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All Journal MANAZHIM
Muhammad Noor
Universitas Achmad Yani Banjarmasin, Indonesia
Economics, Econometrics & Finance Education

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The Correlation of Self-Efficacy and Emotional Intelligence with Learning Interest among Elementary School Students Muhammad Noor; Pranciska Gamilina
MANAZHIM Vol 8 No 1 (2026): FEBRUARY
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i1.6012

Abstract

This study is motivated by the limited research on the simultaneous influence of self-efficacy and emotional intelligence on elementary students’ learning interest, despite their significant impact on academic engagement and holistic development. The study aims to examine the partial and simultaneous relationships between self-efficacy, emotional intelligence, and learning interest among upper-grade elementary students. Adopting a quantitative correlational design, the research involved a total sample of 63 students from Grades IV–VI selected through total sampling. Data were collected using Likert-scale questionnaires and analyzed using correlation, multiple regression, and first-order partial correlation techniques. The findings reveal significant positive relationships between self-efficacy and learning interest (r = 0.573, p < 0.05) and between emotional intelligence and learning interest (r = 0.565, p < 0.05), with both variables jointly explaining 39.6% of the variance in learning interest. These results indicate that self-efficacy and emotional intelligence play a synergistic role in fostering students’ learning interest. The implications encompass theoretical contributions to understanding cognitive and emotional determinants of student engagement and practical recommendations for teachers, schools, and parents to strengthen students’ self-confidence and emotional competencies. Future research is recommended to broaden sample diversity, include additional influencing factors, and employ longitudinal or mixed-method approaches to further elucidate the mechanisms shaping learning interest.
Relationship between the Use of Video-Based Learning Media and Digital Literacy with Students’ Learning Motivation Pranciska Gamilina; Muhammad Noor
MANAZHIM Vol 8 No 2 (2026): AUGUST
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v8i2.6368

Abstract

Although technology-enhanced learning has received considerable scholarly attention, quantitative empirical evidence on the concurrent relationships among video-based learning media, digital literacy, and learning motivation among elementary school students remains limited. This study aimed to analyze the relationships between video-based learning media and digital literacy with students’ learning motivation, both separately and simultaneously. A quantitative correlational design was employed at SDN Sungai Raya 1 from April to June 2026. Using total sampling, the study involved 63 students in Grades IV–VI. Primary data were collected using a four-point Likert-scale questionnaire and analyzed through Pearson correlation, multiple regression, and partial correlation analyses. The findings showed that video-based learning media had a positive and significant relationship with learning motivation (r = 0.654, p < 0.05), while digital literacy was also positively and significantly associated with learning motivation (r = 0.522, p < 0.05). Simultaneously, video-based learning media and digital literacy explained 46.3% of the variance in learning motivation (R² = 0.463, p < 0.05). Partial correlation analysis further confirmed that each independent variable contributed to learning motivation after controlling for the other variable. The study concludes that the integration of engaging video-based learning media and the strengthening of students’ digital literacy are important factors in enhancing learning motivation in elementary education. These findings contribute to the literature on technology-enhanced learning and offer practical implications for teachers and schools in designing motivating, digitally supported learning environments.
Co-Authors Pranciska Gamilina