Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)

Culture FUSION-AI: Integrating Adaptive Artificial Intelligence and Cultural Pedagogy for Inclusive Elementary Science Education

Mega Intan Permata Sari — 2026-07-25

This study aimed to examine the effectiveness of the Culture FUSION-AI model in improving elementary students’ science learning processes and learning achievement on the topic of the human reproductive system. The study was motivated by the need for innovative, inclusive, culturally responsive, and technology-enhanced learning models capable of accommodating diverse student characteristics while maintaining local cultural values. A pre-experimental one-group pretest-posttest design was employed involving 30 fifth-grade students. The Culture FUSION-AI model integrates Acehnese cultural and Islamic values, student-centered inquiry, adaptive Artificial Intelligence (AI), collaborative learning, and scientific character development. Data were collected through learning achievement tests, observation sheets, questionnaires, interviews, and documentation. Quantitative data were analyzed using descriptive statistics, paired-samples t-tests, and normalized gain (N-Gain) analysis, while qualitative data were analyzed thematically. The results showed that students’ mean scores improves, with a gain score of 20.7 and an N-Gain value of 0.64, indicating moderate-to-high learning improvement. Observation results also demonstrated high levels of active participation, learning motivation, collaboration skills, critical attitude, and scientific attitude during implementation. Statistical analysis revealed a significant improvement in learning outcomes. These findings suggest that the Culture FUSION-AI model has the potential to support meaningful, inclusive, and differentiated science learning by integrating adaptive AI technology with local cultural values. The model may serve as a promising approach for enhancing elementary science education while maintaining cultural relevance and supporting diverse learner needs.

Environmental-Themed Creative Dance Creation in Elementary Teacher Education: Qualitative Case Study

Lisna Hikmawaty — 2026-07-25

This study aims to explore the creation of environmental-themed creative dance in an elementary teacher education course. The study responds to the need for dance learning that moves beyond technical performance and provides pre-service elementary teachers with concrete experience in transforming environmental issues into artistic expression. Descriptive scoring was used to support a qualitative case-study design. Twenty-nine undergraduate students who were enrolled in a dance education course were split up into five groups. Process observation, creative process notes, product assessment rubrics, interviews, student reflections, and documentation of rehearsals and mini-performance events were all used to gather data over the course of seven meetings. The findings show that all groups created simple dances based on themes such as plastic waste, recycling, pollution, cleanliness, and environmental damage. Three groups achieved the very good category and two groups achieved the good category. The strongest aspects were theme relevance, message clarity, duration, and choreographic structure, while movement creativity, aesthetic refinement, and floor-pattern development required further improvement. The study concludes that environmental-themed creative dance can serve as an experiential pedagogical strategy for connecting environmental awareness, collaboration, and basic choreography skills in elementary teacher education.

Fostering Deep Learning in Elementary Science Education: Developing a Meaningful, Mindful, and Joyful Interactive Flipbook

Jasimah Jasimah — 2026-07-25

This study aims to develop a deep learning-integrated flipbook for enhancing elementary students’ science learning outcomes. In this study, deep learning refers to a learning approach that promotes meaningful, mindful, and joyful learning experiences. The study was motivated by the need to transform surface-level learning into meaningful and reflective learning experiences in primary science education. This research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 20 fourth-grade students selected through purposive sampling. The developed flipbook integrated deep learning principles through meaningful learning activities, mindful reflection, and joyful learning experiences. Data were collected through expert validation sheets, learning outcome tests, and student response questionnaires. The research instruments were reviewed by experts to ensure their content validity and suitability for elementary science learning. Data analysis used descriptive statistics and N-Gain analysis. The results showed that the flipbook achieved a very valid category. The practicality evaluation showed a teacher response score and a student response in excellent category or very practical. Student learning outcomes improved significantly, as indicated high category. These findings indicate that the developed flipbook is valid, practical, and effective in supporting elementary science learning. This study contributes to elementary science education by providing an innovative digital learning media that integrates deep learning through meaningful, mindful, and joyful learning experiences to enhance students’ learning outcomes.

Illustrated Storybooks for Critical Thinking Development: Designing Innovative Teaching Materials for Contemporary Classrooms

Irma Sofiasyari — 2026-07-25

This study aimed to develop an illustrated storybook based on Indonesian local wisdom to support critical-thinking-oriented learning for fourth-grade elementary school students. The study was motivated by the limited availability of contextual teaching materials that integrate local wisdom while promoting students’ reasoning, reflection, and problem-solving skills. A Design and Development Research approach with a product-oriented procedure was employed, consisting of needs analysis, product design, product development, expert review, and product revision. The developed teaching materials were evaluated by experts in subject matter, educational media, elementary education, and local culture. The review focused on content accuracy, visual presentation, language appropriateness, representation of local wisdom, and the alignment of learning activities with critical thinking indicators. The illustrated storybook integrates local history, cultural heritage, community traditions, and everyday life into engaging stories complemented by reflection activities, student worksheets, educational games, and evaluation tasks. The findings indicate that the developed teaching materials are contextually relevant and suitable as supplementary resources for elementary school learning. By connecting curriculum content with students’ sociocultural environments, the storybook provides meaningful learning experiences while fostering critical thinking. This study contributes to the development of culturally responsive teaching materials that promote contextual learning and strengthen the integration of Indonesian local wisdom into elementary education.

Innovative AI-Based E-Comics Promoting Flood Disaster Education in Elementary Schools

Wanda Sri Andini — 2026-07-25

This study aimed to develop an AI-based E-Comic named SAMBA (Save the Earth Together) as a flood disaster education medium for elementary school students and to evaluate its validity and practicality. The study employed a Research and Development (R&D) approach using the ASSURE model, consisting of analyzing learners, stating objectives, selecting strategies and media, utilizing materials, requiring learner participation, and evaluating and revising the product. The developed e-comic integrates AI-generated illustrations, learning videos, interactive quizzes, and digital flipbook technology to support engaging and contextual disaster learning. Practicality testing involved 47 fifth-grade elementary school students using a student response questionnaire, while product quality was evaluated through expert validation by media, material, and language experts. The validation results indicate that the e-comic is highly feasible for instructional use. Practicality testing based on student responses obtained categorization as excellent, demonstrating that students found the e-comic engaging, accessible, and easy to use. These findings confirm that the SAMBA e-comic is both valid and practical as an innovative learning medium for elementary flood disaster education. This study contributes to the advancement of technology-enhanced learning by integrating AI-generated visual content, interactive multimedia features, and contextual disaster education into an engaging digital e-comic that supports elementary students' disaster preparedness and environmental awareness.

Navigating Academic Careers: Professional Pathways of Bachelor of Elementary Education Graduates

Dexyll M. Gonzales — 2026-07-25

The study aimed to explore the career pathways of Bachelor of Elementary Education (BEEd) graduates under Contract of Service (COS) status who are teaching college students. Specifically, it examined the motivations that led them to pursue college teaching, described their career pathways in the college setting, and identified the opportunities and challenges that characterize their teaching experiences. The study employed a qualitative research method using a descriptive phenomenological design. Colaizzi’s method of data analysis was utilized in interpreting the data gathered from eight (8) informants. Findings revealed that BEEd COS instructors were motivated to enter college teaching because of degree alignment, competitive salary and prestige, opportunities for professional growth, and personal preference for teaching adult learners. Their career pathways were marked by transition, pedagogical adaptation, continuous learning, and personal fulfillment through shaping future educators. The study also found that their experiences involved challenges in instructional and classroom practices, limited resources and facilities, and concerns regarding recognition and compensation. Despite these difficulties, the informants remained committed through adaptability, supportive colleagues, and professional development opportunities. The study concluded that BEEd graduates under COS status were able to succeed in a profession outside their expected specialization through resilience, flexibility, and dedication to teaching. The findings provide valuable insights for higher education institutions and policy makers in developing support systems, training programs, fair employment practices, and career advancement opportunities for contractual college instructors.

Teacher Talk and Student Involvement in Elementary School English Language Learning Classrooms

Denisa Nur Octaliani — 2026-07-25

This study aimed to analyze the types of teacher talk that influence student involvement in elementary English learning. The study was motivated by the important role of classroom interaction in promoting active learning, while evidence regarding how specific teacher talk strategies shape student involvement in elementary English classrooms remains limited. A qualitative approach with a case study design was employed. Data were collected through classroom observations, field notes, lesson videos, and observation sheets and were analyzed thematically using ATLAS.ti. The analysis focused on identifying teacher talk types and examining their relationships with indicators of student involvement, including attention, verbal response, active participation, concentration, enthusiasm, instruction following, and classroom interaction. The findings revealed that the most prominent teacher talk types were asking questions, giving information or explanations, affirming students’ contributions, giving directions or instructions, and stimulating students’ motivation and interest. Among these, asking questions most effectively encouraged active participation by eliciting verbal responses and promoting classroom interaction. Giving information or explanations sustained students’ attention to lesson content, whereas clear directions and instructions supported students’ understanding of learning activities and maintained their engagement throughout the lesson. These findings demonstrate that teacher talk functions not only as a means of content delivery but also as a pedagogical strategy for fostering student involvement and creating interactive English learning environments in elementary classrooms.

Virtual Mathematics Kits: Interactive Gamification for Numeracy Learning in Elementary Education

Suriyana Suriyana — 2026-07-25

This study aimed to develop an interactive Virtual Mathematics Kit (VMK) integrated with a gamification approach and to examine its feasibility, practicality, and effectiveness in improving elementary school students’ numeracy skills. The study was motivated by persistent low numeracy achievement and disparities in students’ mathematical competencies, particularly in rural elementary schools. A Research and Development (R&D) approach was employed using the ADDIE model, comprising the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 26 fourth-grade elementary school students. The developed interactive VMK was validated by four expert validators in terms of content and media quality. Data were collected through observations, questionnaires, and pretest–posttest assessments and analyzed using descriptive statistics and normalized gain (N-gain) analysis. The validation results indicated that the VMK achieved a feasible category based on evaluations by both material and media experts. Practicality testing showed mean student response scores of 4.2 in individual trials and 3.6 in small-group trials, both categorized as practical. The effectiveness evaluation produced an average N-gain score of 0.58, indicating a moderate improvement in students’ numeracy skills. These findings demonstrate that the gamification-integrated VMK is feasible, practical, and effective for supporting mathematics learning and reducing numeracy gaps among elementary school students. The study contributes to the development of technology-enhanced, gamified learning media to strengthen numeracy education, particularly in rural elementary school contexts.