Archive

Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

The Effect of Entrepreneurial values and Self-Confidence on Entrepreneurial Interest in Elementary School Student

Citra Nur Anisa, Alpin Alghani, Achmad Syarifudin

Previous research This study was to understand the relationship between the three components of Planned Behavior Theory and the mediating effect of these components on the relationship between Entrepreneurship education and Self-efficacy on Entrepreneurial intentions among experienced students in Vietnam. The findings show that Entrepreneurship education has a direct positive effect on attitudes towards entrepreneurship, control of perceived behavior and subjective norms Entrepreneurship of engineering students in Vietnam. These findings are consistent with many previous studies have confirmed the role of entrepreneurship education in shaping students' entrepreneurial intentions. The main goal of this approach is to obtain empirical data that can be used in testing theoretical models through statistical analysis. Based on the results show that entrepreneurial self confidence (ESC), significantly mediated the relationship between Entrepreneurial Value (EV) and Entrepreneurial Interest (EI). Entrepreneurial values (EV) and Entrepreneurial Interests (EI) significantly mediates the relationship between entrepreneurial self confidence (ESC) and entrepreneurial interest (EI). The values that individuals believe in relation to the world of entrepreneurship strengthen their intention to become entrepreneurs. A number of studies have shown that entrepreneurship education at the elementary level can play an important role in shaping students' attitudes and interests in entrepreneurship in the future.

Published: 01 Jan 2026 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

Analysis of Students' Creative Thinking Abilities in Science Learning in Elementary Schools

PUTRI Melianti, Anisya Fitriani, Adinda Wulan Fitriyah

Creative thinking is a skill that student must posses to support the mastery of 21 st-century skills. In natural science (IPA) learning, this ability plays a role in facilitating students to create ideas, innovation, and constructive thinking. This research aims to explore the level of creative thinking ability of fourth-grade students in science learning at the elementary school level. The type of research used is the qualitative descriptive method. The subject of the research were 50 students, consisting of 28 female students and 22 male students. The data collection technique was carried out through observation, test, and documentation. The research instrument consist of eight essay question formulated based out five indicators of creative thinking ability, namely fluency, flexibility, originality, elaboration, and metaphorical thinking. The data analysis technique used was source triangulation. The result of the data analysis show that the aspect of fluency dominates the students achievement, followed by flexibility. Meanwhile, originality, elaboration, and metaphorical thinking fall into the less satisfactory category. These findings indicate that students tend to be able to present original ideas, but still need reinforcement in flexible thinking as well as in the use of analogies or metaphors.

Published: 01 Jan 2026 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

The Influence of Self-Efficacy on the Understanding of Science Concepts in Elementary Schools: A Meta-Regression Analysis

Suci Nurhayati, Afra Munifah, Olivia Amelizky

This research aims to determine the extent to which self-efficacy affects students' understanding of science concepts, specifically in terms of translation, interpretation, and extrapolation abilities. These aspects reflect students’ cognitive skills in explaining, interpreting, and predicting scientific phenomena. The research design used is a quantitative approach with a survey method and non-experimental design. The sample of this study amounted to 50 students, consisting of 22 girls and 27 boys from five elementary schools that are part of Gugus 1 in Pasawahan District, selected through purposive sampling technique. Data collection techniques were carried out using tests in the form of test items measuring science concept understanding and non-tests in the form of questionnaires to measure student self-efficacy. Data were analyzed using simple linear regression to test the relationship between self-efficacy and understanding of science concepts. The results showed that there was a significant relationship between self-efficacy and understanding of science concepts, with a Pearson correlation of 0.341 (p

Published: 01 Jan 2026 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

The Effectiveness of Learning Motivation on Science Literacy in Elementary School Students

Anisya Fitriani, Putri Melianti, Adinda Wulan Fitriyah

This study aims to analyze the relationship between learning motivation and science literacy in primary school students. Motivation is an important factor in learning, while science literacy plays a role in developing critical and analytical thinking skills. Using a quantitative approach and correlational survey design, data were obtained from a sample size of 50 students (n = 50) from five public elementary schools in Cirebon, Indonesia. The research instrument consisted of a Likert scale questionnaire to measure the level of motivation as well as a written test to assess science literacy. The results of descriptive statistical analysis showed that students' motivation level was high, with an mean score of 31.82 out of 40. In contrast, science literacy was in the medium category, with an mean score of 16.02 out of 26. The correlational findings indicated that high motivation does not always go hand in hand with improved science literacy. This suggests that internal motivation needs to be balanced with relevant and contextualized learning strategies. Thus, effective science education demands an integrated approach that not only facilitates students' affective aspects but also enriches learning experiences through explorative and meaningful methods. The main contribution of this study lies in emphasizing the importance of integration.

Published: 01 Jan 2026 View Details

Published MIREJ: Multidisciplinary Innovation Research Journal • 2026

Investigating the Impact of Self-Efficacy on Elementary Students’ Mathematical Problem-Solving Skills

Adinda Wulan Fitriyah, Anisya Fitriani, Putri Melianti

This study aims to investigate the relationship between academic self-efficacy and mathematical problem-solving among elementary school students in Cirebon, Indonesia. With the increasing recognition of psychological factors in 21st-century education, especially in primary education, there is a need for empirical validation to understand how self-efficacy operates at this developmental stage. A quantitative correlational approach was utilized, involving 50 students from five public elementary schools, chosen through purposive sampling. Data collection involved validated mathematical problem-solving assessments and academic self-efficacy questionnaires. The instruments demonstrated acceptable reliability (Cronbach's alpha > 0.6) and content validity was confirmed by experts in the field. Statistical analyses included tests for normality and homogeneity, Pearson correlation, and simple linear regression. While the data were not normally distributed, they satisfied the assumptions of homogeneity. The results indicated no significant relationship between academic self-efficacy and problem-solving ability (r = -0.014, p = 0.922), with regression analysis further confirming its negligible predictive power (β = -0.029, p = 0.922). These findings imply that academic self-efficacy may not be a crucial determinant of mathematical problem-solving performance at the elementary level, possibly due to the students’ limited metacognitive development. Theoretically, this study contributes to the field of educational psychology by challenging the universality of self-efficacy's influence in early education. Practically, it prompts educators and policymakers to consider developmental readiness when creating interventions designed to enhance self-belief. Future research should investigate mediating variables such as cognitive strategies, emotional regulation, and classroom environment to better understand academic performance among early learners.

Published: 01 Jan 2026 View Details

Published LEOTECH: Journal of Learning Education and Technology • 2025

The EFL Students’ Interaction Patterns in Online Learning Platforms: A Qualitative Observational Study

Moh. Fajar Amirul Mukmin

This study explores EFL students’ interaction patterns in online learning platforms through a qualitative observational approach. Grounded in Moore’s interaction framework, the research focuses on three types of interaction: learner–teacher, learner–learner, and learner–content interaction. The study was conducted in an undergraduate online course involving 27 EFL students who participated in synchronous sessions supported by a learning management system. Data were collected through participant observation across five online meetings, supported by field notes, chat transcripts, and LMS discussion records. Thematic analysis was employed to identify recurring interaction behaviors and patterns. The findings reveal that learner–teacher interaction was the most dominant form, characterized by students’ responses to instructors’ questions and feedback. Learner–learner interaction occurred less frequently and was often limited to brief peer responses, while learner–content interaction varied depending on task requirements. These results indicate that although interaction is present in online learning environments, it is uneven and largely teacher-driven. The study highlights the importance of intentional instructional design and active facilitation to promote balanced interaction and meaningful engagement in online EFL learning contexts.

Published: 31 Dec 2025 View Details

Published LEOTECH: Journal of Learning Education and Technology • 2025

Cognitive Resilience and Learning Motivation of Broken Home Children: A Study on Students of Madrasah Ibtidaiyah Al-Ikhlas Ancaran

Wida Nengsih, Septi Gumiandari

The phenomenon of Broken Home among elementary school students is a social and psychological problem that impacts learning motivation, emotional stability, character, and academic achievement. This study aims to analyze the relationship between incomplete family conditions and learning motivation, as well as the role of resilience, social support, and the school environment in maintaining children's academic achievement. This study aims to analyze 1) students' cognitive condition and learning motivation, 2) factors that affect cognitive resilience, 3) the role of PAI in supporting learning motivation 4) strategies based on Islamic values to strengthen students' cognitive resilience and learning motivation at MI Al Ikhlas Ancaran. This study uses a qualitative descriptive approach with data collection techniques in the form of observation, in-depth interviews, and documentation of Broken Home family students, PAI teachers, and homeroom teachers. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing by paying attention to validity through triangulation of sources and methods. The results of the study show that 1) students with a Broken Home background generally have a relatively good level of cognitive resilience, so they are able to adapt to academic challenges, 2) students show quite effective abilities in managing emotional stress that arise due to various environmental and family factors, 3) the level of student learning motivation is in the medium to good category, which reflects the internal drive to continue to excel Even though they face an incomplete family condition. 4) Islamic values-based strategies are effective in strengthening cognitive resilience and learning motivation. Other findings show a positive relationship between cognitive resilience and learning motivation where the higher the resilience students have, the stronger their motivation to learn. The home environment, madrasah and peer relationships are one of the supporting factors in Shiwa's cognitive resilience in increasing learning motivation. The results of the study stated that students affected by Broken Home families can maintain learning motivation if they have strong cognitive resilience and receive support from a conducive school environment.

Published: 31 Dec 2025 View Details

Published LEOTECH: Journal of Learning Education and Technology • 2025

The Effectiveness of Video Games for Learning and Teaching English Language Among School-Age Students

Alfaro Electra Bimantara Putra

This study discusses the effectiveness of video games in learning and teaching English to young learners through an extensive review of literature and meta-analysis on published research papers from 2009 to 2025. The results reveal the effectiveness of video games in promoting vocabulary, communicative, and confidence domains, with gamers performing better in language games in comparison to non-gamers. There was, however, little to no difference in formal academic achievement, English GPA. The effectiveness of learning through video games depends on the genre, with narrative-based video games proven to be an essential element in vocabulary development and multiplayer video games in speech development. The implications of this research indicate that video games, if properly integrated into structured digital game-based language learning platforms, can act as an additional teaching supplement.

Published: 31 Dec 2025 View Details

Published LEOTECH: Journal of Learning Education and Technology • 2025

Examining the Interaction Between Behavioral and Emotional Engagement on Cognitive Engagement: A Mediation Analysis

Amanda Maharani

This study aims to examine the effects of behavioral and emotional engagement on cognitive engagement among elementary school students using structural modeling. Data were collected from 240 students in grades 4-6 using a 15-item Likert-scale questionnaire. Confirmatory Factor Analysis (CFA) was used to test construct validity and reliability, followed by Structural Equation Modeling (SEM) to examine interdimensional relationships. The results showed that behavioral engagement had a positive effect on both emotional and cognitive engagement, while emotional engagement also positively influenced cognitive engagement. However, the effects were relatively small, and emotional engagement did not significantly mediate the relationship between behavioral and cognitive engagement. These findings emphasize the role of behavioral and emotional engagement in enhancing cognitive engagement, while suggesting that other contextual factors should also be considered. The proposed model demonstrated a good fit with the data and provides a basis for understanding student engagement in primary education.

Published: 31 Dec 2025 View Details

Declined JEES: Journal of Education and Educational Sciences

LATAR BELAKANG DAN RUANG LINGKUP FILSAFAT ILMU INTEGRASI AGAMA DAN SAINS SERTA TUJUAN DAN MANFAATNYA

Riskimilasari, Zulkifli Musthan

This recearsch discusses the philosophy of science of integrating religion and science with an emphasis on its physiological and sociological background as well as its benefits and benefits. The study approach uses the library research method. The main data sources in this research are obtained from various references and research journals that are relevant and closely related to the issue of the integration of religion and science. All of the books and resources that have been successfully compiled are comprehensive guides that are relevant to the topics discussed. After the source collection process is completed, the next step is to analyze and synthesize the data to reach a valid conclusion from the results of this study. Physiologically, the relationship between modern science and religion has experienced dynamics from the 17th century to the 20th century from close encounters, views that reduce the role of god and the universe, to interactions that are dynamically re-formed. Sociologically, the integration of religion and science that was born in response to the dichotomy caused by the entry of secular western education into the Islamic world, resulted in two different educational systems, namely Islamic education and secular education. The philosophy of integrated science aims to create harmonization between religion and science, develop a holistic paradigm, strengthen Islamic epistomology and science, and develop an integrative educational curriculum. The benefits of this integrase include moral and ethical foundations in the development of science and technology, Motivating scientific research with religious nuances, Bringing holistic and harmonious awareness in society, Reducing conflicts and dichotomies between religion and science. Keywords: Background, Scope, Purpose, Benefit

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Declined JEES: Journal of Education and Educational Sciences

LATAR BELAKANG DAN RUANG LINGKUP FILSAFAT ILMU INTEGRASI AGAMA DAN SAINS SERTA TUJUAN DAN MANFAATNYA

Riskimilasari, Zulkifli Musthan

This recearsch discusses the philosophy of science of integrating religion and science with an emphasis on its physiological and sociological background as well as its benefits and benefits. The study approach uses the library research method. The main data sources in this research are obtained from various references and research journals that are relevant and closely related to the issue of the integration of religion and science. All of the books and resources that have been successfully compiled are comprehensive guides that are relevant to the topics discussed. After the source collection process is completed, the next step is to analyze and synthesize the data to reach a valid conclusion from the results of this study. Physiologically, the relationship between modern science and religion has experienced dynamics from the 17th century to the 20th century from close encounters, views that reduce the role of god and the universe, to interactions that are dynamically re-formed. Sociologically, the integration of religion and science that was born in response to the dichotomy caused by the entry of secular western education into the Islamic world, resulted in two different educational systems, namely Islamic education and secular education. The philosophy of integrated science aims to create harmonization between religion and science, develop a holistic paradigm, strengthen Islamic epistomology and science, and develop an integrative educational curriculum. The benefits of this integrase include moral and ethical foundations in the development of science and technology, Motivating scientific research with religious nuances, Bringing holistic and harmonious awareness in society, Reducing conflicts and dichotomies between religion and science.

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Declined DUTIES: Education and Humanities International Journal

Effective Approaches for Teaching English in Early Education: A Literature Review

Raja Elang Henka Putra Zein Raja Elang

This literature review examines effective approaches for teaching English in early education, with particular attention to the use of gamified and game-based learning in English as a Foreign Language (EFL) contexts for young learners. The study seeks to synthesize existing research in order to provide an organized overview of how these instructional approaches are implemented and what learning outcomes are commonly reported. Using a literature review design, selected peer-reviewed journal articles were examined through thematic analysis to identify recurring patterns related to instructional practices and learning outcomes. The findings suggest that gamified and game-based learning approaches are often associated with higher levels of learner engagement and favorable developments in vocabulary acquisition among young EFL learners. In addition, the reviewed studies indicate the use of a variety of instructional strategies, such as interactive gameplay and task-based activities, alongside a range of digital tools and learning media designed to support early language learning. Overall, the review highlights that gamified and game-based learning may represent promising instructional approaches for early EFL education when integrated thoughtfully into classroom practice. The findings may help contribute to a clearer understanding of current research trends and inform future instructional design and research in early English language education.

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