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The Implementation of the Inquiry-Based Learning Model in Improving Elementary School Students' Numeracy and Literacy Skills

Tiara Maharani Suroso, Agata Pritha Kinanditya

This study analyzes the effect of the inquiry-based learning model on elementary school students’ numeracy literacy skills. Using a pre-experimental one-group pretest–posttest design with 30 fifth-grade students, data were collected via essay-based tests. The results showed a significant increase in numeracy literacy, with the average score rising from 59.77 on the pretest to 82.53 on the posttest. Statistical validation through a paired-samples t-test yielded a t-value of -145.275 (p < 0.05), confirming that the improvement was not due to random chance. Furthermore, an N-Gain analysis of 0.788 indicates a high level of improvement. Deeper analysis using the Pearson product–moment correlation revealed a very strong positive relationship of 0.991 (p = 0.000) between pretest and posttest scores. This demonstrates that student progress was highly consistent across the group, meaning the intervention effectively benefited both high- and low-achieving students similarly. These findings suggest that inquiry-based learning effectively enhances numeracy literacy by encouraging active involvement and contextual problem-solving.

Exploring Multidimensional Relationships between Educational Situation Perception, Teacher Support, Digital Learning Engagement, and Academic Self-Efficacy in Elementary School

Dita Amelia Putri, Muhammad Alie Muzakki

This study examines the structural relationships among students’ perceptions of the learning environment, perceived teacher support, academic self-efficacy, and students’ engagement in digital learning in elementary school digital learning contexts. A quantitative survey approach was employed, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings reveal that academic self-efficacy significantly predicts students’ participation in digital learning activities. Teacher support significantly contributes to strengthening academic self-efficacy and indirectly influences digital learning engagement through the improvement of students’ academic confidence. In contrast, educational situation perception does not show a significant direct relationship with either academic self-efficacy or digital learning engagement. The sequential mediation pathway involving teacher support and academic self-efficacy is statistically confirmed. The model demonstrates satisfactory explanatory power and predictive relevance. The results suggest that psychologically driven factors supported by effective pedagogical practices play a more central role in fostering students’ digital engagement than contextual perceptions operating independently. These findings highlight the mediating role of academic self-efficacy within the multidimensional framework tested in this study.

Reimagining Teacher Education in the Digital Era: Integrating Innovation and Technology for Future-Ready Educators

Tri Shandra Utami

Analisis Pengaruh Dimensi Kecemasan Terhadap Sikap Belajar Matematika Siswa Sekolah Dasar

Tri Yanti

This study aims to analyze the effect of anxiety on elementary school students' attitudes in learning mathematics, focusing on two dimensions of anxiety: cognitive and somatic. This study uses a descriptive quantitative approach with a path analysis method based on Partial Least Square (PLS). Data were obtained through a closed questionnaire that had been tested for validity and reliability, and distributed to 50 elementary school students. The results of the analysis showed that cognitive anxiety had a significant effect on students' attitudes (p

Studi Tentang Kesulitan Fokus Anak dalam Pembelajaran: Tinjauan Psikologis dan Edukatif

Adillah Hasibuan, Hilda Zahra Lubis, M. Pd

DIPLOMASI KULINER SEBAGAI ALAT SOFT POWER: STUDI KASUS PROMOSI MASAKAN INDONESIA DI KOREA SELATAN

A'izzatun Nisa'i

Exploring the Effectiveness of Mobile-Assisted Language Learning (MALL) on Vocabulary Retention in TEFL Classrooms

Ulfa Mafridoh

The Role of AI in Enhancing Writing Fluency and Accuracy in English as a Foreign Language Classrooms

Rahma Chairani

ANALISIS BULLYING DISEKOLAH DASAR NEGERI 064965

Tria Fitriana, nanda amelia, rahma eka

Menumbuhkan Karakter Siswa Melalui Pemanfaatan Literasi Digital

Naja Munifa

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.

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.