Elementary School Teacher Education Research Articles

Development and Evaluation of an Internet of Things Project for Preservice Elementary School Teachers

Programming education is gaining more attention in elementary schools, especially through the use of visual programming tools and development boards. However, the elementary school teacher education in Taiwan allows only limited time periods for training in visual programming and the use of development boards. Development boards are ideal for creating internet of things (IoT) projects, and project-based learning (PBL) is an effective teaching strategy in programming education to promote active learning. Therefore, to sustainably cultivate 21st-century teachers, this study developed an IoT PBL activity for preservice elementary school teachers in Taiwan, so as to improve their attitude toward programming and to enhance their content knowledge of programming teaching, including in computational thinking concepts and knowledge concerning the micro:bit and IoT. This project aimed to engage preservice elementary school teachers in using the micro:bit and electronic modules to create cardboard games with IoT features. A preliminary evaluation was conducted within a teacher education course to verify the project’s feasibility. Consequently, the preservice elementary school teachers participating in this project could develop various IoT cardboard games through teamwork. Their scores on the assessments of computational thinking concepts, development board knowledge, and attitude toward programming showed significant improvement after the project activity. They also expressed highly positive feedback on the project. These findings verify that the proposed PBL activity could be feasible for elementary teacher education.

STEAMER Hybrid Learning Project for Creative and Computational Thinking: Perspectives from Elementary School Teacher Candidates

<p style="text-align:justify">The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.</p>

OPTIMIZING STUDENTS' CRITICAL THINKING AND NUMERACY LITERACY SKILLS THROUGH TASK-BASED LEARNING: AN EXPERIMENTAL STUDY

The suboptimal critical thinking and numeracy literacy skills among students, which can impact the quality of human resources, is the reason this research aims to examine the effects of task-based learning on critical thinking and numeracy literacy. The research method used is a quasi-experimental design with a nonequivalent posttest-only control group design. The focus of this study is on PGSD (Elementary School Teacher Education) students enrolled in numeracy literacy courses, with a total of 120 students divided into 4 classes. Data collection was conducted through tests. Data analysis included descriptive analysis and inferential statistical analysis, with inferential analysis performed using the MANOVA (Multivariate Analysis of Variance) method. The results of the study indicate that the implementation of the task-based learning method has a significant impact both simultaneously and partially on critical thinking and numeracy literacy skills. This is evident from the higher average scores observed in the experimental class that applied this method, compared to the control class that did not use it. Therefore, it is recommended that the task-based learning method be used as a solution to address the issues related to low critical thinking and numeracy literacy skills.

THE USE OF INNOVATIVE TECHNOLOGY IN TEACHING SPEAKING SKILLS TO ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS

This research aims to explore innovative technology in teaching speaking skills to elementary school teacher education students in Universitas Majalengka such as mobile applications, computer software, and online platforms, which can be integrated effectively into the learning process to improve students’ speaking skills. This research covers aspects such as the teaching methods used, the most effective types of technology, challenges faced in implementation, and students' perceptions and responses to using technology in learning speaking skills. The research method used is qualitative research with a case study research design through classroom observation and interviews to determine the obstacles, strategies, and results of evaluations carried out by students. Participants in the research involved students in the elementary school teacher education study program. The research results show that innovative technology teaching speaking skills has various advantages. However, challenges must be overcome, such as limited access to technology, teacher readiness to integrate technology into teaching, and adapting the curriculum and relevant teaching methods. In conclusion, innovative technology in teaching speaking skills has great potential to improve students' speaking skills. However, efforts are needed to overcome technology-related challenges and ensure effective integration into the curriculum.

Minimizing Misconceptions: Designing an Electrical and Magnetic Syllabus for Prospective Elementary School Teachers Using Predict Observe Explain-Conceptual Change Text (POE-CCT)

This study aims to 1) Obtain empirical data on the needs analysis for developing electrical and magnetic learning devices using the Predict-Observe-Explain (POE) approach assisted by Conceptual Change Text (CCT), and 2) Gather comprehensive information on designing a syllabus for electricity and magnetism using POE assisted by CCT. This qualitative research focuses on the define and design stages of the 4D model and involves 30 second-semester students from the Elementary School Teacher Education Study Program, including 6 men and 24 women, enrolled in the Basic Science Concepts course. Data collection methods included interviews to develop and validate a product based on needs analysis, such as graduate learning outcomes related to the course, relevant study materials, learning methods, time allocation, learning resources, references, learning media, and assessment criteria. The data was analyzed using content analysis techniques. The findings of this study confirm that 1) A learning tool using the POE-CCT approach is necessary to reduce misconceptions among prospective elementary school teachers, particularly in understanding the domains of electricity and magnetism, which are conceptually complex. The designed syllabus aims to address these misconceptions by incorporating POE learning tools assisted by CCT. This includes stages where students predict outcomes and reasons, observe and record their findings, and explain their observations followed by class discussions. 2) The syllabus development stage, based on needs analysis, results in POE learning tools with CCT assistance that promote independent prediction, observation, and explanation. This structured approach enhances active engagement, deeper understanding, and conceptual refinement through collaborative discourse, promising improved comprehension and retention of complex scientific concepts in the classroom.

Membangun Guru Literat Digital: Analisis Kemampuan Literasi Digital Mahasiswa PGSD

The era of society 5.0 demands that everyone needs digital literacy skills. This study aims to find out how students' digital literacy skills are. The research method used is descriptive quantitative. The study population was all students in semester 2 of the Elementary School Teacher Education Study Program, Faculty of Education, Indonesian University of Education for the 2023/2024 academic year, totaling 210 people. The research sample was 74 people obtained by using simple random sampling technique. Data was collected using a digital literacy skills questionnaire. Data analysis techniques using descriptive statistics. The results of the study showed that score respondents were 89,2% on functional skills and beyond, 40,2% students were difficult to find and select information and were good on the other six aspects of digital literacy. Based on the results of data analysis, it was concluded that the digital literacy abilities of students of the Elementary School Teacher Education Study Program, Faculty of Teacher Training and Education, Indonesian University of Education were in the "Good" category.

Online-based Literacy Test Instruments for Evaluating Prospective Elementary School Teachers’ Science Competencies

The Minimum Competency Assessment is used to measure school performance based on literacy and numeracy. In this regard, it is necessary for prospective elementary school student educators to train and master scientific literacy competencies. This research aims to produce an online-based literacy test instrument for assessing the science competency of elementary school teacher education students. This type of research is research and development. The procedure for developing literacy test instruments uses the 4D model (Define, Design, Development and Discussion). This research involved 3 validators and empirical test subjects consisting of 30 Prospective Elementary School Teachers. Data collection uses needs analysis sheets, language validation sheets, materials and graphics. Next, empirical validity is carried out using the Quest program to determine the level of difficulty (Thresholds) and suitability of the items (Outfit-t). The results of the test question instrument validation show that 89.5% of the material validation is in the very good category, 92% of the language validator is in the very good category, 96.5% of the graphic validator is in the very good category. The distribution of questions that have been developed shows that students' ability to identify scientific issues is 66% in the medium category, 65% in explaining scientific phenomena is in the medium category and the ability to use scientific evidence is 45% in the very low category. So the test question instrument developed meets the validity of the material, language, graphics and empirical validity, so it is suitable to be used to measure students' scientific literacy competency.

Intrinsic Motivation of Gen Z to be a Teacher in Elementary Schools

Intrinsic motivation plays a critical role in influencing an individual's career choices. Since 2017, Gen Z, as the youngest generation to enter the workforce, exhibits distinct career motivations compared to earlier generations. However, there is still very little research that explores a person's intrinsic motivation in choosing a career as a teacher. This research aimed to explore the intrinsic motivation of prospective teachers from Gen Z to become professional teachers in elementary schools. The study included 12 pre-service teachers enrolled in the elementary school teacher education program, selected using purposive sampling techniques. By adopting qualitative focus group study research, the results showed that intrinsic motivation to become a teacher in elementary schools included three main themes, namely: the interest in teaching, self-development, and comfort in teaching. This research made an important contribution to the understanding of intrinsic motivation in entering a career as a teacher, which could assist in the development of strategies and policies that support the recruitment and retention of quality teachers.

Differentiated Science Student Worksheets : What is the Level of Collaboration Skills of Students of the Elementary School Teacher Education Study Program?

This study aims to develop content-differentiated science student worksheets for students of the elementary school teacher education study program, especially on the subject of the human respiratory system, and analyze its effect on student collaboration skills. This research method used research and development with the 4D model (define, design, development, and dissemination). The sample in this study was 142 2nd semester students of elementary school teacher education study program at PGRI University Yogyakarta. The data was taken through student worksheets documentation, score lists, interviews, observations, validation assessment scales, and student collaboration skills questionnaires. The data analysis technique in this study used qualitative descriptive analysis techniques. Based on the research results, the student worksheets products that have been developed meet the validity criteria with an overall average of 97% in the very valid category. The validity and reliability results of the student collaboration skills questionnaire for the student worksheets developed have met the valid and reliable criteria. The results of the student collaboration skills trial given to 142 students on the developed student worksheets were the order of the number of students who always carried out collaboration skills starting from the responsible aspect (79%), the respect aspect (77%), the productive work aspect (71 %), aspects show flexibility (71%), and aspects contribute actively (38%). Meanwhile, the average number of students is 22% of students at a good level in collaborating and 78% of students are very good at collaborating.

Peran Mahasiswa PGMI Dalam Penguatan Materi Pronunciation Alfabet Melalui Media Flashcard di MIS Miftahul Huda II Kota Palangka Raya

This community service activity aims to improve the English alphabet pronunciation skills among students at MIS Miftahul Huda II in Palangka Raya City through the use of flashcard media. Students from the Elementary School Teacher Education (PGMI) program are actively involved in the planning, implementation, and evaluation of this program. The method used is a participatory approach, where PGMI students provide interactive learning using specially designed flashcards to help students recognize and correctly pronounce the alphabet. The results of this activity show a significant improvement in students' pronunciation skills and their enthusiasm for participating in the learning process. Additionally, the involvement of PGMI students in this program provides valuable practical experience in teaching and classroom management. Therefore, this activity is beneficial not only for the students but also for the professional competence development of PGMI students.

Flipbook and e-learning for teaching English to elementary school teacher education students

The purpose of this study is to investigate the lecturers’ and students’ perception of flipbooks and e-learning in enhancing English learning for teacher education students, the influence of technology integration on student-centered pedagogy for teacher education students, and the use of flipbooks and e-learning to improve English skills for teacher education students. Thirty students and nine lecturers from elementary school teacher education programs at three Indonesian universities participated in this study, which used the qualitative descriptive technique. They attend Universitas Halu Oleo Kendari in Southeast Sulawesi, Universitas Borneo Tarakan in North Kalimantan, and Universitas Negeri Jakarta in Jakarta. Data collection was conducted through documents, observations, interviews, and questionnaires. This study found that both lecturers and students positively perceive flipbooks and e-learning as tools for enhancing English learning in elementary school teacher education. Flipbooks effectively present complex concepts, while e-learning provides accessible, diverse resources that develop digital skills. Technology integration significantly benefits student-centered pedagogy but also poses challenges such as technical issues and increased workloads. The study highlighted the need for interventions to improve students’ listening and speaking skills, suggesting that combining effective teaching methods and digital media can enhance English language proficiency and the overall learning experience. It is suggested that more efforts should be directed toward promoting technology pedagogy content knowledge that fosters students’ higher-order thinking skills in English teaching materials for elementary school teacher education programs in higher education in Indonesia.

Analisis Pembelajaran Berdiferensiasi Proses Kemampuan Literasi Sainstek Mahasiswa Pada Kegiatan Kurikulum Merdeka Belajar Kampus Merdeka

Research focuses on student learning activities. Students' scientific and technological literacy skills are needed in the current technological era. The learning process is carried out differently to obtain different learning outcomes. Implementing activities in different ways for students is the task of lecturers to improve the quality of learning in class. The differentiation process carried out includes the processes of observing, doing, and reflecting. The research method uses qualitative analysis methods. The research subjects are education students, especially elementary school teacher education study program students who are currently pursuing a professional program. The research was conducted for 1 odd semester. Research success includes four indicators: material modification, use of technology, assignments and projects, and continuous feedback. The results obtained were (1) material modification (85% very good category), (2) use of technology (92% very good category), (3) assignments and projects (89% very good category) and continuous feedback (83% % good category). The results of achieving

Refleksi Praktik Mengajar Bahasa Inggris Di Sekolah Dasar Negeri

Elementary School Teacher Education students as prospective elementary school teachers have an important role in developing and improving the quality of education in Indonesia. Therefore, students need to get adequate provision. One way to get this provision is by doing teaching practice in elementary school. Teaching practice provides many lessons for students, both positive and negative, which can be used as evaluation material. One effective way of evaluation is reflection. Through reflection, students can assess and measure the process and results of learning, know the strengths and weaknesses, and plan improvements for further learning. This study aims to determine the results of student reflection after implementing English language learning in elementary schools. This research used descriptive qualitative approach with narrative inquiry method. The results of the research that have been obtained are students present a detailed reflection report after taking action.

The role of local wisdom values in Rateeb Meuseukat dance learning at elementary school teacher education, faculty of teacher training and education, Syiah Kuala University

The role of local wisdom values in Rateeb Meuseukat dance learning at elementary school teacher education, faculty of teacher training and education, Syiah Kuala University

READING INTEREST CHARACTER OF PROSPECTIVE ELEMENTARY SCHOOL TEACHERS AT UNIVERSITAS PENDIDIKAN INDONESIA

Reading interest is one of the fundamental skills in language and is a highly effective learning activity for acquiring knowledge and literacy. Reading literacy is an essential skill, particularly for prospective educators; however, many students experience challenges in cultivating a reading habit. This research aims to: (1) describe the reading interest conditions of prospective teacher students at Universitas Pendidikan Indonesia (UPI), (2) elucidate the supporting and inhibiting factors for prospective teacher students (PTS) at UPI in their reading activities. This study employs a quantitative approach with a survey design. The research subjects are UPI PGSD (Elementary School Teacher Education) students. Data collection methods include questionnaires, surveys, and interviews. Data analysis involves descriptive analysis, frequency distribution, and percentage calculation. The findings reveal that: (1) the overall reading interest of PTS is categorized as low, (2) students' activities on campus before class hours mainly involve waiting and chatting with friends; only a small portion of students utilize their free time to read books or visit the library. (3) PTS' preferred books are novels and fiction, while scientific texts are less favored due to unappealing design and layout, (4) the time spent on reading books by PTS is relatively short, with less than 1 hour daily, and some do not allocate any time for reading, except when there are assignments or exams, (5) the major inhibiting factors for PTS in reading are internal, indicated by low reading habits or preferences for other interests over reading.

Developing Educators Of Strong Character Through Pancasila Courses For Elementary School Teacher Education Students

The aim of this community service activity is to enhance the understanding and application of Pancasila values among Elementary School Teacher Education (PGSD) students through the Pancasila course as an ethical system. The background of this activity arises from the need for a more practical and contextual approach to character education. The implementation method involves online group discussions with 21 prospective elementary school teachers. The findings indicate that approximately 80% of students have achieved a good level of understanding of Pancasila ethical concepts, with 85% actively participating in group discussions. A significant number of groups, around 75%, engaged in in-depth discussions and effective collaboration regarding the application of Pancasila values in daily life and educational environments. Good analytical skills were demonstrated by about 78% of students in detailing and applying Pancasila values to case studies. From this activity, students can provide significant benefits to society through improved character education. The conclusion of this activity emphasizes theoretical contributions to character education through the Pancasila course and suggests improvements such as increased use of technology, provision of more structured teaching materials, regular evaluations, and involvement of external stakeholders in future community service activities. Thus, this activity makes a positive contribution to shaping the character of PGSD students and strengthening community involvement in the learning process.

THE REFLECTION OF DIDACTICAL DESIGN RESEARCH LEARNING AS AN EFFORT OF ELEMENTARY SCHOOL TEACHER EDUCATION (ESTE) LECTURERS’ PROFESSIONAL DEVELOPMENT

The determining factors for the success of the learning process are students and the teacher/lecturer as the person most responsible for implementing the learning process. This study aimed to describe the process of learning reflection as the professional development of Elementary School Teacher Education (ESTE) lecturers based on Didactical Design Research (DDR) in learning the Elementary Science Basic Concepts course. The method used in this research is qualitative. The research design used is phenomenology. This research was conducted at the ESTE Study Program, one of the tertiary institutions in Cimahi City. The participants in this study were an ESTE lecturer. Data collection techniques used in this study were participant observation, interviews, and focus group discussions. The data analysis technique used was Interpretative Phenomenological Analysis (IPA). The results showed that there were several learning obstacles in the form of epistemological obstacles, which occurred due to students' lack of knowledge related to the concepts they were learning and caused students to experience misconceptions. Then a hypothetical learning trajectory is compiled as a series of learning paths that students go through to achieve more meaningful learning goals. The limitation in this study is that the analysis of each step in the DDR process has not been fully described, so that for further research each step can be clearly described to see a more real impact from the lecturer professional development process that has been implemented.

Study of metacognitive awareness at the individual level of students across study programs using Rasch modeling

Evaluating students' metacognitive awareness is necessary to identify weaknesses and strengths in managing their cognition, which can help develop effective cognitive regulation to overcome academic challenges. Therefore, this research aims to examine students' level of metacognitive awareness using Rasch modeling. Survey research was conducted on 122 students at FKIP. Metacognitive awareness was evaluated using the 18-item Jr. MAI, and each item uses a 5-point Likert rating scale. Jr. MAI in the Google form is distributed for 2–3 weeks. Metacognitive awareness data was analyzed using the Logit Value of Person (LVP) approach and the Person Wright Map in Rasch modeling. The analysis results show that the distribution of metacognitive awareness shows that the majority of physics education students tend to have a higher level of metacognitive awareness, while the distribution of metacognitive awareness among elementary school teacher education students is more even across all categories. The implication of this research is the need to develop effective cognitive regulation in overcoming academic challenges through evaluating students' metacognitive awareness.

Analysis of Artificial Intelligence (AI) Utilization for Improving Motor Skills Learning Outcomes among Elementary School Teacher Education (PGSD) Students

This study explores the use of artificial intelligence (AI) to improve motor skills learning outcomes for elementary school teacher education (PGSD) students. The research investigates how AI can provide timely feedback and personalized instruction in teaching motor skills. Data analysis methods include surveys, observations, and evaluations of learning outcomes. The research findings reveal the following: 1) Female students' motor skills are classified as moderate, with an average score of 200. The classification criteria for female students' motor skills are excellent (5.67%), good (24.33%), moderate (30.33%), poor (32.67%), and very poor (3%). 2) Male students' motor skills are also categorized as moderate, with an average score of 200. The percentage breakdown for male students' motor skills is as follows: excellent (7.32%), good (25.61%), moderate (37.80%), poor (29.39%), and very poor (4.88%). The results indicate that integrating AI into motor skills learning significantly enhances the academic performance of PGSD students. These findings highlight the importance of incorporating AI technology in teacher education, particularly to enhance the motor skills development of PGSD students. The research supports the concept that AI can effectively support motor skills learning at this educational level.

Analyzing the Needs of Pre-service Teacher Education Students for Flipbook Learning Resources: Enhancing Understanding and Engagement with Educational Materials

In today's rapidly advancing landscape of information and communication technology, the adoption of technology-based learning tools such as Flipbooks is increasingly essential for optimizing educational experiences. Commonly known as flipping books, Flipbooks offer a dynamic way to engage with learning materials. This study investigates the specific needs of pre-service elementary school teacher education students (batch 2) from the Faculty of Literature and Education at Sriwijaya University regarding the use of Flipbook learning resources. The focus is on how these resources can enhance students' understanding of course content and improve interaction with educational materials. Employing qualitative research methods, including interviews and questionnaires, the study involved 36 participants. Findings indicate a substantial demand, with 94% of the respondents expressing a need for Flipbook-based teaching modules that cater to courses on student understanding and learning materials. These results underscore the potential benefits of integrating digital learning resources in teacher education, aiming to meet student needs effectively and enhance educational outcomes.