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Declined DUTIES: Education and Humanities International Journal

Analysis of Differentiated Learning Strategies in Meeting the Learning Needs of Elementary School Students

Aulia Dwi Rahmawati

Differentiated learning is one of the important strategies in answering the increasingly complex challenges of basic education, especially in the context of the Independent Curriculum which emphasizes the flexibility and diversity of students. This study aims to analyze the application of differentiated learning strategies in meeting the learning needs of students at the elementary school level, focusing on planning, implementation, and their impact on student motivation and learning outcomes. A descriptive qualitative approach was used in this study, with data collection techniques in the form of classroom observations, in-depth interviews with one homeroom teacher and two grade VI students, and study of learning documents. The data is analyzed through the process of reduction, presentation, and inductive conclusions. The results of the study show that differentiated learning that includes the differentiation of content, processes, and products is able to improve students' active participation, confidence, and academic achievement, especially when strategies are tailored to each student's learning style such as visual, auditory, and kinesthetic. However, the implementation of this strategy faces challenges in the form of time constraints and the need for complex planning. The conclusion of this study confirms that differentiated learning contributes significantly to improving the quality of the teaching and learning process in elementary schools and provides a practical basis for the development of a more inclusive, adaptive, and student-centered pedagogical approach, as well as enriching theoretical studies in the field of basic education.

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Declined DUTIES: Education and Humanities International Journal

The Effect of Support on Elementary School Students' Self-Efficacy and Academic Burnout: A Multivariate Analysis of Variance (MANOVA) Approach Judulnya ini kan

Aulia Dwi Rahmawati

Differentiated learning is one of the important strategies in answering the increasingly complex challenges of basic education, especially in the context of the Independent Curriculum which emphasizes the flexibility and diversity of students. This study aims to analyze the application of differentiated learning strategies in meeting the learning needs of students at the elementary school level, focusing on planning, implementation, and their impact on student motivation and learning outcomes. A descriptive qualitative approach was used in this study, with data collection techniques in the form of classroom observations, in-depth interviews with one homeroom teacher and two grade VI students, and study of learning documents. The data is analyzed through the process of reduction, presentation, and inductive conclusions. The results of the study show that differentiated learning that includes the differentiation of content, processes, and products is able to improve students' active participation, confidence, and academic achievement, especially when strategies are tailored to each student's learning style such as visual, auditory, and kinesthetic. However, the implementation of this strategy faces challenges in the form of time constraints and the need for complex planning. The conclusion of this study confirms that differentiated learning contributes significantly to improving the quality of the teaching and learning process in elementary schools and provides a practical basis for the development of a more inclusive, adaptive, and student-centered pedagogical approach, as well as enriching theoretical studies in the field of basic education.

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Declined MIREJ: Multidisciplinary Innovation Research Journal

Exploring the Role of Teachers in Increasing Student Learning Motivation through Contextual Learning Techniques

Intan Nurfadillah, Ratri Nuryani Qudwatullathifah

This study aims to make the role of teachers in increasing student learning motivation through contextual learning techniques in meeting the learning needs of grade III students in elementary schools in one of the Cirebon districts. With relevant strategies in implementing an independent curriculum that emphasizes the importance of contextual learning for students and the very important role of teachers, in order to increase the learning motivation of elementary school students. This study uses a descriptive qualitative approach with data collection techniques in the form of observation of teaching and learning activities, interviews with classroom teachers, and documentation of teaching modules. The results of the study show that teachers have implemented contextual learning. The findings suggest that adequate infrastructure support, ongoing teacher training, and awareness of the importance of contextual approaches are needed to optimize science learning in grade III. However, these various challenges are by utilizing existing infrastructure and teaching materials according to the readiness and interests of students.

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Declined JEES: Journal of Education and Educational Sciences

The Influence of Mental Health and Peer Support on Students’ Self-Efficacy in Learning

Vina Duwi Anugrah

Students are vulnerable to mental disorders that have a negative impact on their academic achievement, so self-efficacy is needed to overcome it. Mental health as a belief in one's ability to achieve goals, peer support can have a positive influence, one of which is in increasing self-efficacy. The purpose of this study was to identify the relationship between mental health and peer support with students' self-efficacy. The study was conducted using a quantitative method with multiple linear regression analysis techniques assisted by SMARTPLS. The sample in this study was 240 students with accidental sampling techniques. The data collection instrument was carried out with the help of a google form through social media that had been distributed. The results of the study showed a positive and significant relationship between mental health and peer support on students' self-efficacy, the independent variables simultaneously contributed 59.9% to the dependent variable. The partial hypothesis of the mental health variable showed a significant relationship with self-efficacy with a regression coefficient value of 0.956 and the peer support variable also showed a significant relationship with self-efficacy with a regression coefficient value of 0.499

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Declined GENFABET: Generasi Pendidikan Dasar

Analisis Konseptualisasi Bangun Datar dalam Buku Ajar Matematika SD: Tinjauan Pedagogis Kurikulum 2013 dan Kurikulum Merdeka

firly hernanda

This study aims to analyze the conceptualization of flat shapes material in the 2013 Curriculum and Merdeka Curriculum elementary mathematics textbooks using Valverde’s (2002) five textbook analysis dimensions, and to examine teachers' pedagogical strategies based on Hattie and Timperley's (2007) feedback framework. The results of the study show that the 2013 Curriculum book emphasizes a procedural approach with the dominance of definitions and formulas, while the Merdeka Curriculum emphasizes context but is less explicit in symbolic structures. This imbalance has an impact on students' conceptual understanding and demands teacher intervention through exploratory and reflective feedback. This research recommends the integration of formal and contextual approaches in the development of textbooks and the improvement of teachers' instructional literacy to strengthen meaningful learning.

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Published MIREJ: Multidisciplinary Innovation Research Journal • 2025

Literature Review & Qualitative Study: Contextual Teaching Materials for Elementary School Students’ Understanding of Fractions

Siti Nur Millah

This research employs a framework derived from rapid technological advances, which demand innovation and creativity in the learning process in the classroom so that the material presented is relevant and effective for students. Teachers are required to develop learning media that can support students' understanding optimally, one of which is through the use of textbooks as the main source of knowledge. This study used descriptive qualitative method with data collection through interviews, documentation, and literature review to examine the effectiveness of mathematics textbooks in fraction materials. Data analysis was conducted to understand the extent to which the textbook can help students understand the concept of fractions comprehensively. The results showed that the use of fraction-based math textbooks was considered appropriate and effective by both teachers and students in the classroom. Therefore, this textbook can serve as an alternative learning media that supports the improvement of students' understanding, especially in the subject of fractions, thus improving the learning process more effectively and efficiently.

Published: 01 Jul 2025 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2025

Explanatory Factor Analysis of Critical Thinking Instrument for Elementary Students

Muhammad Febrian Adi Guna, Sahal Abdullah, Muhamad Azlan Al Disa

One of the main challenges in primary education is the low critical thinking skills of students during the learning process, which has a major impact on their academic achievement as well as their social and emotional development. This study aims to analyze the structure of the instrument factors for measuring critical thinking ability, which is developed based on four main dimensions: analytical ability, evaluation ability, inference ability, and problem-solving skills in elementary school students. This study uses a quantitative approach with a survey design involving 240 elementary school students. Data analysis was carried out through Explanatory Factor Analysis (EFA). The findings show that the four dimensions of critical thinking have significant factor weight, adequate convergent validity, and high construct reliability, as well as SRMR values that have a match with empirical data. The model created can describe well and in context how critical thinking works as a whole. This instrument is relevant for academic research as well as a diagnostic tool for teachers in designing responsive learning. These findings contribute significantly to improving the quality of basic education through a comprehensive and effective evaluation of students' critical thinking skills.

Published: 01 Jul 2025 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2025

The Effect of Entrepreneurship Education and Entrepreneurial Perception on Student Satisfaction

Kevin Herdian Romdhoni, Marshella Auliana Geovani A.S

This study aims to examine the effect of entrepreneurship education and entrepreneurial perception on individual satisfaction in the context of higher education. The background of this research highlights the growing importance of entrepreneurship as a key competency for future career development, as well as the need to understand how students' educational experiences and perceptions influence their overall satisfaction. A quantitative approach was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to analyze the relationships among the constructs. Data were collected through a questionnaire distributed to university students who had taken entrepreneurship-related courses. The findings reveal that while entrepreneurship education does not directly affect satisfaction, it significantly influences entrepreneurial perception, which mediates its impact on satisfaction. This result suggests that the effectiveness of entrepreneurship education is indirectly reflected through the development of positive perceptions, which enhance students' sense of fulfillment and engagement. The study contributes to the literature on entrepreneurship education by emphasizing the importance of perception as an intermediary variable, and offers practical implications for educators aiming to improve student satisfaction through curriculum design and instructional strategies.

Published: 01 Jul 2025 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2025

The Impact of Teacher Interaction and Knowledge Mastery on Students’ English Class Satisfaction

Delita Rosliana, Dhevina Tiara Dharmansyah

This study examines the effect of teacher-student interaction and teacher knowledge mastery on student satisfaction in English language learning classes. The quantitative method uses a purposive sampling technique, with the number of data collected as many as 291 respondents aged 16 to 26 years consisting of high school and university students through a structured questionnaire distributed via Google Forms. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that only measurement constructs related to evaluation and assessment significantly affect student satisfaction. In contrast, teacher qualifications and interactions do not show statistically significant direct or indirect effects. These results indicate that the level of student satisfaction is mainly shaped by how effectively teachers carry out assessments, highlighting the importance of clear, objective, and transparent evaluation methods in English language teaching.

Published: 01 Jul 2025 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2025

Analysis of Factors Affecting Students' Grade Point Average (GPA) in Cirebon University Using Multiple Discriminant Analysis

Anna Febriana, Tantri Mariana, Kamsidin

This research explores the factors that influence student academic achievement within the context of public and private universities located in Cirebon, Indonesia. The study employs discriminant analysis as its primary analytical method, utilizing primary data collected through questionnaires distributed to students across these institutions. The central aim is to identify and analyze the key determinants that significantly affect students' academic performance.The findings of the research highlight the significant impact of intelligence quotient (IQ) and study hours on student achievement. Furthermore, the analysis reveals that gender and university type (public or private) also play a role in differentiating levels of student achievement. These results contribute to a more nuanced understanding of the variables influencing academic success in the region. By employing discriminant analysis, the study effectively classifies students into distinct academic performance groups, specifically those with a GPA below 3.5 and those with a GPA of 3.5 or higher. This approach allows for the identification of factors that reliably distinguish between these groups. The outcomes of this research are intended to provide valuable insights for universities and educational stakeholders, enabling them to develop targeted strategies and support mechanisms to foster improved student outcomes and enhance the overall quality of higher education.

Published: 01 Jul 2025 View Details

Declined DUTIES: Education and Humanities International Journal

The Influence of Mental Health and Peer Support on Students’ Self-Efficacy in Learning

Vina Duwi Anugrah

This study investigated the influence of mental health and peer support on students' self-efficacy in learning. The research employed a quantitative correlational design involving 240 university students across Indonesia, who completed an online questionnaire measuring mental health, peer support, and self-efficacy. Structural Equation Modeling with SmartPLS was used to test the research model. The results revealed that both mental health and peer support significantly influenced students' self-efficacy, with peer support showing a stronger direct impact than mental health. The model explained 22.2% of the variance in self-efficacy, indicating that other factors also contributed. These findings contribute to Social Learning Theory (SLT) and broaden the understanding of student learning behavior in strengthening academic resilience in higher education.

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Declined DUTIES: Education and Humanities International Journal

The Validity and Reliability of Social Responsibility Among Senior High School Students

Mar'atu Nafilah, Nasya Dinda Afrilla, Charmelia Nuraini

This study aims to test the validity and reliability of social responsibility measurement instruments in secondary school students. A quantitative approach was used involving 248 students from various grade levels selected through purposive sampling techniques in several urban high schools. Data were collected using a structured Google Form-based questionnaire that was developed based on theoretical indicators of social responsibility. Content validity was evaluated by experts in educational psychology and social science, while construct validity was analyzed through Exploratory Factor Analysis (EFA). The analysis results showed a factor structure consistent with the dimensions of empathy, social involvement, accountability, and ethical behavior. Reliability tests using Cronbach's alpha coefficient showed high internal consistency across dimensions (α > 0.80). These findings indicate that the instrument has good validity and reliability and can be used for diagnostic and evaluative purposes in the context of character education. This study makes a significant contribution to the development of a measurement tool for adolescent social responsibility and supports efforts to build responsible young citizens. Further research is recommended to test the instrument in different cultural contexts and educational institutions to strengthen its external validity.

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