Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)

Trends and Trajectories of Ecoliteracy Research in Formal Education: A Two-Decade Bibliometric Analysis

Wahyu Nugroho — 2026-03-31

This research aims to map trends in ecoliteracy in the education sector from the Scopus database, both at the preschool, primary education, secondary education and higher education levels in the last twenty years. Limited aspects such as time range 2004 to 2023, subject area, document type language and Open Access source with a total of 153 documents analyzed. This analysis method uses data collected using meta analysis (PRISMA) and a systematic review of the library, which is assisted by bibliometric analysis software and biblioshiny. The results show significant interest in formal education, and it will continue to increase. Australia and China have the highest level of research collaboration in education. The level of cooperation between Greece and Cyprus is also quite high. Followed by cooperation between Southeast Asian countries between Indonesia and Malaysia. This topic analysis discusses ecoliteracy in the field of formal education, tracing the evolution of the domain of ecoliteracy in education and the emerging trends within it. Research concluded by the resulting development of research related to ecoliteracy emphasizes that education offers a future strategy that involves large-scale collaboration in the field of formal education research and further study of environmental awareness in formal education.

Rethinking Teacher Literacy: Information Text Competence among Elementary Teachers within Indonesia’s Minimum Competency Assessment Framework

Tiara Mulqie Anindhitya — 2026-03-31

This study aim to examined elementary school teachers’ information text literacy within the framework of Indonesia’s Minimum Competency Assessment (AKM). The study employed a quantitative approach involving 25 elementary school teachers selected through purposive sampling. Data were collected using two researcher-developed instruments: an information text literacy questionnaire and an information-text-based test. The instruments were validated through expert judgment and a limited pilot test prior to administration. Data were analyzed using descriptive statistics and N-Gain to describe teachers’ performance across three competencies: identifying information, understanding information, and evaluating and reflecting on information. The findings showed improvement in concept mastery, by mean score increasing from the pre-test and the post-test. Teachers’ information text literacy also improved across all assessed aspects, with the highest gain found in identifying information (high), followed by evaluating and reflecting (moderate), while understanding information showed the lowest gain (low). In addition, teachers responded positively to the implemented learning design and was categorized as very practical. These findings indicate that teachers were relatively strong in retrieving explicit information, but still needed support in deeper comprehension and integrative meaning construction. This study provides empirical evidence for strengthening teacher professional development in support of AKM-aligned reading literacy.

From Batik to Classroom: Integrating Cultural Values of Kauman Batik Village into Primary School Learning Models

Agatha Kristi Pramudika Sari — 2026-03-31

This study aims to explores and analyzes the educational values contained in the batik-making process in Kauman Batik Village using a qualitative descriptive approach. Data were obtained through field observations of batik-making videos and literature reviews related to education and local culture. The analysis identified the moral and educational meanings embedded in each stage of the process. The findings reveal that the Kauman batik-making process embodies key character values such as patience, perseverance, discipline, responsibility, collaboration, and creativity. These values are highly relevant for developing character-based learning models in elementary schools. The batik-making process in Kauman Batik Village is not merely a traditional craft activity but also a rich source of educational and character values. By integrating local cultural practices into elementary education, educators can foster character development while preserving cultural heritage. It can be concluded, incorporating batik-based learning activities can serve as an effective strategy to strengthen character education and promote the meaningful integration of local wisdom within Indonesia’s primary education system.

Developing a Problem-Based Digital Module to Enhance Elementary Students’ Critical Thinking Skills

Tirta Puspita Sari — 2026-03-31

The researchers aim to develop a problem-based digital module that is valid, practical, and effective in improving fifth-grade students' critical thinking and conceptual understanding. The ADDIE paradigm implements research and development (R&D). The study had 25 fifth-grade students as subjects. Data were gathered via observation, interviews, questionnaires, and pre- and post-testing equipment. The experts validate the modules and instruments. N-gain is used for data analysis to help students improve their critical thinking and conceptual comprehension. The expert validation results demonstrated that this module was very practical in terms of material, media, and language. Product effectiveness was demonstrated using N-gain analysis and paired sample t-tests, which revealed a significant improvement in student learning outcomes. Positive feedback from students and teachers further validated the module's effectiveness. This study is unique because it integrates the PBL paradigm into a digital platform developed explicitly to translate conceptual understanding of Pancasila into applicable critical thinking abilities. The study found that implementing a PBL-based digital module in elementary schools improved students' critical thinking skills and conceptual comprehension of Pancasila Education.

The Role of STEAM-Integrated Virtual Reality Media in Improving Cultural and Social Understanding of Elementary School Students

Dendi Irawan — 2026-03-31

This study aims to analyze the implementation of Virtual Reality (VR) media integrated with the STEAM approach (VR-STEAM) in improving students' learning understanding. Significant research gaps in this study include the limited availability of VR learning media explicitly aimed at improving elementary school students' sociocultural understanding, as well as the suboptimal integration of the STEAM approach in developing VR media oriented toward sociocultural learning. This study used a quantitative approach with a quasi-experimental design. Data collection techniques were carried out through pre-test and post-tests as well as observations, which involved an experimental group and a control group. Participants were fifth-grade students who were selected through simple random sampling. A total of 18 students participated, with 9 students in the experimental group (A) and 9 students in the control group (B). Group A receiving learning through VR-STEAM, while Group B learned by using conventional methods. The results indicate that the use of VR-STEAM can improved student engagement, clarify socio-cultural concepts through immersive visualizations, and encourage collaborative and creative skills through STEAM-based projects. Students appeared more focused, engaged in discussions, and enthusiastic about completing group assignments after experiencing learning through VR. This study concludes that structured VR-STEAM integration not only strengthens cognitive understanding but also creates a more contextual and reflective social learning experience.

Innovative Science Learning through the “Time Machine” Project: Fostering Causality Concepts and Ethical Actions in Elementary Education

Meirza Nanda Faradita — 2026-03-31

This study aims to describe of implementing the "Time Machine" project in improving fourth-grade elementary school students' ability to analyze chain causality and ethical actions in science learning. This study employed a descriptive qualitative method conducted over one learning cycle at one of public elementary school, involving a fourth-grade homeroom teachers, students, and the school principal as research subjects. Data were collected through interviews and structured observations using an observation sheet as the primary instrument, supported by interview guidelines directed at the classroom teacher and principal. Data analysis followed the interactive model, encompassing three stages: data reduction, data display, and conclusion drawing. The results indicate that prior to the project implementation, students were only able to identify direct cause-and-effect relationships and limited their ethical judgments to simple right-or-wrong assessments. Following the implementation of the "Time Machine" project, students demonstrated a significant transition in causal reasoning, progressing from identifying immediate causes to constructing systemic causality by predicting chain consequences of actions on the present ecosystem. Furthermore, students' ethical discussions shifted from simple normative responses to in-depth consequentialist analysis, evidenced by their ability to evaluate the moral value of actions based on projected universal impacts. It is concluded that the "Time Machine" project is an effective and authentic learning framework that simultaneously supports the achievement of the critical reasoning and noble moral dimensions of the Pancasila student profile, in alignment with the demands of Indonesia's independent curriculum.

Eco-School Activities as Ecopedagogical Practices in Developing Environmental Responsibility among Primary School Students

Yulia Agustin — 2026-03-31

This study aims to investigates the eco-school activities function as ecopedagogical practices in developing environmental responsibility among primary school students. Employing a qualitative case study design, data were collected through observations, in-depth interviews, and document analysis involving the principal, fourth-grade teacher, eco-school coordinator, students, and parents. The findings reveal that students’ environmental responsibility is primarily developed through consistent, action-based activities embedded in daily school practices, including waste management, water conservation, and habitual ecological behaviors. These practices enable students to construct environmental awareness through direct experience rather than theoretical instruction. The effectiveness of the program is supported by strong leadership, active parental involvement, and collaboration with external environmental organizations, while challenges are reflected in limited facilities and occasional inconsistency in students’ behavior. It can be concluded that this study contributes to the field of ecopedagogy and environmental education by demonstrating that sustained, experience-based eco-school practices. It plays a significant role in shaping students’ environmental responsibility. It also offers empirical insights into how school culture and community involvement strengthen the internalization of environmental values in primary education contexts

Enhancing Elementary Students’ Social Science Learning Outcomes through Technology-Integrated STEM Learning

Oktian Fajar Nugroho — 2026-03-31

This study aim to investigates the effect of technology-integrated STEM learning on elementary students’ social science studies learning outcomes. A quasi-experimental design with a pretest-posttest control group was employed, involving 40 fifth-grade students divided into an experimental group and a control group. The experimental group received STEM instruction integrated with digital technologies, including PhET Interactive Simulations, LabXplore, Social science Digital Lab, YouTube Kids, EduTV, Padlet, and Google Slides, while the control group received conventional STEM instruction. Data were analyzed using descriptive statistics, Shapiro-Wilk normality test, Levene’s homogeneity test, independent samples t-test, N-Gain analysis, and Cohen’s d effect size. The results showed that the experimental group achieved a higher posttest mean score than the control group. The N-Gain score of the experimental group (moderate) was higher than the control group (low), with a statistically significant difference. The effect size analysis indicated a large effect, demonstrating a substantial impact of the intervention. These findings concluded that technology-integrated STEM learning significantly improves students’ conceptual understanding and engagement. The integration of interactive digital tools provides meaningful learning experiences that support scientific literacy and 21st century skills development in elementary education.