Objectives

Sistem-Among: Jurnal Pendidikan Sekolah Dasar aims to advance knowledge and improve educational theory and practice in elementary education through the publication of original, rigorous, and relevant scholarly research. The journal provides an academic platform for researchers, lecturers, elementary school teachers, teacher educators, and education practitioners to disseminate empirical findings and theoretical analyses that contribute to the development of effective teaching and learning practices at the elementary school level.

The journal seeks to promote pedagogical innovation, encourage evidence-based instructional practices, and support the holistic development of elementary school students. It also aims to facilitate scholarly discussion on curriculum implementation, instructional media, learning assessment, educational psychology, character formation, and citizenship education. Through the dissemination of research findings, the journal aspires to strengthen teacher professionalism, improve learning outcomes, and foster inclusive, engaging, and meaningful learning environments in elementary schools.

Scope

Sistem-Among: Jurnal Pendidikan Sekolah Dasar welcomes original empirical research articles and theoretical studies focusing on elementary education and related educational practices. The journal covers, but is not limited to, the following areas:

1. Teaching and Learning in Elementary Schools — Instructional strategies, teaching methods, learning models, classroom practices, student participation, and the improvement of learning outcomes.

2. Curriculum and Instructional Design — Elementary school curriculum development, curriculum implementation, lesson planning, instructional materials, and learning assessment.

3. Instructional Media and Educational Technology — Digital learning resources, interactive media, educational applications, audiovisual materials, and the development and evaluation of instructional tools for elementary students.

4. Elementary Mathematics and Science Education — Mathematics and science teaching strategies, conceptual understanding, problem-solving, scientific inquiry, and the development of mathematical and scientific literacy.

5. Language and Literacy Education — Early reading, writing, vocabulary development, reading comprehension, language learning, and literacy development in elementary school settings.

6. Social Studies and Citizenship Education — Social studies instruction, Pancasila and Citizenship Education, civic knowledge, democratic values, nationalism, environmental citizenship, and responsible citizenship among elementary school students.

7. Character and Moral Education — Character formation, discipline, social responsibility, environmental awareness, moral development, and the integration of ethical values into school culture and classroom practices.

8. Educational Psychology and Child Development — Cognitive development, learning motivation, student engagement, creativity, learning difficulties, social-emotional development, and individual differences among elementary school students.

9. Inclusive and Differentiated Education — Inclusive teaching practices, differentiated instruction, learning accessibility, student diversity, and strategies for addressing varied learning needs.

10. Teacher Professional Development and Pedagogy — Teacher competencies, pedagogical knowledge, reflective teaching, classroom management, professional learning, and instructional improvement.

11. Family and School Partnerships — Parental involvement, family support for learning, school-community relationships, and collaboration to improve students' academic and social development.

12. Educational Research and Development — Classroom action research, experimental studies, qualitative and quantitative research, mixed-methods studies, research and development, and theoretical analyses 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 clear implications for teaching practices, student development, curriculum improvement, or educational policy at the elementary school level.