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121	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-136
Buku Taun Tradition: Living Libraries and Digital Mediators in Intergenerational Transmission Dicky Cahya Nurfazri (a*), Nuruddin Araniri (b), Gilang Maulana Jamaludin (c) Islamic Education Department, Faculty of Islamic Studies, Universitas Majalengka, Majalengka 45418, Indonesia Abstract Intergenerational transmission of local wisdom poses a challenge amid modernization, threatening the preservation of traditions. The Syukuran Buku Taun tradition in Majalengka features a unique value transmission through two channels: living libraries (elders and family members as bearers of living knowledge) and digital mediators (the younger generation). This study analyzes the process of transmitting these local wisdom values, covering themes such as tradition introduction, transmission of traditional values, the impact of traditions, the meaning of personal experiences, the relevance of traditions in the modern era, and the sustainability of traditions. The research employs descriptive qualitative analysis through an ethnopedagogical framework, involving ten informants via semistructured interviews, participant observation, and documentation. Thematic analysis was conducted using NVivo 14. Findings indicate that: (1) transmission occurs through parental role modeling, early socialization, and direct ritual experience, (2) traditions impact personality development and social solidarity across generations, (3) intergenerational perception differences indicate a need for innovative strategies, and (4) the younger generation acts as digital mediators bridging traditional values with contemporary needs. The scientific novelty lies in the concept of youth as digital mediators within Sundanese agrarian traditions, a perspective previously unanalyzed. These findings contribute to a nonformal education model based on local wisdom that is adaptable to changing times. Keywords: digital mediators, living libraries, value transmission Share Link | Plain Format | Corresponding Author (Dicky Cahya Nurfazri)

122	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-143
EVALUATING ASSESSMENT QUALITY IN BIOLOGY EDUCATION USING THE RASCH MODEL: EVIDENCE FROM AN ANIMAL DIVERSITY COURSE Ernie Novriyanti, Iva Sarifah, Achmad Ridwan Program Studi Doktor Penelitian dan Evaluasi Pendidikan, Universitas Negeri Jakarta, Jakarta, Indonesia Abstract Assessment quality is a critical component of effective learning evaluation in higher education, particularly in biology courses that involve complex conceptual structures such as classification and phylogenetic relationships. This study aims to analyze the quality of item characteristics in a final examination of an Animal Diversity course using the Rasch model, with a focus on the alignment between item difficulty and student ability. A quantitative approach was employed using Rasch analysis with Winsteps software. Data were obtained from student responses to a multiple-choice examination and transformed into dichotomous format. Key parameters analyzed included item difficulty, person ability, fit statistics, reliability, separation index, Wright Map, and test information function. The results show that the instrument demonstrates high reliability and acceptable model fit. However, item difficulty is predominantly concentrated at the moderate level, resulting in limited discrimination of high-ability students. The Wright Map indicates a mismatch between item difficulty and student ability, while the test information function reveals that measurement precision is highest at average ability levels and decreases at the extremes. In conclusion, although the instrument meets basic psychometric standards, improvements are required to enhance its discriminatory power and measurement precision. These findings highlight the importance of incorporating a balanced range of item difficulties and higher-order cognitive tasks in biology assessments. Keywords: Rasch model- biology assessment- item difficulty- student ability- Wright Map Share Link | Plain Format | Corresponding Author (Ernie Novriyanti Novriyanti)

123	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-144
Teachers Perceptions Of Tolerance Toward Diversity In Students Abilities And Learning Styles In Elementary Schools In Bekasi Regency Amelia Putri (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Devi Irviani Wulandari (d), Ikhsan Fauzi Cahyo Pratomo (e), Komala Sari (f), Nani Assyifa Putri (g), Misbah (h) (a, b*, c, d, e, f, g, h) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Bekasi Abstract The diversity of students abilities and learning styles in elementary schools is increasingly complex, particularly in Bekasi Regency as an industrial buffer zone with high migration rates. Teachers perceptions of this diversity are a primary determinant of inclusive classroom practice quality. This study aims to describe elementary school teachers perceptions of tolerance toward diversity in students abilities and learning characters in Bekasi Regency. A quantitative approach with a descriptive survey design was employed involving 53 public and private elementary school teachers as respondents. Data were collected through a questionnaire covering four indicators: understanding of diversity, inclusive attitudes, creation of an inclusive learning environment, and efforts to foster tolerance. Descriptive statistics were used to calculate mean scores and percentages per indicator. Results showed that 82.4% of respondents held positive perceptions toward student diversity and tolerance. The indicators of understanding diversity and inclusive attitudes reached the highest percentage (83.8%), while efforts to foster tolerance obtained the lowest (79.7%). Overall, elementary school teachers in Bekasi Regency demonstrated good understanding and attitudes toward student diversity- however, practical implementation in adapting teaching methods and learning assessments still requires improvement to achieve optimal inclusive learning environments. Keywords: Teachers Perceptions- Tolerance- Learning Character Share Link | Plain Format | Corresponding Author (Devi Irviani Wulandari)

124	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-146
ANALYSIS OF THE FINANCIAL LITERACY LEVELS OF ELEMENTARY SCHOOL STUDENTS IN BEKASI REGENCY Alda Wiharja (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Dea Sopotunida (d), Firda Apriliani (e), Jingga Agustin Eka Darmawan (f), Putri Ayu Wandira (g) abcdefg) Primary Teacher Education Study Program, Pelita Bangsa University, Bekasi, Indonesia. Abstract Financial literacy is important to instill starting in elementary school so that students can manage their finances wisely. This study aims to analyze teachers^ perceptions of elementary school students^ financial literacy levels. The study employs a quantitative approach using a survey method. The research instrument consisted of a questionnaire comprising 20 statements based on a 4-point Likert scale (1-4) that covered aspects of understanding the concept of money, managing allowance, saving habits, the ability to distinguish between needs and wants, and financial responsibility. The study^s respondents consisted of 50 elementary school teachers throughout Bekasi Regency. The research results indicate that teachers^ perceptions of students^ understanding of the concept of money reached 92.50%, ability to manage pocket money at 83.50%, understanding of saving activities at 88.62%, ability to distinguish between needs and wants at 81.75%, and responsibility in financial decision-making at 83.12%. Overall, the level of students^ financial literacy falls into the good category. These findings indicate the need for reinforcement through contextual and sustained learning to optimize students^ financial literacy. Keywords: Financial Literacy, Teachers^ Perceptions, Elementary Schools. Share Link | Plain Format | Corresponding Author (Firda Apriliani)

125	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-149
Ethnopedagogy-Based Pancasila Learning Model for Social Tolerance in Elementary Schools Fitriyani, Arilda Fitria Sari STKIP Kusuma Negara Abstract This study addresses the limited contextualization of Pancasila education in elementary schools, which tends to emphasize theoretical knowledge rather than fostering students^ social character, particularly social tolerance. This study aims to develop an ethnopedagogy-based learning model to strengthen social tolerance among elementary school students. This research employed a Research and Development (R&D) approach by adapting the Borg and Gall, Dick and Carey, and Rowntree models. The study involved 98 fifth-grade students from two elementary schools in Bekasi Regency, Indonesia. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed using descriptive and quantitative techniques. The results show that the developed learning model is highly feasible based on expert validation and effective in improving students^ social tolerance, as indicated by increased posttest scores compared to pretest results across indicators such as respect for diversity, cooperation, social empathy, and mutual respect.The novelty of this study lies in integrating ethnopedagogical values into a structured Pancasila education model that emphasizes culturally responsive and contextual learning. This study contributes to the development of culturally responsive pedagogy and offers an innovative approach to strengthening social tolerance in elementary education. Keywords: Pancasila Education- Ethnopedagogy-Based Learning- Social Tolerance- Character Education Share Link | Plain Format | Corresponding Author (Fitriyani Fitriyani)

126	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-151
ANALYSIS OF TEACHER PERCEPTIONS OF LEARNING STRATEGIES IN INCULCATING ENVIRONMENTAL CLEANLINESS AND STEWARDSHIP VALUES IN ELEMENTARY SCHOOL STUDENTS Diva Kartika Meilania (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Sarwo Edy (d), Fuji Lestari (e), Syifani Nur Aliifah (f), Tengku Renaldi Riansyah (g), Vanny Najwa Saphira (h) Elementary School Teacher Education, Faculty of Teacher Training and Education, Universitas Pelita Bangsa, Bekasi, Indonesia. Abstract Environmental character education is a vital aspect of elementary schooling to address the low level of environmental awareness among students. This study aims to analyze teacher perceptions and strategies in instilling the values of cleanliness and environmental care through a descriptive quantitative approach. Involving 50 teachers in Bekasi selected via purposive sampling, data were collected using Google Forms questionnaires covering five key indicators. The results indicate that all strategies fell within the ^Excellent^ category (81%-100%). Specifically, teacher modeling achieved the highest score at 91.18%, confirming the teacher^s role as a primary role model, followed by routine habituation at 90.56%, which reflects the effectiveness of programmed daily activities. The direct action indicator reached 88.48%, proving high levels of student physical involvement, while school culture scored 86.40%, indicating a conducive environment. Finally, the integration into learning indicator reached 82.84%. The novelty of this research lies in its comprehensive analysis integrating teacher strategies with contextual field conditions, demonstrating that modeling, habituation, and direct action are highly effective in shaping student character. These findings serve as an essential reference for strengthening environment-based school management to ensure sustainable behavioral change in elementary education. Keywords: Teacher Strategy- Environmental Care Character- Elementary School- Cleanliness Values- Share Link | Plain Format | Corresponding Author (Diva Kartika Meilania)

127	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-156
Analysis Of Teacher Perspectives On Dhuha Prayer Habituation In Shaping The Religious Character Of Elementary School Students Nina Nurani Putri (a), Bramianto Setiawan (b), Tia Citra Bayuni (b*), Misbah (b), Munih Ramadhani (b), Noviasti Rahmadini (b), Siti Rohmah (b), Vivi Agustin (b) Primary Teacher Education Study Program, Pelita Bangsa University, Bekasi, Indonesia. Abstract This study analyzes teacher perspectives on dhuha prayer habituation in shaping student religious character, grounded in the growing need to strengthen religious character education amid the phenomenon of moral degradation among students. The method used is descriptive with a quantitative approach. Data were collected through a survey using a questionnaire administered to 10 teachers at SD Nurul Amin Islamic School, selected using a purposive sampling technique. Data were analyzed using descriptive statistics in the form of percentages to describe the tendencies of respondent answers. The results indicate that dhuha prayer habituation plays a highly significant role in shaping student religious character, particularly in the aspects of discipline, responsibility, and awareness of worship. The role of teachers as role models received the highest percentage at 93.88%, followed by the integration of religious values in learning at 93.62%. In addition, adequate facilities and a conducive school environment further supported the overall success of the program. The impact of habituation was also reflected in changes in student behavior, with students becoming more polite, disciplined, and exhibiting better self-control. Thus, dhuha prayer habituation has proven to be an effective strategy for strengthening religious character education in elementary schools. Keywords: Habituation, Dhuha Prayer, Religious Character, Teacher Perspectives, Elementary School. Share Link | Plain Format | Corresponding Author (Nina Nurani Putri)

128	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-159
Analysis of Teachers^ Perspectives on the Habit of Dhuha Prayer on the Religious Character of Elementary School Students Aisyah Aizza Junda1, Julia Anis Handayani2, Tia Citra Bayuni3, Sarwo Edy4, Rizal Nugraha5, Siti Muthi^ah6, Dania Isnaeni Zahrah7 Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Bekasi, Indonesia Abstract Abstract:This study aims to analyze teachers^ perspectives on the practice of Dhuha prayer in shaping the religious character of elementary school students. This study used a descriptive quantitative approach with a questionnaire distributed to 64 elementary school teachers as data collection techniques. The results showed that teachers generally had a very positive perspective on the practice of Dhuha prayer. Most respondents answered ^agree^ and ^strongly agree^ on almost all indicators, especially on aspects of the teacher^s role in guiding and instilling religious values, student participation and discipline, and the impact of the practice on students^ religious attitudes in daily life. Based on the results of the overall data analysis, a percentage of 87.13% was obtained, which is included in the very high category. The practice of Dhuha prayer is considered able to help teachers in consistently instilling religious values and forming students^ characters who are more disciplined, responsible, and have good morals. However, several challenges remain, such as the lack of fully ingrained internal awareness in students and the need for more optimal consistency in implementation. Overall, the results of this study indicate that the habit of performing the Dhuha prayer has great potential in supporting religious character education in elementary schools, although ongoing guidance and role models from teachers are still needed. Keywords: Teacher^s Perspective- Dhuha Prayer Habituation- Religious Character- Elementary School Share Link | Plain Format | Corresponding Author (Aisyah Aizza Junda)

129	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-161
Optimizing Visual Media in Islamic Religious Education Learning in Elementary Schools: Analysis of Challenges and Innovative Solutions from Teachers Deby Sekar Ayu (a), Tia Citra Bayuni (b*), Sarwo Edy (c), Khopipah (d), Marini Zulfah (e), Yanti Wulan Dari (f) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract Technological advancements in education require teachers to be able to effectively utilize visual media in Islamic Religious Education (IRE) instruction at the elementary school level- however, its implementation remains suboptimal. This study aims to analyze teachers^ needs and challenges regarding the use of visual media and to formulate innovative solutions. This study employed a descriptive quantitative method using a survey approach. Data were collected via a Likert-scale questionnaire measuring teachers^ knowledge of visual media, availability of facilities and equipment, training needs, perceived benefits, and readiness for use in instruction. The study sample consisted of 50 elementary school teachers. The results indicate that teachers^ knowledge falls into the ^good^ category (81.6%), facility availability remains limited (77.7%), training needs are high (83.2%), perceived benefits are very good (85.8%), and readiness for use is in the ^good^ category (86.4%). These findings indicate that although teachers have a positive perception of visual media, there are still obstacles regarding facilities and competency development. Therefore, continuous training and facility support are needed to optimize PAI learning. Keywords: Visual Media, PAI Learning, Teacher Needs, Elementary School Teachers. Share Link | Plain Format | Corresponding Author (Deby Sekar Ayu)

130	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-162
An Analysis of Students^ Perceptions of Market Day Activities in Fostering an Entrepreneurial Spirit from an Early Age in Elementary School Annisa Amelia Setiawan (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Maha Putra (d), Arzeinia Salsabila Darmawan (e), Linda Novi Ardana (f), Putri Kirana (g), Septia Nurlaela (h) abcdefgh) Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract Market day activities are one of the contextual learning initiatives that can foster an entrepreneurial spirit from an early age among elementary school students. This study analyzes students^ perceptions of market day activities in fostering an entrepreneurial spirit from an early age in elementary school through a quantitative approach using a survey method. Data collection was conducted using a 4-point Likert scale questionnaire covering several indicators, namely students^ interest and enthusiasm, understanding of entrepreneurial concepts, creativity and innovation, responsibility and independence, as well as communication and cooperation skills among students. The study sample consisted of 50 fifth-grade elementary school students in Bekasi Regency. Data were analyzed using descriptive statistics by calculating the mean to interpret trends in respondents^ answers. The research results showed good performance across all indicators: student interest and enthusiasm reached 80.13%, understanding of entrepreneurial concepts was 86.38%, creativity and innovation were 81.25%, responsibility and independence were 85.75%, and communication and collaboration skills among students were 81.75%. These data indicate that Market Day is effective as a means of experiential learning to internalize entrepreneurial values. This study underscores the importance of integrating entrepreneurship programs into the core curriculum to foster students^ independent and competitive character. Keywords: Market Day, Entrepreneurial Spirit, Elementary School. Share Link | Plain Format | Corresponding Author (Annisa Amelia Setiawan)

131	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-165
EDUPRENEURSHIP OF ELEMENTARY SCHOOL TEACHERS IN PROMOTING CREATIVE AND COMPETITIVE LEARNING INNOVATION Desi Aida Mahendra (a), Tia Citra Bayuni (b*), Maha Putra (c), Habibah (d), Siti Jamilah (e), Mia Amelia (f), Lulu Hanagina (g) Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan Dan Tarbiyah, Universitas Pelita Bangsa Abstract Primary education plays a crucial role in shaping the quality of human resources from an early age- therefore, teachers are required to deliver innovative, creative, and competitive learning. In response to technological advancements and the demands of 21st-century education, elementary school teachers are no longer merely information providers but also innovators who design adaptive learning strategies aligned with students^ needs. This study employed a descriptive quantitative approach using a survey method involving 54 elementary school teachers. Data were collected through a Likert-scale questionnaire (1-4) and analyzed descriptively using mean scores and percentages. The results indicate that teachers^ perceptions of edupreneurship fall within the ^agree^ to ^strongly agree^ categories, with an average score of 81.34%, covering innovation (82.13%), technology utilization (80.09%), student participation (83.33%), and 21st-century skills (79.81%). Despite its high potential, implementation is still constrained by limited access to technology and insufficient training. The findings suggest that edupreneurship has the potential to transform learning into a more adaptive process in the digital era. Recommendations include digital entrepreneurship training, development of innovative learning media, and collaboration between schools and communities. Overall, edupreneurship contributes positively to innovative learning development, particularly in creativity, media use, and instructional strategies. Keywords: Edupreneurship, Learning Innovation, Digital Learning. Share Link | Plain Format | Corresponding Author (Habibah Habibah)

132	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-169
TEACHERS^ PERSPECTIVE OF THE IMPACT OF MARKET DAY ACTIVITIES ON THE HONESTY ATTITUDES OF ELEMENTARY SCHOOL STUDENTS Citra Cahyani (a), Tia Citra Bayuni (b*), Julia Anis Handayani(c), Maha Putra(d), Sarah Nahilla Zaini(e), Reinald Fahrezzi(f) abcdef) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa Abstract This study aims to analyze teachers^ perceptions of elementary school students^ honesty during Market Day activities. This study used a descriptive quantitative approach, with data collection techniques in the form of questionnaires distributed to 57 elementary school teachers. The analysis results indicate that teachers^ perceptions of students^ honesty during Market Day activities are in the good category, with a percentage of 79.17%. The majority of respondents gave positive ratings for all indicators, including transaction transparency, honesty in pricing, financial reporting integrity, compliance with regulations, and role responsibility. Among these aspects, compliance with regulations and agreements was considered the most prominent achievement in reflecting students^ honesty. The conclusion of this study indicates that Market Day activities are effective as a real-life simulation tool in building a foundation of honesty in students through practical experience, so that these integrity values develop optimally. Keywords: honesty- market day- character education- teacher perceptions- elementary school Share Link | Plain Format | Corresponding Author (Citra Cahyani)

133	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-170
THE IMPACT OF DHUHA PRAYER HABITUATION ON STUDENTS^ RELIGIOUS CHARACTER Dinda Qanita Nara (a), Julia Anis Handayani (b*), Candra Tri Utami (c), Misbah (d), Giri Sugestinah (e), Kamelia Aprilia (f) Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract This study aims to analyze the implementation of Dhuha prayer habituation program and its role in shaping students^ religious character at Sekolah Dasar Negeri Tambun 01. A descriptive quantitative approach was employed using questionnaire data from 51 sixth-grade students. The study examined five indicators of religiosity: belief, religious, practice, emotional experience, religious knowledge, and behavioral change. The results show a highly positive impact, with an overall mean score of 3.57 (89.27%), categorized as very good. The mean scores for each indicator were belief (3.66), religious practice (3.53), emotional experience (3.59). religious knowledge (3.57), and behavioral change (3.50), all categorized as very good. It can be concluded that the Dhuha prayer habituation effectively contributes to the development of students religious and moral character. Keywords: prayer- dhuha- character- religious- elementary school- habituation. Share Link | Plain Format | Corresponding Author (Dinda Qanita Nara)

134	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-172
An Analysis of Teachers Perspectives on Market Day Activities in Supporting the Development of Entrepreneurial Spirit Among Elementary School Students Astrianingsih (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*), Juniarti Putri (d), Refita Suhartini (e), Zaynab Aljawi (f) Primary Teacher Education Study, Pelita Bangsa University, Cikarang, Indonesia Abstract As we enter the 21st century, entrepreneurial competencies have become a crucial asset for students to face dynamic economic challenges. Elementary schools play a vital role in character education through Market Day activities, which are not merely simple buying and selling activities but rather a comprehensive simulation of economic activities. This study aims to analyze teachers^ perspectives on Market Day activities in supporting the strengthening of entrepreneurial spirit among elementary school students. Using a quantitative descriptive method, this study involved 40 teacher respondents as the research sample. Of the 40 respondents, 83% responded positively to Market Day activities. The results indicate that the majority of teachers hold a very positive perception of Market Day, viewing it as an effective means to instill the values of independence, creativity, and financial literacy in a tangible way. Teachers regard this activity as a social laboratory that transforms economic theory into meaningful practical experiences for students. The findings of this study confirm that strong teacher support is a key catalyst for the success of entrepreneurship education at the elementary level. Therefore, it is recommended that schools integrate Market Day into the curriculum on a regular basis, supported by structured learning modules. Keywords: Entrepreneurship, Market Day, Character Education, Teacher Perspectives, Elementary School. Share Link | Plain Format | Corresponding Author (Astria Ningsih)

135	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-173
SCHOOL CULTURE ANALYSIS IN AN EFFORT TO IMPROVE STUDENTS^ RELIGIOUS CHARACTER AT ELEMENTARY SCHOOL LEVEL Cony Kapitalia (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*), Misbah (d), Nur Alya Tiara (e), Savira Indar Mukti (f), Siska Nur Amalia (g), Siti Mutiah (h) abcdefgh) Primary Teacher Education Study Program, Pelita Bangsa University, Bekasi, Indonesia Abstract Indonesia is a cultured nation that upholds noble morals, noble values, wisdom, and good character. The development of students^ religious character can be achieved through school culture, such as the practice of worship, teacher role models, and a religious environment. This study aims to analyze the application of school culture in improving students^ religious character at the elementary school level. This study used a descriptive qualitative method, with data collection techniques including participant observation and questionnaires. The results indicate that religious character formation occurs through routine activities such as congregational Dhuha/Dzuhur prayers, reciting prayers before studying, religious literacy, and the practice of polite behavior (3S: Greeting, Greeting, Politeness). The main supporting factors are the exemplary behavior of the principal and teachers, adequate worship facilities, and good habits practiced at school. In conclusion, a consistent school culture effectively fosters discipline, increases adherence to worship, and fosters strong religious character in elementary school students. Keywords: School Culture, Religious Character, Character Education Share Link | Plain Format | Corresponding Author (Cony Kapitalia Cony)

136	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-178
Analysis of Teachers^ Difficulty Levels in Implementing Quranic Reading and Writing in Quranic Learning in Elementary Schools Tanaya Salsabila1, Tia Citra Bayuni2*, Misbah 3, Syintia Bela Puspita Sari4 , Lala Lestari5 , Bunga Amartya6 , Alica Apriyani7 Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang Abstract Learning to Read and Write the Qur^an (BTQ) in elementary schools has a key role in strengthening students^ literacy skills and their basic understanding of the Qur^an. However, its implementation still presents several challenges that influence learning effectiveness. This study aims to examine the level of difficulty experienced by teachers in conducting BTQ instruction. It applies a quantitative approach with a descriptive survey method, using a Likert-scale questionnaire to assess difficulties in lesson planning, teaching implementation, evaluation, use of learning media, professional competence, and external support factors. The participants were 53 elementary school teachers. The findings reveal percentages of 81% for planning, 79% for implementation, 77% for evaluation, 74% for learning media, 76% for professional competence, and 72% for environmental and parental support. Overall, these results indicate that teachers^ difficulties fall within the low to moderate range. Nonetheless, challenges remain, including limited learning media, varying student abilities, and insufficient parental involvement. Therefore, continuous training, improved access to learning resources, and stronger collaboration between schools and families are essential to enhance the quality of BTQ instruction. Keywords: Quranic reading and writing, teacher difficulties, BTQ learning, elementary schools Share Link | Plain Format | Corresponding Author (tanaya salsabila)

137	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-181
ELEMENTARY SCHOOL TEACHERS^ PERCEPTIONS OF THE IMPLEMENTATION OF DEEP LEARNING IN THE LEARNING PROCESS Serlita Nazwa Nilu (a), Julia Anis Handayani (b), Candra Tri Utami (c*), Awalina Barokah (d), Aina Zahra Nisa (e), Dinda Tri Oktavia (f) Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract This study aims to analyze elementary school teachers^ perceptions of the implementation of deep learning in the learning process. The background of this research is the need for meaningful, student-centered learning that encourages critical thinking and active student involvement. This study used a descriptive quantitative approach with 50 elementary school teachers as respondents. Data were collected through questionnaires, observations, and documentation, and analyzed using data reduction, data presentation, and conclusion drawing techniques. The results showed that teachers^ perceptions and implementation of deep learning were in the good category, with an average score of 3.29 and a percentage of 82.23%. Most teachers have understood the concept of deep learning and have begun to apply it through student-centered learning, active discussions, and higher order thinking skills (HOTS)-based tasks. However, the implementation has not been fully optimal due to several obstacles such as limited time, lack of training, and limited learning facilities. In conclusion, the implementation of deep learning has shown positive results, but still requires continuous improvement to achieve optimal learning outcomes. Keywords: deep learning- elementary school- process- teacher perperaciton Share Link | Plain Format | Corresponding Author (Serlita Nazwa Nilu)

138	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-183
ANALYSIS OF THE NEEDS FOR ELEMENTARY SCHOOL TEACHERS^ COMPETENCY DEVELOPMENT IN THE USE OF DIGITAL INTERACTIVE FLAT PANEL (IFP) Maulidatur Rizkiah (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*) , Misbah (d), Annanta Salsabila (e), Annisa Feby Yani (f), Arifanni Khairunnisa (g), Syahfa Anisa Dewi (h) abcdefgh) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa Abstract The use of digital technology in learning has become a crucial requirement for improving the effectiveness and quality of learning in elementary schools. One technology that is beginning to be used is the Interactive Flat Panel (IFP), which can provide interactive, multimedia-based learning. However, its successful use depends heavily on teacher competence and readiness. This study aims to analyze the use and effectiveness of Interactive Flat Panels in supporting the learning process in elementary schools. This study used a quantitative approach with a descriptive survey method involving 55 elementary school teachers selected through purposive sampling. Data collection was conducted using a Likert-scale questionnaire and analyzed using percentage analysis. The results showed that the overall percentage for all indicators reached 87%, which is categorized as very good. This indicates that the use of Interactive Flat Panels can improve learning effectiveness, student engagement, and interactivity in the learning process. However, technical challenges remain and additional training is needed for teachers. Therefore, ongoing support from schools is needed to optimize the use of Interactive Flat Panels in learning. Keywords: Please JustInteractive flat panel, Learning media, Teacher competence, Elementary school Try to Submit This Sample Abstract Share Link | Plain Format | Corresponding Author (Maulidatur Rizkiah)

139	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-185
THE IMPACT OF MARKET DAY ON ELEMENTARY SCHOOL STUDENTS ENTREPRENEURIAL VALUES Mely Adinda Fikriyah, Julia Anis Handayani, Candra Tri Utami, Aan Yuliyanto, Sarah Septiana Ningrum, Anastasya Sulistiawati Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract This study was motivated by the importance of instilling entrepreneurial values in elementary school students from an early age through experience-based learning activities, one of which is market day. This study aims to analyze the impact of market day activities on the entrepreneurial values of elementary school students. The study employed a descriptive quantitative method with a questionnaire as the data collection technique. The results indicate that the market day activity has a positive impact on students^ entrepreneurial values, with an overall average of 3.314. Based on each indicator, the average scores were 3.128 for self-efficacy, 3.072 for creativity, 3.132 for risk-taking, and 3.204 for innovation. These findings indicate that the innovation indicator had the highest score, while creativity had the lowest, although all indicators fell within the ^good^ category. Thus, market day activities can serve as an effective learning tool for fostering and developing entrepreneurial values among elementary school students, particularly in the areas of efficacy, creativity, risk-taking, and innovation. Keywords: market day- entrepreneurial values- elementary school Share Link | Plain Format | Corresponding Author (Sarah Septiana Ningrum)

140	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-186
Cultivating Entrepreneurial Spirit from an Early Age: An Analysis of Teachers^ Perspectives on the Implementation of Market Day Programs in Elementary Schools Nurfadhilah Ramadhani (a), Tia Citra Bayuni(b*), Misbah(c), Nida Elsa(d), Lu^lu Azizah(e), Rizki Setiadi(f) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract The importance of instilling entrepreneurial values from an early age is crucial for fostering independence, creativity, and innovation in elementary school students. One of the strategies implemented is the Market Day program. This study aims to analyze teachers^ perspectives regarding the effectiveness, challenges, and impacts of implementing the Market Day program on the development of students^ entrepreneurial spirit. This research employs a descriptive quantitative method with a survey approach. Data were collected using Likert scale questionnaires to measure teachers^ knowledge of the concepts, benefits, curriculum integration, school support, and the overall impact of Market Day. The respondents consisted of 32 elementary school teachers. The results show that teachers^ understanding is in the very good category 83.5%, the perception of benefits is categorized as good 73.6%, curriculum integration is classified as good 72.7%, school support is very good 82.1%, and the impact on social and economic skills is categorized as good 75.3%. These findings conclude that the Market Day program is an effective contextual learning tool for introducing entrepreneurial concepts, provided that student roles are standardized to maintain the integrity of the independent learning process. Keywords: teacher^s perspective- market day- elementary school- character education Share Link | Plain Format | Corresponding Author (Nida Elsa Salsabila)

141	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-187
Ethnopedagogy in the Digital Era: Strengthening Cultural Identity through Collaborative Digital Storytelling Nanda Maharani Sukma (a*), Hamidah Ulfa Fauziah (b), Asti Nurul Auliya (c) a) Universitas PGRI Mpu Sindok b) Universitas Negeri Yogyakarta c) SMPN 3 Lahat Abstract The rapid advancement of digital technology has the potential to shift the existence of local wisdom values, thereby requiring adaptive, contextual, and culturally grounded pedagogical approaches. This study aims to analyze the role of ethnopedagogy in bridging the preservation of local culture through a collaborative digital storytelling approach within technology-enhanced learning environments. This research employs a literature review method by examining reputable scholarly articles, academic books, and recent studies relevant to ethnopedagogy and the integration of local culture. The analysis was conducted systematically through stages of identification, selection, critical evaluation, and thematic synthesis. The findings indicate that collaborative digital storytelling is an effective strategy for integrating local cultural values into the learning process while enhancing students^ engagement and creativity. This approach also contributes to strengthening students^ cultural identity and improving digital literacy through meaningful collaborative practices. In conclusion, the development of ethnopedagogy in the digital era through digital storytelling is essential for sustaining local culture while enhancing students^ capacity to understand and represent cultural values contextually within modern learning environments. Keywords: collaborative digital storytelling- ethnopedagogy- local culture Share Link | Plain Format | Corresponding Author (Nanda Maharani Sukma)

142	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-188
The Nexus of Ethnopedagogy and Character Building: A Case Study of ^Panca Jiwa^ at Pondok Modern Darussalam Gontor Citra Eka Wulandari, Agung Wijaksono, Arih Inas Atiqahwati STIT Darul Ishlah Tulang Bawang, Sekolah Tinggi Agama Islam Nurul Huda, UIN Sunan Kalijaga Yogyakarta Abstract The escalating and disruptive forces of globalization have posed significant challenges for Islamic educational institutions in preserving the sociocultural identity and character integrity of students, which are often undermined by the dominance of a cognitive-positivist curriculum. Ethnopedagogy emerges as a strategic paradigm for reintegrating local wisdom values into the modern education system as an effort to mitigate the crisis of moral degradation. This study aims to analyze the symbiotic relationship (nexus) between ethnopedagogical values and character development through the implementation of the ^Panca Jiwa^ philosophy at Pondok Modern Darussalam Gontor. Using a qualitative methodology with a case study design, data were collected through in-depth interviews, participatory observation, and analysis of documentation regarding the student care management system. Data analysis was conducted systematically through data condensation, data visualization, and verification of conclusions using source and method triangulation techniques. The research findings reveal that the Panca Jiwa values of sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom serve as ethnopedagogical instruments that are holistically integrated into the boarding school^s organizational governance. The effectiveness of character internalization within this institution is rooted in the creation of a total educational ecosystem that synergizes traditional wisdom with modern disciplinary management, where the exemplary authority of leaders functions as the primary managerial determinant. This study recommends that Islamic education policymakers revitalize local values within a formal management framework to ensure the sustainability of character in the modern era. Through the strengthening of ethnopedagogical values, modern pesantren can position themselves as model institutions possessing a competitive advantage based on distinctive and adaptive character. Keywords: Ethnopedagogy- Panca Jiwa- Character Formation- Modern Pesantren Share Link | Plain Format | Corresponding Author (Agung Wijaksono)

143	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-206
The Wisdom of the Past for the Leadership of the Future: Leveraging Ethnopedagogical Values for Competitive Advantage in Modern Islamic Boarding Schools Fauzan Akmal Firdaus, Alsadika Ziaul Haq, Muhammad Taufiq STAI Riyadul Ulum Condong, UIN Sunan Kalijaga Yogyakarta, STIT Darul Ishlah Tulang Bawang Abstract Amid the turbulence of disruptive globalization, Islamic educational institutions face an existential dilemma between adopting modern managerial paradigms and preserving vernacular traditions that are increasingly eroding. This phenomenon triggers a crisis of institutional distinction, in which modern Islamic boarding schools are often trapped in administrative formalism that negates local cultural capital. This study aims to investigate the deconstruction and reconstruction of ethnopedagogical values as strategic instruments in constructing a competitive advantage in modern Islamic boarding schools. Through a qualitative approach with a multi-case study design, data explanations were extracted via in-depth interviews with managerial elites, ethnographic observations of leadership practices, and discourse analysis of institutional policy documents. Data analysis was conducted through theoretical condensation, matrix visualization, and rigorous methodological triangulation to verify conclusions. The research findings indicate that the synergy between traditional wisdom encompassing charismatic authority, moral autonomy, and social cohesion and futuristic management is capable of creating a distinctive unique value proposition. In this context, ethnopedagogy is not merely positioned as a traditional artifact but as an intangible asset that amplifies institutional resilience and constituent loyalty amidst the dynamics of the education market. This study recommends the codification of local values into formal managerial protocols to achieve harmony between transcendental spirituality and the efficiency of technocratic organizations. Through the structured application of ethnopedagogy, modern Islamic boarding schools can manifest sustainable competitive advantage within the global educational landscape. Keywords: Ethnopedagogy- Competitive Advantage- Strategic Management- Futuristic Leadership Share Link | Plain Format | Corresponding Author (Alsadika Ziaul Haq)

144	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-209
UTILIZING VISUAL MEDIA TO ENHANCE INDONESIAN VOCABULARY ACQUISITION IN EARLY CHILDHOOD EDUCATION (KINDERGARTEN) Sintia Wati Dewi- Juanda 1 Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Terbuka, Tanggerang, Indonesia 2 Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Samawa, Sumbawa, Indonesia Abstract This study aims to provide a comprehensive description of the utilization of picture media and to analyze its impact on enhancing Indonesian vocabulary acquisition among early childhood learners at TK Al-Barokah. The study is grounded in the pedagogical need to bridge the gap between abstract linguistic concepts and young learners^ predominantly concrete modes of thinking through the integration of visual learning strategies. A descriptive qualitative approach was employed to capture the naturalistic dynamics of classroom interaction and learning processes. Data were collected through methodological triangulation, including in-depth interviews with the Group B classroom teacher, participatory observations, and visual documentation of learning activities, particularly collage-based tasks. The research subjects consisted of one classroom teacher and a group of early childhood learners. The findings reveal that the use of picture media was systematically implemented and functioned as an effective visual scaffold, transforming vocabulary instruction into a more engaging, interactive, and developmentally appropriate learning experience aligned with children^s pre-operational cognitive stage. The integration of visual stimuli not only facilitated comprehension but also significantly improved the qualitative aspects of vocabulary mastery. This improvement was evidenced by increased learner attention, heightened motivation, and enhanced ability to recall and apply new vocabulary in meaningful contexts. Furthermore, the activation of visual memory and the incorporation of hands-on activities, such as collage-making, contributed to deeper cognitive processing and retention. Despite certain challenges, particularly in managing classroom dynamics in a relatively large group setting, the study concludes that picture media serve as an effective mediating tool in early childhood language learning. Therefore, it is recommended that educators strengthen their pedagogical competencies, especially in classroom management and the creative diversification of instructional media, in order to maximize the potential of visual-based learning in early childhood education. Keywords: early childhood, Indonesian vocabulary, picture media Share Link | Plain Format | Corresponding Author ( )

145	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-220
The potential of Utilizing Students Local Environmental Context to Foster Their Plant Awareness Towards Achieving Sustainable Development Goals Puan Helwa Rezha Soraya (1*), Rini Solihat (2), Riandi (3) Universitas Pendidikan Indonesia Abstract Plants play an important role in sustaining human life, contributing to food security, ecological balance, as well as providing ecosystem services (ES). However, students engagement with plants remains a challenge in biology education-a phenomenon often referred to as plant blindness or plant awareness disparity. This study explored students plant awareness at a high school in Indramayu Regency using the Plant Awareness Disparity-Index (PAD-I) questionnaire developed by Parsley (2022). The questionnaire was administered to assess multiple dimensions of plant awareness, including students attention, attitude, and their interest towards plants, as well as their knowledge about the importance of plants. Results revealed that while students demonstrated sufficient knowledge regarding the importance of plants, there was a disparity between their interest in plants and animals in their daily lives. These findings suggest that cognitive understanding on its own is insufficient to foster a meaningful awareness of plants. To address this, it is possible to incorporate local contexts into the learning process. By introducing plants relevant to students lives- such as the regional staple crops that are widely recognized in the Indramayu area- and connects them to the learning process, it is hoped that teachers can create more meaningful and relevant experiences for students, which in turn can foster their interest in and appreciation for plants. This approach has the potential to address the awareness gap identified through the PAD-I, while simultaneously supporting students contributions to biodiversity conservation and sustainable development. Keywords: Plant Awareness Disparity (PAD), PAD-I, local context, sustainable development goals, biology education Share Link | Plain Format | Corresponding Author (Puan Helwa Rezha Soraya)

146	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-221
Pantunin AI: An Artificial Intelligence-Driven Innovation for Local Wisdom Learning in the Digital Era Muhamad Rosadi, Saeful Bahri, Asep Supriadi, Saefuddin, Agus Yulianto Badan Riset dan Inovasi Nasional (BRIN) Abstract The digital transformation of education necessitates the integration of technological innovations that not only enhance learning effectiveness but also internalize local wisdom values. This study examines Pantunin AI as an artificial intelligence-based learning application designed to revitalize the Malay pantun tradition as a form of cultural heritage within 21st-century education. The objectives of this research are to (1) analyze the pedagogical design of Pantunin AI in supporting culturally responsive learning, (2) evaluate its effectiveness in improving students^ cultural literacy and creativity, and (3) identify the role of AI technology in transforming local wisdom-based learning practices. This study employs a mixed-methods approach with a sequential exploratory design. Quantitative data were obtained through a limited experimental study involving language education students, while qualitative data were collected through in-depth interviews and user interaction observations. The findings indicate that Pantunin AI significantly enhances students^ ability to compose pantun, linguistic creativity, and understanding of local cultural values. Furthermore, AI integration enables personalized learning experiences and higher interactivity compared to conventional methods. These findings highlight that AI-based technology serves not only as a learning tool but also as a strategic medium for preserving local culture in the digital era. This study contributes to the development of an innovative learning model that integrates technology, culture, and pedagogy. Keywords: Pantunin AI, culturally responsive learning, local wisdom, artificial intelligence, educational innovation Share Link | Plain Format | Corresponding Author (Muhamad Rosadi)

147	Ethonopedagogy (Local Wisdom, Socio Culture)	ABS-236
REVISITING FOLKTALES IN ENGLISH LANGUAGE LEARNING: TRENDS IN SPEAKING AND CULTURAL DEVELOPMENT Widya Rizky Pratiwi1*, Juhana2 Masters of English Education, Universitas Terbuka, Indonesia Abstract The integration of culturally rich materials in English language learning has gained increasing attention due to its potential to enhance both linguistic competence and intercultural awareness. Among these, folktales offer authentic, meaningful contexts that can support speaking development and learner engagement. However, despite growing interest, there remains a lack of comprehensive synthesis regarding how folktale-based materials contribute to speaking proficiency, learner autonomy, and cultural competence. This study aims to address this gap by systematically reviewing existing literature on folktale-based English learning. Adopting a Systematic Literature Review (SLR) design, this study follows established review protocols, including database searching, inclusion and exclusion criteria, and thematic synthesis. A total of selected peer-reviewed articles published within the last decade were analyzed. The data analysis involved coding, categorization, and thematic interpretation to identify recurring patterns and research trends. The findings reveal that folktale-based learning consistently supports (1) improved speaking fluency through contextualized storytelling, (2) enhanced learner autonomy via interactive and student-centered activities, (3) strengthened cultural awareness through exposure to diverse narratives, and (4) development of critical thinking skills through interpretation and comparison of moral values. Additionally, technology integration emerges as a key factor in maximizing engagement and accessibility. This study contributes by providing a consolidated understanding of the pedagogical value of folktales in English learning and highlighting effective implementation strategies. It also identifies gaps related to digital adaptation and assessment practices. Future research is recommended to explore experimental designs and technology-enhanced folktale instruction to further validate and expand these findings. Keywords: Folktale-Based Learning- English Language Teaching- Speaking Proficiency- Cultural Competence- Systematic Literature Review. Share Link | Plain Format | Corresponding Author (Widya Rizky Pratiwi)

148	Media literacy Ethics Sociology History (MESH) Learning	ABS-2
Judul Artikel Muhammad Farizal Amri Universitas Terbuka Abstract Abstract Keywords: keywords Share Link | Plain Format | Corresponding Author (Muhammad Farizal Amri)

149	Media literacy Ethics Sociology History (MESH) Learning	ABS-10
Integration of Augmented Reality into a Protist E-Module to Optimize Students^ Technological Literacy Noviansyah Kusmahardhika, Rizky Agassy Sihombing, Susriyati Mahanal, Chun-Yen Chang, Shiang-Yao Liu 1. Graduate Institute of Science Education, National Taiwan Normal University, Taiwan 2. Department of Biology Education, Universitas Negeri Malang, Indonesia Abstract The concept of literacy has evolved alongside advances in science and technology, highlighting the importance of technological literacy in higher education. However, students^ technological literacy remains relatively low due to the limited integration of digital technology in biology learning and students^ low engagement in pre-learning reading activities. Therefore, innovative learning media that integrate technology are needed to enhance students^ technological literacy. This study aimed to develop an Augmented Reality (AR)-assisted protist e-module that is valid, practical, and effective in improving students^ technological literacy. The study employed the Lee and Owens instructional design model, which includes five stages: analysis, design, development, implementation, and evaluation. Technological literacy was measured using observation sheets, essay-based technological literacy tests, and a technological literacy questionnaire. The validity of the e-module was evaluated by media experts, content experts, instructional experts, and educational practitioners. The results indicated that the AR-assisted protist e-module met the validity criteria, with scores of 76.8% from media experts 100% from content experts (very valid), 98.8% from instructional experts, and 80% from educational practitioners. Practicality testing showed that the e-module was practical, with an average score of 84.65% from students and 90% from lecturers. The effectiveness results indicated that the AR-assisted e-module improved students^ technological literacy. The experimental class achieved average scores of 65.57 in observation results, 72.50 in technological literacy tests, and 76.53 in the technological literacy questionnaire. These findings suggest that the AR-assisted protist e-module is an effective digital learning medium for enhancing students^ technological literacy in biology learning. Keywords: Augmented Reality, E-module, Technological Literacy, Protist Learning Share Link | Plain Format | Corresponding Author (Noviansyah Kusmahardhika)

150	Media literacy Ethics Sociology History (MESH) Learning	ABS-24
Number Talks as a Pedagogical Practice for Strengthening Mathematical Literacy and Student Wellbeing: A Systematic Review Mahfudz Reza Fahlevi Institut Agama Islam Negeri Syaikh Abdurrahman Siddik Bangka Belitung, Indonesia Abstract Low numeracy levels remain a global educational challenge, including in Indonesia. The National Numeracy Movement (Gerakan Numerasi Nasional/GNN) calls for a transformation in mathematics learning, from rote memorization toward cultivating numeracy as a habit of mind. Number Talks has emerged as a potential pedagogical intervention, fostering number sense through a humanistic approach that values classroom discourse and ultimately supports numeracy development. This study aims to systematically examine the conceptualization of Number Talks, its technical characteristics, and its contributions to mathematical literacy and student wellbeing. Using the Systematic Literature Review method with PRISMA guidelines, a search of the Scopus database yielded 17 articles for analysis. The findings reveal three main points. First, Number Talks is conceptualized multidimensionally: as a mental computation routine, as math-talk, as a vehicle for mathematical literacy, as a student-centred teaching practice, and from foundational perspectives. Second, its technical characteristics operate effectively across three domains: structural, interactional, and adaptive. Third, Number Talks contributes holistically to the MESH Learning dimension through building mathematical discourse communities, developing communication skills, and fostering collaborative learning- and to Student Wellbeing through enhancing self-confidence, reducing math anxiety, and supporting emotional regulation. These findings position Number Talks as a promising pedagogical practice for strengthening mathematical literacy while simultaneously attending to students affective and social needs, a dual contribution that aligns with contemporary educational priorities. Number Talks deserves consideration as a good practice for implementing the National Numeracy Movement (GNN) at the classroom level, with further research needed to test its effectiveness in the Indonesian context. Keywords: Mathematical Literacy- MESH Learning- Number Talks- Student Wellbeing- Systematic Review Share Link | Plain Format | Corresponding Author (Mahfudz Reza Fahlevi)

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