Exploring ethnomathematics in Malay architecture and traditional hall in Penyengat Island and connecting it to geometry in elementary schools

This research investigates the results of studies related to the implementation of Science Technology Engineering and Mathematics (STEM)-based learning at elementary schools in Indonesia. Using the Systematic Literature Review (SLR) with meta-synthesis model, this research selects research articles related to STEM-based learning at elementary school in Indonesia from google scholar and google site as sources for primary data and secondary data, respectively. After reviewed through inclusion and exclusion criteria evaluated by quality assessments, 15 scientific articles published within 2015 to 2020 are analysed. Findings show that many studies have great interest in developing STEM-based teaching and learning materials, while others focus on identifying the impact of STEM-based learning on various learning achievements such as creative thinking skills, critical thinking skills, basic questioning skills, and scientific literacy, and learning achievement in general.

The use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted through interviews, observations and workshops related to the use of digital technology to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.
 Kata Kunci: literasi digital, pemanfaatan digital oleh anak sekolah dasar, pengenalan digital pada anak
 
 Abstract – Use of digital devices by children is on the rise and a better understanding of their usage behaviour can be helpful in designing better ways of imparting education. As per data from the Indonesia Internet Service Provider Association (APJII), in 2018, almost 50% of elementary school children were using the internet. However, an introduction to digital technologies is not included under the topics covered in state elementary schools in Indonesia. Field work involving teachers and children in state and non-state elementary schools, officials in ministries, ICT vendors, parents were conducted over a six-month study period to better understand the digital behaviour of children. It was found that elementary school children get exposed to digital technology at a very early age and while the duration of use varies according to parental involvement and awareness, the content consumed by children is, in most cases, not appropriate for their age. This study illustrates that monitoring digital use among children is currently a challenge for parents, and digital literacy, which includes introduction to both positive and negative effects of digital devices as well as appropriate digital use behaviour, should become an important part of the theme of learning in elementary schools in Indonesia to ensure digital technologies help in the shaping of children's attitudes and character, in a manner that is valued and beneficial to the society.

Rapid changes in the 21st century demand the use of technology in learning geometry in elementary schools. One such technology is augmented reality (AR). 3Dmetric (3D and Geometric) is a geometry learning medium on AR-based 3D space material. Students' perceptions, which refer to their interpretation, are a key factor in studying the changes in their interpretations of a particular phenomenon. The purpose of the current study was to investigate the perceptions of elementary school students after using 3Dmetric to learn geometric shapes. The differences and the relationship between the students’ level of perception and level of spatial ability were also investigated. This study applied a cross-sectional approach with quantitative and qualitative designs. A total of 36 students in one elementary school in Indonesia participated in this study. The instruments used were the Perception Scale for Using 3Dmetric in Geometry Teaching, Spatial Ability Scale, and In-Depth Interview Form. Results showed that the positive perception of elementary school students regarding the use of 3Dmetric does not depend on the level of their spatial ability. Moreover, the difference in their perceptions is not caused by the level of their spatial ability. The positive findings in this cross-sectional study can contribute to the success of AR-based learning and teaching in the 21st century, especially with regard to learning materials for 3D geometry. They can also lead to the formation of the spatial abilities and improvement in the academic performance of elementary school students.

Manajemen Berbasis Sekolah or School-based Management (SBM) in Indonesian elementary school is aimed at optimizing the quality of curriculum and learning management, because learning is the core activity in school. Development and improvement of SBM in Indonesian elementary school was implemented since 1999 and has been continuing until now. This study is generally aimed at describing the implementation of curriculum management and school-based learning in Indonesian elementary school. This study employs descriptive quantitative approach. The population of this study was all of the elementary schools in Indonesia which are spread into 34 provinces with three regions namely Western Indonesia Region (WIB), Central Indonesia Region (WITA) and Eastern Indonesia Region (WIT). The sample technique used in this study was purposive random sampling area. The samples of this study were 16 provinces, 32 districts/cities, and 96 elementary schools. The results show that the implementation of curriculum management and school-based learning in Indonesian elementary school is categorized as the excellent qualification. Of the 23 elements/aspects that become the scope of curriculum management and school-based learning in elementary school, all schools have excellent qualifications.

Introduction. The relevance of this research lies in addressing the lack of clear, practical standards for character education in elementary schools in Indonesia, which remains largely theoretical. The purpose of this article is to develop a learning model intended as a standard and guideline for teachers in the teaching and learning process of Pancasila student character profiles at the elementary school level. Study participant and methods. The research utilized the R&D Borg and Gall method, which involved various stages from research and information collection to dissemination and implementation. The validation process included consultations with experts in student character teaching strategies to ensure the model's validity, design, and contextualization. The trial involved 10 teachers and 100 elementary school students from grades 4, 5, 6 across five different elementary schools in Indonesia. The results. The results of this study indicate that the Transformative Reflexive Empowering Character Building (TRECB) Model garnered motivation and interest from 93.3% to 96.6% of students, and there was a significant improvement in students' understanding of the Pancasila student profile. With an n-gain value of 0.75, the effectiveness of the TRECB model in enhancing students' understanding and application of the Pancasila student profile falls into the high category. Statistical observations also reveal a significant difference in the Pancasila Student Profile among students before and after the integration of the TRECB Model into their educational experience. Conclusion. The developed learning model provides a standard and guideline for teachers in character education at the elementary school level, addressing the lack of clear standards and implementation in character education in Indonesian elementary schools. The model, refined through expert consultations and trials, offers an effective approach to teaching and learning character education, paving the way for its implementation in elementary schools and potentially higher levels of education in the future.

Students' basic literacy skills (reading, writing and calculating) are basic abilities that are really needed to master science. On the one hand, for 10 years the National Literacy Movement (GLN) in Indonesia (Permendikbud Number 23 of 2015) has not had a significant impact on the literacy skills of elementary school (SD) students in Indonesia. On the other hand, basic lite is the most important academic requirement in the context of mastering knowledge from elementary school age. There are many variables that influence the low level of basic literacy in elementary schools in Indonesia, including the instant approach. Reading for 15 minutes, for example, is just a useless routine and nothing is gained. Apart from minimal time, there was also no follow-up to determine their level of understanding of what was read. The results of the reflection of the Nusa Cendana University Community Service team found a literacy approach, namely by building a literacy culture in the school environment. In this case, literacy is a need for all school members. Literacy culture in schools is carried out by compiling literacy discipline documents as guidelines for literacy culture. The implementation method is teacher training and practice analyzing forms of violence in schools. These forms of violence will be converted into literary disciplines. As a result, teachers can identify forms of violence and can replace them in literary disciplinary actions

Literacy culture management of elementary school in Indonesia

An education quality assurance system is intended to enhance education quality and establish a quality culture in schools; however, some elementary schools in Indonesia still struggle with its implementation. Hence, this research aimed to suggest action steps as an option to enhance the implementation of the education quality assurance system in elementary schools. This research employed an action research design to investigate this issue and identify alternative solutions. The data were collected using a survey and semi-structured interviews with staff at one private elementary school in East Kalimantan province, namely a school principal, 31 teachers and two school foundation administrators. The findings produced nine action steps: 1) Building management commitment, 2) Setting up a quality improvement team, 3) Engaging in communication and socialization, 4) Building quality awareness, 5) Forming a quality control circle, 6) Mapping quality education, 7) Preparing a mapping instrument, 8) Collecting mapping data, and 9) Processing and analyzing mapping data. This research concludes that new school quality standards improved every year on being compared with eight points on the national education standards, and the national examination results exceeded the average national examination score at the provincial level. The increase in the average values of Standard 1–8 ranged from 0.6 to 1.5. In other words, these nine steps had an impact on obtaining school accreditation with a superior rating.

The utilization of digital learning materials in education, particularly in primary education, is becoming an increasingly prominent trend in the context of the Fourth Industrial Revolution. To assist teachers in adapting to these new educational trends, the strategic implementation of digital learning materials in schools plays a critical role in improving the teaching and learning processes. Despite the anticipated positive impact of digital learning material use on educational activities, significant challenges remain, including infrastructure issues, appropriate policies, digital content, support devices, support capabilities, and deployment capabilities in the digital environment, as well as human-related operational issues. The objective of this study is to explore the factors influencing teachers' use of digital learning materials in primary schools in the urban central of Vietnam. The validity and reliability of the “assessment of factors affecting the use of digital learning materials” instrument was examined using SPSS for exploratory factor analysis (EFA), to determine reliability and extract prominent factors. Through factor analysis employing Varimax rotation, 33 items were retained in the questionnaire. Analysis of the results from 129 respondents revealed four factors affecting the use of digital learning materials, with a KMO measure of sampling adequacy of 0.943 and Bartlett's test of sphericity indicating a Chi-Square with Sig value of 0.000 < 0.05. The findings suggest four groups of factors, providing guidance for teachers and students in identifying the key factors that enhance the effective use of digital learning materials in schools.

Students of the Elementary School have core competencies and basic competencies that must be achieved according to the 2013 curriculum contained in Minister of Education and Culture Regulation number 24 of 2016 concerning Core Competencies and Basic Competencies of Learning in the 2013 Curriculum on Basic Education and Secondary Education. In PERMENDIKBUD number 24 (2018) it is stated that curriculum objectives include four competencies, namely (1) spiritual attitude competency, (2) social attitude, (3) knowledge, and (4) skills. The competency is achieved through extracurricular, curricular and / or extracurricular learning processes. The importance of the correct use of terms in learning materials in schools is one of the important things where in the academic world the use of standard language is a must. In sports and health physical education material which on several occasions uses the term in English, remembering that sports culture originates from a global culture that uses the English term needs to be mastered appropriately by physical and physical education teachers. The questionnaire is used as a data collection tool that uses descriptive quantitative analysis and research data will be obtained from a questionnaire filled out by elementary school PJOK teacher participants in Bangkalan who attended the basic motion material socialization event carried out by the STKIP PGRI Bangkalan sports education study program. Data analysis techniques used by researchers in looking at the percentage of respondents from the questionnaire distributed. Based on the results of the research and discussion above it can be concluded that the understanding of the knowledge of the accuracy of the use of English terminology in the material of large ball games physical and sport education and the results of the analysis have shown that the accuracy of elementary school teachers in using the terminology in English to teach sports the body in elementary school the results are quite good.

This research aims to describe the implementation of character education in elementary schools. The research method used survey by distributing questionnaires by Google form which then were analyzed descriptively and quantitatively. These questionnaires were distributed to principals and teachers in elementary schools in Indonesia and Malaysia. Results of the research show that the implementation of character education consisting of initial assessment of character education implementation, vision, socialization of strengthening character education implementation, mission and formulation of strengthening character education, policy design of strengthening character education, program design of strengthening character education, implementation of strengthening character education, evaluation of strengthening character education program implementation which has been implemented by different values in Indonesia and Malaysia. By this research, it is expected that there will be an illustration on the implementation of strengthening character education which can be used as a reference so there will be superior schools and ones encouraging the presence of characterized students.

This research aims to explain how disaster risk reduction in elementary schools can be implemented inclusively and to comprehensively understand research trends regarding DRR in inclusive elementary schools in Indonesia in 2013-2023.The research was conducted using bibliometric methods based on the 2013-2023 Google Scholar database. Data collection is supported using the Publish or Perish (PoP) application. We also use VOSviewer as a data visualization tool capable of creating meshes from processed data sets.From this search, 999 articles were found with the keywords inclusive, disaster risk reduction, elementary schools, and Indonesia. Found 11 terms based on network visualization which were grouped into 2 clusters. The term inclusive school appears 4 times and the term disaster risk reduction appears 14 times. Based on the research results, efforts are needed to be made through inclusive education programs in elementary schools that are in accordance with the need to reduce disaster risk in schools both before, during and after disasters

Literal and inferential comprehension questions characterize the types of tasks students typically complete in reading assignments in elementary schools in Indonesia. This study, a preliminary survey of more extensive research, aimed at describing Grade Six students’ literal and inferential comprehension achievements. The research respondents were 198 Grade Six students from three elementary schools in Makassar, Indonesia. The research instrument used was a reading comprehension test which consisted of 35 multiple-choice questions. The data obtained were tabulated and analyzed descriptively using percentage analysis. The results of the study showed that most of the students in this study had low achievement in reading comprehension, both in literal and inferential comprehension. The research findings had an implication for the teaching and learning process of reading comprehension in Grade Six in elementary schools in Indonesia and other similar contexts.

The swift advancement of technology has not only become an integral part of the reality of the 21st century but has also emerged as the primary catalyst for substantial transformations and disruptions across diverse facets of society, notably within the realm of education. Previous studies indicate that augmented reality, as a result of technological advancements, holds the potential to enhance the quality of the education system by fostering interactive learning. Nevertheless, there is a lack of in-depth and comprehensive research on the application of augmented reality in elementary schools. Hence, this study aims to analyze existing research about integrating augmented reality in elementary school education, assess its impact on learning outcomes, and identify potential implementation challenges. This research followed the PRISMA 2020 guidelines and used Scopus and ERIC as the primary databases for collecting data. Of the 637 data relevant to the search query, only 35 articles fulfilled the inclusion criteria. These articles were further analyzed through meta-synthesis techniques. Based on a systematic literature review conducted on the use of augmented reality technology in Indonesian elementary schools, the study revealed the following key findings: Firstly, the development of augmented reality technology exhibits fluctuations. Secondly, the application of augmented reality utilizes existing media and creates new media. Thirdly, its implementation in the educational context yields various positive learning outcomes. Fourthly, challenges arise in terms of the underdeveloped augmented reality media and limited application in one subject area. as well as the preparedness of teachers and students to adopt augmented reality technology. These findings emphasize the critical considerations for future research endeavours in this issue. Despite the potential benefits, further research is needed to implement augmented reality, specifically cultivating 21st-century skills and addressing identified challenges within Indonesian elementary schools.

In recent years a good deal of emphasis has been placed on the study of geometry in the elementary school. Modern textbook series give more attention to the study of geometry than more traditional series. Curriculum committees such as the Cambridge Conference (Educational Services Inc. 1963; Education Development Center 1969[b]) and the Ontario Institute for Studies in Education (1967) have presented arguments favoring the study of geometry in the elementary school. Also, many articles dealing with geometry (Brydegaard and Inskeep 1970) employ “what to teach,” “how to teach,” or “why teach” approaches. The intent of this review is to determine what recent research has to say about geometry instruction in the elementary school. The research described here has been classified in related sections.