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Ismira Ismira
Magister Pendidikan Dasar, Universitas Adzkia
Humanities Education Mathematics Social Sciences

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Teacher Instructional Quality and Educational Facilities as Predictors of Students’ Learning Satisfaction: A Structural Equation Modeling Approach in Public Elementary Schools Despira Erlita; Desi Surya Yeni; Emidayati Emidayati; Lindra Dika; Hendrizal Hendrizal; Ismira Ismira
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4327

Abstract

Learning satisfaction reflects pupils' direct evaluation of their learning experience and serves as a key indicator of educational quality, yet empirical evidence on its determinants in rural elementary schools remains limited. This study aimed to analyse the effect of teacher instructional quality and educational facilities on the learning satisfaction of Grade V pupils at SDN 123/III Koto Tengah Siulak, both partially and simultaneously. A quantitative correlational design was applied, with all 30 pupils participating through total sampling. Data were collected via five-point Likert-scale questionnaires and analysed using descriptive statistics, classical assumption tests, Pearson correlation, and multiple linear regression. Results indicated that teacher instructional quality and educational facilities each had a positive and significant effect on learning satisfaction, and together explained 87.9 percent of its variance. Elementary pupils' learning satisfaction is shaped by the combination of quality instruction and adequate facilities; accordingly, schools and education authorities should prioritise improvements to both simultaneously.
Smart Board-Based Collaborative Learning and Its Effect on Fourth-Grade Students’ Social Interaction and Communication Skills: A Quasi-Experimental Study Novya Eka Suryani; Sepradeni Sepradeni; Nana Gusnita; Susi Irawanis; Hafiz Hidayat; Ismira Ismira
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4333

Abstract

Teacher-centered instruction in elementary schools often limits students' opportunities for active interaction and communication. This study examined the effectiveness of smart board use in improving elementary students' social interaction and communication skills. A one-group pretest–posttest pre-experimental design was applied to 20 fourth-grade students at a public elementary school in Keliling Danau District, Kerinci Regency. The treatment comprised four thematic meetings on ecosystems, with data collected via a 1–5 observation scale (10 items per variable). Analyses included descriptive statistics, Shapiro–Wilk test, paired-samples t-test, Wilcoxon signed-rank test, effect sizes, and normalized gain. Mean social interaction scores increased from 28.50 to 41.05 and communication scores from 28.65 to 41.65 (both p < .001, very large effect sizes). Normalized gains were 60.2% and 63.0%, respectively (moderate category). Smart board use integrated into collaborative activities effectively improved both skills. Schools are advised to accompany device provision with training in collaborative lesson design.
Co-Authors Desi Surya Yeni Despira Erlita Emidayati Emidayati Hafiz Hidayat Hendrizal Hendrizal Lindra Dika Nana Gusnita Novya Eka Suryani Sepradeni Sepradeni Susi Irawanis