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Pengaruh Minat Baca terhadap Siswa Kelas II SD Berdasarkan Aspek: Frekuensi, Kesenangan, Motivasi, Membaca, dan Ketertarikan

UPAYA GURU DALAM MENANAMKAN NILAI TANGGUNG JAWAB MELALUI PEMBELAJARAN SENI RUPA DI SEKOLAH DASAR

bintang72 Bintang

Analisis Pemanfaatan Media Kartu Gambar dalam Meningkatkan Kemampuan Bercerita dan Rasa Percaya Diri Siswa Kelas IV Sekolah Dasar

nurhayati nurhayati

Analisis Model Pembelajaran Project Based Learning pada Siswa Kelas Tinggi di Sekolah Dasar

Analisis Model Pembelajaran Berbasis Proyek (PJBL) dalam Pembelajaran Seni Budaya pada Seorang Guru Sekolah Dasar

Indah Fitriyani

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

Effect of the Project-Based Learning (PjBL) Model on the Creative Thinking Skills of Elementary School Students

Bagus Andana

The Influence of Resilience and Self Control on Elementary Students’ Social Skills

Yuli Yanti

Despite the central role of social skills in students’ academic and interpersonal success, few studies have examined how internal psychological traits such as resilience and self-control jointly influence these skills in primary education. This study addresses that gap by investigating the influence of resilience and self-control on elementary students’ social skills. Employing a quantitative correlational design, the research involved 240 students from grades IV to VI selected through total sampling. Data were collected through closed questionnaires and analyzed using multiple linear regression. Instrument validity and reliability were tested using SmartPLS version 4.0.9.9, and analysis was conducted with IBM SPSS version 29.0.0.0. Classical assumption tests confirmed the data met normality, multicollinearity, and homoscedasticity criteria. Results indicated that both resilience and self-control had significant and positive effects on social skills, with self-control being the stronger predictor. The model explained 22.5% of the variance in social skills. These findings underscore the need to cultivate students’ internal strengths as part of socio-emotional learning and contribute to the refinement of character education in primary education settings.

Analysis of Emotional Intelligence in the Learning Process of Elementary School Students

Melani Reviana, Andi Rafidah Nuraniyah, Devanya Mafaza

This study aims to analyze the structure of emotional intelligence among elementary school students using an Exploratory Factor Analysis (EFA) approach. A total of 240 students from grade 4 to grade 6 in some schools 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 were developed based on the four model branch Mayer-Salovey-Caruso's capabilities, which include aspects perception emotions, management emotions, understanding to emotions, as well as the ability to use emotions in a constructive way. Data analysis was carried out using 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 emotional intelligence, while the Ability to Generate is the dimension with the lowest contribution. The findings underscore the need for contextual and accurate instruments to measure emotional intelligence in children as well as support the integration of emotional education into curriculum school bases in a systematic way.

The Effect of Parental Involvement on Stuents’ Academic Achievement Through Independent Learning Ability

Andi Hana Rafiah Nurhalimah, Viona Djuliarta, Ujang Nurhidayat

This research examines the impact of parental engagement on children’s academic development. Parental involvement is conceptualized through three primary dimensions: attendance at school-related meetings, provision of educational support within the home environment, and active participation in school-based activities. The study seeks to investigate how these facets of involvement influence students’ academic performance, aiming to test a set of predetermined hypotheses through a structured questionnaire-based survey. To assess the interrelationships among the variables, the study utilizes the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The analytical model delineates the association between parental engagement and students’ scholastic achievement, while also illustrating the influence of structured learning processes and the underlying factors driving parental involvement on academic outcomes. Furthermore, anecdotal evidence pertaining to students’ academic attainment substantiates the theoretical framework, emphasizing the interconnected roles of parental involvement, academic performance, and the mediating function of students’ self-regulated learning capabilities. The findings of this research are anticipated to yield valuable insights for enhancing educational outcomes. The primary aim is to investigate the determinants of parental involvement and its effect on academic achievement, with a specific focus on the mediating role of students’ self-regulatory learning skills, as assessed through the PLS-SEM methodology.

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

Mazaya Ishma Karamina, Tari 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.

Analysis of Mathematics Teaching Materials for Grade III Fractions in Cirebon Regency

Siti Nur Millah