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Weni Yulastri
Pendidikan Dasar, Universitas Adzkia
Humanities Education Mathematics Social Sciences

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The Effect of Interactive PowerPoint Media and Learning Motivation on Social Studies Learning Outcomes Among Elementary Students Erinawati Erinawati; Alfroki Martha; Weni Yulastri
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.v7i2.3628

Abstract

The quality of social studies learning at the elementary school level remains a concern, particularly regarding the limited use of innovative media and students' low intrinsic motivation. This study aimed to examine the effect of interactive PowerPoint media and learning motivation—both individually and simultaneously—on the social studies learning outcomes of fifth-grade students. A quantitative approach with an ex post facto design was employed. The subjects were 151 fifth-grade students selected through proportional random sampling from a population of 243 students across nine public elementary schools in Siulak Mukai District. Data were collected through questionnaires and analyzed using multiple linear regression, the coefficient of determination, t-tests, and F-tests. The results revealed that interactive PowerPoint media had a significant positive effect on learning outcomes (t = 4.23, p = 0.001, Cohen's d = 0.68), as did learning motivation (t = 3.87, p = 0.002, Cohen's d = 0.61). Simultaneously, both variables significantly predicted learning outcomes (F = 18.74, p < 0.001), accounting for 62.3% of the variance in learning outcomes (R² = 0.623). These findings suggest that elementary school teachers should systematically integrate interactive PowerPoint media into social studies instruction while concurrently implementing motivation-enhancing strategies—such as immediate feedback, goal-setting activities, and contextually relevant content presentation—to sustainably optimize student learning outcomes.
Discipline and Responsibility Effects on Students' Moral Health in Elementary Education Rawati Rawati; Weni Yulastri; Alfroki Martha
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.v7i2.3630

Abstract

Kesehatan moral merupakan dimensi mendasar dalam perkembangan siswa secara holistik, namun determinan-determinannya dalam konteks sekolah dasar masih kurang dieksplorasi. Penelitian ini bertujuan untuk mengkaji pengaruh kedisiplinan dan tanggung jawab terhadap kesehatan moral siswa di SDN 12/III Koto Petai. Menggunakan pendekatan kuantitatif dengan desain eksplanatoris asosiatif, data dikumpulkan dari 85 siswa melalui instrumen kuesioner yang telah divalidasi dan dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa disiplin berpengaruh positif dan signifikan terhadap kesehatan moral (β = 0,412, p < 0,001), dan tanggung jawab juga menunjukkan pengaruh yang signifikan (β = 0,358, p < 0,001). Secara bersama-sama, kedua variabel tersebut menjelaskan 49,1% varians kesehatan moral siswa. Temuan ini menegaskan pentingnya pembinaan kebiasaan disiplin dan rasa tanggung jawab secara sistematis dalam pendidikan awal guna membentuk karakter moral yang baik.
Offline Educational Games and Learning Motivation Effects on Fourth Grade Social Studies Achievement: An Experimental Study Salmawati Salmawati; Weni Yulastri; Alfroki Martha
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.v7i2.3633

Abstract

Quality education in elementary schools depends significantly on students' learning motivation and the instructional media employed by teachers. This study aimed to examine the effects of learning motivation and offline educational games on social studies learning outcomes among fourth-grade students. A quantitative approach using an ex post facto design was employed. The subjects were 28 fourth-grade students at one public elementary school (SDN) in Danau Kerinci District, Kerinci Regency, selected through total sampling. Data were collected through five-point Likert-scale questionnaires and official academic score documentation, then analyzed using multiple linear regression, the coefficient of determination, the t-test, and the F-test. Prior to the main analysis, classical assumption tests were conducted, including normality, linearity, multicollinearity, and heteroscedasticity tests, all of which were satisfied. The results revealed that learning motivation had a significant positive partial effect on social studies learning outcomes (t = 4.82, p < .05), as did offline educational games (t = 3.61, p < .05). The F-test confirmed a significant simultaneous effect of both variables (F = 18.47, p < .05), with a coefficient of determination of R² = 0.61, indicating that both variables jointly explained approximately 61% of the variance in learning outcomes. These findings suggest that integrating motivational strategies with offline educational game media can meaningfully enhance student achievement in social studies, particularly in rural primary schools with limited digital infrastructure.
Home Environment and Learning Interest as Predictors of Social Studies Achievement Among Sixth-Grade Elementary Students: A Correlational Study in the Digital Era Dina Angraini; Weni Yulastri; Alfroki Martha
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.v7i2.3636

Abstract

The quality of students' academic performance is shaped by a complex interplay of familial and motivational factors. This study aimed to analyze the effects of the family environment and learning interest on Social Studies learning outcomes among sixth-grade students at public elementary schools in Gunung Raya District. A quantitative ex post facto design was employed, with all 85 sixth-grade students from five schools serving as research subjects through a total sampling technique. Data were collected through a four-point Likert scale questionnaire and end-of-semester grade documentation, and analyzed using multiple linear regression. The findings revealed that both the family environment and learning interest had significant positive effects on students' Social Studies learning outcomes, either partially or simultaneously, with both variables jointly accounting for 50.0% of outcome variance (R² = .50; F = 62.34; p < .001). The family environment emerged as the stronger predictor (β = .48) compared to learning interest (β = .32). These results underscore the critical role of a supportive home environment and intrinsic motivation in enhancing elementary students' academic achievement in Social Studies.
Family-School Synergy Model: Linking Home Environment and Learning Motivation to Social Studies Achievement in Elementary Schools Sri Mekarni; Alfroki Martha; Weni Yulastri
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.v7i2.3638

Abstract

This study aimed to examine the individual and simultaneous effects of family environment and learning motivation on Social Studies learning outcomes among elementary school students at SD Negeri 67/III Lubuk Paku, Kerinci Regency, Jambi Province, Indonesia. A quantitative approach with a causal associative research design was employed, involving 60 students selected through total sampling. Data were collected using validated questionnaires measuring family environment and learning motivation, alongside official end-of-semester academic score documentation. Multiple linear regression analysis was conducted using IBM SPSS Statistics version 25. Results revealed that family environment (β = 0.369, p less than 0.05) and learning motivation (β = 0.465, p less than 0.05) each exerted a significant positive effect on Social Studies learning outcomes, with both variables jointly explaining 61.0% of outcome variance (R² = 0.610, F = 44.873, p less than 0.001). Learning motivation emerged as the comparatively stronger predictor. These findings underscore the theoretical contribution of integrating self-determination theory within the rural Indonesian elementary school context and carry direct practical implications: teachers are recommended to implement autonomy-supportive instruction and formative feedback practices to strengthen students' intrinsic motivation, while parents are encouraged to establish structured home-learning routines, provide adequate learning resources, and improve the quality of academic communication with their children as foundational supports for Social Studies achievement.
Developing a Collaborative Managerial Supervision Model by Principals to Enhance Instructional Management Quality in Elementary Schools Sakhriadi Sakhriadi; Alfroki Martha; Weni Yulastri
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.v7i2.3641

Abstract

Effective learning management forms the foundation of quality education, but its implementation in primary schools remains inconsistent, particularly in areas with limited administrative oversight. This study explores the role of school principals' managerial supervision in enhancing learning management practices in State Elementary Schools in Gunung Kerinci District. Using a descriptive qualitative approach with a case study design, data were collected through in-depth interviews, structured observations, and document analysis involving principals, teachers, and administrative staff. The data were analyzed using the Miles and Huberman interactive model, which includes stages of data condensation, presentation, and drawing conclusions. The findings reveal that principals who systematically carry out supervisory functions—including planning, monitoring, and providing evaluative feedback—significantly contribute to improving teachers' instructional planning, classroom material delivery, and assessment of learning outcomes. This study concludes that consistent and reflective managerial supervision strengthens the quality of learning and teachers' professional performance, and recommends enhancing capacity development programs for school principals to implement supervision functions at the basic education level.
Work Motivation and Principal Support Effects on Teachers' Readiness for Promotion in Indonesian Public Elementary Schools: A Multiple Regression Analysis Weski Afrianto; Weni Yulastri; Alfroki Martha
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.v7i2.3642

Abstract

Teacher readiness for professional promotion is a vital factor affecting instructional quality and the sustainability of human resources in elementary education. However, the organizational factors influencing this readiness are not well-studied in regional Indonesian contexts. This study aims to examine how work motivation and principal support impact teachers' readiness for promotion at public elementary schools in Tanah Cogok District. A quantitative method using multiple regression analysis was employed, with data collected from 85 teachers through validated questionnaires selected by proportional random sampling. The results show that both work motivation and principal support significantly and positively influence teachers' promotion readiness, both individually and together, explaining 50.4% of the variance in promotion readiness. Work motivation was identified as the stronger predictor (β = 0.452), highlighting the importance of intrinsic professional drive in preparing teachers for career advancement. These findings suggest that school principals and district education policymakers should develop targeted motivational programs and enhance principal leadership capacity to provide career-supporting strategies as a key part of elementary school human resource management.guru untuk promosi jabatan merupakan faktor penentu kualitas pembelajaran dan keberlanjutan sumber daya manusia di pendidikan dasar, namun faktor organisasional yang mendorong kesiapan tersebut masih belum banyak diteliti dalam konteks daerah di Indonesia. Penelitian ini mengkaji pengaruh motivasi kerja dan dukungan kepala sekolah terhadap kesiapan promosi guru di Sekolah Dasar se-Kecamatan Tanah Cogok. Pendekatan kuantitatif dengan analisis regresi berganda digunakan, dengan data dikumpulkan melalui kuesioner tervalidasi yang diberikan kepada 85 guru yang dipilih secara proportional random sampling. Hasil penelitian menunjukkan bahwa motivasi kerja dan dukungan kepala sekolah berpengaruh positif dan signifikan terhadap kesiapan promosi guru, baik secara parsial maupun simultan. Motivasi kerja muncul sebagai prediktor yang lebih dominan. Temuan ini menegaskan pentingnya pengembangan motivasi intrinsik guru dan penguatan dukungan institusional dalam meningkatkan kesiapan pengembangan karier profesional.   Abstract   Teacher readiness for professional promotion is a critical determinant of instructional quality and human resource sustainability in elementary education, yet the organizational factors that drive such readiness remain insufficiently studied in regional Indonesian contexts. This study investigates the effects of work motivation and principal support on teachers' readiness for promotion at elementary schools in Tanah Cogok District. A quantitative approach using multiple regression analysis was employed, with data collected through validated questionnaires administered to 85 teachers selected via proportional random sampling. Results indicate that both work motivation and principal support have significant positive effects on teacher promotion readiness, individually and simultaneously. Work motivation emerged as the stronger predictor. These findings suggest that school organizations must cultivate intrinsic teacher motivation and strengthen institutional support mechanisms to enhance readiness for professional advancement, with implications for principal leadership development and human resource management policy.
The Mediating Role of Reading Ability in the Relationship Between School Facilities and Text Comprehension Among Elementary School Students Miswati Miswati; Alfroki Martha; Weni Yulastri
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.v7i2.3643

Abstract

Text comprehension remains a central challenge in elementary education, as students' capacity to derive meaning from written texts directly shapes their overall academic performance. This study aimed to analyze the effects of reading ability and school facilities on students' text comprehension at SD Negeri 168/III Patok Empat, Kayu Aro Barat District. A quantitative approach with a causal associative design was employed, with all 92 students of the school serving as the study sample. Data were gathered through a standardized reading ability test, a structured school facilities questionnaire, and a text comprehension assessment, then analyzed using simple and multiple linear regression. Results indicated that reading ability exerted a significant and positive effect on text comprehension (β = 0.524; t = 5.82; p < 0.001), as did school facilities (β = 0.498; t = 5.41; p < 0.001). Taken together, the two variables explained 44.8% of the variance in student comprehension scores (F = 36.52; p < 0.001). These findings underscore the importance of simultaneously cultivating reading skills and improving learning infrastructure to optimize text comprehension outcomes in primary schooling.
Project-Based Learning with Interactive Video: Enhancing Language Learning Outcomes and Critical Thinking in Primary Education Icuk Rahman; Weni Yulastri; Alfroki Martha
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.v7i2.3647

Abstract

The quality of Indonesian language instruction in elementary schools is closely related to the instructional approaches and media teachers employ. This study examined the effects of Project-Based Learning (PjBL) integrated with interactive video on the Indonesian language learning outcomes of fifth-grade students. Using an ex post facto quantitative design, this research was conducted with fifth-grade students across public elementary schools in the Bukit Kerman District. Data were collected through documentation of student scores and a structured questionnaire, and analyzed using simple linear regression and multiple regression techniques. The results indicated that PjBL implementation had a significant independent effect on learning outcomes (β = 0.512; p < 0.001; R² = 0.262), as did interactive video utilization (β = 0.487; p < 0.001; R² = 0.237). When examined simultaneously, both variables together explained 40.3% of the variance in student achievement (R² = 0.403; F = 28.74; p < 0.001), suggesting that the integration of active, project-driven pedagogy with dynamic multimedia supports the development of higher-order language skills among young learners and offers a practically viable approach to improving Indonesian language instruction in rural elementary school settings.
Co-Authors Alfroki Martha Dina Angraini Erinawati Erinawati Icuk Rahman Miswati Miswati Rawati Rawati Sakhriadi Sakhriadi Salmawati Salmawati Sri Mekarni Weski Afrianto