An-Nahdlah Edu: Journal Of Elementary Education

A Digital Portfolio Based Formative Assessment Model in the Merdeka Curriculum: Effects on Elementary Students' Self-Regulated Learning and Academic Achievement

Baili Baili, Nurul Halimah, Amelda Putri — Tue, 30 Jun 2026 00:00:00 +0200

The Merdeka Curriculum positions formative assessment as a strategic instrument for competency development, yet its implementation in elementary schools remains hindered by conventional approaches lacking sustained reflection and feedback. This study examines the impact of a digital portfolio-based formative assessment model on students’ self-regulation and learning outcomes. A quasi-experimental nonequivalent control group pretest-posttest design, enriched with exploratory qualitative components, was applied to 142 fifth-grade students from two public elementary schools in Sleman Regency. Instruments included a learning outcome test (α=0.87), a Self-Regulated Learning questionnaire (α=0.91), a digital portfolio rubric, and interview guidelines. Data were analyzed using ANCOVA and thematic analysis. Results indicated significant improvements in self-regulation (F(1,139)=48.32, p<0.001, η²=0.26) and learning outcomes (F(1,139)=31.15, p<0.001, η²=0.18) in the experimental group. Qualitative analysis revealed four SRL-promoting mechanisms: structured goal planning, visual progress monitoring, feedback-based reflection, and strategy adaptation. The novelty lies in integrating the formative assessment cycle with self-regulation phases within a measurable digital portfolio ecosystem, alongside providing an adoptable operational model. This model is recommended as an instrument to strengthen the Pancasila Student Profile through reflective and autonomous learning.

A Diagnostic Analysis of Fourth-Grade Elementary Students' Numeracy Difficulties in Solving Contextual Problems: A Rasch Model Approach and Implications for Differentiated Instruction

Sonia Yulia Friska, Ferry Gustian Pratama — Tue, 30 Jun 2026 00:00:00 +0200

Contextual numeracy is a key competency in Indonesia's Merdeka Curriculum, yet many elementary students continue to demonstrate low achievement. This study aimed to identify fourth-grade students' contextual numeracy difficulties using the Rasch Model and formulate implications for differentiated instruction. A quantitative descriptive design with a diagnostic assessment approach was employed involving 156 fourth-grade students from three public elementary schools in Bogor Regency selected through cluster random sampling. Data were collected using a 30-item contextual numeracy diagnostic test with satisfactory psychometric properties (Cronbach's α = 0.86, Person Reliability = 0.79, Item Reliability = 0.94). Rasch analysis generated Wright Maps, item difficulty estimates, and profiles of students' cognitive errors. The results showed that only 31.4% of students achieved the expected numeracy proficiency. The greatest difficulties occurred in mathematical modeling of real-world situations (logit = 1.87) and multimodal data interpretation (logit = 1.52). Think-aloud protocols identified three major cognitive barriers: misconceptions in contextual numerical operations, difficulties translating verbal information into mathematical representations, and excessive cognitive load. These findings informed the development of differentiated instructional strategies based on content, process, and product differentiation. The study demonstrates that integrating Rasch-based diagnostic assessment with differentiated instruction provides a practical, data-driven framework for improving contextual numeracy learning in elementary schools

Development of a Local Wisdom-Based Interactive E-Module for Integrated Science and Social Studies (IPAS) Learning in Elementary Schools: Expert Validation, Feasibility Evaluation, and Its Impact on Students' Learning Outcomes

Noviriani Noviriani, Puji Aril Putri — Tue, 30 Jun 2026 00:00:00 +0200

The Merdeka Curriculum emphasizes contextual and local wisdom-based learning in Integrated Science and Social Studies (IPAS), yet interactive digital learning resources remain limited. This study aimed to develop a local wisdom-based interactive e-module, evaluate its validity and feasibility, and examine its impact on elementary students’ learning outcomes. A Research and Development (R&D) approach using the 4D model was employed. The study involved 7 experts, 2 teachers, 34 students for feasibility testing, and 68 fifth-grade students (34 experimental, 34 control) for impact evaluation. Data were collected through validation sheets, feasibility questionnaires, and a learning outcomes test (α = 0.86), and analyzed using descriptive statistics, N-Gain, and ANCOVA. The e-module demonstrated high validity (Aiken’s V = 0.87–0.92) and was rated highly feasible by teachers (89.3%) and students (91.7%). The experimental group achieved significantly higher learning outcomes than the control group (N-Gain = 0.74 vs. 0.31; F(1,65) = 38.41, p < 0.001, η² = 0.37). These findings support the effectiveness of integrating local wisdom with interactive multimedia principles to promote meaningful learning. The study contributes a rigorously validated digital learning resource that supports contextual learning and strengthens the Critical Reasoning and Global Diversity dimensions of the Pancasila Student Profile.

The History of the Nugal Tradition in Air Itam Village and Its Relationship to Education and Malay Community Culture

Tue, 30 Jun 2026 00:00:00 +0200

This study aims to examine the historical development of the Nugal tradition in Air Itam Village and analyze its educational and cultural significance within the Malay community. The Nugal tradition is a longstanding agrarian cultural heritage that has been transmitted across generations and continues to be preserved despite the advancement of modern agricultural technology. It remains an important expression of local cultural identity while serving as a medium for transmitting social, cultural, and religious values. This study employed a qualitative descriptive approach. Data were collected through field observations and semi-structured interviews with community leaders and tradition practitioners who possess extensive knowledge of the implementation of the Nugal tradition in Air Itam Village. The findings reveal that the Nugal tradition has deep historical roots in the agricultural practices of the Malay community and embodies values of mutual cooperation, responsibility, respect for customary traditions, social solidarity, and cultural preservation. Furthermore, the tradition promotes educational values that contribute to character development among younger generations, including discipline, diligence, cooperation, and environmental stewardship. It also reflects Islamic values such as ukhuwah (brotherhood), ta'awun (mutual assistance), gratitude, and silaturahmi (social connectedness), which are deeply integrated into community life. Therefore, the Nugal tradition should be continuously preserved and utilized as a contextual learning resource to strengthen cultural identity and promote educational values within contemporary society

The Implementation of Guidance Services in Elementary Schools: A Literature Review of Individual and Group Guidance Services

Safitri Masdaliatul Luluk Iyah, Rabawati Rabawati — Tue, 30 Jun 2026 00:00:00 +0200

This research aims to analyze the implementation of individual and group guidance services in elementary schools, as well as identifying challenges, gaps and potential for developing these services. Individual tutoring services focus on helping students overcome personal problems, increasing self-confidence, and motivating students in learning, while group tutoring services aim to develop social skills, cooperation, and communication abilities between students. This research uses a literature study method with a qualitative descriptive approach. Data was collected from various sources, including journal articles, books and research reports, which were analyzed using content analysis techniques to explore relevant patterns, findings and recommendations. The research results show that the implementation of individual guidance services can help students overcome personal and emotional difficulties, while group services have a positive impact in improving students' social skills. However, this research also found a number of challenges, such as limited training for classroom teachers as service implementers, a lack of special time allocation for guidance in elementary schools, and a lack of policy support that integrates guidance services into the basic education curriculum. Theoretically, there is still a gap in integrating child development theories, such as Piaget's and Erikson's theories, with the practice of holistic individual and group guidance services. This research recommends the development of a more structured guidance service model, which integrates individual and group approaches based on the needs of students in elementary schools. Classroom teachers need to be actively involved as main facilitators, accompanied by intensive training and mentoring to increase their competency in providing guidance services. In addition, further research needs to be conducted to empirically test the effectiveness of this guidance service model in various contexts, including elementary schools in urban and rural areas. It is hoped that the results of this research can make a significant contribution to improving the quality of guidance services in elementary schools.