Objectives

Kognisi: Jurnal Penelitian Pendidikan Sekolah Dasar aims to advance knowledge and improve educational practices at the elementary school level through the publication of original, rigorous, and applicable research. The journal provides an academic platform for researchers, lecturers, elementary school teachers, teacher educators, and education practitioners to disseminate empirical findings, theoretical studies, and research-based innovations that address educational challenges and contribute to improving the quality of elementary education.

The journal seeks to promote effective teaching and learning practices, encourage the development of innovative instructional materials and educational technologies, and support the cognitive, social, emotional, and moral development of elementary school students. It also aims to foster critical discussions on curriculum implementation, educational management, teacher professionalism, classroom-based interventions, and educational policy. Through the dissemination of constructive and evidence-based research, the journal aspires to support continuous improvement in elementary education and strengthen the connection between educational research and classroom practice.

Scope

Kognisi: Jurnal Penelitian Pendidikan Sekolah Dasar welcomes original empirical research articles, research and development studies, classroom action research, and theoretical studies relevant to elementary education. The journal covers, but is not limited to, the following areas:

1. Teaching and Learning Practices — Instructional strategies, learning models, classroom interventions, student participation, learning assessment, and the improvement of learning outcomes.

2. Curriculum and Instructional Development — Elementary school curriculum, lesson planning, teaching materials, student worksheets, instructional modules, and curriculum evaluation.

3. Educational Media and Technology — Interactive learning media, educational applications, digital learning platforms, multimedia instruction, and the development and evaluation of educational resources.

4. Mathematics Education — Mathematical concepts, numeracy, problem-solving, contextual learning, instructional innovations, and strategies for improving mathematical achievement.

5. Science and Social Studies Education — Science inquiry, scientific literacy, social studies learning, environmental awareness, cultural diversity, and the development of students' understanding of their natural and social environments.

6. Language and Literacy Education — Reading comprehension, writing skills, language development, literacy practices, and instructional approaches to language learning in elementary schools.

7. Educational Psychology and Cognitive Development — Learning motivation, self-confidence, social interaction, cognitive development, creativity, student engagement, and factors influencing academic achievement.

8. Character and Citizenship Education — Character formation, leadership, discipline, responsibility, cooperation, Pancasila values, citizenship education, and the development of positive student behavior.

9. Extracurricular and Experiential Learning — Scouting, project-based activities, collaborative learning, school-community engagement, and other learning experiences that support students' personal and social development.

10. Teacher Professional Development and Classroom Management — Teacher competencies, pedagogical practices, reflective teaching, classroom management, and strategies for addressing learning difficulties.

11. Educational Management and Policy — School leadership, institutional management, educational quality improvement, elementary education policy, and the evaluation of educational programs.

12. Educational Research and Evaluation — Quantitative, qualitative, and mixed-methods research, classroom action research, quasi-experimental studies, research and development, and program evaluation relevant to elementary education.

The journal welcomes studies conducted in public and private elementary schools and other educational settings directly related to elementary-level learning. Submissions should demonstrate methodological rigor, scholarly originality, and practical relevance to teaching, learning, student development, or educational improvement at the elementary school level.