Integrating Neuroeducation into Educational Management: A Breakthrough for Enhancing Elementary Education

Abstract

This study aims to evaluate the effectiveness of neuroeducation implementation in elementary education and develop a teacher training model to enhance understanding and application. A quantitative approach with a survey and quasi-experimental design was employed across seven regions in Indonesia, involving 28 public elementary schools implementing the Kurikulum Merdeka. Data were collected through evaluation questionnaires and structured interviews completed by teachers following neuroeducation training. The results show a significant increase in teachers' understanding and application of neuroeducation principles, with the average understanding score rising from 2.7 before training to 4.5 after training. Structured interviews revealed that while teachers felt more confident in applying neuroeducation, they still required ongoing support. The discussion links these findings to Andragogy, Constructivism, and Lifelong Learning theories, highlighting that experience-based and continuous training effectively enhances teacher competence. The conclusion drawn from this research is that neuroeducation can be effectively implemented in elementary schools with appropriate training support, contributing to the improvement of elementary education quality in Indonesia.