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All Journal Primary Education Journal (PRIMADONA)
Muhammad Faizin
Universitas Pendididkan Muhammadiyah Sorong

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The Influence of School Culture on the Character of Grade IV Students Marteda Suparto Marteda; Gika Apia; Muhammad Faizin
Primary Education Journal (PRIMADONA) Vol. 1 No. 03 (2025): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v1i03.3496

Abstract

This study aims to examine the influence of school culture on the character of Grade IV students at SD YPK Inamo, Sorong Regency. A quantitative survey method with a correlational approach was employed. The study population comprised all Grade IV students (n = 15), selected using a saturated sampling technique. Data were collected through a structured questionnaire and documentation. Reliability analysis yielded a Cronbach's Alpha of 0.841 for the school culture instrument and 0.671 for the student character instrument, both confirming sufficient reliability. Normality testing using the Kolmogorov–Smirnov method indicated that both variables were normally distributed (Asymp. Sig. = 0.200 > 0.05). Homogeneity testing confirmed equal variance between groups (Sig. = 0.001). Simple linear regression analysis revealed that the t-calculated value (4.820) substantially exceeded the t-table value (0.641), with a probability of p = 0.000 < 0.05, indicating a significant positive influence of school culture on student character. The coefficient of determination (R²) was 0.641, indicating that school culture accounts for 64.0% of the variance in student character, with the remaining 36% attributable to other factors not examined in this study. The correlation coefficient (R = 0.801) falls within the "strong" category of influence. These findings confirm that school culture is a significant predictor of student character development in the elementary school context.
An Analysis of Teacher Strategies in Influencing Students’ Learning Motivation in Indonesian Language Instruction in Grade IV Mita Yuliana Safitri; Muhammad Faizin; Gika Apia
Primary Education Journal (PRIMADONA) Vol. 2 No. 02 (2026): Primary Education Journal (PRIMADONA)
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/primadona.v2i02.4252

Abstract

This study aims to analyse the strategies employed by teachers to influence the learning motivation of Grade IV students in Indonesian Language instruction at SD Inpres 54, Sorong Regency. Learning motivation is a critical dimension of the learning process at the primary school level, as it directly shapes students' academic engagement and achievement. A descriptive qualitative research method was employed, with data collected through observation and interviews with the Grade IV classroom teacher and students at SD Inpres 54, Sorong Regency, from 6 to 13 August 2024. Data analysis followed the Miles, Huberman, and Saldaña model encompassing data condensation, data display, and conclusion drawing. The findings reveal that the classroom teacher implemented a diverse set of motivational strategies, including personal student engagement approaches, cooperative and discussion-based learning, ice-breaking activities, role-play, inspirational storytelling, and reward systems comprising praise, positive feedback, and tangible recognition. Lesson planning through RPP, demonstration methods, and ongoing evaluative feedback were also applied. Constraining factors identified include limited school infrastructure, the absence of electricity during daytime hours, diverse student ability levels, insufficient parental involvement, and the remote geographic location of the school. Despite these constraints, the applied strategies proved effective in improving student attention, participation, and enthusiasm in Indonesian Language learning. This study recommends enhanced teacher training in innovative learning strategy development and greater facility support for schools in remote settings.
Co-Authors Gika Apia Gika Apia Marteda Suparto Marteda Mita Yuliana Safitri