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Moh. Farizqo Irvan
Elementary School Teacher Education, Faculty of Education and Psychology, Semarang State University, Semarang City, 50244, Indonesia
Religion Humanities Education Library & Information Science Other

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Teachers' Understanding of Quality Reading Books in Brebes District Elementary Schools Sandra Asri Annisa; Moh. Farizqo Irvan
Journal of Educational Sciences Vol. 10 No. 4 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.4.p.867-879

Abstract

Literacy plays a crucial role in enhancing students’ ability to comprehend information and develop critical thinking skills. Therefore, strengthening the literacy culture in schools requires the provision of quality reading materials that meet students’ needs and are appropriately selected by teachers. This study aims to analyze the level of elementary school teachers’ understanding of quality reading books in Brebes District and to examine differences based on gender and teaching experience. A descriptive quantitative approach was employed using a survey method involving 100 teachers selected through cluster sampling. Data were collected using a Likert-scale questionnaire and analyzed using descriptive statistics, including score calculation and percentage distribution for each indicator. The findings indicate that most teachers demonstrate a good level of understanding of quality reading books. Female teachers show slightly higher levels of understanding compared to male teachers, while teachers with shorter teaching experience tend to have slightly better understanding than those with longer experience. It is recommended that future research expand the study area and include additional variables related to literacy practices to provide a more comprehensive understanding of teachers’ competencies in selecting quality reading materials.
Analysis of Challenges and Support in the Implementation of Computer-Based National Assessment (CNA) for Students at Ngijo 01 Gunungpati Public Elementary School Hasna Mutia Insani; Moh. Farizqo Irvan
Journal of Educational Sciences Vol. 10 No. 2 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.2.p.2465-2488

Abstract

This study investigates the effectiveness of the Adaptive Gamified Problem-Based Learning model in improving students’ critical thinking skills and mathematical reasoning in elementary mathematics learning. The research was conducted using a quasi-experimental design involving control and experimental groups, both receiving pretests and posttests. Validity and reliability testing indicated that all instrument items met statistical requirements. Descriptive results showed that the experimental group achieved higher posttest gains in both critical thinking and mathematical reasoning compared to the control group. Normality and homogeneity tests confirmed that the data were suitable for parametric analysis. Paired sample t-tests revealed significant improvements within each group, while independent sample t-tests indicated that the experimental group outperformed the control group with strong statistical significance. Pearson correlation analysis further demonstrated a strong positive relationship between critical thinking and mathematical reasoning, indicating that improvements in one skill are associated with enhancements in the other. Overall, the findings highlight that integrating adaptive gamification into the problem-based learning framework effectively enhances students’ higher-order thinking skills. The study concludes that this model is pedagogically beneficial for supporting deeper conceptual understanding, sustained engagement, and improved problem-solving performance in mathematics.
Co-Authors Hasna Mutia Insani Sandra Asri Annisa