Elementary Students Research Articles

Storypath: How Civic Advocacy Through Creating Music Empowers Civic and Political Thinking in Elementary Classrooms

This descriptive qualitative study examined how the Storypath (also known as Storyline) approach to teaching social studies involves elementary school students in action civics (authentic civic activities, self-chosen issues, ongoing reflection, decisions valued). Storypath, a project-based approach, utilizes the story structure to frame learning through an inquiry process whereby students consider an overarching question about a topic, create a relevant setting, become characters in the setting, and engage in the plot of the story (critical incidents). This Storypath engaged a class of ethnically and culturally diverse fifth graders in creating a music company (setting) dedicated to producing songs for social change. As company employees (characters), students researched issues they chose (affirming their agency in the learning process), then created songs and music videos for social impact. The arts (songs and videos) and technology (digital media) became integral to students’ efforts as they created and recorded music to share with the world. Students responded to Padlet and worksheet prompts, wrote song lyrics, and recorded music videos which all were analyzed to address this research question: What did authentic civic advocacy through creating music within the Storypath approach reveal about elementary students’ civic disciplinary knowledge, thinking, and skills? Findings revealed two overarching types of thinking: civic and political. Evidence indicates that civic thinking was justice-oriented for social well-being while political thinking was influence-oriented for strategic impact. This suggests that the Storypath implemented in this study can engage elementary school students in authentic civic advocacy within the classroom to cultivate civic and political thinking for meaningful participation in democratic life beyond the classroom.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Improving Students’ Reading Comprehension through Storytelling Frame

Reading is a basic skill that students must master and enjoy. Through reading, students can increase and improve their knowledge. However, reading is a challenging activity. Based on the observation, the author found that Elementary students in SDN 012 had low abilities in reading activities. This low reading ability has an impact on limited student participation in reading activities. Therefore, the author creates a story telling frame and stages of reading activities that can increase student participation in reading activities and improve students' reading skills. There were some stages done by the author. The first was designing a story telling frame, implementing reading activities with students, the second was using a story telling frame with students and teachers and the last was evaluating the story telling frame. The design of storytelling frame used square and round shape stainless in gold color. They were decorated with artificial flowers, dolls and cloth. The story telling frame was designed based on the theme of the story, which is “where is bear?”. There were 20 students who joined the story telling activity using the story telling frame. The pre-test and post-test on students’ reading comprehension revealed that students have better understanding on reading the text by using story telling frame.

Efektivitas Model Pembelajaran TGT Berbantuan Engklek Eduflex dalam Meningkatkan Pemahaman Konsep Matematika Siswa SD

This study aims to analyze the impact of the Team Games Tournament (TGT) cooperative learning model, supported by the Engklek Eduflex medium, on the conceptual understanding of mathematics among fifth-grade elementary students. TGT is a cooperative learning model designed to enhance student interaction through engaging and competitive group activities. The addition of Engklek Eduflex, a modified traditional game, is expected to strengthen learning outcomes by connecting familiar play elements with educational objectives. The research employs a quasi-experimental design with pretest-posttest assessments on two groups: an experimental group using TGT with Engklek Eduflex and a control group using TGT alone. The findings reveal that TGT supported by Engklek Eduflex significantly improves students' conceptual understanding of mathematics compared to the control group. The Engklek Eduflex medium proves effective in creating a fun learning environment, enhancing students’ interest and engagement in the learning process.

Impacts of a Teacher-Delivered Reading Intervention on Word-Level Fluency for Early Elementary Students at Risk for Reading Difficulties

This study examined the impacts of a teacher-delivered reading intervention, Targeted Reading Instruction (TRI), in improving students’ word-level fluency skills. TRI teachers received training and coaching to enhance their individualized instruction of lessons designed to accelerate reading growth for students not yet meeting grade level expectations to mitigate subsequent identification of a reading-related disability. In a sample of 548 kindergarten and first-grade students within 117 classrooms in 10 rural schools, we examined differences on timed word-level fluency outcomes between treatment students (n = 301 in 66 classrooms) and control students (n = 247 in 51 classrooms), controlling for non-timed word reading accuracy and moderating by rapid automatized naming (RAN) skills. Multilevel models showed that treatment students outperformed control students on measures of real word fluency (g = .17) and pseudoword fluency (g = .23). Interaction terms of treatment by RAN were not significant. Results suggest that teacher-delivered reading intervention can promote word-level fluency gains for young students reading below grade level, regardless of their RAN skills.

Impacts of different gamified problem-solving integration approaches on elementary math: an engagement and metacognitive knowledge perspective

This mixed-method study investigated the effects of two distinct gamified problem-solving integration approaches on student engagement and metacognitive knowledge in elementary mathematics contexts. Data collected from 59 elementary students revealed varied impacts across three types of engagement (behavioral, affective, cognitive) and metacognitive knowledge dimensions (self, task, strategy). Interviews with teachers and students provided insights into these outcomes, highlighting how specific game mechanics influenced different types of engagement and metacognitive knowledge under the two approaches. The findings offer practical implications for future gamification integration in elementary mathematics, including considerations for the selection and timing of game mechanics to optimize learning outcomes.

HOTS-Based Digital Worksheets as Interactive Assessment in Sciences Learning for Elementary School Teacher Education

This study was conducted because lecturers must be able to be more creative by carefully preparing Digital Worksheets for students, because they meet the criteria for basic competencies that must be mastered by students. The purpose of the article is to describe the implementation of HOTS-based Digital Worksheets as an interactive assessment in basic science learning for elementary school teacher education, identify supporting and inhibiting factors, and describe efforts to optimize supporting factors and efforts to overcome inhibiting factors. This study uses a descriptive qualitative research method, by describing a phenomenon as it is without manipulation. The research design chosen is a case study, meaning that the research is focused on one selected event or phenomenon in depth. The subjects of this study were 34 elementary school teacher education study program students who were in semester I. The sampling technique was purposive sampling. Data collection techniques are observation, interviews and document studies. Data validity techniques are technical triangulation and source triangulation. The results of this study is 71% of students felt that teaching materials with new innovations or in other forms. Form can increase students' interest in studying learning material.

The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes

The effect of ethnography-based outdoor learning methods on elementary students’ activities and learning outcomes

Shifting Security Left: A Guide to Cybersecurity Education for Children

This article investigates the effectiveness of tailored cybersecurity education frameworks for children and adolescents. It explores how structured learning approaches, gamified platforms, and family engagement strategies influence learning outcomes. The article, conducted over 18 months, analyzes educational progress across three age groups (7-10, 11-14, and 15-18 years), revealing significant variations in learning effectiveness and retention rates among different age cohorts. Through a systematic evaluation of multiple learning platforms and national initiatives, the research demonstrates that age-appropriate content delivery, gamified learning experiences, and consistent family involvement substantially improve cybersecurity awareness and behavioral outcomes. Key findings include notably high retention rates in elementary students when using visual and interactive content, significant improvements in practical security skills among middle school students, and advanced concept mastery in high school participants. The article also identifies critical challenges in implementation, including resource accessibility gaps, technical barriers, and varying levels of family engagement capability. These insights inform a comprehensive set of recommendations for educational framework improvements, enhanced monitoring strategies, and policy developments, providing a roadmap for advancing children's cybersecurity education. The findings contribute significantly to understanding how age-appropriate cybersecurity education can be effectively designed and implemented while highlighting the crucial role of family involvement and institutional support in developing secure digital behaviors among young users.

Meningkatkan Kemampuan Pemahaman Literasi Dasar Membaca dan Minat Baca Siswa dengan Metode Adaptasi PRAHTAM-TARL

Based on PISA’s data, Indonesia's level of literacy is currently low, especially among elementary students because teachers’ media and method are outdated. This problem is occuring at SDN Bandar Kidul 2. Based on the observation, many students are still unable to read and known the letter. The number of students who visit the school library is low. The government has advised teachers to learn by using a variety of teaching techniques. Therefore, the purpose of this study is to test the efficacy of Pratham-TaRL method in improving reading comprehension and interest among students in 2nd grade at SDN Bandar Kidul 2. The research used a descriptive with qualitative approach. Data collection was conducted through oral tests using initial literacy assessment instruments to determine students' comprehension. Questionnaires and document data were collected to assess students' reading interests. The results of the study suggest that implementing this model will increase student’s reading comprehension. The participants have shown promising reading comprehension ranging from reading letters to words 29%, words to paragraphs 11%, and paragraphs to texts 45%. It has influenced the students' reading interest, by measuring the increasing 37% number of students who visit the school library each week.

Impact of Arts Education on Holistic Development: A Case Study of Elementary Students at SD Melong Mandiri 4, Cimahi

Arts and culture education should be addressed in elementary school curricula, even though it has great potential in developing essential skills for students. This research explores the benefits of arts education for elementary school students at SD Melong Mandiri IV, Cimahi. This research involved three classes of samples using a quasi-experimental design. Data collection methods include observation, interviews, and skills tests, which are analyzed using multivariate analysis. The research results show that arts education significantly develops students' creativity, imagination, and social, cognitive, and fine motor skills. These findings emphasize the importance of integrating arts education in the elementary school curriculum to support students' holistic development. The implications of this research indicate the need for inclusive education policies, comprehensive teacher training, and further research with more rigorous designs to strengthen empirical evidence regarding the benefits of arts education

경계선 지능 초등학생의 잠재적 개발을 위한 문화예술교육의 교육적 지원

The purpose of this study is to propose educational support that can help elementary students with borderline intelligence overcome cognitive and emotional limitations through arts and cultural education. To this end, we analyzed the impact and effects of arts and cultural education based on previous studies, exploring educational approaches that cater specifically to the needs of elementary students with borderline intelligence. The findings show that incorporating arts and cultural education elements into curriculum learning can alleviate cognitive, social, academic, and emotional challenges faced by students with borderline intelligence. Based on these results, we suggest implementing blended arts and cultural education support that integrates experiential arts activities into subject learning, thereby complementing the limitations of conventional education. Future research is anticipated to further analyze the potential improvements in cognitive abilities, academic outcomes, and social skills according to different grades and selected arts and cultural items for students with borderline intelligence.

The Interconnectedness Of Cognitive And Formative Skills In Elementary Students With Specific Reading Disabilities: Insights For Early Education

The current research aims to investigate the development of formative abilities in elementary school-aged children with specific reading disabilities and its relationship to reading efficiency. In this context, the analysis depicted poor performance in design tasks exhibited by SRD students compared to regular readers and GLD students. The researchers attribute these results to cognitive failures within the concerned mechanisms, including orientation, sequence, and organization of the Visual Analysis System. The findings indicate that these deficiencies affect not only visual representation but also reading and writing. More importantly, there were solid correlations between design abilities, perceptual-motor skills, and memory, pointing to the interrelationship between those skills. As a result, the findings recommend highly targeted interventions at an early stage of education and suggest the need to incorporate creative design-based activities into reading skill enhancement and support for students with special needs.

Meningkatkan Minat Baca Siswa SDIT AT-Tibtan Melalui Program <i>Library Visit</i>

Reading interest is one of the key factors in developing students' literacy skills from an early age. This article discusses the importance of the library visit programme in increasing elementary school students' interest in reading. This type of research uses descriptive qualitative research, with a fenamology approach. In addition, the data analysis technique used is data triangulation. This article identifies the introduction of the library visit programme, its implementation, efforts to improve students' reading skills, and students' activities during library visits. The creative activities conducted during the library visit proved to be able to increase learners' engagement and motivate them to read more. In addition, learners get a new atmosphere. The results showed that the library visit programme had a positive impact on increasing students' interest in reading and literacy skills. Collaboration between schools, libraries, teachers and parents was seen as a key factor in the success of the programme. With the right support, the library visit programme can be an effective tool in promoting literacy education among primary school students. The library visit programme has great potential to increase elementary students' interest in reading and contribute to improving the quality of education in Indonesia.

Development of an AI-Based Differentiated Learning Module for Quran-Memorizing Students to Enhance Mathematics Achievement and Motivation in Elementary Education

Quran-memorizing students face unique challenges in balancing their religious memorization with academic subjects, particularly mathematics. This study aims to develop an AI-based differentiated learning module tailored to the specific needs of Quran-memorizing elementary students to improve their mathematics performance and motivation. The module was designed to personalize content delivery and provide real-time feedback to enhance student engagement. Using the ADDIE model as the research methodology, the study involved analyzing student needs, designing, developing, implementing, and evaluating the module. The results showed a significant improvement in both academic performance and student motivation in learning mathematics. The AI-based module allowed for a more interactive, adaptive, and personalized learning experience, addressing the diverse learning profiles of students. This research contributes to the growing field of AI in education, demonstrating the potential of differentiated learning approaches to enhance academic outcomes. Future studies should explore the long-term effectiveness of such modules and consider expanding their application to other subjects and student groups.

Transforming Science Education in Elementary Schools: The Power of PhET Simulations in Enhancing Student Learning

In recent years, the integration of technology into education has significantly transformed teaching methods, especially in science education. Tools like PhET simulations have proven highly effective in enhancing student engagement and comprehension. Research has highlighted the value of simulation-based learning in fostering critical thinking and problem-solving skills. This study aimed to explore the impact of simulations, with a focus on PhET, on improving elementary students’ learning outcomes, an area that remains under-researched. The study compared the performance of two groups of third-grade students: one group learned about solubility using PhET simulations, while the other relied on traditional textbook instruction. Each group comprised fifty students. The study lasted for a two-month period. The instructional approach was investigative learning. Data were gathered through student responses to materials science questions aligned with Bloom’s Taxonomy, allowing for a detailed evaluation of their understanding and application of scientific concepts. Responses were assessed for accuracy and scored accordingly. We ran an independent-sample t-test to decide whether the difference in the mean score in science achievement between the two research groups was significant. The results showed that students using PhET simulations not only achieved significantly higher scores but also demonstrated their ability to explain their reasoning during problem-solving tasks. These findings emphasize the substantial advantages of incorporating digital tools like PhET simulations into elementary science education, as they enhance conceptual understanding and better equip students to tackle future scientific challenges. The present research results complement the previous research on using technology in the chemistry elementary classroom and add the issue of simulations to this research. The results of this study are centered on the topic of solubility. To broaden the generalizability of these findings, future research should examine the effects of simulations on student achievement in a wider range of elementary science topics.

Implementation of a Technology-Based Writing Intervention to Support Writing Quality

ABSTRACT This study investigated teacher implementation of a technology-based writing intervention package with embedded Universal Design for Learning features. Three teachers at a private school in the Eastern United States provided instruction to 65 elementary and secondary students. Changes in both writing quantity and quality from pretest to posttest with the intervention and from pretest to delayed posttest without the intervention are reported. The study extends previous research by also examining the changes in student performance among the disaggregated writing quality elements at different testing times. The results show that all students demonstrated statistically significant improvements in the number of transition words and holistic writing quality that were maintained even when the technology-based writing intervention was removed. While both elementary and secondary students demonstrated improved quality of writing, elementary students also increased how much they wrote. Improved elements of persuasive writing quality included Identify the Opinion, Determine Reasons, and Explain Why or Say More. The areas that could be further improved included Summarize and Word Selection. Student outcomes in this study demonstrate the versatility of the technology-based writing intervention. Authors discuss how looking at targeted elements of a writing quality measure has implications for instructional practice.

Innovation in learning with EBS apps: Enhancing elementary school students’ critical thinking and problem-solving skills

The rapid technological advancement in the Era of Society 5.0 demands innovative learning methods to enhance elementary students’ critical thinking and problem-solving skills. This study aims to determine the design of the EBS Apps, the responses of elementary school students to the extent of students' interest in the app, the difficulties and challenges students encounter when using the apps, how the apps train and improve their critical thinking skills , and how the apps train and improve their problem-solving skills. The population of this study consists of all lower-grade elementary school students in Sumedang Regency, West Java, Indonesia. A randomly selected sample includes 35 lower-grade students (20 boys and 15 girls). This study employs experimental method with a one-group pretest-posttest design by using questionnaires and interviews as the instruments. The results of the study indicate that, first, the EBS Apps design features with elements such as a home screen, material and practice questions, settings, and user instructions, and offers three difficulty levels of material, each presenting four situations. Second, students responded to the EBS Apps as a user-friendly application. Third, students were interested in the features of the EBS Apps, such as practice to answer questions. Fourth, students faced various difficulties and challenges while using the EBS Apps. Fifth, there was an increase in critical thinking skills among elementary school students after using the EBS Apps. Sixth, there was an increase in problem-solving skills among elementary school students after using the EBS Apps.

초⋅중등 생산기술 문제해결 학습경험의 계열화

Objectives The purpose of this study is to sequence Production Technology problem-solving learning experiences for elementary and secondary students. Methods To this end, first, through literature review, a plan to secure the sequence of learning experiences and a framework for a curriculum for solving problems in elementary and secondary production technologies were derived. Based on the framework of the systematic elementary and secondary production technology problem-solving curriculum, educational goals for solving production technology problems for elementary, middle, and high school students were set by school level, and after that, learning experiences for solving production technology problems suitable for achieving the set goals were selected by school level and organized by applying a sequencing method. The developed draft was revised and supplemented after expert review. Results The production technology problem-solving curriculum sequenced according to the learner's level consists of the upper grades of elementary school (cognitive process), middle school (exploration process), and high school (in-depth development process). The learning experience of solving problems in production technology is organized into a large unit, a middle unit, and a small unit. According to the principle of sequencing, the learning experience of solving problems in production technology in elementary and secondary production technology becomes wider, deeper, and more complex as the learning experience of solving problems in production technology increases. Specific production technology problem-solving experiences are presented as examples. Conclusions The production technology problem-solving learning experience was developed by sequencing it into a cognitive process, an exploration process, and an in-depth development process, and based on this, an example of an experiential task was presented as a learning experience for solving production technology problems at the level of a sequenced sub-unit. Additional research is also required on the sequencing of the transportation technology and communication technology curriculum.

Technical Properties of the ClassMaps Survey

More than a decade after two comprehensive examinations of the technical properties of the ClassMaps Survey (CMS), this study reexamined the structure and internal consistency of the scale and, for the first time, examined its measurement invariance across gender and school levels. Participants were 1,083 elementary and middle level students from a diverse northeastern school district. Students had completed the CMS as part of their district’s evaluation of its bullying prevention program; the deidentified results were shared with researchers with approval of the district school board. Results of a seven-factor confirmatory factor analysis showed that all items loaded on their respective subscale, exhibited adequate model fit (CFI = 0.91; RMSEA = .04; SRMR = .07), and communicated good internal consistency (α = .78 to .92). Partial strong invariance was demonstrated across gender groups and school level groups. Gender effects, school level effects, and gender by school level interactions were demonstrated for some subscales. The collective results support the use of the CMS to support planning and refining classroom routines and practices that promote students’ classroom autonomy and effective relationships.