Archive

Explaining of Executive Mathematics Problem-Solving (EM-PS) Self-Assessment Instrument for Elementary School Students: Exploratory Factor Analysis

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

Acceptance of a Contextualized AI-Enhanced EFL Teaching Cycle in English Language Teaching

Annisa Navilah Navilah, Suhaida Omar

Examining STEM Learning Attitude and Gender Differences Computational Thinking among Elementary School Student

Puji Larassati, Siti Aulia Fitrianingsih, Nazwa Olivia Desiyanti, Rovie Dane T. Francisco

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

Generative AI-Mediated Metacognitive Listening: EFL Learners’ Regulation of L2 Listening through TED Talks

Juan Manuel Castro Carracedo, Busuyi Francis Olowo, Chaimae Fertat, Lynda Chinenye Ambrose

Illocutionary Acts in BTS’s Speech at The Korea’s First Youth Day 2020

Irmala Sukendra

Illocutionary Acts in BTS’s Speech at The Korea’s First Youth Day 2020

Irmala Sukendra

Lexical Sophistication in EFL Learners’ Argumentative Writing: A Multidimensional Analysis of Students Engaged in Out-of-Class English Activities

Derling Jose Mendoza Velazco

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.

Measuring Stimulating Higher-Order Thinking (SHOT) Among Elementary School: Constructions and Factor Analysis

Fauziyah, Aisa Nur Rahmayani, Nasriyah, Kinar Yoshie

Mathematics and Language Self-Efficacy, Reading Interest, and Bullying as Predictors of Academic Achievement in Formal and Nonformal Education

Putri Ajeng Lestari, Silvi Maulidatul Fitri, Turinah Maryam, Herlina Tasya

Although mathematics self-efficacy, language self-efficacy, reading interest, and bullying have individually been linked to academic achievement, their combined and domain-specific associations with Indonesian Language and Mathematics achievement across formal and nonformal education remain insufficiently understood. This study examined the relationships among mathematics self-efficacy, language self-efficacy, reading interest, bullying, gender, educational unit type, and achievement in both subjects. A quantitative, correlational, cross-sectional design involved 241 Grade IV students from formal and nonformal educational units in Cirebon, Indonesia. Data were obtained through questionnaires assessing the four psychosocial constructs and documented academic scores. SmartPLS was used solely to evaluate convergent validity and internal consistency, while the General Linear Model Multivariate procedure was used for hypothesis testing. Mathematics self-efficacy, language self-efficacy, reading interest, bullying, and educational unit type were significantly associated with the combined academic outcomes, whereas gender was not. Mathematics self-efficacy was specifically associated with Mathematics achievement, while language self-efficacy was specifically associated with Indonesian Language achievement. Reading interest was positively associated with both subjects, whereas bullying was negatively associated with both. These findings suggest that academic achievement is related to domain-specific confidence, reading engagement, social experiences, and educational context. The study supports targeted interventions that strengthen subject-specific self-efficacy, promote reading across subjects, and prevent bullying through scaffolded learning tasks, cross-curricular reading activities, and structured school-based prevention protocols in both formal and nonformal settings.

Psychometric Evaluation of the Elementary School Student’s Percevied Teacher Trust Behavior Scale

Dina Siti Sakinah, Melisa, Ritasari

Students' perceptions of trust behaviors are associated with learning engagement, academic motivation, and positive classroom behavior. The availability of evidence on psychometric quality and structural stability of this scale in a wide range of samples is limited. This study aims to evaluate the psychometric properties of PTTBS in elementary school students. A quantitative cross- sectional design was employed involving 340 participants. Data were collected using PTTBS, which comprises four dimensions: emotional support, moral recognition, academic support, and competence recognition. Psychometric evaluation was carried out by Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) using SmartPLS 4. The findings supported the four-dimensional structure of this instrument. In addition, the results show satisfactory reliability, convergent validity, discriminant validity, as well as model fit, indicating that the items maintained adequately represent each construct. These results suggest that PTTBS is a valid and reliable instrument for measuring elementary school students’ perceptions of teacher trust behavior. This research strengthens the construction of PTTBS in the context of elementary schools in Indonesia and makes an empirical contribution to the use of PTTBS in educational research.