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All Journal Journal of Education Research
Sumanti Sumanti
Pendidikan Dasar, Universitas Adzkia
Humanities Education Mathematics Social Sciences

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Academic Constructive Controversy and Conventional Learning: Moderating Effects of Achievement Motivation on Social Studies Outcomes Aneka Trisma; Sumanti Sumanti; Siti Aisyah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3625

Abstract

Improving the quality of social studies learning at the elementary level requires innovative instructional strategies that accommodate diverse learner characteristics, including achievement motivation. This study aimed to examine the differential effects of Academic Constructive Controversy (ACC) and conventional learning on social studies outcomes among elementary students with varying levels of achievement motivation. A quasi-experimental design with a non-equivalent pretest-posttest control group was employed, involving 28 students from SD 122/III Mukai Tengah as the experimental class and 27 students from SD 169/III Mukai Mudik as the control class. Data were collected using an achievement motivation questionnaire and a social studies achievement test, then analyzed through two-way analysis of variance (ANOVA) with a 2×2 factorial design. The results indicated that ACC produced significantly higher social studies outcomes than conventional learning, and that achievement motivation level moderated this effect. Students with high achievement motivation benefited substantially from ACC, whereas those with low motivation showed more modest gains. These findings underscore the importance of aligning instructional methods with student motivational profiles to optimize learning outcomes.
Dominant Factors Influencing Students' Decisions to Pursue Master of Elementary Education Programs: An Exploratory Study Resna Amalia; Sumanti Sumanti; Siti Aisyah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3627

Abstract

The growing demand for postgraduate education in Indonesia has prompted increasing interest in master's programs, including those in elementary education. However, empirical evidence on the factors that motivate students to pursue these programs remains limited, particularly in private universities. This study aimed to identify and analyze the dominant factors influencing students' decisions to enroll in the Master of Elementary Education Program at the Postgraduate Program of Universitas Adzkia. A quantitative survey design was employed, involving 80 students selected through purposive sampling. Data were collected using a validated questionnaire and analyzed through Exploratory Factor Analysis (EFA). The results revealed five dominant factors that cumulatively explained 63.7% of the total variance: academic quality (18.34%), career advancement (13.91%), institutional reputation (9.17%), personal motivation (7.57%), and financial considerations (5.46%). Among these, academic quality and career advancement emerged as the most influential determinants, indicating that students weigh both academic excellence and professional relevance when making graduate enrollment decisions. These findings suggest that graduate programs must prioritize academic excellence and career relevance to attract prospective students effectively.
Creativity and Reading Literacy Effects on Fourth Grade Learning Outcomes: An Experimental Study Asan Basri; Sumanti Sumanti; Siti Aisyah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3631

Abstract

Elementary education constitutes a critical foundation for students' academic and cognitive development, where the interplay between creativity and reading literacy has been increasingly recognized as essential determinants of learning achievement. This study investigated the effects of creativity and reading literacy on the learning outcomes of fourth-grade students at Sekolah Dasar Negeri 96/III Bunga Tanjung. A quantitative research design with an associative-predictive approach was employed, involving 28 fourth-grade students as research subjects. Data were collected through validated questionnaires and reading literacy assessments, subsequently analyzed using multiple linear regression. Results indicated that both creativity and reading literacy exerted significant positive effects on student learning outcomes, both partially and simultaneously, with reading literacy emerging as the stronger predictor (β = 0.52) compared to creativity (β = 0.38), and both variables jointly explaining 58.7% of the variance in academic performance (R² = 0.587). These findings suggest that cultivating creativity and reading literacy in early education is imperative for improving students' overall learning outcomes.
The Effect of Principal Leadership Style and Work Motivation on Elementary Teacher Performance: A Study in Public Schools of Gunung Kerinci District Nemi Setrianti; Sumanti Sumanti; Siti Aisyah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3640

Abstract

Effective school management relies heavily on the principal's leadership qualities and teachers' levels of work motivation, both of which are considered major determinants of teacher performance. This study aims to examine the influence of principals' leadership style and work motivation on classroom teachers' performance in State Elementary Schools in Gunung Tujuh District, Kerinci Regency. A quantitative explanatory research design was used, involving all 87 classroom teachers in public elementary schools in the sub-district as the research population, using the census method. Data were collected using a validated questionnaire instrument with a five-point Likert scale and analyzed using multiple linear regression. The results showed that the principal's leadership style had a positive and significant effect on teacher performance (β = 0.412; p < 0.001), work motivation had a positive and significant effect on teacher performance (β = 0.378; p < 0.001), and the two variables together had a significant effect on teacher performance with a value of R² = 0.623, which means that 62.3% of the variation in teacher performance was explained by these two variables. These findings emphasize the importance of adaptive transformational leadership and sustained motivational support in enhancing classroom teachers' professional effectiveness in rural primary schools.
Co-Authors Aneka Trisma Asan Basri Nemi Setrianti Resna Amalia Siti Aisyah