https://ejournal.edukhatulistiwa.com/index.php/hope <p><strong>Journal Title:</strong> Horizon of Primary Education<br /><strong>Initials:</strong> HOPE<br /><strong>Abbreviation:</strong> Horizon Prim. Educ.<br /><strong>Frequency:</strong> Two issues per year<br /><strong>DOI:</strong> <a href="https://dx.doi.org/10.61142">https://dx.doi.org/10.61142/hope</a> <br /><strong>Online ISSN:</strong> 3089-9230<br /><strong>Editor-in-Chief:</strong> Mustakim, M.Pd<br /><strong>Publisher:</strong> Dharma Samakta Edukhatulistiwa</p> <p><strong>Horizon of Primary Education (HOPE)</strong> is a peer-reviewed academic journal committed to enhancing primary education through the dissemination of innovative research, critical reviews, and impactful community service initiatives. As a leading publication in the field, HOPE serves as a platform for educators, researchers, policymakers, and practitioners to exchange knowledge and collaborate on advancing primary education globally.</p> <p>Published by <strong>Dharma Samakta Edukhatulistiwa</strong>, HOPE emphasizes the development of educational practices that address contemporary challenges in primary education, including inclusive pedagogy, sustainability education, and the integration of technology. The journal encourages submissions that explore theoretical frameworks, empirical research, and case studies on effective teaching strategies and curriculum development tailored for young learners.</p> <p>This open-access journal is published twice annually, in <strong>April</strong> and <strong>October</strong>, ensuring the timely release of high-quality academic content. HOPE employs a rigorous <strong>double-blind peer-review process</strong> to uphold academic integrity and scholarly standards. The journal waives publication fees for submissions by graduate students, researchers from underfunded institutions, or contributors from developing regions, demonstrating its commitment to equitable knowledge dissemination.</p> <p>HOPE welcomes submissions from scholars and practitioners dedicated to the betterment of primary education, offering insights and practical solutions for a more inclusive and innovative future. Whether you are a researcher, teacher, or policymaker, <strong>Horizon of Primary Education (HOPE)</strong> invites you to join its mission to shape the horizon of learning for future generations.</p> <p> </p> en-US [email protected] (Mustakim) [email protected] (Supriyadi) Wed, 15 Apr 2026 00:00:00 +0000 OJS 3.3.0.12 http://blogs.law.harvard.edu/tech/rss 60 https://ejournal.edukhatulistiwa.com/index.php/hope/article/view/354 <p>The transformation of character education in Indonesia under the Merdeka Curriculum positions the Pancasila Student Profile as the foundational framework for national character development. However, at the elementary school level particularly in Islamic Religious Education and Character Education (IRE-CE) the internalization of the Independent Dimension remains hampered by low self-regulation and impulse control among students. This study aimed to implement Brain-Based Learning (BBL) with the John Elliott Classroom Action Research (CAR) model to strengthen the Independent Dimension of the Pancasila Student Profile among fourth-grade students at SDN 1 Dadakitan, Tolitoli Regency. Employing a mixed-methods participatory action research design across two cycles (four sessions) with 25 students, data were collected through structured observation using a nine-indicator Psychomotor Skills Rubric (0–4 scale) covering three latent variables: Compliance and Etiquette, Academic Engagement, and Resource Management. Data were analysed through descriptive quantitative methods and Partial Least Squares-Structural Equation Modeling (PLS-SEM) for causal validation. Results demonstrated a significant increase in classical mastery from a pre-cycle baseline of below 60% to 96% by the end of Cycle 2. PLS-SEM confirmed that Compliance and Etiquette significantly predicted Academic Engagement (β = 0.61, p &lt; 0.001), which in turn significantly predicted Resource Management (β = 0.53, p &lt; 0.001). The novelty of this study lies in its integration of PLS-SEM into classroom action research, elevating CAR methodology from anecdotal reporting to replicable statistical evidence. Findings offer a scientifically validated BBL protocol for IRE-CE teachers and contribute a new conceptual model of character formation rooted in educational neuroscience.</p> Nasriani Nasriani, Ni Wayan Savitry, Nina Ramadani Copyright (c) 2026 Horizon of Primary Education https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.edukhatulistiwa.com/index.php/hope/article/view/354 Thu, 30 Apr 2026 00:00:00 +0000 https://ejournal.edukhatulistiwa.com/index.php/hope/article/view/362 <p>The Indonesian government counters global anxiety regarding character disruption through the strategic initiatives of the Merdeka Curriculum. The national curriculum establishes the independent dimension of the Pancasila Student Profile as the primary target for character formation within the school environment. This classroom action research resolves the issue of learning dependency among fifth-grade students at SDN Dadakitan in Indonesian language literacy through the implementation of a Brain-Based Learning model. The John Elliott methodological approach facilitated the observation of ten affective independence indicators on a 0-4 scale at each stage of the action cycles. The researchers comprehensively integrated this brain-based instructional method with PLS-SEM statistical analysis across two research cycles. A specialized rubric instrument evaluated five latent variable dimensions of students' affective independence via participatory observation during the intervention process. These five latent variables encompass initiative, resilience, self-confidence, emotional regulation, and self-awareness as the primary measurement parameters within the statistical model. This instructional intervention significantly increased the classical mastery percentage from 14.29% to 100% by the conclusion of the fourth session. SmartPLS outer and inner model validation confirmed a robust psychological causal chain extending from self-awareness to learning initiative, yielding an R² coefficient of 0.422. Consequently, the final outcomes of this study deliver a validated and highly replicable character education protocol for educational practitioners in Indonesia.</p> Zulfahreza Zulfahreza, Nabila Safitri, Nur Sitti Fatimah Copyright (c) 2026 Horizon of Primary Education https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.edukhatulistiwa.com/index.php/hope/article/view/362 Thu, 30 Apr 2026 00:00:00 +0000