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The Relationship Between Cognitive Dissonance with Conceptual Knowledge and Environmental Literacy in Elementary School Students

Ade Ima Halimatussadiah, Irma Marlina, Nuning Nurfadilah Hayati Rahman

This study investigates the influence of cognitive dissonance on environmental literacy and conceptual knowledge among elementary school students in the context of science learning about animal life cycles. Employing a descriptive quantitative approach with an ex post facto design, the research involved 240 students from grades 4, 5, and 6 at two elementary schools in Cirebon, Indonesia, who had received instruction on animal life cycles in accordance with the Merdeka Curriculum. Data were collected using validated and reliable four-point Likert scale questionnaires measuring environmental literacy, conceptual knowledge, and cognitive dissonance. Multivariate analysis of variance (MANOVA) was conducted to examine the relationships among these variables following the instructional intervention. The results demonstrate that students possess high levels of environmental literacy and sound conceptual understanding of animal life cycles, while experiencing moderate to low levels of cognitive dissonance. Statistical analysis reveals that science instruction incorporating cognitive dissonance significantly enhances both environmental literacy and conceptual knowledge, without inducing excessive cognitive conflict. Theoretically, this research advances the understanding of cognitive dissonance as a catalyst for meaningful learning and conceptual change in elementary science education. Practically, the findings recommend the implementation of science teaching strategies that actively challenge students’ preconceptions through real-world content, such as animal life cycles, to foster scientific literacy and environmental responsibility from an early age.

Entrepreneurship Education and Self-Efficacy in Primary Schools

Bagus Prayogo, Ariska, Septi Sabila Ghaida

This study aimed to provide empirical evidence on the influence of outdoor learning environments and entrepreneurship education on the entrepreneurial self-efficacy of elementary school students. A quantitative approach was employed, involving 282 students from several elementary schools in Cirebon Regency. Data were collected through a structured questionnaire developed based on validated indicators measuring outdoor learning settings, entrepreneurship education, and students’ entrepreneurial self-efficacy. The data were analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method with the assistance of SmartPLS software. The results showed that the outdoor learning environment had a significant and positive impact on both entrepreneurship education and students’ entrepreneurial self-efficacy. Furthermore, entrepreneurship education served as a mediating variable that strengthened the relationship between the outdoor learning environment and entrepreneurial self-efficacy. These findings highlighted the importance of contextual and experiential learning beyond the traditional classroom in enhancing entrepreneurship education. Therefore, integrating outdoor learning elements into entrepreneurship curricula is a strategic approach to developing entrepreneurial self-efficacy and competencies from an early stage of education.

Multiple Discriminant Analysis to Measure Critical Thinking by Age, Gender, and Self-Confidence in Elementary Students

Olivia Amelizky, Suci Nurhayati, Afra Munifah

This study is motivated by the importance of critical thinking skills in science learning in elementary schools and the need to understand the factors that may affect it, such as age, gender, and self-confidence of students. The purpose of this study is to analyse whether there is a significant influence of age, gender, and self-confidence on students' critical thinking skills. This research design uses a quantitative approach with the method of multiple discriminant analysis. The research sample consisted of 60 fourth grade students from two elementary schools that had been determined purposively. Data collection survey method were carried out through a critical thinking test and a validated self-confidence questionnaire. Data analysis used SPSS software to determine the classification pattern and contribution of each variable. The results showed that there was no significant effect of age, gender, or self-confidence on students' critical thinking ability. This finding confirms that critical thinking ability is more influenced by other factors outside of these three variables. This research contributes to illustrating that teachers should focus more on learning approaches rather than demographic factors. In the future, this result implies that actively designed and contextualised learning can play a greater role in developing critical thinking ability.

The Mediating Role of Math Anxiety in the Relationship Between Self-Concept and Resilience Among Elementary School Students

Afra Munifah, Olivia Amelizky, Suci Nurhayati

Learning mathematics in elementary school often causes anxiety in students, which has an impact on their low self-concept and resilience in solving problems. This study aims to examine the mediating role of anxiety on the relationship between self-concept and resilience in learning mathematics in elementary school students. This study used a quantitative research type of non-experimental design survey method. The research sample consisted of 260 elementary school students in grades 3 and 4 who were purposively selected. Data were collected through a scale questionnaire of self-concept, math anxiety, and student resilience. The data analysis technique used was path analysis with the help of SmartPLS 4 software. The results showed that there was a negative relationship between self-concept and anxiety, as well as a positive relationship between self-concept and resilience. Anxiety mediates the relationship between self-concept and student resilience. This study highlight the critical role on affective factors in mathematics learning at the primary school level. The findings are significant for the development of educational interventions that emphasize strengthening self-concept and reducing anxiety to enhance students' future learning resilience.

Weighing Cost and Readiness: The Role of Perceived Cost in Shaping Blockchain Adoption Intentions and the Determinants of Bitcoin Adoption in the Digital Era

ahmad fadil ahmadfadil, itci rusti, najwa sausan fakhriyah

In the past few years, blockchain technology has increasingly drawn the interest of many organizations, largely due to its potential to improve data security, transparency, and operational efficiency in managing transactions. Despite these advantages, the rate at which organizations—especially in developing countries like Indonesia—adopt blockchain remains slow. One major consideration influencing adoption is the organization's level of preparedness, often referred to as organizational readiness. This encompasses the availability of resources, the strength of technological infrastructure, and the support from management to embrace change. This research seeks to explore how organizational readiness correlates with an organization's intention to implement blockchain technology. By applying a quantitative research method using survey instruments, the study found that organizations demonstrating higher levels of readiness were more inclined to adopt blockchain systems. The outcomes provide valuable guidance for institutions aiming to undergo a sustainable digital shift, underlining the importance of evaluating internal capabilities before embracing innovative technologies.

ASSESSING PLS-SEM RESULT-PART 1 EVALUATION OF THE REFLECTIVE MEASUREMENT MODALS

Viona Djuliarta, Andi Hana Rafiah Nurhalimah, Ujang Nurhidayat

Abstract: This study researching How involvement parent influence development academic children . There are three method parent can show involvement them . First , through conference at home , second , involvement at home , and finally , involvement at school . Reviewed How variables This influence performance academic students . Research This aiming For validate hypothesis and research connection between variables use approach survey questionnaire . Modeling equality structural analyze connection between variables use partial least squares method (PLS-SEM). Modeling this also shows reflection about connection between Parental involvement and achievement​ academic students . Modeling This assisted by structured learning​ itself and antecedents parental involvement is closely related with performance academic children . Research anecdotal has done on achievement academic child this . achievement learning , involvement parents , and the role mediation learning independent use PLS-SEM approach . Research results This will be very significant and useful for performance academic child . Study This aiming For analyze influence determinant parental involvement​ to achievement academic participant educate , with consider role mediation from ability Study independent (self-regulated learning), through Partial Least Squares Structural Equation Modeling (PLS-SEM) approach .

Evaluation Analysis Of The PLS SEM Structural Model To Measure The Influence Of Learning Independence And Learning Comfort On The Assessment Of Elementary School Students' Attitudes

Silvi Fauzia, Siti Rahmah Maulidyah, Elsa Siti Shalma

Penelitian ini bertujuan untuk menganalisis dan mengevaluasi model struktural Partial Least Squares Structural Equation Modeling (PLS-SEM) dalam mengukur pengaruh kemandirian belajar dan kenyamanan belajar terhadap penilaian sikap siswa sekolah dasar. Kemandirian belajar dan kenyamanan belajar dipandang sebagai faktor penting dalam membentuk sikap positif siswa terhadap proses pembelajaran. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan teknik survei, di mana data dikumpulkan melalui kuesioner yang disebarkan kepada siswa sekolah dasar. Analisis data dilakukan menggunakan perangkat lunak SmartPLS untuk menguji validitas, reliabilitas, dan hubungan antar variabel dalam model struktural. Hasil analisis menunjukkan bahwa baik kemandirian belajar maupun kenyamanan belajar berpengaruh signifikan terhadap penilaian sikap siswa, dengan nilai koefisien jalur yang menunjukkan kontribusi positif dari masing-masing variabel. Temuan ini memberikan implikasi terhadap pentingnya pengembangan strategi pembelajaran yang mendukung kemandirian dan kenyamanan siswa di lingkungan sekolah dasar guna membentuk sikap belajar yang lebih baik.

Measure the various factors that affect the learning process of students from the aspects of personality, family and school with a focus on learning

Indri Anggraeni Putri, Siti Risma Wati, Siti Risma Wati, Sri Rahayu

This study aims to measure the influence of personality, family environment, and school conditions on the learning process of fourth, fifth, and sixth grade students at SDN Kanggraksan, SDN Silih Asah 1, and SDN Silih Asah 2 in Cirebon, Indonesia. This study used a quantitative approach with a descriptive correlational survey design, and data were collected through a four-point Likert scale questionnaire. The results show that personality aspects—including responsibility, independence, and motivation to learn—have a significant influence on learning outcomes. In contrast, the family and school aspects did not show a statistically significant influence, although weak to moderate correlations were found between the three variables, with the strongest between personality and family. Female students tend to score higher in the perception of personality and school environment compared to male students. Additional analysis using and Wilks' Lambda test confirmed that only personality variables had a statistically significant influence (F = 5.158, p = 0.024). These findings highlight the importance of a holistic approach in understanding the effectiveness of learning by integrating students' internal and external factors. This research shows that fostering students' personalities supported by family and school structures can improve the overall learning experience and outcomes.

The Influence of Stress Level and Sosial Support on Depression Risk Among Students

Nazwa shofa, Nurzakiyah Darojah, Haning Ditasuri

Mental health is an important aspect that affects the quality of life and academic achievement of students. High levels of stress and low social support can increase the risk of depression. This study aims to analyze the effect of stress levels and social support on the risk of depression in students. The subjects of the study consisted of Junior High School students at SMPN 1 Cirebon and students at Institut Prima Bangsa Cirebon. This study used a quantitative design with a survey approach and binary logistic regression analysis. The results showed that stress levels and social support significantly influenced the risk of depression in the study subjects. These findings underscore the importance of stress management and increasing social support to prevent depression among students.

ANALISIS KESULITAN SISWA DALAM BELAJAR PEMECAHAN MASALAH PADA MATA PELAJARAN IPS DI SDN 2 TEGAL WANGI

Abstract: This research investigates the obstacles encountered by elementary students in acquiring social studies skills, with a focus on enhancing their problem-solving capabilities. Employing a qualitative descriptive approach, the study was carried out at SDN 2 Tegal Wangi through classroom observations, teacher interviews (specifically with Grade 4 instructors), and analysis of relevant documents. The results indicate that teaching methods largely remain traditional, showing minimal application of contextual and thematic learning strategies, even though the Merdeka Curriculum has been implemented. In addition, students are seldom encouraged to develop higher-order thinking skills, and the instructional practices rarely incorporate real-world social issues. External factors such as minimal parental involvement, lack of diverse teaching media, and the underutilization of local cultural values as learning resources further hinder students’ ability to solve social problems effectively. This research contributes to the academic discourse by offering insights into the real obstacles within the current learning practices and underscores the need for a more problem-based and student-centered instructional design. Enhancing problem-solving skills in social studies is expected to foster critical thinking, social awareness, and collaborative learning, aligning with the educational goals of the 21st century. Abstract: Penelitian ini menyelidiki hambatan yang dihadapi oleh siswa sekolah dasar dalam memperoleh keterampilan IPS, dengan fokus pada peningkatan kemampuan pemecahan masalah. Dengan menggunakan pendekatan deskriptif kualitatif, penelitian ini dilakukan di SDN 2 Tegal Wangi melalui observasi kelas, wawancara guru (khususnya dengan guru kelas 4), dan analisis dokumen yang relevan. Hasil penelitian menunjukkan bahwa metode pengajaran sebagian besar masih bersifat tradisional, dengan penerapan strategi pembelajaran kontekstual dan tematik yang minim, meskipun Kurikulum Merdeka telah diterapkan. Selain itu, siswa jarang didorong untuk mengembangkan keterampilan berpikir tingkat tinggi, dan praktik pembelajaran jarang memasukkan isu-isu sosial dunia nyata. Faktor-faktor eksternal seperti minimnya keterlibatan orang tua, kurangnya media pembelajaran yang beragam, dan kurangnya pemanfaatan nilai-nilai budaya lokal sebagai sumber belajar semakin menghambat kemampuan siswa untuk memecahkan masalah sosial secara efektif. Penelitian ini berkontribusi pada wacana akademis dengan menawarkan wawasan tentang hambatan nyata dalam praktik pembelajaran saat ini dan menggarisbawahi perlunya desain instruksional yang lebih berbasis masalah dan berpusat pada siswa. Meningkatkan kemampuan pemecahan masalah dalam pembelajaran IPS diharapkan dapat menumbuhkan pemikiran kritis, kesadaran sosial, dan pembelajaran kolaboratif, yang sejalan dengan tujuan pendidikan di abad ke-21.

CONFIRMATIVE FACTOR ANALYSIS OF SEM MODEL ON DIFFERENTIATED RELATIONSHIP LEARNING, ADVERTISEMENT INTELLIGENCE, AND PEER TUTORING ON STUDENTS

Dina Marlina, Sri Wydia Astuti, Elzsa Sariandiyanti

Study This aiming For test validity and consistency of the structural model involving variable Learning Differentiation , Intelligence Face Difficulties , and Learning Friend Peers with use approach Analysis Factor Confirmatory (CFA) in Modeling Equality Structural (SEM). Third variable the chosen Because own role important in increase effectiveness of the learning process in an era that focuses on participants Educate . Data obtained of 240 respondents consisting of from student grades 4, 5, and 6 at school basic , with use questionnaire standards that have been through testing validity beginning.

Measuring Emotional Intelligence in Elementary School Students' Learning: Explaratory Factor Analysis

Melani Reviana, Andi Rafidah Nuraniyah, Devanya Mafaza

Study This aiming For to design as well as test validity construct from tool measuring intelligence emotional with use Exploratory Factor Analysis (EFA) approach . Instrument This developed based on four dimensions main , namely Perceptions of Emotions, Management of Emotions, Understanding of Emotions, and Ability to Generate Emotions, as well as consists of of 15 statements covering​ combination of positive and negative items use reduce potential bias in response . Analysis results factor exploratory show structure harmonious factors​ with fourth dimensions theoretical said , with high factor loading values on all items ( between 0.814 and 0.925), indicating internal consistency as well as validity strong construct . The Management of Emotions dimension emerged . as the most dominant factor in to form construct intelligence emotional . This result highlight importance ability in manage emotions , especially in context education and interaction social , as well as give runway empirical For compilation valid and reliable instruments in measure intelligence emotional.