Archive

Analysis Of Emotional Intelligence In The Learning Process Of Elementary School Students

Melani Reviana, Andi Rafidah Nuraniyah, Devanya Mafaza

Study This intended For analyze structure intelligence emotional in students school base with use Exploratory Factor Analysis (EFA) approach. A total of 240 students from grade 4 to grade 6 in some school the basis of the state in the Cirebon City area was made sample study through stratified random sampling technique, to ensure representation based on level class, type gender, and group age. Instrument measurements used​ developed based on the four model branch Mayer-Salovey-Caruso's capabilities, which include aspect perception emotions, management emotion, understanding to emotions, as well as ability in use emotion in a way constructive . Data analysis was carried out use Partial Least Squares Structural Equation Modeling (PLS-SEM) method, which shows that all over construct own very good validity and reliability, indicated by the factor loading value > 0.70 and Average Variance Extracted (AVE) > 0.50. The Perceptions of Emotions dimension has the biggest contribution to construct intelligence emotional, while the Ability to Generate is dimensions with contribution lowest. Findings This emphasize urgency development contextual and accurate instruments​ in measure intelligence emotional child as well as support integration education emotional to in curriculum school base in a way systematic.

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

Nazwa shofa, Haning Ditasuri, Nurzakiyah Darojah

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.

Self-Regulated Learning and Epistemological Belief as Determining Factors of Success in English Learning

mazaya tari karamina ariska

This study explores the role of Self-Regulated Learning (SRL) and Epistemological Beliefs (EB) in influencing students' English language proficiency in Indonesian universities. Using a quantitative research design, data were gathered from 246 students through validated questionnaires, including the Motivated Strategies for Learning Questionnaire (MSLQ) and the Epistemological Beliefs Questionnaire (EBQ). The results of multiple regression analysis show that both SRL and EB significantly affect English ability. Students with higher levels of self-regulation and more advanced epistemological beliefs demonstrated better performance in reading, writing, speaking, and listening. These findings highlight that English proficiency is influenced not only by cognitive factors but also by motivational and metacognitive elements. The study emphasizes the need to integrate self-regulation strategies and the development of epistemological beliefs into English language instruction. This research contributes to learner-centered education by providing insights into how internal factors can support more effective English learning outcomes.

ANALYZING STUDENTS' DIFFICULTIES IN PROBLEM-SOLVING WITHIN SOCIAL STUDIES AT SDN 2 TEGAL WANGI

This study explores the challenges faced by elementary students in developing problem-solving skills in social science studies (IPS). Utilizing a qualitative descriptive approach, the research was conducted at SDN 2 Tegal Wangi through classroom observations, interviews with Grade 4 teachers, and analysis of instructional documents. Findings indicate that traditional teaching methods prevail, with limited implementation of contextual and thematic learning strategies, despite the adoption of the Merdeka Curriculum. Students are seldom encouraged to engage in higher-order thinking, and real-world social issues are rarely integrated into lessons. External factors such as low parental involvement, limited educational media, and underutilization of local cultural values as learning resources further impede students' ability to effectively address social problems. The study underscores the discrepancy between curriculum objectives and classroom practices, emphasizing the need for student-centered and problem-based learning approaches to enhance critical thinking, social awareness, and collaborative skills in line with 21st-century educational standards.

Pengaruh Model Project Based Learning Terhadap Pengembangan Keterampilan Berpikir Kritis dan Pemecahan Masalah Siswa Kecamatan Gunung Jati Pada Mata Pelajaran IPS SD

LIDYANTI FSL

This study was designed to analyze in depth the level of critical thinking skills and problem-solving abilities of fourth grade elementary school students in the context of Social Studies (IPS) learning. This study was conducted in Group 2, Gunung Jati District, Cirebon, with 5 schools with a sample of 51 students. The data collection methods applied included structured tests to measure students' critical thinking skills and problem- solving abilities, as well as semi-structured interviews with 5 teachers representing each sample school. Quantitative data analysis of the test will provide an overview of the level of student performance in both skills, which is then expected to provide pedagogical implications for the design and implementation of more effective IPS learning strategies at the elementary school level.

The Role of Social Responsibility and Community Engagement in Shaping Educational Volunteering

Mar'atu Nafilah, Charmelia Nuraini, Nasya Dinda Afrilla

The purpose of this study is to investigate the factor structure of three important dimensions among secondary school students: community participation, social responsibility, and volunteer motivation. 248 people participated in a quantitative survey that used a four-point Likert scale. Latent dimensions were discovered using exploratory factor analysis (EFA), and partial least squares structural equation modelling (PLS-SEM) was used to assess the instruments' validity and reliability. The results show that each construct is made up of a number of conceptually different but connected elements. Strong internal consistency is demonstrated by the verified model, which also serves as a basis for creating successful interventions that raise students' participation in social activities.

Kemandirian Belajar Siswa dalam Pembelajaran IPAS di Kelas V Sekolah Dasar

bella putri rattania bella putri rattania

This study aims to investigate the level of student learning independence in the Natural and Social Sciences (IPAS) curriculum for fifth-grade elementary school students. Data were collected through documentation, field notes, and semi-structured interviews with students, teachers, and parents at SD Negeri 2 Tegalwangi. A descriptive qualitative approach was employed to analyze the data. The findings reveal that high student curiosity, the teacher’s role as a facilitator, and parental involvement in utilizing digital media for educational purposes are the three primary factors that foster independent learning. Training in responsibility also helps students to manage their time and complete assignments independently. The study concludes that learning independence is shaped by the synergy between internal motivation and contextual support within the learning environment.

PENGARUH KECEMASAN TERHADAP PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR

Tri yanti

This study aims to analyze the influence of anxiety on elementary school students’ attitudes toward mathematics learning, focusing on cognitive and somatic anxiety. A descriptive quantitative approach with path analysis using Partial Least Square (PLS) was employed. Data were collected through validated and reliable questionnaires distributed to 50 elementary students. The regression analysis results revealed that cognitive anxiety significantly affects students’ attitudes, while somatic anxiety does not have a direct effect but indirectly influences attitudes through cognitive anxiety. Additionally, positive and significant correlations were found among all variables, with the strongest relationship between attitude and cognitive anxiety. These findings highlight the importance of psychological interventions and teacher training to create a supportive learning environment that reduces anxiety and fosters positive attitudes toward mathematics from an early age. This study contributes to developing mathematics learning strategies responsive to the emotional needs of elementary students.

Analysis of Teacher Difficulties in Using Smart Board Technology in Primary School : A Case Study at SDN 2 Pilangsari

Della Fitryarany

This study aims to analyze the challenges faced by teachers in utilizing Smart Board as a technology-based learning media at SDN 2 Pilangsari. The background of the research is based on the gap between the potential to increase students' learning motivation through technology and the implementation constraints in the field. Using a qualitative approach through in-depth interviews with teachers, the research revealed five main challenges: (1) limited teacher training, (2) lack of technical understanding, (3) lack of IT support, and (4) difficulty integrating technology with teaching materials (5) impact of student depence. The findings provide practical contributions in the form of recommendations for the development of more effective teacher training programs as well as policy implications in the provision of supporting infrastructure. Theoretically, this study enriches the literature on the adoption of educational technology in primary schools by emphasizing the aspect of teacher readiness as a critical factor for successful implementation.

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.