https://journal.ypidathu.or.id/index.php/ijeep/issue/feedInternational Journal of Educatio Elementaria and Psychologia2025-04-27T17:49:08+07:00Lusianaadminjurnal@ypidathu.or.idOpen Journal Systems<p style="text-align: justify;"><strong>International Journal of Educatio Elementaria and Psychologia</strong> is an international, peer-reviewed, open-access journal that publishes scientific articles primarily but not limited to the area of elementary school and education psychology. International Journal of Educatio Elementaria and Psychologia is especially committed to publishing research papers which inform educational researchers about issues of contemporary concern in education. The basic purpose of the journal is to cover a broad spectrum of education theory and its implications for teaching practice, seeking to bridge and integrate diverse methodological and substantive research. The Editorial Board brings together academics and researchers from different countries, who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. Articles accepted for publication in International Journal of Educatio Elementaria and Psychologia should address an important, up-to-date issue in education, apply appropriate research methodology, and be written in a clear and coherent style. Accepted articles should make significant contributions to the field. In addition, International Journal of Educatio Elementaria and Psychologia accepts articles which promote advances in education from closely related fields, such as cognitive psychology, child development, applied linguistics and others. International Journal of Educatio Elementaria and Psychologia does not publish articles that have appeared elsewhere or have been concurrently submitted to or are already under consideration for publication in other journals.</p>https://journal.ypidathu.or.id/index.php/ijeep/article/view/1889The Influence of Character Education on Elementary School Students’ Social Behavior2025-02-01T22:07:20+07:00Muhammad Sabirsabirali711025@gmail.comHarianta Sembiringsembiring12345@gmail.comRudy Surbaktisurbaktirudy@gmail.comAhmad Yaniahmadyanisoedarmo@gmail.comRisa Juliadillarisajuliadilla@unigamalang.ac.id<p>Social behavior plays a crucial role in shaping students’ interpersonal relationships and their ability to function effectively in a community. However, the increasing prevalence of negative behaviors such as bullying and lack of empathy among elementary school students has highlighted the need for effective interventions. Character education, which focuses on fostering ethical values and social skills, has emerged as a promising approach to address these challenges. This study investigates the influence of character education programs on the social behavior of elementary school students. A quasi-experimental design was employed, involving 100 students divided into an experimental group that received character education lessons and a control group that followed the standard curriculum. Data were collected using behavioral observation checklists, teacher evaluations, and student self-assessment questionnaires. The findings revealed a significant improvement in the social behavior of students in the experimental group, including increased empathy, cooperation, and conflict resolution skills. Teachers noted enhanced classroom interactions and reduced instances of negative behaviors. </p>2025-04-27T00:00:00+07:00Copyright (c) 2025 Muhammad Sabir, Harianta Sembiring, Rudy Surbakti, Ahmad Yani, Risa Juliadillahttps://journal.ypidathu.or.id/index.php/ijeep/article/view/1882The Effect of Family Counseling Services on the Relationship Between Parents and Problematic Elementary School Students2025-02-12T15:18:59+07:00Sisilia Prima Yanuaria Bukasisiliaprima.gunad@gmail.comRashid Rahmanrashid@gmail.comFaisal Razakfaisal@gmail.comArif Muzayin Shofwanarifshofwan2@gmail.com<p>Family dynamics play a crucial role in shaping children's behavior and academic success. Conflicts between parents and children can disrupt these dynamics, particularly for elementary school students with behavioral challenges. This study examines the effect of family counseling services on improving the relationship between parents and problematic elementary school students. The research aims to evaluate whether structured family counseling can enhance communication, mutual understanding, and collaboration between parents and their children. A quasi-experimental research design was employed, utilizing pre-test and post-test measures with a control group. The sample consisted of 50 families selected through purposive sampling, divided equally into experimental and control groups. Data were collected using relationship quality questionnaires, observational records, and structured interviews. The results indicate a significant improvement in the parent-child relationship within the experimental group compared to the control group. Participants reported enhanced communication, reduced conflict, and increased emotional bonding after engaging in the family counseling sessions. These findings suggest that family counseling is an effective intervention for addressing relational issues and fostering a supportive environment for elementary school students with behavioral difficulties.</p>2025-05-16T00:00:00+07:00Copyright (c) 2025 Sisilia Prima Yanuaria Buka, Rashid Rahman, Faisal Razak, Arif Muzayin Shofwanhttps://journal.ypidathu.or.id/index.php/ijeep/article/view/1884The Effectiveness of Group Counseling in Enhancing Self-Confidence Among Elementary School Students2025-02-01T21:47:23+07:00Fauzi Aldinafauzialdina@unigha.ac.idMing Pongmingpong@gmail.comAom Thaiaomthai@gmail.comBernardus Agus Rukiyantoruky@usd.ac.id<p>Self-confidence is a critical component of children’s personal and academic development, enabling them to engage actively in learning and social interactions. Elementary school students with low self-confidence often face challenges in expressing themselves, participating in group activities, and achieving academic success. This study investigates the effectiveness of group counseling in enhancing self-confidence among elementary school students. The research employed a quasi-experimental design with a pre-test and post-test control group. The sample consisted of 60 students identified as having low self-confidence, divided equally into an experimental group that received group counseling sessions and a control group following standard classroom activities. Data were collected through self-confidence questionnaires, behavioral observation sheets, and teacher interviews. The findings revealed a significant increase in self-confidence scores in the experimental group compared to the control group. Students in the experimental group demonstrated greater willingness to participate in discussions, share ideas, and take initiative in various school activities. These results confirm that group counseling effectively fosters a supportive environment where students can build self-assurance through peer interaction and guided facilitation. The study concludes that group counseling is a valuable tool for addressing self-confidence issues and recommends its broader implementation in elementary schools.</p>2025-05-16T00:00:00+07:00Copyright (c) 2025 Fauzi Aldina, Ming Pong, Aom Thai, Bernardus Agus Rukiyantohttps://journal.ypidathu.or.id/index.php/ijeep/article/view/1886The Effect of Individual Counseling Services on Reducing Aggressive Behavior Among Elementary School Students2025-02-13T21:52:33+07:00Chenda Darachendadara@gmail.comMing Kirimingkirir@gmail.comNicholas Renaldonicholasrenaldo@lecturer.pelitaindonesia.ac.id<p>Aggressive behavior among elementary school students is a pressing issue that disrupts the learning environment and affects students’ social-emotional development. Individual counseling services have been identified as an effective intervention to address such behaviors by targeting underlying emotional triggers and promoting self-regulation. This study aims to evaluate the effectiveness of individual counseling services in reducing aggressive behavior among elementary school students. A quasi-experimental research design with a pre-test and post-test control group format was employed. The study involved 60 elementary school students identified as exhibiting aggressive behaviors, divided into an experimental group receiving counseling services and a control group receiving standard classroom management. Data were collected through behavioral observation sheets, aggression scales, and interviews with teachers. The findings revealed a significant reduction in aggressive behaviors in the experimental group compared to the control group. Students in the experimental group demonstrated improved emotional regulation and conflict resolution skills, as observed in both school and social interactions. These results underscore the importance of individualized interventions in addressing aggressive behavior and fostering a positive school climate.</p>2025-05-16T00:00:00+07:00Copyright (c) 2025 Chenda Dara, Ming Kiri, Nicholas Renaldohttps://journal.ypidathu.or.id/index.php/ijeep/article/view/1888The Relationship Between the Use of Teaching Aids and Science Concept Understanding in Elementary School Students2025-02-01T22:01:44+07:00Handriadi Handriadihandriadi27121991@gmail.comFelipe Souzafelipe@gmail.comRafaela Limarafaela@gmail.comidam Mustofaidammustofa@unida.gontor.ac.id<p>Developing a strong understanding of scientific concepts is critical for elementary school students as it forms the foundation for advanced learning and problem-solving skills. However, traditional teaching methods often fail to engage students effectively, leading to superficial understanding and low retention of science concepts. The use of teaching aids has been identified as a potential strategy to address this issue by making abstract concepts more tangible and interactive. This study aims to investigate the relationship between the use of teaching aids and the understanding of science concepts among elementary school students. A correlational research design was employed, involving 120 fifth-grade students from multiple schools. Data were collected using a science concept understanding test and an observation checklist to measure the extent and effectiveness of teaching aid usage. The results revealed a significant positive correlation between the use of teaching aids and students’ understanding of science concepts. Students exposed to teaching aids demonstrated higher levels of engagement, comprehension, and retention compared to those who received traditional instruction. These findings emphasize the importance of integrating teaching aids into science lessons to enhance learning outcomes. The study concludes by recommending the widespread use of teaching aids to support effective science education in elementary schools.</p>2025-05-16T00:00:00+07:00Copyright (c) 2025 Handriadi Handriadi, Felipe Souza, Rafaela Lima, idam Mustofa