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All Journal ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Priviet Social Sciences Journal
Claudia Marpaung
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Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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PENGARUH PENDEKATAN ETNOPEDAGOGI DAN KARAKTER INTEGRITAS TERHADAP KEMAMPUAN LITERASI BUDAYA SISWA SEKOLAH DASAR Claudia Marpaung; Syarifah; Hidayat
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 7 No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v7i2.20823

Abstract

The aim of the research is to determine the influence of the ethnopedagogical approach and the character of integrity on the cultural literacy abilities of elementary school students. This research aims to analyze: (1) the influence of the ethnopedagogical approach on students' cultural literacy abilities. (2) the influence of the character of integrity on students' cultural literacy (3) the interaction between the ethnopedagogical approach and the character of integrity on students' cultural literacy abilities. This research was conducted on class IV students at SDN 107416 Sugiharjo and SDN 101865 Bintang Meriah with a total of 90 students. This research is of the Quasi Experimental Design type. Data analysis was carried out using SPSS 22.0 with 2x2 factorial. The instruments used were an integrity character questionnaire and a cultural literacy skills test. The research results show: (1) There is an influence of the ethnopedagogical approach on students' cultural literacy abilities with (=2.068) so that Ha is accepted and H0 is rejected; (2) There is an influence of integrity abilities on students' cultural literacy abilities with (=68,500) so that Ha is accepted and H0 is rejected; (3) There is an interaction between the ethnopedagogical approach and the character of integrity on students' cultural literacy abilities with (=27,875). Keywords: Ethnopedagogical Approach, Integrity Character, Literacy Ability
PENGARUH PENDEKATAN ETNOPEDAGOGI DAN KARAKTER INTEGRITAS TERHADAP KEMAMPUAN LITERASI BUDAYA SISWA SEKOLAH DASAR Claudia Marpaung; Syarifah; Hidayat
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 7 No 2 (2023)
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v7i2.20823

Abstract

The aim of the research is to determine the influence of the ethnopedagogical approach and the character of integrity on the cultural literacy abilities of elementary school students. This research aims to analyze: (1) the influence of the ethnopedagogical approach on students' cultural literacy abilities. (2) the influence of the character of integrity on students' cultural literacy (3) the interaction between the ethnopedagogical approach and the character of integrity on students' cultural literacy abilities. This research was conducted on class IV students at SDN 107416 Sugiharjo and SDN 101865 Bintang Meriah with a total of 90 students. This research is of the Quasi Experimental Design type. Data analysis was carried out using SPSS 22.0 with 2x2 factorial. The instruments used were an integrity character questionnaire and a cultural literacy skills test. The research results show: (1) There is an influence of the ethnopedagogical approach on students' cultural literacy abilities with (=2.068) so that Ha is accepted and H0 is rejected; (2) There is an influence of integrity abilities on students' cultural literacy abilities with (=68,500) so that Ha is accepted and H0 is rejected; (3) There is an interaction between the ethnopedagogical approach and the character of integrity on students' cultural literacy abilities with (=27,875). Keywords: Ethnopedagogical Approach, Integrity Character, Literacy Ability
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.
Co-Authors Anggito, Albi Hidayat Ismail, Putri Roka Lubis, Andreas Syarifah