test average and simple linear regression. The results showed that: (1) religious in Pematang Stork State Government Elementary School and Elementary School Isam Alqalam Manna City District of South Bengkulu has been well implemented, and there is no difference in the values and teachings are applied to both schools. The difference lies in the way / techniques used to internalize value. (2) The level of diversity of elementary school students Isam Alqalam higher than the State Government Elementary School students Causeway Stork, however, both in the high category. Islamic elementary school students integrated Alqalam higher than Pemadang Stork State Islamic Elementary School in peace indicators, while the State Islamic Elementary School students Causeway Stork higher than Alqalam Integrated Islamic Elementary School in the indicator gratitude. (3) Culture religious school (X) has positive influence on the religious students (Y) in the State Government Elementary School Primary School Pematang Stork and Isam Alqalam Sub City Manna South Bengkulu. The linear regression equation generated from research is Y = 57.858 + 0,360X. This means that the better implementation of religious school, the higher the level of religious students.

The use of the Internet and modern technologies provide various benefits in daily life and are almost impossible to avoid. Many forms of social behavior have “moved” into the virtual world. In the same time, potential dangers and risks for children and young people and also adults got their online dimension. During the 2016 NZJZ SDŽ conducted quantitative study to identify patterns of behavior on the Internet with a particular focus on Internet security, participation in cyberbullying, Internet addiction and parental controls when using the Internet. The study involved elementary school students (N=286) and high school students (N=539) making a representative sample for the Split-Dalmatia County. The online survey questionnaire was applied. The aim of this manuscript is to present a part of the results of the mentioned research with focus on the use of security settings on social networks of children and young people. Almost an equal proportion of elementary and high school students know how to use additional security settings on social networks (elementary school 85,7% and high school 85%). When asked if they use additional security settings on social networks, high school students use security settings more often than elementary school students (elementary school 69,2% and high school 74%). Furthermore, 22,4% of elementary school students and 25,6% of high school students have a publicly available profile on social networks. This habit is more commonly reported by boys (boys 28,8% and girls 16,3% in elementary schools and boys 36,2% and girls 9,7% in high schools).

The erosion of local cultural values due to globalization poses a significant challenge to the development of character in Indonesian students, who are expected to uphold tolerance, ethics, and mutual respect. Objective: This study aims to develop an Android-based ethno-edutainment electronic module to strengthen local cultural character among elementary school students. Novelty: The module integrates ethno-edutainment and local cultural values into a digital learning platform, offering an innovative approach to character education. Methods: The module was developed using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) within a Research and Development (R&D) framework. The product was validated by media, content, and language experts, and tested on 55 students at Pondok Bambu 06 Duren Sawit State Elementary School, East Jakarta. Results: The validation results showed that the module was categorized as "very good" across all aspects. The practicality test revealed positive student responses, and the effectiveness test demonstrated a significant improvement in learning outcomes, with an average pre-test score of 70.54 and a post-test score of 87.45. Conclusion: The module is effective in supporting character education, with interactive features and local cultural content that enhance student engagement and strengthen their national identity.

The purpose of this study was to determine the religious life of the people of the city of Pontianak and to know the attitude of tolerance between religious communities in the Muslim minority environment in the people of the city of Pontianak and the views of Islamic morality on religious tolerance. Some of the objects in this study are: The living conditions of religious people in Pontianak City, West Kalimantan, Moderate forms of tolerance between religious communities in Pontinak City, West Kalimantan, Attitudes of moderation and tolerance values ​​between religious communities in creating harmony in Pontianak City, West Kalimantan. This study aims to measure the level of understanding of the values ​​of moderation and tolerance between religious communities in creating harmony in Pontianak City, West Kalimantan. The method chosen in this research is quantitative research methods, which can be interpreted as research methods based on the philosophy of positivism, used to examine certain populations or samples, sampling techniques are generally carried out randomly, data collection using research instruments, data analysis is quantitative. The operational definition of the variable in this study is the level of understanding of the population and leaders regarding the attitudes of values ​​of moderation and tolerance between religious communities in creating harmony in Pontianak City. The level of understanding that is measured: First, the attitude of values ​​of moderation and religious tolerance in the field of Aqidah including: not insulting or damaging other religious symbols, such as: holy books, places of worship, and symbols that are religious accessories; Second, the values ​​of moderation and religious tolerance in the field of worship, including: allowing other people to worship in peace; Third, the attitude of values ​​of moderation and religious tolerance in the field of Mu'amalah, including: Be fair in all worldly transactions, such as buying and selling, not discriminating in service when becoming a seller or not buying monopoly to fellow Muslims only when becoming a buyer with the intent to shutting down the efforts of non-Muslims and fourthly, religious moderation in the field of morals, including: being polite, such as if passing non-Muslims, excuse me, if there are non-Muslims who need help on the road, we will help, speak well when talking to non-Muslims

This study aims to describe the existence of folk games and traditional sports in Pontianak City. Folk games are symbolic of hereditary knowledge that has many functions, not only as part of the culture of folk games, but can develop character, basic movements and mental emotional conditions of children. The research method used in this study is descriptive quantitative in the form of a survey to find out how much knowledge students have. The subjects in the study were students in the city of Pontianak totaling 311 students. With a distribution of 118 students in elementary schools, 91 students in junior high schools, and 102 students in senior high schools. In addition, to obtain information from the community, it was carried out to the Komite Permainan Rakyat and Olahraga Tradisional (KPOTI) Kalimantan Barat. There are 12 games that are known to students in the city of Pontianak, including tapok pipit, bentengan, ketapel, gala hadang, buah lima, lompat tali, taba, gasing, main jengkal-jengkalan, egrang, sumpit and gonde. The intensity of students playing traditional games in the frequent category is 37% and the rare and very rare category is at 63%. Furthermore, students most often play traditional games during holidays, which is 58%, and play traditional games at school by 23% and are played in the afternoon and evening by 19%. There are 7 obstacles in playing, the biggest obstacle is the absence of friends to play with a percentage of 67%, the second biggest obstacle is that there are no game tools with a percentage of 47%, then fear of getting hurt 21%, not knowing how to play 16%, often fighting 10%, prohibited parents 5%, and unpleasant 4%. In general, traditional games in the city of Pontianak, especially among children, are still often played both during free time and during school breaks.

Background. Sleep difficulties, including insufficient sleep and inadequate sleep hygiene, have been prevalent among children. Sleep deprivation can lead to poor grades, sleepiness, and moodiness. We undertook this study to assess the prevalence of sleep abnormalities among elementary and middle school students in South Texas and how the groups compare with one another. Method. After approval from the appropriate school district for a sleep education program, a baseline survey was taken of elementary and middle school students, using the Children's Sleep Habit Questionnaire-Sleep Self-Report Form, which assessed the domains of bedtime resistance, sleep onset delay, sleep anxiety, sleep duration, night awakening, and daytime sleepiness. Results. The survey was completed by 499 elementary and 1008 middle school children. Trouble sleeping was reported by 43% in elementary school, compared with 29% of middle school children. Fifty percent of middle school children did not like sleeping, compared with 26% in elementary school. Bedtime resistance, sleep onset delay, and nighttime awakening were more common among elementary school students. Daytime sleepiness was more common among the middle school children when compared to elementary school children. Conclusions. Sleep abnormalities are present in elementary school children with changes in sleep habits into middle school.

The Covid-19 pandemic has had a shocking effect in the education sector. Online-based learning is a solution during a pandemic. In a COVID-19 pandemic situation c haracter education should not be ignored, especially at the elementary school level. It is because character education is an integral part of education, especially basic education. Elementary school students really need character education for their development needs. Preparing a good generation is the same as instilling prosperity for the future. This study aims to identify the implementation of character education in elementary schools in terms of learning tools; t eaching and learning activities ; teaching methods; and evaluation. The research method use d was descriptive exploratory research. Data was obtained from a survey of elementary school teachers through open and closed questionnaires. The results showed that: t he learning tools were designed by adjusting the simplified basic competencies without leaving the Core Competencies (KI) 1 and 2. Learning methods carried out were online , offline, and blended with attention to affective aspects. Learning is designed to instill the values of learning discipline, responsibility in completing tasks, instilling healthy life patterns, honesty, and religious attitudes. Evaluation was done through questionnaires and communication with parents, questionnaires, and rewa rds. Teachers need to creatively design learning while still considering the character education during the Covid-19 pandemic. Character education during a pandemic will provide a character-based life pattern from an early age anywhere and under any conditions.

Objective: Early elementary school health education is often lacking due to resource constraints. This quality-improvement project evaluated the impact of a medical student-directed elementary school health education programme. Design: Elementary school students participated in health education sessions led by medical students. Pre- and post-surveys were administered to both elementary school and medical school students to evaluate their health knowledge or self-reported growth, respectively. Elementary school teachers completed a post-survey after observing the curriculum. Setting: The study was conducted in 2024 in third- to fifth-grade classrooms of an elementary school in Cleveland, Ohio, USA. Method: Elementary school students ( n = 54) participated in a series of four, 1-hour health education sessions taught by medical students. The four core topics – nutrition, hygiene, exercise and relaxation and growth and development – were presented over several weeks. Pre- and post-tests were used to evaluate changes in elementary school students’ understanding of the material. Medical students ( n = 26) completed pre- and post-surveys to measure changes in their personal and professional development. Elementary school teachers ( n = 4) were queried at the programme’s conclusion to provide an overall assessment of the health education initiative. Results: Elementary school students showed significant improvement in health education knowledge from pre-test to post-test (+11.1%, p = .003). Medical students reported growth in engagement and motivational strategies (+13.8%, p = .006), lesson planning and educational skills (+12.2%, p = .01) and ability to convey complex health information (+12.0%, p = .03). Elementary school teachers rated the programme 94.0 ± 9.4 on a 100-point scale. Conclusion: A medical student-led health education programme may improve health education knowledge among elementary school students while also enhancing medical students’ personal and professional development.