https://research.adra.ac.id/index.php/ijeep <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> Yayasan Pendidikan Islam Daarut Thufulah en-US International Journal of Educatio Elementaria and Psychologia 3047-843X https://research.adra.ac.id/index.php/ijeep/article/view/1890 <p>Teacher involvement in curriculum development plays a critical role in shaping effective teaching strategies and fostering meaningful learning experiences. However, limited participation of teachers in curriculum design processes often results in less relevant and engaging instructional practices, potentially impacting student learning outcomes. This study examines the relationship between teacher involvement in curriculum development and student achievement in elementary schools. A correlational research design was employed, involving 120 elementary school teachers and their corresponding student groups. Data were collected using teacher participation surveys, curriculum alignment evaluations, and student learning outcome assessments. The findings revealed a significant positive correlation between teacher involvement in curriculum development and student learning outcomes. Teachers who actively participated in designing curriculum elements tailored to their students’ needs demonstrated higher effectiveness in instructional delivery, resulting in improved academic performance and engagement among students. The research concludes that increasing teacher involvement in curriculum development is essential for enhancing student learning outcomes and recommends integrating collaborative curriculum design practices at the institutional level.</p> Asep Kusmawan Rashid Rahman Nina Anis Opan Arifudin Copyright (c) 2025 Asep Kusmawan, Rashid Rahman, Nina Anis, Opan Arifudin http://creativecommons.org/licenses/by-sa/4.0/ 2025-02-23 2025-02-23 2 1 1 12 10.70177/ijeep.v2i1.1890 https://research.adra.ac.id/index.php/ijeep/article/view/1881 <p>Emotional intelligence plays a crucial role in fostering students' ability to manage emotions and navigate interpersonal conflicts effectively. This study examines the impact of emotional intelligence counseling on enhancing self-control among elementary school students when dealing with conflicts. The research aimed to identify the effectiveness of a structured counseling intervention in improving students' emotional regulation and conflict resolution skills. A quasi-experimental method with a pre-test and post-test control group design was employed. The sample consisted of 60 elementary school students selected through purposive sampling, divided equally into experimental and control groups. Data were collected using self-control questionnaires, conflict observation sheets, and structured interviews. The results indicated a significant improvement in self-control among students who participated in emotional intelligence counseling compared to those in the control group. Participants demonstrated enhanced emotional regulation, reduced impulsive behaviors, and improved ability to resolve conflicts constructively. The findings suggest that integrating emotional intelligence counseling into school programs effectively supports the development of students’ social-emotional skills.</p> Muhammad Syahrul Rinovian Rais Yuli Yanti Rusyati Prihatin Asni Asni Copyright (c) 2025 Muhammad Syahrul, Rinovian Rais, Yuli Yanti, Rusyati Prihatin, Asni Asni http://creativecommons.org/licenses/by-sa/4.0/ 2025-02-23 2025-02-23 2 1 13 23 10.70177/ijeep.v2i1.1881 https://research.adra.ac.id/index.php/ijeep/article/view/1883 <p>Bullying in elementary schools is a pervasive issue that significantly impacts students’ emotional well-being, social relationships, and academic performance. Preventive counseling has emerged as a proactive approach to address bullying by equipping students with emotional resilience, empathy, and conflict resolution skills. This study investigates the effectiveness of preventive counseling in reducing bullying incidents among elementary school students. The research aims to evaluate whether structured counseling programs can decrease the frequency and severity of bullying cases and improve peer interactions within the school environment. A quasi-experimental design was utilized, involving pre-test and post-test assessments with a control group. The sample consisted of 80 elementary school students, divided equally into experimental and control groups. Data were collected through bullying incident reports, peer relationship surveys, and teacher observations. These results highlight the effectiveness of preventive counseling in fostering a safer and more supportive school climate. The study concludes that preventive counseling is a vital intervention to address bullying and recommends its broader implementation in elementary education.</p> Titik Nuryanti M. Yunus Sudirman Ahmad Yani Delvy Mardvin Siokain Agustin Andhika Putri Copyright (c) 2025 Titik Nuryanti, M. Yunus Sudirman, Ahmad Yani, Delvy Mardvin Siokain, Agustin Andhika Putri http://creativecommons.org/licenses/by-sa/4.0/ 2025-02-23 2025-02-23 2 1 24 34 10.70177/ijeep.v2i1.1883 https://research.adra.ac.id/index.php/ijeep/article/view/1885 <p>Language learning in elementary schools plays a crucial role in developing students’ literacy, communication, and critical thinking skills. However, traditional teaching methods often fail to engage students effectively, leading to decreased motivation and suboptimal learning outcomes. This study investigates the effectiveness of using educational games as an innovative approach to enhance Indonesian language learning among elementary school students. A quasi-experimental research design with a pre-test and post-test control group was employed. The study involved 60 students, divided into an experimental group that used educational games and a control group that followed conventional learning methods. Data were collected using language proficiency tests, student motivation questionnaires, and teacher observations. These results indicate that educational games are effective in creating an interactive and enjoyable learning environment. The study concludes that incorporating educational games into language instruction can enhance learning outcomes and student motivation, providing valuable insights for teachers and curriculum developers.</p> <p> </p> Mas’ud Muhammadiyah Ahmad Farrudin Fransisca Debby Christine Fernandez Napat Chai Andi Hamsiah Copyright (c) 2025 Mas’ud Muhammadiyah, Ahmad Farrudin, Fransisca Debby Christine Fernandez, Napat Chai, Andi Hamsiah http://creativecommons.org/licenses/by-sa/4.0/ 2025-02-23 2025-02-23 2 1 35 45 10.70177/ijeep.v2i1.1885 https://research.adra.ac.id/index.php/ijeep/article/view/1887 <p>Teacher competence plays a crucial role in determining the quality of education in elementary schools. However, many teachers face challenges in effectively implementing pedagogical strategies, classroom management, and curriculum delivery, which can impact student outcomes. Academic supervision has emerged as a vital mechanism for supporting and enhancing teacher performance by providing constructive feedback, mentoring, and professional development opportunities. This study aims to investigate the influence of academic supervision on improving elementary school teachers’ competence. A mixed-methods research design was employed, incorporating quantitative and qualitative approaches. The study involved 50 elementary school teachers, with data collected through teacher competence assessments, supervision activity records, and in-depth interviews. The findings revealed that academic supervision significantly improved teachers’ pedagogical and professional competencies. These results underscore the value of academic supervision as a strategic tool for enhancing teacher effectiveness and, consequently, educational quality. The study concludes by recommending the systematic implementation of academic supervision programs in elementary schools to optimize teacher performance and professional growth.</p> Handriadi Handriadi Ali Yusron Deka Meuthia Novari Khoirul Amani Muh. Aksa Copyright (c) 2025 Handriadi Handriadi, Ali Yusron, Deka Meuthia Novari, Khoirul Amani, Muh. Aksa http://creativecommons.org/licenses/by-sa/4.0/ 2025-02-23 2025-02-23 2 1 46 56 10.70177/ijeep.v2i1.1887