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Production JEES: Journal of Education and Educational Sciences

Exploring the Antecedents and Consequences of Challenging Behavior in Learners with Down syndrome: an Intervention for Teachers on Functional Behavior Assessment at Deborah Academy

Misahun Shumetu, Asmerom Tekle, Deborah Foundation

The purpose of this study was to evaluate functional behavior assessment (FBA) training for teachers on teaching children with Down syndrome who present challenging behaviors at Deborah Academy of Ethiopia. The intervention consisted of a two-week training program to diagnose this behavior and apply interventions. Results indicated considerable improvement in teachers’ levels of confidence and competence in handling difficult behaviors. Teachers reported having more access to information about why students acted out and could deliver better interventions sin response. The other results were observed: disruptive issues were reduced and a positive classroom climate. FBA training can offer useful materials to educators with students who display challenging behaviors such as Down syndrome students. It allows teachers to learn systematically as a result of the method, which is good for both student and teacher.

Published: 01 Nov 2026 View Details

Submission MIREJ: Multidisciplinary Innovation Research Journal

EVALUASI LITERASI KEUANGAN, MOTIVASI KEUANGAN, DAN KETERSEDIAAN PRODUK KEUANGAN TERHADAP PERILAKU PERENCANAAN KEUANGAN JANGKA PANJANG PADA KARYAWAN SWASTA PT DOLPHIN FOOD & BEVERAGES INDUSTRY KABUPATEN TANGERANG

Rahmawati qodri

This article presents a quantitative research design to evaluate the effects of financial literacy, financial motivation, and the availability of financial products on long-term financial planning behavior among private employees of PT Dolphin Food & Beverages Industry in Tangerang Regency. The study uses an explanatory survey approach. The population consists of 320 active employees distributed across six organizational divisions. A sample of 178 respondents is determined using the Slovin formula and allocated through proportionate stratified random sampling. Primary data will be collected using a closed questionnaire containing 48 items measured on a five-point Likert scale. Financial literacy, financial motivation, availability of financial products, and long-term financial planning behavior are each measured by 12 items. The proposed empirical model will be tested using Partial Least Squares Structural Equation Modeling with SmartPLS. The model positions financial literacy as cognitive capacity, financial motivation as internal drive, and product availability as an external facilitating condition. The research is expected to provide empirical evidence for employee financial education, financial product access, and corporate financial well-being programs.

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Under Review MIREJ: Multidisciplinary Innovation Research Journal

Analysis of the Influence of the Missouri Mathematics Project Learning Model on Elementary Students' Mathematical Connection Skills and Habits of Mind

Khofifah Amaliyatul Maula

This study aimed to examine the effect of the Missouri Mathematics Project (MMP) on elementary school students' mathematical connection ability and habits of mind. A quantitative study employing a quasi-experimental pretest-posttest control group design was conducted involving fifth-grade elementary school students. Data were collected using a mathematical connection test and a habits of mind questionnaire. The collected data were analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA) after satisfying the assumptions of normality and homogeneity. The findings revealed that students who learned through the MMP obtained higher mean scores in both mathematical connection ability and habits of mind than those who received conventional instruction. The MANOVA results indicated that the differences were not statistically significant for either mathematical connection ability (p = 0.314) or habits of mind (p = 0.110). These findings suggest that although the structured learning stages of MMP encouraged students to engage in problem solving activities, review prior knowledge, and practice mathematical procedures systematically, the intervention duration was insufficient to produce statistically significant improvements in students' mathematical connection ability and thinking dispositions. The added value of this study lies in providing empirical evidence that the effectiveness of MMP should be interpreted by considering contextual factors, including students' initial mathematical competence, instructional duration, and classroom learning conditions, rather than relying solely on score improvement. The study concludes that MMP has the potential to support the development of mathematical connections and productive thinking habits however, longer implementation periods and complementary instructional strategies are required to achieve statistically significant learning gains in elementary mathematics education.

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Declined GENFABET: Generasi Pendidikan Dasar

Analisis Transformasi Digital Administrasi Sekolah Dasar: Tantangan Infrastruktur dan Literasi Teknologi di Wilayah Cirebon

Mujadillah Mujadillah

This study analyzes the process of technology-based administrative data management in elementary schools in the Cirebon region, West Java. Using a qualitative descriptive method with in-depth interviews involving twelve elementary school teachers from various sub-districts, this research identifies the types of data managed digitally, the main objectives of technology adoption, technical and non-technical obstacles encountered, and mitigation strategies implemented by each school. The findings indicate that all schools have adopted digital administration systems covering student identity data, academic scores, attendance records, and teacher performance reporting. The main obstacles include unstable internet networks, limited hardware, a digital literacy gap between younger and senior teachers, and the absence of adequate computer laboratory facilities. Schools implement adaptive solutions such as the use of personal mobile data quotas by teachers, task-sharing between younger and senior colleagues, and periodic training through seminars and school coordination meetings. This study provides policy-relevant recommendations for district education offices to improve digital infrastructure equity and increase teacher technical competency across the Cirebon region.

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Under Review DUTIES: Education and Humanities International Journal

University Students' Use of AI Chatbot Companions for Academic Help Seeking: Benefits and Challenges

Naufal Fidha Sulaeman, Kurnihayati Kurnihayati

The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviors. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analyzed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.

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Declined LEOTECH: Journal of Learning Education and Technology

The influence of augmented reality-based digital picture books in science and social learning on environmental care attitudes, environmental care behaviors, and science learning self-efficacy of elementary school students

Nabila, Manda Luthfiyyah, Nayla Putri Maitsa, Hilyatuzzahro

The purpose of this study is to analyze the influence of using Augmented Reality (AR) based digital picture books in Science Learning Self-Efficacy (SSLSE), Environmental Attitude (EA) and Environmental Behavior (EB) of elementary school students on learning Science and Social Sciences (IPAS). The research used quantitative approach with explanatory survey design. The research was carried out on 240 students of grade IV and V selected by the technique of purposive sampling. Data were collected through a four-point Likert scale questionnaire and analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). The results of research indicate that all constructs satisfy the criteria of reliability and validity. The hypothesis is tested and the results indicate that SSLSE has a positive and significant effect on EA (β = 0.764; T = 22.643; p < 0.001) and EB (β = 0.485; T = 5.843; p < 0.001). Moreover, EA had a positive and significant effect on EB (β = 0,395; T = 4,664; p < 0,001) and played a partial mediated role on the relationship between SSLSE and EB. The results show that AR-based digital picture books can significantly improve students' self-efficacy in science learning, environmental concern attitudes and environmental concern behaviors. So that the media based on AR is worth recommending as an innovation of the learning of IPAS in elementary schools.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

The Influence of Teacher-Student Relationships on the Moral Consensus of Elementary School Students: The Mediating Roles of Social-Emotional Skills and Gratitude and the Moderating Role of Mindfulness

Salima Tussa'adah

Character development in primary education faces increasing behavioral challenges, making it important to understand the factors that shape students' moral values. This study investigates the influence of student-teacher relationships on elementary students' moral consensus, with social-emotional skills and gratitude as mediators and mindfulness as a moderator. Using a quantitative survey of 240 students and SEM-PLS analysis, the results show that student-teacher relationships do not directly improve moral consensus, and social-emotional skills and gratitude do not mediate this relationship. However, positive teacher-student interactions significantly foster gratitude, while mindfulness strengthens this effect. These findings suggest that moral consensus is shaped by various social influences beyond classroom relationships. Nevertheless, supportive teachers and mindfulness play an important role in developing students' positive emotional qualities, particularly gratitude, providing valuable insights for more holistic character education.

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Under Review JEES: Journal of Education and Educational Sciences

Explaining of executive mathematics problem-solving (EM-PS) self-assesment instrument for elementary school students: exploratory factor analysis

Maulana Sodiq, Ainun Pratiwi, Fahri dzhilal Nuruzzaman, Titis Pamulatsih

Executive Functions represent an important cognitive component that supports students during mathematical problem-solving processes. Existing instruments generally measure executive functions and mathematical problem-solving ability separately, making it difficult to capture students’ cognitive processes comprehensively. This study aimed to develop and examine the psychometric properties of the Executive Mathematics Problem-Solving (EM-PS) instrument. The study employed a quantitative approach using a cross-sectional survey design involving 240 elementary school students in Cirebon City, Indonesia. The instrument consisted of 43 items developed through the integration of Executive Functions Theory and Mathematical Problem SolvingTheory. Prior to empirical testing, all items underwent content validation through expert review to ensure alignment between theoretical constructs and measurement indicators. Data analysis was conducted using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The results identified six main dimensions, namely Enthusiastic Problem Situation, Elect Key Data, Elect Problem Solution (Planning), Elect Problem Solution (Implementation), Evaluation Problem Solution, and Enrich Solution Reflection. Factor loading values met the acceptable measurement criteria, with cumulative variance reaching 85.4%. All constructs demonstrated Average Variance Extracted values above 0.50, Composite Reliability values exceeding 0.70, and Heterotrait-Monotrait Ratio values below 0.90. The findings indicate that the EM-PS instrument possesses adequate validity and reliability, suggesting its potential use as a measurement tool for evaluating students’ cognitive processes during mathematical problem-solving activities.

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Declined GENFABET: Generasi Pendidikan Dasar

Pengaruh kepemimpinan, kualitas guru, teknologi, dan lingkungan sekolah terhadap kualitas sekolah melalui prestasi siswa pada sekolah dasar:pendekatan pls-sem

Satria Eka Prayoga, Ravika Azzhara Saputri, Marselinus Asa, Pankrasius Nggala

School quality serves as a primary benchmark for educational success, reflecting an institution's capacity to deliver meaningful learning experiences and foster outstanding student outcomes. However, empirical consensus on how various factors drive school quality through student achievement remains elusive, particularly within Indonesian primary education. This study examined the impacts of leadership, teacher competence, technological integration, and the school environment on institutional quality, positioning student achievement as an intervening variable. Utilizing a quantitative cross-sectional design, data were gathered from 240 students across two public primary schools in Cirebon, Indonesia. A structured questionnaire featuring 34 validated indicators on a four-point Likert scale was administered, and the framework was analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 3. The empirical results demonstrate that leadership was the sole factor exerting a significant positive influence on student achievement. Conversely, teacher quality, technology, and the school climate showed no substantial direct effects. Notably, student achievement was found to robustly enhance overall school quality, underscoring its pivotal role in educational effectiveness. These insights suggest that strengthening instructional leadership should be prioritized to elevate both student performance and school standards. Ultimately, this study enriches the literature by offering integrated empirical evidence from the Indonesian primary education context and provides actionable, data-driven guidance for school administrators and policymakers..

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Declined LEOTECH: Journal of Learning Education and Technology

Factors Influencing E-Learning Acceptance in Elementary School Students: Integrated Method of TAM and UTAUT

jeanno baptista lulan lulan, Ana yuniawai, siti Marfiyani

The swift advancement of information and communication technology (ICT) has facilitated the extensive adoption of e-learning within educational contexts. Nevertheless, the acceptance of such systems by students is equally critical as the technological infrastructure for the effective implementation of e-learning initiatives. This research amalgamates the Unified Theory of Acceptance and Use of Technology (UTAUT) with the Technology Acceptance Model (TAM) to investigate the determinants influencing elementary school students' behavioral intentions to engage with e-learning platforms. A quantitative survey was conducted involving 240 elementary school students in Cirebon who had prior experience with e-learning platforms. Data analysis was performed utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. The findings revealed that students' Behavioral Intention (BI) to utilize e-learning was positively and significantly affected by Social Influence (SI), Perceived Ease of Use (PEU), Perceived Usefulness (PU), Facilitating Conditions (FC), Prior Experience (PEX), and Self-Efficacy (SE). Notably, perceived usefulness emerged as the most significant predictor of behavioral intention. Furthermore, multigroup analysis indicated that age groups exhibited significant differences in the impact of Facilitating Conditions on Behavioral Intention, whereas gender did not significantly alter most structural relationships. These findings underscore that the adoption of e-learning among elementary school students is profoundly influenced by both individual perceptions and environmental support. This study contributes to the domain of technology acceptance research in elementary education and provides valuable recommendations for enhancing the integration of e-learning within classroom settings.

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Declined JEES: Journal of Education and Educational Sciences

The Role of Teacher-Student Relationship and Academic Self-Efficacy in Enhancing Elementary School Student Learning Engagement in Cirebon

cantika sri rahayu, Adelia Safitri, Nur Alifa Maula Nabila Sulistiani, Orvela Aileen Iffaura

Abstract:Learning engagement is A crucial element related to Students' academic achievement in elementary school. The purpose of this study is to examine the impact of proactive personality, Academic self-assurance and relationships between teachers and students on learning engagement through a serial mediation model. A quantitative approach was used by involving 240 respondents consisting of fourth- and fifth-grade students and classroom educators. Information was gathered using standardized surveys and examined using structural equation modeling (SEM) and descriptive statistics. with a bootstrap technique of 5,000 resamples. The analysis's findings demonstrate that learning engagement is not much impacted by proactive personality. Furthermore, Academic self-efficacy and teacher-student relationships were not proven to function as mediators, either partially or in the serial mediation model. All tested paths did not show statistical significance, so the proposed model was not supported by the empirical data. These findings indicate that learning engagement is likely influenced by other factors outside the variables tested; therefore, a more comprehensive model needs to be developed in future research.

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Declined JEES: Journal of Education and Educational Sciences

The influence of a growth mindset on the subjective well-being of elementary school students; which is mediated by academic self-efficacy and moderated by perceived teacher support

isyhal syawaludin, Oldi Dwi Maulana Rizky, Mohamad Iqbal Gumelar Pamungkas, Iin Mutmainah

Elementary school students' subjective well-being has been reported to be declining, raising concerns about their long-term psychological and academic development. Despite growing interest in growth mindset and its benefits, few studies have simultaneously examined academic self-efficacy as a mediator and perceived teacher support as a moderator within a single integrated model for elementary school students. This study aims to examine the role of growth mindset in predicting subjective well-being, with academic self-efficacy as a mediating variable and perceived teacher support as a moderating variable. A quantitative approach with a cross-sectional design was employed. Data were collected from 240 elementary school students in West Java, Indonesia, selected through purposive sampling. A self-report questionnaire comprising 38 items across four constructs was administered using a four-point Likert scale. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4, applying bootstrapping with 5,000 resamples to assess mediation and moderation effects. The results show that growth mindset significantly and positively predicts subjective well-being (β = 0.361, p < 0.001). Academic self-efficacy partially mediates this relationship (indirect effect = 0.094, 95% CI [0.038, 0.165]), accounting for approximately 26% of the total effect. Perceived teacher support significantly moderates the relationship between growth mindset and academic self-efficacy (β = 0.110, p = .026). In conclusion, subjective well-being in elementary school students is shaped by the interplay of growth mindset, self-efficacy, and teacher support. This study contributes a comprehensive moderated mediation model that bridges individual cognitive beliefs with contextual classroom factors, providing practical guidance for educators and policymakers to design targeted interventions that strengthen students' psychological well-being

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