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Declined LEOTECH: Journal of Learning Education and Technology

Exploring stem career Interest among primary school students: the role of environmental factors, self-efficacy, and career perception

Ajeng Vina Septiani, Ajeng Maulidina Rahayu, Fiqi Malkhan, Sri Defa Maolani

Education in STEM you know, Science, Tech, Engineering, and Math is super important nowadays for prepping kids to handle all these crazy tech upgrades and future job demands. Honestly, getting kids into STEM needs to start way back in elementary school, cause that's usually what shapes what they want to study later on and what careers they actually pick.So, this study basically wanted to look at how a kid's environment affects how confident they feel about STEM, what they think about STEM jobs, and if they're even interested in doing that kind of work later. To figure this out, we went with a quantitative approach and used PLS-SEM (Partial Least Squares Structural Equation Modeling). We gathered all the data using some ques tionnaires we made to measure things like environment vibes, STEM confidence, career views, and actual career interest. Turns out, the results showed that a kid's environment has a really big, positive, and significant impact on how confident they feel in STEM fields (β = 0.684; p).

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Declined JEES: Journal of Education and Educational Sciences

Factors Predicting the Self-efficacy on Mathematics Anxiety and Motivation in Elementary School Student’s: a Structural Equation Modelling Analysis

sofi amalia, waashifatul sholihati, Tika Diah Pitaloka

Mathematics anxiety (MA) is considered a psychological problem that significantly affects students’ academic achievement and motivation to learn; however, research at the elementary school level in developing countries such as Indonesia remains very limited. This study seeks to analyze and determine key predictive factors related to self-efficacy regarding mathematics anxiety and motivation to learn in elementary school students in Cirebon City, West Java. The conceptual model developed includes eight main constructs: SE In Class, General Math Anxiety, mAMAS, RCMAS, CTAS, Self-Efficacy in Mathematics, Mathematics Anxiety, and lack of motivation. This research used a cross-sectional survey approach 240 fourth-, fifth-, and sixth-grade students from three elementary schools in Cirebon City: SDN 1 Balerante, SDN 2 Tukmudal, and SDS Darussalam. The data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM) through SmartPLS 4 software and 5,000-percentile bootstrapping of subsamples. The validity of the content was confirmed through a five-expert panel assessment (Cohen’s kappa k = 0.85) and internal consistency was indicated by a Cronbach’s alpha coefficient of α = 0.85 The findings of this study show that all seven hypotheses are empirically supported. In-Class Self-Efficacy (β = 0.529) and General Math Anxiety (β = 0.559) are the strongest predictors of Self-Efficacy in Mathematics. CTAS (β = 0.535), mAMAS (β = 0.419), and RCMAS (β = 0.407) exert a significant influence on Mathematics Anxiety, with test anxiety being the most dominant dimension. Self-Efficacy significantly affects Mathematics Anxiety and acts as a partial mediator, while Mathematics Anxiety has a significant effect on lack of motivation in mathematics (β = 0.234). The model has very substantial explanatory power (R² for Mathematics Anxiety = 0.986; R² for lack of motivation = 1.000). These findings imply the need to reform approaches to mathematics instruction and assessment in elementary school, to strengthen students’ self-efficacy from an early age, and to systematically implement early-detection programs for math anxiety.

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Declined JEES: Journal of Education and Educational Sciences

Explaining of executive mathematics problem-solving (EM-PS) self-assesment instrument for elementary school students: exploratory factor analysis

Maulana Sodiq, Ainuj Pratiwi, Fahri dzhilal Nuruzzaman, Titis Pamulatsih

Executive Functions represent an important cognitive component that supports students during mathematical problem-solving processes. Existing instruments generally measure executive functions and mathematical problem-solving ability separately, making it difficult to capture students’ cognitive processes comprehensively. This study aimed to develop and examine the psychometric properties of the Executive Mathematics Problem-Solving (EM-PS) instrument. The study employed a quantitative approach using a cross-sectional survey design involving 240 elementary school students in Cirebon City, Indonesia. The instrument consisted of 43 items developed through the integration of Executive Functions Theory and Mathematical Problem SolvingTheory. Prior to empirical testing, all items underwent content validation through expert review to ensure alignment between theoretical constructs and measurement indicators. Data analysis was conducted using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The results identified six main dimensions, namely Enthusiastic Problem Situation, Elect Key Data, Elect Problem Solution (Planning), Elect Problem Solution (Implementation), Evaluation Problem Solution, and Enrich Solution Reflection. Factor loading values met the acceptable measurement criteria, with cumulative variance reaching 85.4%. All constructs demonstrated Average Variance Extracted values above 0.50, Composite Reliability values exceeding 0.70, and Heterotrait-Monotrait Ratio values below 0.90. The findings indicate that the EM-PS instrument possesses adequate validity and reliability, suggesting its potential use as a measurement tool for evaluating students’ cognitive processes during mathematical problem-solving activities.

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Under Review GENFABET: Generasi Pendidikan Dasar

Social-emotional profiles and fluctuations in mathematics achievement: a multiple discriminant analysis of elementary school students

Tia Rahmawati, Lulu Salsabila, Naasywa Aurel Ardellysa, Muhammad Kholil Anwar

Students’ social-emotional competencies are believed to play a role in academic achievement, but it remains unclear whether these dimensions can distinguish students based on fluctuations in their math report card grades. This study aims to describe and compare the social-emotional profiles of elementary school students—including self-control, social anxiety, and relationship skills—based on groups defined by fluctuations in their math report card grades (rising, stable, and declining), as well as to identify the dimensions that contribute most to distinguishing group membership. The study employs a quantitative approach with a comparative cross-sectional design. The sample consisted of 313 students in grades 4–6 from five public elementary schools, selected using purposive-convenience sampling. Data were collected using the Social and Emotional Learning Competencies Scale adapted from Coelho et al. (2015) and official report card records. Students were grouped based on the difference in their report card scores over two consecutive semesters: the rising group (n=80), the stable group (n=159), and the declining group (n=74). Analysis was conducted using Multiple Discriminant Analysis (MDA) with IBM SPSS 25. The results showed that the discriminant function formed from the combination of the three SEL dimensions was not statistically significant (χ²(6)=6.772, p=.342), thus rejecting H1. Nevertheless, self-control was recorded as the dimension with the highest discriminant correlation in Function 1 (.878), with the centroid indicating that self-control more strongly characterized the improving group compared to the other groups. This finding suggests that internal SEL capacity is a necessary but insufficient condition for explaining fluctuations in mathematics achievement. Fluctuations in report card scores are multidimensional and are also influenced by interpersonal and contextual factors beyond students’ independent emotional capacities. This study contributes as an initial effort to apply MDA to test the discriminant power of SEL dimensions on fluctuations in elementary school students’ mathematics report card scores in the Indonesian context.

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Declined GENFABET: Generasi Pendidikan Dasar

Predictive Factors of Teachers’ Confidence in Elementary School Students’ Science Learning

Syahda Nakhlah Nabaysah

This study aims to describe teacher behaviors related to fostering confidence—as perceived by elementary school students—during Natural Science (IPA) lessons. A quantitative approach utilizing a survey method was employed. The study involved 240 elementary school students selected as the sample. Data were collected using a Likert-scale questionnaire comprising 14 items across four indicators: scientific awareness, experimentation, oblivion in learning, and the acquisition of skills. The data were analyzed using descriptive statistics. The results indicate that the majority of students hold a positive perception of teacher behavior in Natural Science lessons. Teachers were perceived as capable of fostering student curiosity, encouraging experimentation, enhancing learning focus, and helping students develop new skills. These findings highlight the crucial role teachers play in creating active, engaging, and meaningful Natural Science learning experiences for elementary school students.

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Under Review JEES: Journal of Education and Educational Sciences

Learning motivation and self-directed learning as mediators of academic resilience on academic well-being: a formative measurement model evaluation using pls-sem

Diva Aurelia Putri, Arildwika Putra, Komariyah, Nabila Syalsya Az Zahwa Y

This study was conducted to examine the effects of academic resilience and learning motivation, self-directed learning, and academic well-being as mediators of learning motivation and self-directed learning. A cross-sectional research design utilized a sample of 240 students from an elementary school in Indonesia. After the data was collected through structured observation tools, SmartPLS 3 was used to analyze the data using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results show that academic resilience has a significant effect on self-directed learning and learning motivation, but it doesn't directly impact students' academic well-being. In addition, self-directed learning and learning motivation significantly predict academic well-being. However, the mediation analysis shows that this variability partly acts as a mediator in the relationship between academic resilience and students' academic well-being. The results show that just boosting resilience isn't enough to improve academic health if it's not accompanied by greater learning motivation and self-directed teaching. By providing an integrated model that explains how academic well-being affects the academic resilience of elementary school students in Indonesia, this study helps educational psychology. In addition, it also offers practical advice on how to create school interventions that support students' academic achievement and overall well-being.

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Under Review LEOTECH: Journal of Learning Education and Technology

The influence of augmented reality-based digital picture books in science and social learning on environmental care attitudes, environmental care behaviors, and science learning self-efficacy of elementary school students

Nabila, Manda Luthfiyyah, Nayla Putri Maitsa, Hilyatuzzahro

Abstract: The purpose of this study is to analyze the influence of using Augmented Reality (AR) based digital picture books in Science Learning Self-Efficacy (SSLSE), Environmental Attitude (EA) and Environmental Behavior (EB) of elementary school students on learning Science and Social Sciences (IPAS). The research used quantitative approach with explanatory survey design. The research was carried out on 240 students of grade IV and V selected by the technique of purposive sampling. Data were collected through a four-point Likert scale questionnaire and analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM). The results of research indicate that all constructs satisfy the criteria of reliability and validity. The hypothesis is tested and the results indicate that SSLSE has a positive and significant effect on EA (β = 0.764; T = 22.643; p < 0.001) and EB (β = 0.485; T = 5.843; p < 0.001). Moreover, EA had a positive and significant effect on EB (β = 0,395; T = 4,664; p < 0,001) and played a partial mediated role on the relationship between SSLSE and EB. The results show that AR-based digital picture books can significantly improve students' self-efficacy in science learning, environmental concern attitudes and environmental concern behaviors. So that the media based on AR is worth recommending as an innovation of the learning of IPAS in elementary schools.

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Declined GENFABET: Generasi Pendidikan Dasar

Examining the effect of teacher support on student engagement in rural elementary schools: the role of self-esteem as a mediator and moderator.

Syafina Oktaviani, Rismawati Diva Aulia, Mouza Taranisa Wulandari, Yolanda Christiawan

Student engagement is an important variable in the quality of learning, but many elementary school students show low engagement, especially in rural areas with limited access to external support. This study aims to examine the influence of teacher support on the engagement of elementary school students in rural areas, with self-esteem tested simultaneously as both a mediator and moderator in a single integrated structural model. An empirical investigation employing a cross-sectional survey design was used in this study. Data were collected from 240 students in grades IV, V, and VI at four public elementary schools in rural areas using total sampling technique. The research instrument consisted of an 11-item four-point Likert scale questionnaire that had been validated. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) thru SmartPLS 4 with a bootstrapping procedure of 5,000 subsamples. The research results show that teacher support has a positive and significant direct effect on student engagement (β = 0.699) and on self-esteem (β = 0.744), while self-esteem demonstrates a significant impact on student engagement (β = 0.251). Self-esteem has been proven to function as a partial mediator in the relationship between teacher support and student engagement (indirect effect = 0.187), while its moderating role has not been proven significant (β = 0.006; p = 0.828). These findings prove that teacher support operates thru layered mechanisms in shaping student engagement. This research contributes thru a dual-role self-esteem model within an integrated structural framework, while also providing empirical guidance for designing interventions that combine strengthening teachers' interpersonal competencies with self-esteem-based programs to maximize student engagement in the context of rural education.

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Declined JEES: Journal of Education and Educational Sciences

Exploring the influence of multiple factors toward students’ academic achievement

Putri Putri Salsabila, Tia Fadillah, Zahwa Putri Aurellia, Ivenia Ginasti Anugerah

Abstract: Student academic achievement is an influential component in the learning process and is influenced by several internal and external factors. The objective of this investigation is to evaluate the impact of economic status, interpersonal relationships, school environment, and learning styles on elementary school students' academic achievement. This research uses a quantitative approach with a non-experimental survey method. The sample in this study consisted of 263 students in grades IV and V from public and private schools in Cirebon City who were chosen through purposive sampling methods. The data was obtained using a Likert scale questionnaire and analysed using convergent validity tests with SmartPLS and multiple linear regression with SPSS. The results of the validity test show that the interpersonal relationship dimension does not meet the validity criteria so it is removed from the analysis model. The results of multiple linear regression showed that economic status having a substantial and positive influence on the academic accomplishments of students (β = 0.041; p = 0.007). In contrast, the school environment (p = 0.540) and learning style (p = 0.578) did not reveal a substantial influence on academic achievement. These results indicate that family economic conditions are the most dominant factor in supporting students' academic achievement compared to other factors. This research helps in understanding the factors that influence the academic achievement of elementary school students and can be a basis for schools and parents in designing methods to enhance the learning outcomes of students.

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Under Review MIREJ: Multidisciplinary Innovation Research Journal

Social-emotional skills of elementary school students: a comparative analysis based on ability levels (has and std) in rural and urban areas

Wulan Nurhidayah, Anggi Aulia, Khaylila Najwa Afifah, Shofiyatun Hasanah, Feyza Acar

Student development in elementary school is not based solely on academic ability but also on social-emotional skills (SES), which support self-regulation, peer relationships, and adaptation to school demands. Comparative evidence on how SES varies according to cognitive ability level and place of residence remains limited. This study analyzes differences in SES among elementary school students based on ability level (High-Ability Students/HAS vs. Standard Students/STD) and residential context (rural vs. urban), including the interaction between the two. A comparative quantitative approach with a 2x2 factorial design was used. Data were collected from 240 fourth- and fifth-grade students (103 HAS, 137 STD) using the Fair Cultural Intelligence Test (CFIT), a sociodemographic questionnaire, and the EACSE-CA scale, which consists of five dimensions of SES. The data were analyzed using descriptive statistics, Cramer’s V, Levene’s test, MANOVA with Pillai’s Trace, and univariate F-tests. Ability level significantly affected all five SES dimensions (F = 4.255, p = 0.001, partial eta squared = 0.084), while residence and the ability-residence interaction were not significant. HAS students scored higher than STD students in basic skills, interpersonal relationships, problem-solving, and emotional regulation, with no difference in goal-setting. SES differences are driven more by cognitive ability level than by residential area. The study enriches the empirical literature on elementary students’ SES through a novel comparative design integrating CFIT and sociodemographic data, offering a foundation for adaptive, ability-sensitive social-emotional learning strategies applicable across both rural and urban schools.

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Declined JEES: Journal of Education and Educational Sciences

The influence of self-regulated learning dimensions on lower- grade elementary students' mathematics motivation

Reza Dwi Salma Umairi, Siti Soleha, Siska Dwi Rattania, Salsabila Putri Rahayu

Teori-teori sebelumnya menganggap Pembelajaran Mandiri (Self-Regulated Learning/SRL) sebagai hasil dari motivasi pembelajar. Teori-teori terbaru yang berfokus pada perkembangan menunjukkan bahwa pengaturan diri dapat berfungsi sebagai prediktor dasar untuk perkembangan motivasi psikologis. Bukti untuk klaim ini masih dalam tahap awal. Studi ini bertujuan untuk mengisi kesช่อง dalam penelitian SRL yang sedang berkembang ini dengan berfokus pada pengaruh tujuh elemen model Pembelajaran Mandiri terhadap motivasi belajar matematika di kalangan siswa kelas bawah berusia 6 hingga 7 tahun. Studi ini dirancang sesuai dengan prinsip-prinsip penelitian kuantitatif dan model regresi linier berganda dipilih untuk menganalisis hasilnya. 240 siswa kelas bawah menjadi subjek penelitian. Data dihasilkan melalui observasi terstruktur dan versi adaptasi dari Kuesioner Strategi Motivasi untuk Belajar (Motivated Strategies for Learning Questionnaire/MSLQ). Hasil penelitian menunjukkan bahwa di antara tujuh elemen model Pembelajaran Mandiri, Kemandirian Kebutuhan (Independent of Needs/P3) dan Mengikuti Aturan (Patuh pada Aturan/P2) adalah yang paling relevan dengan motivasi belajar matematika. Selain itu, hasil penelitian menunjukkan bahwa motivasi belajar matematika paling baik didukung oleh Kemandirian Keperluan (P3) dan bentuk kepatuhan aturan yang paling kaku diwakili oleh (P2).

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Declined JEES: Journal of Education and Educational Sciences

Profiles of Mathematics Learning Motivation and Academic Emotions among Elementary School Students : A MANOVA Analysis Based on Grade Level and Gender

Florentina Bete, Siti Rahayu, Falamah Roainah, Gita Fuji Lestari

Mathematics constitutes a fundamental subject in elementary education, as it fosters the development of logical reasoning, problem-solving abilities, and critical thinking skills among students. Nevertheless, the process of learning mathematics frequently provokes a range of academic emotional responses, including anxiety, boredom, and diminished motivation. The present study seeks to investigate the motivation of elementary school students to engage with mathematics, along with their associated academic emotions, while considering variations by grade level and gender. A quantitative research methodology was employed, utilizing a cross-sectional survey design. The sample comprised 260 students from grades 3, 4, and 5 in Cirebon, Indonesia, selected through purposive sampling techniques. Data collection was facilitated through a Likert-scale questionnaire adapted from the Achievement Emotions Questionnaire (AEQ) and an academic motivation scale grounded in control-value theory. Data analysis was performed using IBM SPSS, incorporating descriptive statistics, assumption testing, and Multivariate Analysis of Variance (MANOVA). Findings indicated that students' motivation to learn mathematics was predominantly categorized as moderate to high, particularly in the domain of self-regulation. Furthermore, significant differences in academic emotions were observed across grade levels, with students in higher grades exhibiting increased levels of academic anxiety and emotional distress. The MANOVA results indicated that grade level and age had a significant effect on academic emotions, while gender did not show a significant effect. This study concludes that motivation to learn mathematics and academic emotions are closely related in elementary school students’ mathematics learning.

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