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Anggito, Albi
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The role of social learning and social support in reducing academic anxiety and enhancing achievement motivation among students Anggito, Albi; Ismail, Putri Roka; Lubis, Andreas; Marpaung, Claudia
Priviet Social Sciences Journal Vol. 5 No. 12 (2025): December 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i12.1059

Abstract

  This study aims to examine the contribution of social learning and social support to reducing academic anxiety and stimulating achievement motivation in Elementary School Teacher Education students. The method used is a quantitative correlational approach involving a total of 150 undergraduate students selected through proportional random sampling. The Likert scale instruments used included social learning, social support, academic anxiety, and student achievement motivation. Data analysis used in this study is multiple regression and mediation with the aim of testing the direct and indirect relationships between variables. The research findings provide information that social learning significantly reduces academic anxiety and increases student achievement motivation. Other findings of the research show that social support has a direct and significant effect on increasing achievement motivation and functions as a partial mediator in the relationship between social learning and achievement motivation. Data analysis of academic anxiety also shows a negative effect on achievement motivation, indicating that academic anxiety becomes a psychological barrier to optimal academic achievement. The results of this study also demonstrate the central role of collaborative learning environments and mutually supportive social interactions in improving the emotional well-being and increasing the motivation of student teachers. The practical implications of this research for higher education institutions highlight the need to strengthen peer learning structures, mentoring systems, and socio-emotional support services. This study also contributes to the relevant literature by integrating social learning theory and social support theory in the context of elementary school teacher education. Furthermore, this study provides comprehensive data to understand how social and psychological factors can work together to shape students' academic motivation.
The Effectiveness of Picture Storybook Integrated with Interactive Worksheets in Enhancing Primary Students’ Global Diversity Pranawa, Evan; Senen, Anwar; Anggito, Albi
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.417-431

Abstract

Learning that instills the values of tolerance, empathy, and respect for differences from an early age is very important in shaping students' global diversity attitudes. However, the learning process in elementary schools often still focuses on cognitive aspects and does not provide many socially and emotionally meaningful learning experiences. This study aims to determine the effectiveness of using picture storybooks integrated with interactive student worksheets in improving the global diversity attitudes of elementary school students. This study used a quasi-experimental method with a pretest-posttest control group design. The experimental group received treatment using picture storybooks integrated with interactive student worksheets, while the control group used PowerPoint media and conventional student worksheets. The results of the analysis showed that the average N-Gain value in the experimental class was 0.73 in the high category, while in the control class it was 0.47 in the medium category. The independent t-test showed a Sig. (2-tailed) value = 0.000 < 0.05, which means there was a significant difference between the two groups. Thus, the use of picture story books integrated with interactive student worksheets has proven effective in improving students' global diversity attitudes through more reflective, empathetic, and contextual learning experiences.
Needs Analysis for the Development of a Balanced Literacy Approach Model for Beginning Reading in Elementary Schools Sugiarsih, Septia; Suhardi, Suhardi; Syamsi, Kastam; Anggito, Albi
Journal of Educational Sciences Vol. 10 No. 1 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.1.p.530-543

Abstract

This study aims to identify the needs for developing a Balanced Literacy Approach (BLA) model to improve beginning reading instruction in elementary schools. The research was conducted in three public elementary schools in Sentolo District, Kulon Progo, involving 15 lower-grade teachers, Grade II students, and instructional documents used in the schools. Using a descriptive method within the preliminary phase of the Borg & Gall R&D model, data were collected through document analysis, classroom observations, teacher questionnaires, interviews, and an early reading test. The findings indicate that instructional documents were still general in nature and not tailored to the specific needs of early literacy development. Classroom practices were dominated by lecture-based activities and round-robin reading, with limited use of shared reading, guided reading, or independent reading. Teachers reported challenges in guiding students to understand texts and identified the lack of engaging reading materials such as Big Books. Students showed low reading interest, and test results revealed disparities between technical decoding skills and reading comprehension. These results highlight the urgent need for a structured, engaging, and applicable instructional model. The Balanced Literacy Approach is considered relevant to provide systematic, meaningful, and developmentally appropriate reading experiences for early grade learners.
Co-Authors Ali Mustadi Alifi Nur Prasetia Nugroho Anwar Senen Aprilia Tina Lidyasari da Comte, Augusto Edi Purwanta Eva Imania Eliasa Faturrohman, Faturrohman Halqim, Afanin Harun Harun Ika Budi Maryatun Ismail, Putri Roka Kastam Syamsi Lubis, Andreas M Nur Rokhman, M Nur Marpaung, Claudia Nelva Rolina Ningrum, Dita Salsavira Cahya Nita Febriani, Nita Pranawa, Evan Saragih, Jheni Yusuf Sekar Purbarini Kawuryan Septia Sugiarsih Setiawan Edi Wibowo Suhardi Suhardi Supartinah Supartinah Utami, Alfiah Nurul Utami, Sri Uning Puji Wanyi, Poh Yoppy Wahyu Purnomo