Feasibility Study on Launching Special Science for Elementary School Program at H.N. Cahilsot Central Elementary School

This quantitative study aims Exploring Teachers’ Awareness and Attitudes Toward Career Counseling Services in Primary Education, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counselling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public schools were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

This study examines the relationships among the school intellectual capital,the school innovation management and school competitiveness of the elementary and junior high schools, the brand-molding, and the differences of school competitiveness. The research subjects are the principals, directors, low leader and teachers of th Yilan County junior high and elementary schools. The research results are deducted from the analysis of the findings, the survey of the questionnaires, and the focus group interviews catering to the research purposes and research questions. The analysis results provide suggestions for future researches for the educational administrative institutes, for the junior high and elementary schools , and teachers. Based on previous researches, a research theoretical scaffolding was built with the focus group analysis technique. The questionnaire of the school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools, was used to draw random samples of the 1,006 principals, directors, low leader and teachers of the Yilan County. There were 886 effective questionnaires. The dada was analyzed by the Windows SPSS 18.0 statistics analysis software, analyzing the mean value and standard deviations of the view points of the subjects school intellectual capital,the school innovation management and school competitiveness the elementary and junior high schools. Analysis of variance and the Scheffe method were conducted to compare subjects from different school backgrounds and community backgrounds to decide if they have obvious differences upon school competitiveness, school intellectual capital,the school innovation management. Stepwise multiple regression analysis was used in analyzing school intellectual capital,the school innovation management and the school competitiveness. With the analyzed data from the questionnaires along with the researches and the information acquired from the interviews, the following conclusions are formed after comprehensive discussions： 1. Schools intellectual capital, innovation management research for school competitive with the times, the value and applicability. 2. Schools intellectual capital, innovation management and development of the school competitive with theoretical support. 3. Master dissertation domestic capital for innovative business school research and competitive intelligence school, are taking a positive conclusion. 4. The elementary and junior high schools intellectual capital, innovative business schools, schools at all levels are competitive and are performance level. 5. Performance in terms of male educators school intellectual capital, senior and young teachers, principals, and full-time or subject teachers, new schools and a short history of the school educational personnel, representing a higher level of consciousness of other educational personnel. 6. Higher principals than other educational personnel at the school level of perceived innovation management. 7. The degree of intellectual capital, the higher the degree of innovative business schools, their schools more competitive good. 8. Elementary, city (towns and villages) Center Area and mountainous and remote areas, relationship capital, the higher the degree of schools' competitiveness of its high schools. 9. Educators 'Masters and Ph.D.' qualifications, the lower level of consciousness competitiveness. 10. The higher the degree of intellectual capital schools, their school innovation more favorable operating performance. 11. Young and senior education officers perceived a higher degree of innovative business school, rural areas schools, moderate size of the school, the school innovation more favorable operating performance. 12. The elementary and junior high schools intellectual capital of highly positive correlation between the level of competitiveness and schools at all levels. 13. The elementary and junior high schools innovation management of highly positive correlation between the level of competitiveness and schools at all levels. 14. The elementary and junior high schools at all levels of intellectual capital and innovation management schools reached a high positive correlation between the levels. 15. The elementary and junior high schools explanatory power of intellectual capital on highly competitive schools predictive power. 16. The elementary and junior high schools to explain the power of innovative business school is highly competitive predictive power. 17. The elementary and junior high schools to explain the power of intellectual capital is a highly innovative business schools predict. 18. The elementary and junior high schools relational model of intellectual capital, innovation management and competitiveness in school, school innovation management as a mediator. Another study based on the conclusions put forward concrete proposals to enable the competent educational authority, the national primary and secondary schools, teachers and researchers subsequent reference.

This survey determined if selected Texas public school districts provided an established child sexual abuse prevention program for elementary schools. The survey examined the type of program being implemented, training available for faculty and staff type of evaluation used, involvement of local agencies, and type of funding sources. Survey data were obtained from a nonrandomized sample of 89 largest public school districts in Texas, all recording an average daily attendance over 5,000. Fifty-eight of the 89 districts addressed child sexual abuse as a formal prevention program or as an awareness program. Training for child sexual abuse prevention program presenters was offered in 89% of districts. Consistent, effective evaluation was minimal. Funding for prevention programs was limited or unknown. Results confirmed the need for consistent, effective child sexual abuse prevention programs in elementary schools.

The development of the picture story module was identified as an aspect of Indonesian fifth-grade elementary school speaking skills. This study also explains the effectiveness of developing a picture story module for fifth-grade elementary school Indonesian language skills. This research includes research and development using Research and Development (R&D) methods. The research subjects were teachers and fifth-grade elementary school students in the Jakenan district consisting of four elementary schools, namely Public Elementary School Puluhantengah, Public Elementary School No. 1 Sembaturagung, Public Elementary School No. 2 Sembaturagung, and Public Elementary School Mantingantengah. The development procedure includes: 1) Needs analysis through observation and interviews, 2) Data collection, 3) Product design, 4) Product validation, 5) Design revision, 6) Product trial, 7) Product revision, 8) Usage trial, 9) Product revision, and 10) Mass product manufacture. The product of the research is a picture story module for the fifth-grade Indonesian elementary school material. Data collection techniques used in this study were a list of interview questions, observations and questionnaire sheets for validation. Interviews were used to analyze the needs of fifth-grade teachers, observations were used to analyze the activities of fifth graders, and questionnaires were used to validate the quality of the picture story module by expert lecturers, fifth-grade elementary school teachers, and fifth-grade elementary school students. As a result, the developed Picture Story Module consists of three parts: introduction, content, and additions. The introduction section consists of a cover, foreword, instructions for using the module, and a table of contents. The content section consists of four illustrated stories: the story of 1 my earth is free of waste, the story of 2 decorative lamps that I made, the story of 3 from Tito's test, and the story of 4 of my creative kites. Additional sections include evaluation, self-assessment and bibliography. The results and conclusions of this study, the Indonesian illustrated story module is suitable for fifth-grade students at Public Elementary School Puluhantengah. This Picture Story module can also be used as a guide for teachers in teaching and learning activities in Class V Elementary School.

Basic education is an important element in the development of the quality of human resources in Indonesia. However, the gap between public and private elementary schools (SD) is still the main obstacle in equitable access and quality of education. This difference is reflected in the variation in academic quality, educational facilities, and school management. One of the schemes introduced to address this problem is Performance-Based Financing (PBF), which provides funds based on school performance to improve the quality of education. This study aims to analyze the effectiveness of PBF in improving the quality of basic education and reducing the gap between public and private elementary schools. The main focus of the study is to evaluate the impact of PBF on students' academic quality, educational facilities, and school management. This study uses a quantitative approach with a quasi-experiment design, involving 40 elementary schools in the PBF intervention area, consisting of 20 public elementary schools and 20 private elementary schools. Data was collected through documentation of academic scores, observation of educational facilities, school management questionnaires, and interviews with principals. The results showed that the implementation of PBF increased students' academic scores (public elementary school: +5.8; private elementary schools: +5.5), the quality of educational facilities (improvement scores: +1.1 to +1.2), and the effectiveness of school management. Regression analysis showed a significant influence of PBF on education quality with R² 0.54 and p-value 0.001. The gap in quality between public and private elementary schools decreased from 2.6 points to 0.9 points. These findings suggest that PBF is effective in improving the quality of education, but requires additional policy support for more optimal outcomes.

Inequities exist in the foundations of our society, which includes education. These inequities specifically affect marginalized students in their ability to access and have opportunities in STEM (science, technology, engineering, and math) at the elementary level. This action research project sought to investigate and strengthen the interest in STEM topics and ideas and provide more access to STEM at the elementary level. Specifically, this project focused on how to support and aid teachers at Harbor Elementary School to help increase their confidence in providing STEM opportunities for their students. The research for this project was conducted at a K0-6th grade elementary school in a city school in the Northeast. During Cycle One, interviews were conducted and surveys were completed around STEM access at the elementary level, inequities that exist, and how the staff at Harbor Elementary felt about these topics. In Cycle Two, a professional learning community (PLC) of STEM teachers was created to share expertise, create community, and help brainstorm how to help the rest of the teachers gain more confidence around STEM and integrate it more effectively into their classrooms. Also, a professional development series was created and delivered to each of the grade bands at Harbor Elementary. This action research project concluded that (a) inequities in education exist that lead to the lack of access, (b) using an interdisciplinary approach is beneficial, (c) teacher collaboration is key, (d) educators have a huge impact on student confidence and engagement in STEM, and (e) increasing exposure to STEM at the elementary level builds important skills students need to pursue and succeed in STEM. Implications for the Harbor Elementary and other similar contexts include having PLC's of educators teaching similar topics, opportunities for collaboration, advocacy for STEM topics to be integrated, and the need of being reflexive about one's teaching. Keywords: STEM, action research, inequities, PLC, professional development.--Author's abstract

The Foreign Language in Elementary Schools (FLES) program in Florida provides funds for foreign language instruction in elementary schools. Although the teaching of foreign languages at the elementary level had been established in a few districts, the state-funded program started in the 1982-83 school year. Local school districts match state funds on a one-toone basis for this program. Twenty-seven school districts, out of a total of sixty-seven in the state, are participating in the FLES program this school year. Spanish is the language taught in most of the programs. Two school districts are teaching French, one district is teaching German and another Latin. There are approximately 215 teachers and 47,000 students involved in the program, which is implemented in 185 public and 28 private schools throughout the state. These are only the teachers and students included in the state's FLES program. There are more participating in FLES programs implemented with local funds only. The total number of elementary students taking foreign languages, including Spanish for SpanishSpeakers, which is not funded through the program, is 111,151. The FLES program has been considered a pilot program since its creation. Every school year participation is open to all school districts and funds are prorated to every school district that wishes to participate up to the amount appropriated by the state legislature, which in 1989-90 was $2,939,396. The planning and implementation of the programs are left to school districts, with a few programmatic issues addressed by the state. These issues include: 1. That the program is designed to provide instruction in foreign languages to Englishspeaking students. 2. That the instructional delivery method, the frequency and intensity of instruction, and the instructional materials are consistent with basic principles of human growth and development. 3. That the program is integrated into the scho l district's scope and sequence for fo eign language instruction. 4. That the instructional program is delivered by teachers certified in the language(s) of instruction or by teachers certified in elementary education with proficiency in the language(s) of instruction. These criteria do not address the type of program to be offered. Therefore, school districts accommodate their programs to their individual needs. Most of the programs are of the FLES type with instruction ranging from three to five times a week and a variety of minutes per period. There are a few FLEX programs, usually at the sixth grade level, and one school district conducts a summer program that may be considered total immersion. An instructional TV program, Saludos, was produced by the Broward County School District and it is now used in many other school districts. This program is distributed free of charge to Florida school districts by the Florida Department of Education (DOE) Instructional Television. Certification coverage for all foreign languages was changed from 7-12 to K-12 levels in 1988. At that time, there were no courses in foreign language methods in the elementary school offered at any of the nine universities in the state system. That same year, the University of Florida (UF) was awarded a DOE grant to develop a syllabus that could be used both by universities and school districts to provide preservice and inservice training in this area. UF undertook national and state searches and surveys for the development of the syllabus. One of the terms of the grant required that the university conduct meetings with teachers, supervisors and teacher educators prior to the writing of the syllabus to receive their input and, after the syllabus was developed, to review its content. The one-semester syllabus, although perfect for preservice, was difficult to implement with foreign language teachers because many

The welfare and protection of children's rights are crucial elements in sustainable community development. In this context, public policy plays a key role in ensuring that children receive adequate protection and opportunities to grow and develop properly. This paper investigates the implementation of child protection programs in primary schools as one of the concrete efforts to ensure that children's rights are safeguarded. By focusing on the policies, implementation process, and impacts of these programs in several elementary schools, this study aims to provide a comprehensive understanding of the effectiveness of such initiatives. Using a qualitative research method, data was collected through interviews, observations, and document analysis to examine how these programs are integrated into the school system and their outcomes on children's well-being. The findings reveal that while there are significant efforts and resources allocated towards child protection, there are also challenges and gaps that need to be addressed to enhance the effectiveness of these programs. The study concludes with recommendations for policymakers, educators, and community stakeholders to improve the implementation and impact of child protection initiatives, ensuring that every child enjoys a safe and supportive environment conducive to their holistic development.

Rural, regional and remote (RRR) communities and industries in Australia cannot currently produce or attract the workforce needed to survive, making skills and qualifications in science, technology, engineering and mathematics (STEM) increasingly important. Yet student engagement in STEM education in RRR schools remains low, with limited numbers of young people either moving into further STEM education post-secondary, or accessing readily available STEM-related jobs in RRR areas. Currently many rural children and young people are not exposed to, nor recognize the diverse ways in which STEM knowledge is required and used in their world. We propose that if young people are to increasingly engage with STEM and continue onto STEM-related careers, they must be able to see connections between their “school” learning of STEM and the STEM knowledge that is enacted in rural work and life. We also suggest that for this to change, there should be increased visibility of “place-based” knowledges, including Aboriginal STEM knowledges, in RRR communities to promote enhanced student engagement with STEM. In this paper we explore these ideas by drawing on Foucault and Bourdieu understandings to develop a methodological framework – thePlace-based STEM- alignment Frameworkfor the purposes of exposing alternate STEM knowledges. We argue that the nuanced and critical methodological approach applied in the development of thePlace-based STEM-alignment Framework, is necessary in order to generate this analytical tool and provide data that will allow us the scope to “reset” current understandings of STEM knowledges. The framework design provides us with the methodological vehicle to identify possible reasons for the invisibility of STEM knowledge and practices in the local fabric of RRR communities and to examine enablers and/or barriers to engagement in STEM learning. The framework must be a practical tool for use in the field, one that can be used in RRR communities to engage, children and young people, in STEM, in a way that is meaningful and that aligns with their everyday experience of RRR life. Finally, the framework has to work to enable alternative perspectives to be exposed that will advance methodological considerations of STEM.

This study sought to assess the feasibility to establish a Special Science Elementary School (SSES) Program at Dadiangas West Central Elementary School (DWCES). Despite the school’s commendable performance and varied programs, a critical gap remains in the preparatory groundwork of students for the rigorous requirement of secondary STEM education. Thus, this project aims to institutionalize an enriched Science and Mathematics Curriculum for Fast Learner (FL) sections that align with the Department of Education’s priority of improving STEM competencies. This feasibility study began with administering survey questionnaires to the students, teachers, and parents to measure interest and support. This was followed by Key Informant Interviews (KII) with teachers, school administrator, and parents. Moreover, Focus Group Discussions (FGD) with selected students were conducted to supplement understanding of readiness, resource needs, and potential barriers. The findings show strong support from students and parents, thus confirming the existence of strong demand and stakeholders’ commitment. However, problems such as inadequate laboratory facilities, inadequate teaching materials, and the need for teachers’ training were identified. The study assumes these gaps can be addressed through strong partnerships, sustained resource mobilization, and continuous professional development initiatives. The SSES program at DWCES will equip the learners with a comprehensive skill set to facilitate their knowledge of diverse topics, preparing them for STEM-focused secondary education, and eventually enabling them to succeed across many industries.

The purpose of this research is to demonstrate the development of the Goboy sport in the region of Kediri City, East Java Province. The research method is descriptive qualitative using observation, interview, and documentation techniques to study the phenomenon of Goboy sports development in the city of Kediri. In this case, the research subjects are school institutions, students, and supervising teachers, as well as the phenomena of activities such as playing, socializing, and Goboy competitions. The subjects of this research are the Elementary School level, Junior High School level (SMP), and Senior High School level (SMA) or Vocational School (SMK) in the city of Kediri, both public and private. The data collection results revealed three activities: 1) training activities or PJOK learning activities during free time, 2) socialization activities, and 3) competitions among students throughout the City of Kediri. The conclusion of this research states that public and private elementary and junior high schools that have received socialization are considered to have understood the Goboy sports game, with a result of 100% from a total of 138 elementary schools and 34 junior high schools. As for SMA/SMK, three activities have been carried out, with 2 schools directly socializing with their students, namely SMAN 3 and SMAN 7, and 12 schools participating in the Goboy competition out of a total of 27 schools, resulting in an outcome of 44.8% who are considered to know and practice the Goboy sport.

This research addresses the common problem in mathematics education in Indonesia, which is the students' difficulties, as reflected in Indonesia's declining ranking in the Program for International Student Assessment (PISA). The research aims to create an innovative Augmented Reality (AR) Educational Game based on the Realistic Mathematics Education (RME) approach to improve students' understanding of the spatial geometry mathematics subject at the elementary school level. AR technology allows students to interact with mathematical objects in real-world contexts using Android devices. This game is designed to make mathematics more engaging and relevant to elementary school students. The research was conducted at Purwantoro 1 Public Elementary School in Malang City over four months, following the Game Development Lifecycle (GDLC). The test results showed an n-gain improvement of 0.71, indicating a positive impact of the game's development on students' learning outcomes.

This study aims to analyse the trend of STEM implementation in IPAS learning in primary schools. The research method used systematic literature review. Data collection came from google scholar and publish or perish from 2023 to 2025, from 50 articles focused on reviewing 14 articles. Data were analysed by descriptive analysis. The research procedure includes planning, conducting, and reporting. The results showed that Science, Technology, Engineering, Mathematics (STEM) education has become a major focus in efforts to improve the quality of learning at the primary school level. From the analysis of 14 studies that the application of the STEM approach shows novelty in learning methods that create more relevant and interesting learning experiences by integrating local culture, technology and art. The focus on 21st century skills, such as critical thinking, creativity and collaboration, indicates the need to adapt education to the needs of the modern world of work. The application of STEM approaches in education not only improves students' conceptual understanding but also prepares them to face challenges in the digital age. This research emphasises the importance of innovation in STEM education to create more competitive and skilled students for the future.

This study is aimed at studying the student habituation program in elementary school in developing characters of Pancasila students. Profile of Pancasila students involves worshipping God, having good attitude, implementing global unity-in-diversity, being cooperative, being independent, being critical, and being creative. In this study, a qualitative study is conducted which using observation, interview, and theoretical study in collecting data. The samples are elementary school teachers, students and parents whose schools have implemented consistent and systematic student habituation program in integrating the values of Pancasila. The results of this study show that it is found that the habituation program was implemented in some activities, such as ceremony, religious activities, cleaning environment, communal work, creating products, discussion, shaking hands, greeting, and smiling. Through the holistic and integrated habituation program, students can understand, internalize, and apply the values of Pancasila in their daily life. However, it is necessary for stakeholders to provide suggestions for the development of curriculum and habituation program. Moreover, the program can be considered as the main reference for policy makers and practitioners to strengthen the values of Pancasila characters in Indonesia.

Prolonged fatigue among elementary and junior high school teachers not only damages their health but also affects the quality of education. The aim of this study was to determine the factors of working conditions associated with prolonged fatigue among teachers at public elementary and junior high schools. We distributed a self-reported, anonymous questionnaire to 3,154 teachers (1,983 in elementary schools, 1,171 in junior high schools) working in public schools in a city in Japan. They were asked to assess 18 aspects of their working conditions using a seven-point Likert scale. Prolonged fatigue was measured using the Japanese version of the checklist individual strength questionnaire. Multiple regression analysis was used to examine the association between working conditions and prolonged fatigue. Gender, age, and school type were introduced as confounders. In all, 2,167 teachers participated in this study. Results showed that qualitative and quantitative workload (time pressure due to heavy workload, interruptions, physically demanding job, extra work at home), communication with colleagues (poor communication, lack of support), and career factors (underestimation of performance by the board of education or supervisors, occupational position not reflecting training, lack of prospects for work, job insecurity) were associated with prolonged fatigue.