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All Journal Jurnal Pendidikan Ekonomi (JUPE) Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan JAM : Jurnal Aplikasi Manajemen PIONIR: Jurnal Pendidikan Journal of Educational Science and Technology International Journal of Artificial Intelligence Research Jurnal Ilmiah Pena: Sains dan Ilmu Pendidikan Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam Jurnal PAJAR (Pendidikan dan Pengajaran) Cetta: Jurnal Ilmu Pendidikan Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah EQUILIBRIUM: Jurnal Ilmiah Ekonomi dan Pembelajarannya JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Ekonomi (JURKAMI) Jurnal Basicedu Jambura Economic Education Journal EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pendidikan dan Kewirausahaan Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat International Journal of Environment, Engineering, and Education Jurnal Ecogen International Journal of Environment, Engineering & Education Jurnal Dedikasi Pinisi Business Administration Review Panrannuangku Jurnal Pengabdian Masyarakat SOCIAL : Jurnal Inovasi Pendidikan IPS Golden Ratio of Social Science and Education Golden Ratio of Auditing Research Golden Ratio of Community Services and Dedication Jurnal Basicedu Aurelia: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia Golden Ratio of Data in Summary Indonesian Research Journal on Education Innovative: Journal Of Social Science Research International Journal of Environment, Engineering, and Education Journal of Education Religion Humanities and Multidiciplinary Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Penelitian Pendidikan Indonesia AKSIOMA : Jurnal Sains Ekonomi dan Edukasi International Journal of Educational Development Abdi Kimia : Jurnal Pengabdian Masyarakat International Journal of Education, Vocational and Social Science International Journal of Humanities and Social Sciences Reviews International Journal of Social Science and Humanity International Journal of Studies in International Education International Journal of Educational Evaluation and Policy Analysis International Journal of Contemporary Sciences (IJCS) Journal Governance and Politics (JGP) Educational Dynamics: International Journal of Education and Social Sciences International Journal of Social Welfare and Family Law
Elpisah
Universitas Patompo Makassar
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The Influence of Family Environment on Learning Atten-tion and Learning Facilities at SD Negeri 1 Centre Pattal-lassang Nuraliah Nuraliah; Elpisah Elpisah; Saripuddin Saripuddin; Erni Rismawati; Suarlin Suarlin
International Journal of Humanities and Social Sciences Reviews Vol. 2 No. 4 (2025): International Journal of Humanities and Social Sciences Reviews
Publisher : Asosiasi Penelitian dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijhs.v2i4.562

Abstract

Family environments play a crucial role in shaping students’ learning processes, particularly at the primary education level. This study aims to examine the effect of the family environment on learning attention and the fulfillment of learning facilities and infrastructure among Grade VI students at UPT SD Negeri 1 Centre Pattallassang. Using a quantitative associative approach with an ex post facto design, data were collected from 85 students through a structured questionnaire and analyzed using descriptive statistics, simple linear regression, and canonical correlation analysis. The results indicate that the family environment has a positive and significant effect on learning attention (B = 0.631, p < 0.001) and on the fulfillment of learning facilities and infrastructure (B = 0.723, p < 0.001). The family environment explains 42.1% of the variance in learning attention and 48.6% of the variance in the fulfillment of learning facilities. Canonical correlation analysis further reveals a strong simultaneous relationship between the family environment and the combined outcomes of learning attention and learning facilities. These findings highlight the central role of the family as a key educational microsystem that supports both cognitive–affective engagement and material learning conditions. The study underscores the importance of strengthening school–family collaboration and family-based support strategies to enhance learning quality in primary education.  
Teaching Strategies and the Quality of Science Education for Upper Grade Elementary School Students Atri Yuni; Elpisah Elpisah; Rego Devila; Suarlin Suarlin
International Journal of Social Welfare and Family Law Vol. 3 No. 1 (2026): January: International Journal of Social Welfare and Family Law
Publisher : Asosiasi Penelitian dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijsw.v3i1.571

Abstract

This study aims to analyze teachers' teaching strategies in improving the quality of science learning for upper grade students (IV, V, and VI) at the SD Inpres Perumnas II Makassar. The results show that teachers implement various strategies including selecting approaches that suit students' needs, using a variety of learning methods, actively involving students in learning activities, utilizing media that support conceptual understanding, and implementing continuous evaluation to assess learning success. All of these strategies complement each other and help create more engaging, understandable, and relevant science learning for students. Research findings also revealed that the choice of teaching strategy is influenced by several important factors: student characteristics, the characteristics of the science material being taught, the availability of learning media and facilities, the learning environment, and the desired learning objectives. These five factors serve as the basis for teachers to determine the most appropriate strategy, ensuring a more effective, focused learning process that enhances students' understanding of the material. Furthermore, this study identified several challenges teachers face in implementing science teaching strategies, such as diverse student abilities, time constraints, a lack of supporting media and facilities, sub-conducive classroom conditions, and uneven student motivation. These challenges require teachers to be creative and adapt strategies to ensure learning objectives are achieved and the quality of science instruction continues to improve.
Scientific Supervision and TPACK Competence on Teachers' Ability to Design IPAS Learning Mardiana Mardiana; Yunus, Muh.; Elpisah Elpisah; Suarlin Suarlin
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 1 (2026): January: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i1.466

Abstract

This study aims to: (1) determine the effect of academic supervision on teachers’ ability to design IPAS learning at elementary schools in Mandalle District; (2) examine the effect of TPACK competence on teachers’ ability to design IPAS learning; and (3) analyze the simultaneous influence of academic supervision and TPACK competence on teachers’ ability to design IPAS learning. The research was conducted in elementary schools across Mandalle District from September to October 2025 using a quantitative approach and a causal-comparative (ex post facto) design. A total of 51 teachers were selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using PLS-SEM with the SmartPLS application. The results indicate that: (1) academic supervision has a positive and significant effect on teachers’ ability to design IPAS learning (β = 0.168; T = 2.623; p = 0.009), although the effect size is categorized as small (f² = 0.071); (2) TPACK competence has a very strong and significant effect on teachers’ ability to design IPAS learning (β = 0.827; T = 14.299; p = 0.000) with a very large effect size (f² = 3.351), making it the dominant factor influencing lesson design quality; and (3) jointly, academic supervision and TPACK competence explain 85.5% of the variance in teachers’ ability to design IPAS learning, highlighting the importance of synergy between external guidance through supervision and internal teacher competence in mastering TPACK..
Implementation of Local Wisdom Based Learning to Enhance Students’ Social Awareness and Learning Culture at UPT SMP Negeri 4 Kelara Jeneponto Nurhayati Nurhayati; Elpisah Elpisah; Saripuddin Saripuddin; Suarlin Suarlin
International Journal of Educational Evaluation and Policy Analysis Vol. 3 No. 1 (2026): January: International Journal of Educational Evaluation and Policy Analysis
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62951/ijeepa.v3i1.470

Abstract

This study aims to: (1) describe the implementation of local wisdom–based learning in the teaching process of Grade VII B at UPT SMP Negeri 4 Kelara Jeneponto; (2) determine the improvement of students’ social awareness after the implementation of local wisdom–based learning; and (3) identify the enhancement of students’ learning culture through the application of this learning model. The research employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 25 seventh-grade students, focusing on two main variables: social awareness and learning culture. Data were collected through observation, questionnaires, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings indicate that the integration of Jeneponto cultural values Tabe’ Karaeng, Sipakatau, Sipakalabbiri, Sipakainga, Siri’ na Pacce, Akbulo Sibatang, and empo sipitangari was implemented effectively and became more optimal in Cycle II after improvements were made through Problem-Based Learning (PBL) and the use of more contextual local cases. Students’ social awareness increased from an average of 63.13% in Cycle I (categorized as Fair) to 80.42% in Cycle II (categorized as High). Similarly, students’ learning culture improved from 69.69% (Fair) in Cycle I to 82.66% (High) in Cycle II, meeting the classical mastery criteria. The study concludes that integrating local wisdom into classroom instruction not only strengthens students’ understanding of social studies content but is also effective in shaping their social character and learning habits. This model is recommended for development in other subjects and educational levels.
Co-Authors ,, Nurhawaisa A, ISMAWATI. Ade Fitriani Aditya Halim Perdana Kusuma Putra Putra Adriyani Alfiah Nurfadhilah AM Hindi Ali, Ichsan Ali, M. Ichsan Ali, Muhammad Ichsan Anak Agung Gede Sugianthara Andi Bida Purnamasari Andi Syukriani Andi Tonra Lipu Andi Zulfaida AS, Husain Askal Munir Aspiani Aspiani Aswad Sulpakar Ati Rahmah Atri Yuni Ayu Trisnawati Baehaqi Baharuddin, Irnawati Baharudin, Riski Aprilianti Basri, Rizki Isnaini Bhat, Bilal Ahmad Bilal Ahmad Bhat Burhanuddin, Rahmawati Chairani Chairani darwan darwan Devilla, Rego Erni Rismawanti Erni Rismawati Erwina Erwina Fahreza, Muh. Fandi Ahmad Fitriah Fitriah Hadi, Amnah Hafid Sumarwadji Hajar Aswad, Sitti Hajriani S Hartini Hartini Hartini Hartini, H. Hasanuddin, Rusdiah Hasbiah HS Hasnawi Hasnawi Hastuti Hastuti Hastuti, Dwi Miya Hatmiah Hatmiah Herawati Herawati Herman Hikmawati Hikmawati Husain As Husain AS Husain AS Husain Husain Ichsan Ali Inayanti Fatwa Irdayani Djasman Pakiding Irvan, Nurmiati Ismawati Ismawati Iwan Setiawan Jamaluddin Jamaluddin Johan, Ika Ayuvia Jus, Jumrahwati Kamaruddin, Citra Ayni Kamriana Kamriana Kanengga, Yop Kembong Daeng Kurnianti Kurnianti L, Kasmawati Lallo Lallo Lallo, Lallo Latif, Angraeni M. Muslim M.A, A.P Jaya Negara Mardewi, Andi Mardiana Mardiana Mas&#039;ati as Masdalia Masdalia Misbahuddin Taher Muh Fahreza Muh Fhareza Muh Yahya Muh Yahya Muh Yahya Muh Yunus Muh. Fahreza Muh. Yahya Muh. Yunus Muh. Yunus Muhammad Azis Muhammad Fahreza W Muhammad Hasan Muhammad Ilham Muhammad Ilyas Thamrin Tahir Muhammad Rakib Muhammad Safri Muhammad Yahya Muhammad Yahya Muhammad Yunus Muqtakdir Nurfalaq Syarif Musdalifah Muthiyah Salsabilah Nashiruddin Latif Negi, Surabhi Noor Munadia Mawaddati Nur Indah Sari Nur Intang Nur Wahyuni Nuraliah Nuraliah Nurdiana Nurdiana Nurdin Nurdin Nurdin Nurdin Nurfadila MY Nurfalaq S, Muqtakdir Nurhayati Nurhayati Nurjannah Nurjannah Nurjannah Nurjannah Nurlina Nurlina Nurpaidah Nurpaidah Nursidah Nursidah Nurul Fajriah Yahya Nurwajidah Nurwajidah Putri Athirah Azis Radjab, Andi Mulyadi Rahmadani Rahmadani Rahmawati Rahmawati, Rahmawati Raihan, Siti Rego Devila Rego Devilla Ridwan Akib Risma Ishak Rismawanti, Erni Rosma Rosma, Rosma Rosmawaty RR. Ella Evrita Hestiandari Rudisa Rudisa Rudisa, Rudisa Ruiyah Ruiyah S, Idris S. Syarifuddin SALAM, BASRI Salsabilah, Muthiyah Sapriadi, Sapriadi Saripuddin Saripuddin Sri Hardyanti Puspita Sary Suarlin, S. Suarlin, Suarlin Suasan, Meilinda Sulolipu, Andi Annisa Sunarti Supardi Hamid Surabhi Negi Syamdani Syamdani Syarifuddin Syarifuddin Syarifuddin Syarifuddin Syarifuddin Tasmiah Tasmiah Tenriwala, Tenriwala Ulfa Wilda W, Muh. Fahreza W, Muhammad Fahreza Yahya, Muh Yahya, Muh. Yunus, Muh Yusniar Yusniar