Archive

Declined MIREJ: Multidisciplinary Innovation Research Journal

Confirmatory Factor Analysis of EFL Learners’ Attitudes, Beliefs, and Practices Toward English Language Learning and Achievement

Valia Rachmawati, Ajeng Aliya Zahwa

This research investigates the psychometric properties of an instrument developed to assess Indonesian EFL learners' attitudes, beliefs, and practices (ABP) related to English language learning and achievement. The instrument was specifically crafted to capture cognitive, affective, and behavioral tendencies that may influence second language acquisition. Confirmatory Factor Analysis (CFA) using the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was utilized to examine the model’s construct validity and reliability. The findings revealed that the attitude and belief components showed adequate internal consistency, as indicated by acceptable values of Cronbach’s Alpha and Composite Reliability. Conversely, the practice construct displayed weaker reliability with several indicators contributing less substantially. Discriminant validity was supported through both Fornell-Larcker and HTMT assessments. While overall model fit was marginally below ideal thresholds, shortcomings were largely associated with the practice component. These insights highlight the necessity for further refinement of the instrument, especially for application in diverse sociocultural ELT contexts, and suggest directions for future research and instructional improvements.

View Details

Declined GENFABET: Generasi Pendidikan Dasar

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

View Details

Declined DUTIES: Education and Humanities International Journal

SOCIAL SUPPORT AS A BUFFER AGAINST LONELINESS, STRESS, AND DEPRESSION IN UNIVERSITY STUDENTS

Dhevina Tiara Dharmansyah, Delita Rosliana, Nazwa Zahira Shofa

This study aims to examine the role of social support as a protector against loneliness, stress, and depression in college students in Indonesia. The approach used is quantitative with a quasi-experimental method, involving 291 active students from various universities. The sample was taken using a purposive sampling technique, with the criteria being active students and willing to fill out the questionnaire online. The instrument was compiled based on the Transactional Model of Stress and Coping theory. (Schaefer et al., 1981)and this study was analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique through SmartPLS software. The results showed that stress had a significant effect on students' perceptions of social support, while loneliness and depression did not show a direct effect. This study supports the buffering theory(Brann et al., 2022), which states that social support has an effective role in the early stages of stress, but is less effective when individuals have experienced chronic psychological conditions such as depression and loneliness. This study emphasizes the importance of early intervention based on social support to prevent mental health deterioration among college students.

View Details

Declined DUTIES: Education and Humanities International Journal

Analysis of the Use of Mobile Phones on the Understanding of Learning Concepts of Elemantary School Student

Muniro Tujduja Tujduja

This study aims to analyze the impact of mobile phone use on the understanding of elementary school students' learning concepts at SDN Kg Cirebon City. The background of this research is based on the phenomenon of increasing mobile phone use by students at an early age, which has a direct or indirect impact on the effectiveness of the learning process. The method used is a descriptive qualitative approach with data collection techniques through observation, interviews, and questionnaires. The results show that mobile phone use makes a positive contribution when used in a targeted learning context, such as access to educational videos, learning apps, and interactive exercises. However, when use is not controlled, students tend to experience distractions and have difficulty understanding concepts in depth. In addition, digital literacy factors and parental and teacher supervision play an important role in directing the use of mobile phones to be more productive. This research emphasizes the importance of digital literacy training in elementary schools and the need for educational and structured technology use policies in the primary education environment. These findings are expected to be a reference in designing technology-based learning strategies effectively and responsibly.

View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Analysis of the Use of Contextual Approaches to the Level of Understanding and Learning Outcomes of Students in IPAS for Grade 5 Elementary School

Muhamad Aditya Saputra, Ratri Nuryani Qudwatullathifah

This study aims to examine the effectiveness of Contextual Learning (CTL) in improving students' understanding and academic achievement in Natural Sciences and Social Sciences (IPAS) subjects at the elementary school level. This study was motivated by the continued use of conventional learning methods that focus on memorization and do not involve students meaningfully. This qualitative descriptive study was conducted at SDN Wanacala and used triangulation data collection methods, including classroom observations, interviews with teachers and students, documentation, and pretest and posttest analysis. The results showed that the implementation of CTL through the integration of real-life contexts, multimedia teaching aids, and student-centered learning activities significantly improved students' conceptual understanding and active participation. Despite facing challenges due to varying student experiences, the use of visual aids and interactive videos successfully bridged the conceptual gap. This study concludes that CTL not only improves learning outcomes but also fosters an inclusive, adaptive, and meaningful learning environment. This study contributes to science education by providing practical insights into the design of context-based learning strategies for elementary education. This study significantly advances the field of educational science, especially in the realm of context-based learning at the elementary education level. By revealing how the Contextual Learning (CTL) approach can improve conceptual understanding and academic performance in science subjects, this study broadens the perspective on the effectiveness of learning strategies that are relevant to real-life situations. Furthermore, these findings enrich the scientific literature on the integration of digital learning media, such as educational videos and visual presentations, as tools to strengthen science understanding among elementary school children.

View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

ANALYSIS OF PROBLEM BASED LEARNING MODEL IN PPKN LEARNING ON THE EFFECTIVENESS OF ELEMENTARY SCHOOL STUDENTS' LEARNING

Basman Rabbanie, Ratri Nuryanni Qudawatullathifa

This research is based on based on the observation that Pancasila and Citizenship Education (PKn) learning at the elementary school level is often still conventional, teacher-centered, and less student-involved, resulting in low learning outcomes and student engagement. The purpose of this study was to analyze the application of the Problem Based Learning (PBL) model in PPKn learning and measure its effectiveness in improving the quality of elementary school students' learning holistically, covering cognitive, affective, and psychomotor aspects. Using a descriptive qualitative approach with a case study method, this study was conducted at one of the elementary schools in Cirebon Regency with subjects of grade V teachers and 35 students. Data collection was carried out through observation, interviews, and documentation, then analyzed using an interactive model (data reduction, data presentation, verification) and data triangulation. The results showed that the application of PBL significantly increased student engagement (physical, emotional, cognitive), learning outcomes (average scores increased from 72 to 83), and the development of citizenship attitudes (mutual respect, cooperation, social concern). In conclusion, the PBL model effectively creates participatory, contextual, and collaborative civics learning, not only improving conceptual understanding but also fostering democratic and responsible characters. This study contributes theoretically by strengthening constructivism theory and practically as a reference for civics teachers for innovative and meaningful learning.

View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

The Role of Teachers in Student Engagement Through Interactive Learning

Siti Rahmah Maulidiyah, Ratri Nuryani Qudwathullatifah Nuryani Qudwathullatifah

This study aims to describe the role of teachers in increasing student involvement through interactive learning in grade V students in one of the elementary schools in the Cirebon area. The method used is qualitative research with a descriptive approach. Data collection techniques are carried out through interviews with teachers and students, observation using checklist sheets, and document analysis in the form of Learning Implementation Plans (RPP) and student learning outcomes. The results of this study show that teachers have a very important role in building student involvement, both as learning facilitators, motivators, and innovators who are able to create an active and fun learning atmosphere. The application of interactive learning strategies has been proven to increase student participation, strengthen two-way interactions, and foster students' enthusiasm during the learning process. Observational data showed an increase in active student involvement in the classroom, while the interview results showed that students felt more interested and focused when teachers applied interactive methods. The analysis of learning outcomes also showed an increase in student achievement after the learning process was carried out with an interactive approach. This research emphasizes the importance of the role of teachers in designing and implementing learning that is able to activate student participation optimally.

View Details

Declined DUTIES: Education and Humanities International Journal

The Influence of the Lecture Learning Methods on Student Learning Outcomes in Elementary School

Hilda Safitri, Ratri Nuryani Qudwatullathifah

This research aims to examine the influence of the lecture method in the learning process on elementary students' learning outcomes. Utilizing a quantitative approach with an ex-post facto design, the analysis employed simple linear regression. The research involved 40 fifth-grade students from an elementary school in Majalengka, West Java, selected randomly. Data were collected through a validated questionnaire. The analysis revealed that the lecture method had a weak and statistically insignificant correlation with student learning outcomes. The regression equation suggested a decline in learning scores as the frequency of using the lecture method increased, although this relationship lacked statistical significance. Thus, the lecture method is not a reliable predictor of learning achievement at the elementary level. The study highlights the limited effectiveness of lecture-based instruction in enhancing learning outcomes. As a result, it recommends the adoption of more interactive and student centered teaching strategies to improve student engagement and optimize learning effectiveness in elementary education. These findings suggest a need for innovation in pedagogical approaches, emphasizing the importance of adapting teaching methods to students’ learning characteristics and developmental stages to foster a more meaningful and effective educational experience.

View Details

Declined JEES: Journal of Education and Educational Sciences

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

Mar'atu Nafilah, Charmelia Nuraini, Nasya Dinda Afrilla

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.

View Details

Declined GENFABET: Generasi Pendidikan Dasar

The Influence of Peer Social Relations on Student Learning Outcomes in Collaborative Learning in Elementary School

Fitria Yuningsih

This study aims to empirically examine the influence of peer social relations on student learning outcomes in the context of collaborative learning at the elementary school level. This study uses a quantitative approach with a simple linear regression design. The research activity was carried out in April 2025 at one of the State Elementary Schools in the Cirebon Regency area, involving grade V students as respondents. The data collection technique was carried out through the distribution of a closed questionnaire consisting of four answer choices, designed to evaluate students' perceptions of social interaction with peers as well as the learning outcomes obtained. Based on the results of the classical assumption test, including the normality, linearity, and heteroscedasticity tests of the regression model that was constructed, it was eligible for further analysis. The results of data processing showed a positive correlation between the variables of peer social relations and learning outcomes, although the level of significance was slightly above the conventional limit. This indicates that support from the peer environment still contributes functionally to students' academic achievements. These findings reinforce the importance of integrating social aspects into learning strategies to create a collaborative learning climate and support the holistic development of learners in the primary school environment.

View Details

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.

View Details

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.

View Details