Elementary Education System Research Articles

The implementation of multicultural education in Indonesian elementary education system

Known as multi-ethnic country, Indonesia, may face multi-cultural challenge if it is not managed properly. Accordingly, multi-cultural education required in the early stage of education, in elementary school. This paper aims to describe what multicultural education means in the Indonesian elementary education system, and how it is implemented. This study used literature review research design to review various literatures and see the multicultural system within teaching and learning in Indonesia. The data collected from various literatures of previous research on multicultural education and Indonesian elementary education system. Teachers should adjust their teaching to be more equitable and depend less on teacher-centric relations, and provide more room for students to participate in multicultural activities. Additionally, it is seen that multicultural education should not only be limited to a course subject, but embedded in every aspect of elementary education. Insights from this analysis offers an approach to the implementation of multicultural education in Indonesian elementary education system.

The Influence of Developing an Understanding of Basic Programming Concepts Through Educational Games as A Learning Method For Elementary School Students.

Integrating engaging learning methods into the educational landscape has become increasingly crucial for enhancing student understanding and engagement. This study investigates the impact of educational games as a learning method for improving elementary school students' comprehension of basic programming concepts. The research hypothesizes that educational games can significantly enhance the understanding of programming concepts by making abstract ideas more tangible and engaging through interactive and enjoyable learning environments. Using a quasi-experimental design, the study involved two groups of elementary school students: the experimental group, which utilized an educational game designed for teaching introductory programming concepts, and the control group, which received traditional instruction. Both groups underwent assessments of their understanding of basic programming concepts before and after the intervention through standardized tests. The results demonstrated a statistically significant improvement in the scores of students in the experimental group compared to those in the control group. This suggests that educational games not only aid in better understanding complex subjects such as programming and increase students' motivation and engagement levels. The findings of this study contribute to educational practices by illustrating how educational games can effectively support the introduction and teaching of programming at an early age within the elementary educational system. Furthermore, the study highlights the potential of integrating such tools into standard curricula to enhance student learning across various subjects. The study urges future research to explore the long-term impacts of educational games on learning outcomes and how these tools can be further integrated into the educational system

The Role of Administrative Services in Supporting the Implementation of Efficient Governance in Elementary Schools

This research investigated the role of Administrative Services (TU) in supporting the implementation of efficient governance in Elementary Schools (SD). Using a qualitative approach, the study involved in-depth interviews, observations, and document analysis to comprehend the role of TU and the impact of information technology integration in the school environment. Findings indicated that TU staff played a crucial role in administrative, financial, and daily operational management, while information technology integration contributed positively to efficiency. Challenges such as resource limitations became a focal point of discussion. The results of this research provide a foundation for the development of best practices and policies at the elementary school level. Future prospects involve a deeper understanding of information technology implementation and TU professionalism. Further studies can explore broader impacts on educational quality and contribute positively to the elementary education system in Indonesia

DIGITAL EDUCATION IN PRIMARY SCHOOLS IN THE REPUBLIC OF SERBIA

The goal of this research is to identify the main problems related to digital technology and skills in the elementary school education system of the Republic of Serbia, as well as opportunities for its improvement. The paper first analyzes the situation in the field of basic education, while the main part of the paper presents an analysis related to the innovative approach to the education process, with the application of information technology and comprehensive digitization. The strategy for the development of education and upbringing in Serbia until 2030 emphasizes the development of education aimed at the needs of modern society as a whole, conditioned by the progress of artificial intelligence, information and communication technology (ICT) and refers to the improvement of teaching content, standards of general cross-curricular competences, especially in cross-curricular multidisciplinary access to teaching in this field. Descriptive analysis was applied in the paper - application of usual scientific research instruments and relevant literature. The research results point to the conclusion that continuous measures are needed for more successful digital education, as well as the education of students in primary schools. 

Explore the Effectiveness of Assessment Policy Framework (APF) 2019: Students’ Learning at Elementary Level in Pakistan

The objective of this study was to examine the efficacy of APF 2019 in enhancing learning outcomes for primary school students and to pinpoint the strengths and weaknesses of the elementary education system under APF 2019. The study emphasizes the significance of qualitative research in comprehending the effectiveness of pedagogical policies and practices. The research employed a qualitative methodology, which involved interviews with students. The findings of the study indicate that APF 2019 has several benefits, such as providing lucid guidelines for assessment practices, prioritizing student-centred assessment, and emphasizing formative assessment. However, the study also found limitations of APF 2019, including insufficient resources and support for effective implementation, the likelihood of assessment practices becoming standardized and homogenized, and the restricted flexibility for catering to various learning requirements. The research suggests that the successful implementation of APF 2019 necessitates adequate resources and support and the balance between standardization and flexibility while prioritizing student-centred assessment practices.

A Review on `Right to Education` and Related Laws in Pakistan: Elucidate the Status of Elementary Education System in our Country

This study starts by looking at the laws that support different approaches to edification. It then talks about how various studies, as well as surveys, have made it clear that edification is correct under the law, as well as, a fundamental fact in Pakistan. Since the `Right to Education` is of the utmost importance, I have researched various important aspects of RTE by examining previous laws as well as theories to comprehend them. Discussion of Pakistan's educational system, including the various stages of edification as well as the policymaking process for governing the system. Explains the idea of a humanoid as well as a legal `Right to Education`. The theoretical agenda for this edification is based on the findings of the edification status in the territories of Pakistan. It focuses on edification as a fundamental right enhanced by the Pakistani Constitution and begins by providing an overview and demonstrating the validity of Article 25-A. Establish the State's available Constitutional, Provincial, Regional, and International Laws to promote edification. Additionally, this chapter explains how those laws are put into practice. Summarizes the findings of this study and concludes it by identifying problems that arose from studying Pakistani law and the `Right to Education`. In light of the study's findings, I have also offered suggestions for improving our nation's elementary edification system promotion.

Digital education in primary schools in the Republic of Serbia

The goal of this research is to identify the main problems related to digital technology and skills in the elementary school education system of the Republic of Serbia, as well as opportunities for its improvement. The paper first analyzes the situation in the field of basic education, while the main part of the paper presents an analysis related to the innovative approach to the education process, with the application of information technology and comprehensive digitization. The strategy for the development of education and upbringing in Serbia until 2030 emphasizes the development of education aimed at the needs of modern society as a whole, conditioned by the progress of artificial intelligence, information and communication technology (ICT) and refers to the improvement of teaching content, standards of general cross-curricular competences, especially in cross-curricular multidisciplinary access to teaching in this field. Descriptive analysis was applied in the paper - application of usual scientific research instruments and relevant literature. The research results point to the conclusion that continuous measures are needed for more successful digital education, as well as the education of students in primary schools.

Implementasi Gaya Kepemimpinan Partisipatif pada Pendidikan Dasar di Era Pandemi Covid-19

The issue discussed in this article is related to the participatory leadership style of a school principal in the elementary education system during the Covid-19 pandemic. The objectives of this researchwere: 1) analyzing the participatory leadership style applied in the education field, 2) analyzing the extent to which participatory leadership style could be the best alternative in the elementary education systemduring the COVID-19 pandemic. The method used in this writing was a literacy study, in which the author reviewed 20 journal articles and additional reference sources from 5 books. From these various sources, it was finally possible to bring scientific arguments from the researcher. From the results of the study of the existing reference sources, it showed that: 1) the participatory leadership style in education was a leadership style that focused on the efforts of a leader, in this case was the principal,to involve the participation of its members in every process in the organization, including the decision-making process. 2) The participatory leadership style in education field could be used as the best alternative in the elementary education system in the COVID-19 pandemic because in this difficult situation, leaders needed to apply the principles of acceptance, delegation, and participation so that all challenges could be handled well, including in elementary education field. Keywords: Participative Leadership, Elementary Education, Education in the Era of the Covid-19 Pandemic

A Reflection on the Reform of Education Methods Under the Construction of a High-Quality Elementary Education System

Under the background of the continuous improvement of the education level in China and the comprehensive and in-depth education reform, the society has been paying more attention to education. Focusing on the reform of education methods is not only essential to promoting the high-quality development of China’s education, but also the inevitable prerequisite for establishing a high-quality education system. It is an effective way to build an educated country, and the guide to which directs the implementation of modern education. Therefore, this study takes the construction of a high-quality elementary education system as the background and considers effective strategies for the reform of education methods, so as to lay a solid foundation for improving China’s education level.

Between Knowing and Experiencing: Israel’s Ministry of Education Policies and Practices for Enhancing Jewish Identity in the 1950s and 1960s

The article presents the policy of Israel’s Ministry of Education and the educational theorization and implementation of fostering Jewish consciousness and identity in the (non-religious) state elementary and secondary education system in the 1950s and 1960s. The guiding educational conception addressed the relationship between knowing and experiencing, emphasizing the experiential aspect and the evocation of emotion in the learning process. Policymakers anticipated that imparting knowledge about Jewish life experientially would lead to identification and the assimilation of Jewish identity among both school pupils and the “secular” Jewish-Israeli public. Two main educational practices to achieve this were used in the state education system, reflecting the experiential and emotional aspects of learning: first, designing teaching/learning materials for teachers and students in state schools; second, sending a delegation of high school and teachers seminary students in the summer of 1966 to see the extermination camps in Poland and Czechoslovakia.

Analysis of spiritual awareness in heavenly gifts curriculum of second grade elementary schools in Iran

ABSTRACT Spiritual self-awareness is defined as a person’s knowledge and awareness of all human capacities, namely innate and God-given talents, which is meant to understand the existence of God, to communicate with God, creation and nature, as well as to achieve faith and belief in purposefulness and immortality of human life in order to reach balance and transcendence of the soul. Our goal is to examine more closely the components of spiritual self-awareness in Heavenly Gifts curriculum assigned to second grade of Iran's elementary education system. The research findings in terms of goals, content, teaching and assessment methods are as follows: Goal, content and teaching methods: the component of spiritual beliefs highest frequency, emphasis, and greatest weight and suggested in teacher instruction manual has been in the field of knowledge, the final activities of each course are appropriate for evaluating the knowledge level of spiritual beliefs.

Comparison Between Chinese and American Elementary Education Through the Lens of Gender

In the era of knowledge economy, education determines the competition of a nation. The United States is famous for its quality education around the world. However, in modern times, new challenges have emerged, especially in K-12 education. Although China highly emphasizes on education, due to its limitation of history and development, there are still many problems that need to be solved. Through the comparison of Chinese and American elementary education, the educational strategy can be refined based on different cultural contexts. It is particularly important to stress on gender issues in elementary education in terms of sociological value. The intangible gender bias still exists in other forms. In other words, it is crucial to create a learning environment with gender equality as a response to current gender issues. This study is mainly carried out by reviewing literatures, and the paper is divided into five parts. With a brief introduction of elementary education and gender consideration, this study compares the Chinese and American elementary education system and gender impact. Then, two research results, as a quantitative data, are discussed in this paper, reflecting how gender stereotypes influence elementary education.

Highly Effective Learning and Application Thereof to Roma Pupils Elementary Education System in Slovakia

Fragmentation of educational content, caused by the scientific-subject structure of the traditional school, in many cases inhibits the motivation and activity of pupils in the educational process. The saturation of knowledge, skills, and competencies— especially of roma pupils in elementary education—is thus underestimated and in many cases lags behind the standard level of the majority of pupils. It follows that the effectiveness of elementary education—especially for roma pupils—increases proportionally with the relevancy and a certain attractiveness of teaching organizational forms and methods whereby it is implemented. One of the alternative solutions for increasing the level of effectiveness of elementary education (inter alia) of roma pupils is the pedagogical concept of highly effective learning based on an integrated thematic teaching system. It turns out that in this context this concept can be considered as a motivating and activating element expanding the knowledge level of pupils, while at the same time enriching them educationally. It integrates strategies that are focused on the discovery, action, cooperative, authentic, and confluent learning of pupils. This paper deals with the issue of the educational concept of highly effective learning in terms of its application to roma pupils in the first grade of elementary education. It presents the current results of a pedagogical experiment as the elementary empirical method of research in the field of social climate, creativity, and the level of knowledge of pupils within the elementary first-grade educational environment.

Elementary School Classroom Teachers’ Perceptions of Teaching Physical Education: A Literature Review

Elementary school physical education (PE) can play a unique role in providing educational experiences to students and may support physical, cognitive, and social-emotional development (Institute of Medicine, 2013). Studies illustrate that PE programs can improve the possibility of achieving student learning outcomes only when appropriately designed and delivered (Rink & Hall, 2008). Research suggests that students' early experiences with PE are mainly led by elementary school teachers (Kirk, 2005). Globally, in several countries, either classroom teachers (i.e., a teacher who teaches every subject; a generalist), or PE specialists (i.e., a teacher who mainly teaches PE), have the responsibility to teach elementary PE (Dyson et al., 2018; Faulkner et al., 2008). For instance, in South Korea's elementary education system, PE is a required subject, and most PE classes are taught by classroom teachers rather than specialists (Jo & Lee, 2012). Classroom teachers are best suited to teach the child-centered, integrated curriculum in elementary schools, and hence often teach PE as one element of that curriculum (Coulter et al., 2009). However, some teachers believe that elementary level PE engagement experiences inadequately prepared children for accomplishing PE learning outcomes and physically active lifestyle (Hardman, 2008; Jess, Keay, & Carse, 2016). In other words, in order for classroom teachers to successfully teach PE, they need to consider a dynamic combination of adaptation in school contexts, teaching various subjects, and understanding different students' developmental characteristics (Tinning & Rossi, 2013). Additionally, classroom teachers’ beliefs that they are not qualified to teach PE adversely affects their PE teaching confidence (Harris, Cale, & Musson, 2012; Morgan & Bourke, 2008). Examination of classroom teachers’ different perspectives on teaching PE is particularly vital as an avenue for developing effective teacher education programs (Hunter, 2006). However, this aspect of elementary PE taught by classroom teachers is still unknown due to a relative scarcity of research studies in this area (Kirk, 2005, p. 247). Therefore, this paper provides an overview and discussion of illustrative findings of research conducted on classroom teachers’ perceptions of teaching PE. The author conducted an exhaustive search of published research articles via three major databases: Google Scholar, Education Resources Information Center (ERIC), and Web of Science. The search terms included elementary school classroom teacher, primary school classroom teacher, generalist, non-specialist, physical education, perception, experience, practice, barrier, belief, and value (see Figure 1). Using the resulting articles, the review is organized into the following themes (Thomas & Harden, 2008): (a) apprehension of teaching PE, (b) different perceptions of value for PE classes, and (c) ecological perspectives in teaching PE.

Gauging Financial Literacy - A Study on College Teachers of Kolkata

Financial literacy is essential for enabling people to make right financial choice. The term financial literacy refers to the set of skills and knowledge which enables an individual to make an effective decision regarding the financial resources. Hence financial literacy can be considered as a part of the elementary education system and as essential as the others day to day basic items. According to the OECD/INFE framework, measuring financial literacy essentially encompasses financial knowledge, financial attitude and financial behavior necessary to make sound financial decisions and ultimately to achieve individual’s financial well-being. Therefore, Financial Literacy is requisite for financial inclusion. On the other hand, Digitalization in financial sector has resolved the whole scenario and consequently digital literacy become as essential as the financial literacy to make sound financial choice in the digital financial era and also has a great impact on financial inclusion. If awareness regarding the digital products and services are increased, the usage level would also shoot high which ultimately bring a significant change in the inclusion level and thus contributing towards the economic growth of the nation. The present study is basically intended to evaluate the financial literacy of the teachers of different colleges in Kolkata on the basis of age by applying the OECD/INEF Toolkit and further this paper is focused to compare the level of financial literacy on the basis of gender and educational departments of the colleges by applying the unpaired t-Teste & One Way ANOVA at 5% level of significance.

Engaging the Liberal State II: Cardinal Manning and the Royal Commission of 1886

As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.

Analysis of Views of Undergraduate Students towards Online and Offline Mode of Teaching, Learning and Examination

The COVID-19 pandemic has set new challenges before the world in all areas including, education, and India is not an exception. The elementary, secondary and higher education system of our country is severely affected with this deadly disease. As such, the schools, colleges and universities have suspended their offline classes throughout the country since March last week of 2020. Amidst these challenges, it has also opened up new opportunities for the teachers, educators, and technocrats, etc. to use online virtual learning strategies for imparting learning experiences to students across the world. Thus, techno-pedagogy is the need of the hour in India and especially in Higher Education. However, the nation is gradually moving towards normalcy, and offline classes have been started by some of the states. Hence, it was necessary to assess how effective online teaching, learning and evaluation in the context of offline teaching, learning and examination. The present paper highlights the views of the undergraduate students on the feasibility of online teaching, learning and examination in the state of Arunachal Pradesh.

Providing an Iranian-Islamic Model for a Happy School in the Elementary Education System in Iran

Aims:This study aims to provide an Iranian–Islamic model for a happy school for the elementary education system in Iran through a combined research approach, exploratory-sequential strategy, and tool development model. Method:The method of inductive thematic analysis in the qualitative phase and the method of survey research in the quantitative phase were used. In the qualitative phase, the field of study was the Iranian-Islamic sources and texts relating to happiness and, in the quantitative phase, the statistical population of the study was all the principals of the elementary school in the country during this study. In the qualitative phase of the study, the sampling method was purposeful, and in the quantitative phase, that was a probability sampling method. Data collection tools in the qualitative phase of this study were documents and resources and, in the quantitative phase, the tools were questionnaires. Finding: According to the findings in the qualitative phase, the study on the Iranian-Islamic happiness was done about three pervasive themes: inner happiness (vision oriented to happiness, character oriented to happiness and dynamism oriented to happiness), life oriented to happiness (happy life-world, spiritual and material well-being) and actions oriented to happiness (ritual, emotional, and social). The findings of the quantitative phase of this study indicate that the role of Iranian-Islamic happiness components in the realization of a happy school has been estimated above the average according to the statistical population of this study, and the Iranian-Islamic model for a happy school has a goodness of fit test.

Psychomotor education, an aspect of general formation of the pre-school children

Current developments of scientifi c thinking in the fi eld of education, are increasingly de-manding in various disciplines for young people as a matter of urgency. It is already known that child development is conditioned by ancestry, socio-cultural environment, including interaction with peers and adults. Albanian institutions (kindergarten) compared to contem-porary experience in more developed countries have to deal with issues such as: (1) The de-velopment of a run or optimal acceleration enrichment motor for kindergarten children, seen as an important element of the formation of the human personality and its preparation to cope with various situations of life ; (2) The role of infrastructure in the natural development of the personality of children and the educational process as a whole; (3) Parental community involvement as a fundamental prerequisite of real development of the child; (4) The qualifi -cation level of the teaching staff in the elementary education system and the preparation of students teacher. I hope to add my contribution through this paper, not only by identifying the problems abo-ve, but also in presenting alternatives of a development model of kindergarten children motors skills progress, compared to contemporary experience in more developed countries.

Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia

Abstract The centralization process of the educational system has many dimensions. The aim of this paper is to discuss specifics of various dimensions of the centralization and decentralization in the rural educational landscape of post-socialist countries using the example of Czechia. Based on the concept of landscape structures, we recommend the categorization of educational landscape processes into three groups: 1) the centralization of educational function, 2) the centralization of curriculum development, and 3) the centralization of educational governance and organization. The research was based on the spatial analysis of main school characteristics and the research results were interpreted within the context of main principles of organization of the elementary education system as identified in educational sciences or as declared in policy and strategic documents. While school concentration and the closures of small schools in rural areas are still widely discussed issues in many countries, in Czechia this dimension of centralization was basically completed in the 1970s. Centralization, which affected primarily rural schools, stood for ideal power control over the organization of curriculum and over school governance in the period of state socialism. After 1989, reflecting the country's overall democratization, the previous method of educational organization was rejected and replaced with highly decentralized approaches to curriculum and the governance of schools. Not the state but municipality authorities became primarily responsible for operating schools. At the same time, schools entered an educational market competing for pupils, which was again disadvantageous for rural schools.