Elementary Education Journal

Teacher Technology and Communication Utilisation

Elfira Rosa Adrian, Zohaib Hassan Sain — Sun, 29 Dec 2024 00:00:00 +0700

Background:This study aims to describe studies related to how ICT is utilized and the obstacles to the utilization of ICT in 21st century learning in elementary schools.

Method:This study uses a qualitative descriptive approach and a type of library research or (literature review). The data analysis technique used is content analysis. The validity of the data used is the persistence of observation and triangulation of sources.

Result:The results of the study showed that some teachers have used learning media, both ICT and NON-ICT, to support learning, some class teachers do not use learning media for reasons of limited costs and inefficiency in making media, as well as inadequate ICT skills of teachers, hindering communication between teachers and students or even between students, the possibility of misuse of the use of ICT media in the field of education. In the use of computer media, there are obstacles and constraints such as application errors when used, and technical symptoms of electricity such as power outages. Communication that occurs in learning is still less effective, because in some classes there are still students who are embarrassed to ask, or no one asks questions, so the teacher assumes that students already understand the material that has been delivered.

Implication:This study is the importance of improving teacher competence in utilizing ICT optimally to support 21st century learning in elementary schools. The results of this study indicate that although the use of ICT can improve the quality of learning, there are various obstacles, such as limited facilities and lack of teacher ability to integrate technology effectively.

Novelty:This research is based on an in-depth understanding of the challenges faced in implementing ICT in primary schools, especially in rural areas, which provides new insights for the development of more targeted policies and training.

Utilization of ICT in 21st Century Learning in Elementary Schools

Yustalena Hartami — Sun, 29 Dec 2024 00:00:00 +0700

Background:This study aims to describe studies related to how ICT is utilized and the obstacles to the utilization of ICT in 21st century learning in elementary schools.

Result:The results of the study indicate that the use of ICT in 21st century learning in elementary schools is (1) ICT is used to find models, methods, strategies in compiling learning plans; (2) Teachers use ICT as a source of information; (3) Students use ICT as a learning resource; (4) Teachers use ICT to visualize abstract materials; (5) Teachers use ICT to conduct e-learning (6) Teachers use ICT to make learning more interesting and enjoyable while the obstacles in the use of ICT in 21st century learning in elementary schools are (1) Lack of teacher competence in integrating technology in learning; (2) Not all class teachers have the ability in programming languages; (3) Teachers' perceptions that the use of ICT has no benefits (4) The number of ICT-based media is still lacking; (5) IT facilities are inadequate; (6) Rural areas use used multimedia devices that have old specifications and are lagging behind current ICT developments. Keywords: Utilization of ICT, 21st Century Learning, and Literature Research (library research) or (literature review).

Implication:This study has implications that elementary schools need to be more serious in utilizing ICT for 21st century learning. Teachers need to be supported with adequate training and facilities so that they are able to use ICT optimally in learning. In addition, the government and related parties need to pay attention to the technological gap, especially in rural areas that still use old devices. Teachers also need to be encouraged to change the view that ICT is not a burden, but a tool that can make learning more interesting and effective.

Novelty:This research is a systematic presentation of the benefits and constraints of using ICT in 21st century learning in elementary schools using a literature study approach.

Implementation of Digital Literacy Movement through The Alkapay (E-Money) Program

Aryan Febbylia Fitriani, Adolph Ian A. Dela Torre — Sun, 29 Dec 2024 00:00:00 +0700

Background:This study aims to determine 1) the implementation of the digital literacy movement in the AlkaPay (e-money) program at SDIT Muhammadiyah Al-Kautsar Gumpang, 2) Describe the advantages of implementing the digital literacy movement through the AlkaPay (e-money) program at SDIT Muhammadiyah Al-Kautsar Gumpang, 3) Describe the obstacles to implementing the digital literacy movement through the AlkaPay (e-money) program at SDIT Muhammadiyah Al-Kautsar Gumpang

Method:The type of research that will be used by researchers is included in descriptive research with a qualitative approach. The presence of researchers in this qualitative research, researchers act as instruments and as collectors of research data. Data collection techniques in this study use interview and documentation techniques. The validity of the data used by researchers in this study is technical triangulation. The data analysis technique used in this study, researchers use qualitative descriptive research analysis.

Result:. Based on the results of the study, it can be concluded that the implementation of the digital literacy movement through the AlkaPay (e-money) program at SDIT Muhammadiyah Al-Kautsar Gumpang was carried out by holding socialization. The advantages of implementing the digital literacy movement through the AlkaPay program are increasing student knowledge and increasing student understanding regarding the use of AlkaPay cards, and obstacles to implementing the digital literacy movement through the AlkaPay program are that lower-class students have a low level of understanding.

Implication:This study is the importance of integrating digital literacy in basic education to prepare a generation that is technologically literate and able to optimize the use of e-money in everyday life. The findings show that the AlkaPay program can improve students' digital knowledge and skills, but there are still challenges in terms of understanding, especially in lower grade students.

Implementation of School Literacy Movement through Cultivating Reading Interests

Novia Endiyani — Sun, 29 Dec 2024 00:00:00 +0700

Background:This study aims to determine the implementation and supporting and inhibiting factors of the implementation of the school literacy movement through students' reading interests.

Method:This research method uses a descriptive qualitative type. Data collection techniques using interviews, observations and documentation. The research data are primary and secondary data processed using analysis techniques with data reduction steps, data presentation, and data verification. Data validity uses source triangulation and technique triangulation.

Result:The results of the study indicate that: 1) Implementation of the school literacy movement through habituation of reading interest includes habituation, learning and development activities. Habituation is done by setting aside 15 minutes, involving parents, providing a class reading corner. Learning is done by directing students to read for 15 minutes through the class reading corner. Development is done by reading books aloud, silently, together, and/or integrated reading (making story maps, using graphic organizers, discussions). 2) Supporting factors are: school residents are aware of the importance of literacy culture, the existence of a library, the latest book collections, reading corners, etc., active participation of school residents, APBS for the procurement of supporting facilities, the number of posters, wall magazines, slogans, the number of competitions, book donations, etc., and participation from parents.

Implication:Inhibiting factors include: teachers have not accompanied students during reading time, low interest in reading among students, incomplete books in the reading corner, no bookshelves in the classroom reading corner, and no mandatory schedule for visiting the library.

Novelty:This study reveals supporting and inhibiting factors for school literacy movements through students' reading interests.

The Implementation of Indonesia's 2013 Curriculum Using a Scientific Approach at State Elementary School

Gita Fertikasari — Sun, 29 Dec 2024 00:00:00 +0700

Background: The aims of this study is 1) to know the implementation of 2013 Curriculum by using scientific method in SD Negeri 01 Pretek Batang, 2) to know the difficulties faced by the teacher in arranging teaching learning material curriculum 2013 in SD Negeri 01 Pretek Batang, 3) to know the teacher’s solution to face the difficulties in arranging teaching learning material curriculum 2013 in SD Negeri 01 Pretek Batang.

Method: The kind of this research was qualitatif research. Collecting data technique was interview, documentation, and observation. The data analysis was interactive, the validity data was used triangulation which consists of source triangulation and technique triangulation.

Result: The result of this study shows that 1) the the implementation of 2013 Curriculum by using scientific method in SD Negeri 01 Pretek Batang related to the observing, questioning, consuming, brainstorming and communicating concept. In the concept there are PAIKEM and discussion. 2) the difficulties faced by the teacher in arranging teaching learning material curriculum 2013 in SD Negeri 01 Pretek Batang was not existed, because the teacher get used to with it and they have experience by the method that was used

Implication: The implications of this study show that teachers have strong competencies in implementing the 2013 Curriculum, with minimal obstacles encountered during the learning process. Furthermore, the use of a humanistic and contextual approach enhanced emotional connection with students and increased the relevance of the learning material.

Novelty: This study highlights the implementation of the scientific approach across multiple grade levels in a single primary school and demonstrates teachers' ability to independently adapt nationally standardized materials to local contexts.