PrimaryEdu : Journal of Primary Education

Assessing Soft Skills Development Among Orphans and Vulnerable Children in Nigerian Primary Schools: A Focus on Social Studies

Ishola A. Salami, Esther O. Oyefeso, Adenike Akinjobi, Folashade Owolabi — Mon, 30 Sep 2024 00:00:00 +0000

The majority of Orphans and Vulnerable Children (OVC) in Nigeria are grossly at a disadvantage for several reasons, so there is a need to ensure the development of soft skills during their school year to make them self-reliant and employable after completion of schooling. The study aimed to assess the pupils' soft skills, such as courtesy, flexibility, team spirit, responsibility and integrity. A descriptive survey research design and a multi-stage sampling procedure was adopted. Random sampling techniques were used in selecting three states in South Western Nigeria, namely, Ogun, Osun and Oyo States, while purposive sampling technique was used to select two major schools for orphans and people with special needs, each from the selected states. Total enumeration was adopted to include all the primary II pupils, totalling 95 participants. Primary Pupils Soft Skills Observation Schedule (r=0.85), was used to collect data. Data were analysed using descriptive and inferential statistics at 0.05 significance level. The pupils had the highest development mean score in courtesy (mean = 1.85), followed by flexibility (mean = 1.80); then team spirit (mean = 1.74), responsibility (mean = 1.73), while integrity (1.67) was the least developed. Recommendations were made based on findings.

Household Characteristics and Primary School Dropout Among Ugandan Children

Jimmy Luyima, Leticia Rwakijjuma Komba, Willy Kamya — Mon, 30 Sep 2024 00:00:00 +0000

This study explored the relationship between household characteristics and school dropout rates among primary school children in Uganda. Using secondary data from UWEZO Uganda’s 2015 survey, data was gathered from 16,373 children and 808 households across 112 districts. The study employed descriptive and inferential analyses, with Pearson correlation and linear logistic regression used to assess key household variables. Results showed that the gender and education level of the household head, the number of children, and meal frequency significantly influenced children's likelihood of dropping out of school. These findings underscore the importance of household well-being in ensuring children remain in school. The study suggests that, in addition to government efforts to promote gender equality, both parents should be equally engaged in their children’s education. It also advocates for family planning and food security campaigns to enhance school retention.

Integrating Local Wisdom in Independent Learning: Urgency and Innovative Strategies

Naela Khusna, Tito Pangesti Adji — Tue, 01 Oct 2024 00:00:00 +0000

This study examines the importance of integrating local wisdom into learning and explores innovative strategies that teachers can use to develop students with strong character and essential 21st-century skills. Using a qualitative method with a case study approach, the research was conducted in primary schools in Pati and Demak Regencies, including SDN Bintoro 5, SD Plus Latansa, SDN 5 Gembong, and SDN 2 Cluwak. Data was collected through interviews, documentation, and observations, then analyzed using a qualitative descriptive approach. The results show that 75% of teachers responded positively to the integration of local wisdom, which enhances the relevance, engagement, and meaning of learning materials, while also boosting student motivation and essential skills. Teachers can promote this approach by analyzing learning difficulties, identifying local strengths, and designing lessons with appropriate methods and models. Recommended learning models include problem-based learning, STEAM based on Project-Based Learning, and Contextual Teaching and Learning (CTL), all of which have been shown to improve educational outcomes.

The Impact of Collaborative Approach on Elementary Student’s Short Story Writing Skills

Sapna Andani Batubara, Zunidar — Mon, 30 Sep 2024 00:00:00 +0000

The purpose of this study was to determine the impact of a collaborative approach on elementary school students' short story writing skills. The type of research used in this study is a quasi-experimental with a one group pretest-posttest design. Then the determination of the research sample was carried out using a simple random sampling technique, namely 50 students, where students from class VB (experimental) and students from class VC (control). The data collection technique in this study was observation and data analysis using SPSS Statistics version 26 at the pretest and posttest stages. Data collection was carried out to test the hypothesis using the T test (T-test). The results of data collection using the T test (T-test) were obtained from the results of t count> t table (2.150> 2.010) and also produced a Sig value. (2-tailed) <0.05 (0.037 <0.05), so Ho was rejected and Ha was accepted. Thus, these results indicate that there is a significant difference in the writing skills of students who are taught using a collaborative approach and those who do not use a collaborative approach. Therefore, the collaborative approach has an impact on short story writing skills.

Enhancing Learning Quality in Elementary School Using a Scientific Approach and Quantum Teaching

Sheryl Mutiara Putri, Anwar Sanusi, Arita Marini, Linda Zakiah — Mon, 30 Sep 2024 00:00:00 +0000

This research aims to improve learning quality by implementing a scientific approach with quantum teaching settings in elementary school. The research method used is classroom action research, which has two cycles. Data collection instruments include observation sheets for implementing scientific approaches with quantum teaching settings and test items for learning outcomes. The results of the study show that in cycle I, both the teacher's skills and student activities indicate that students enjoy the learning activities, as evidenced by the emoticon choices of the 24 attending students; eight students chose the "very happy" emoticon, eleven students chose the "happy" emoticon, and five students chose the "neutral" emoticon. Meanwhile, in cycle II, out of the 24 attending students, 14 students chose the "very happy" emoticon, 11 students chose the "happy" emoticon, and one student chose the "neutral" emoticon. Regarding student learning outcomes, the average score in cycle I was 52.50%, which increased to 69.25% in cycle II. These results indicate that implementing scientific approaches with quantum teaching settings can improve the quality of education in schools.

Classical Guidance in Handling Cases of Sexual Violence in Elementary School Students

Tita Rosita, Juntika Nurihsan , Dita Padiani Rahma — Mon, 30 Sep 2024 00:00:00 +0000

Schools are learning centers where students seek knowledge, and they must be safe, friendly environments free from violence. This research aims to improve the handling of sexual violence cases among elementary school students. The subjects were 420 students from grades 4 to 6 at SDN 106 Ajitunggal Cijambe Bandung, using a quasi-experimental method. Before receiving classical guidance services, students lacked awareness of the types of sexual violence, did not know whom to report to, and were afraid to inform teachers if they witnessed a friend experiencing sexual violence. However, after receiving classical guidance, (1) students became more aware of the dangers of promiscuity and sexually violent behaviors linked to social media, especially on platforms like TikTok, allowing them to discern appropriate content, (2) students became more open to seeking help from friends, teachers, and parents if they encountered sexual violence, and (3) students developed greater awareness and caution regarding new environments that might lead to sexual violence. This study concludes that classical guidance services are effective in increasing elementary students’ understanding and ability to handle sexual violence cases.

Improving PGSD Students' Digital Literacy Through Interactive Multimedia-Based PBL

Evi Susanti; Ade Hikmat, Imam Syafi'i — Wed, 25 Sep 2024 00:00:00 +0000

This research is motivated by the lack of students' ability in digital literacy, and students are less active in learning. This study aims to determine the improvement of literacy skills and student constraints in using interactive multimedia-based problem-based learning models. The research method used is a mixed method with a sequential explanatory design. The subjects in this study were 36 PGSD studentsat a private university in Cimahi city. The data collection process was obtained from test questions, and student response questionnaires. The data collection techniques used are tests, interviews and observations. Data analysis is carried out with a quantitative approach, namely the t-test and a qualitative approach by coding and reducing data. The results showed that using the interactive multimedia-based problem- based learning model obtained an n-gain analysis of 76% with an effective category, and had an effect on the acquisition of students' average scores from the pretest and posttest process which initially amounted to 67 to 88.5. This shows that the interactive multimedia- based problem-based learning model can improve students' digital literacy. The findings are expected to contribute to university education to improve technological and interactive digital- based learning.

The Relationship between Emotional Intelligence and Cognitive Learning Outcomes of Grade IV Elementary School Students

Tenny Dinda Sari Hasibuan, Dea Mustika — Mon, 30 Sep 2024 00:00:00 +0000

This study aims to investigate the relationship between emotional intelligence and cognitive learning outcomes of fourth grade students at 105 Pekanbaru State Elementary School. Data collection techniques used questionnaires to measure emotional intelligence variables and tests to measure cognitive learning outcomes. Data analysis was conducted using prerequisite tests, including normality and linearity tests, followed by hypothesis testing using simple linear regression and calculation of the coefficient of determination. The results showed that there was a positive and significant relationship between emotional intelligence and students' cognitive learning outcomes (significance value = 0.006). The coefficient of determination (R²) of 0.267 indicates that emotional intelligence contributes 26.7% to the variation in cognitive learning outcomes, while the remaining 73.3% is influenced by other factors not examined in this study. The findings provide important implications for education in considering the development of emotional intelligence as a factor that can improve students' cognitive learning outcomes at the primary school level

Didactical Design of Mathematics Teaching Based on 3D Big Book for Numeracy Literacy Skill in Elementary School

Mon, 30 Sep 2024 00:00:00 +0000

Numerical literacy is one of the skills needed by students. Referring to the low results of the AKM (minimum competency assessment), especially in the numeracy literacy component, it is necessary to develop numeracy literacy from an early age in schools. This numeracy literacy relates to students' skills in representing mathematical objects or situations, using problem-solving strategies, and reasoning and giving reasons. This study aimed to identify the learning obstacles faced by students in the development of numeracy literacy at the elementary school or madrasah ibtidaiyah, design a didactic design based on the learning obstacles found, implement the initial didactic design, and analyze the implementation process to produce a revised didactic design. This research was a Didactical Design Research (DDR). The participants in this study were 33 fourth-grade students. Data collection was carried out by tests, interviews, and observations. The results of the study show that the initial didactical design is developed in the form of several didactic situations packaged in the form of a 3D Big Book by paying attention to the level of thinking and the level of students' numeracy literacy skills as well as a guidebook for teachers which contains steps of didactic situations, predictions of student responses, and didactic anticipation. In the implementation of the initial didactic design, it is found that fourth-grade students have begun to be able to develop their numeracy literacy skills. The initial didactic design was revised by adding several steps or explanations to the didactic situation to help students according to their level of numeracy literacy.