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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 7 No. 2 (2025)" : 15 Documents clear
Exploring student curiosity as a moderator in reward-based STAD for Pancasila education Utami, Ni Putu Adi; Suastika, I Nengah; Parmiti, Desak Putu
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.303

Abstract

This qualitative case study investigates the moderating role of student curiosity in enhancing Pancasila learning outcomes through a Reward Management-Based Student Teams Achievement Division (STAD) Cooperative Learning Model in second grade. The research addresses the persistent challenge of low learning outcomes in the subject due to conventional teaching methods that limit student engagement. Aligned with the Merdeka Curriculum's emphasis on deep learning and holistic development , the study employed a qualitative methodology with data collected through in-depth interviews, participant observation, and document analysis. Findings reveal that the STAD model's structured implementation effectively transformed the learning environment, with both teachers and students reporting overwhelmingly positive experiences. Crucially, the reward management system was found to be a significant moderator that leveraged the students’ psychological need for recognition to foster a dynamic learning process. The study concludes that this synergy between the model, rewards, and curiosity is essential for achieving deeper, more meaningful learning in line with curriculum goals.
How does self-efficacy moderate the effect of guided inquiry learning on sixth-grade students' critical thinking skills in science? Sudiartini, Ni Putu; Suastika, I Nengah; Parmiti, Desak Putu
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.304

Abstract

This study investigated the moderating role of self-efficacy in the effect of the Guided Inquiry learning model, supported by GI Worksheets, on the critical thinking skills of Grade 6 students. A quasi-experimental pre-test and post-test design was employed, involving 30 students. The findings revealed that while the Guided Inquiry model significantly improved critical thinking (β = 3.10, p < 0.05), this effect was moderated by self-efficacy (β = 0.42, p < 0.05). Students with high self-efficacy demonstrated substantially greater gains in critical thinking than their low self-efficacy peers. This suggests that the effectiveness of inquiry-based learning is contingent upon students' self-belief and psychological readiness. The study underscores the importance of fostering self-efficacy alongside the implementation of effective instructional models to optimize cognitive development in elementary science education.
Effect of the 5E inquiry learning model with a SETS approach on junior high school students’ science learning outcomes and motivation Pratiyaksi, Ni Made Diantari; Suma, Ketut; Jampel, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.305

Abstract

This study aimed to examine the effect of the 5E Inquiry learning model integrated with the Science, Environment, Technology, and Society (SETS) approach on junior high school students’ science learning outcomes and learning motivation. A quantitative design with a pretest–posttest non-equivalent control group. The population consisted of all eighth-grade students, and the samples were selected through cluster random sampling. Learning outcomes data were collected using an objective test, while learning motivation data were obtained through a questionnaire. Data were analyzed using one-way MANCOVA after meeting the required assumptions. The results revealed a significant simultaneous difference in science learning outcomes and learning motivation between students taught using the 5E Inquiry model with the SETS approach and those taught through conventional instruction. Partially, the 5E Inquiry model with the SETS approach had a significant positive effect on both science learning outcomes and students’ learning motivation. In conclusion, the 5E Inquiry learning model integrated with the SETS approach is effective in improving the quality of science learning at the junior high school level.
How far the Course Review Horay (CRH) model and flashcard enhance scientific attitude and science literacy in fourth-grade force learning? Supriani, Ni Made; Suma, Ketut; Jampel, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.307

Abstract

This study aims to analyze the effect of the Course Review Horay (CRH) Model assisted by Flashcards on developing students' Scientific Literacy (SL) and Scientific Attitude (SA) in Grade IV at elementary school Cluster III, Negara, Bali. Focusing on the Force Chapter, aligned with the demands of Merdeka Curriculum's Deep Learning. Employing a Nonequivalent Pre-test Post-test Control Group Design and a Mixed Methods approach, the research involved 90 students. Quantitative results demonstrated a significant effect on both variables, with increases categorized as moderate to high (T-test). Qualitative analysis indicated that the synergy between the CRH syntax and Flashcards effectively overcomes the conceptual difficulties of the abstract Force material. Flashcards functioned as Visual Concretization of Force Causality, accelerating SL comprehension on PISA indicators. Meanwhile, the competitive Horay! aspect effectively cultivated SA, characterized by Accelerated Decision Making and Internalization of Evidence Through Consensus within the group. The conclusion shows that this model is effective and coherent in bridging students' cognitive and affective dimensions, providing a strong pedagogical contribution to primary level natural and social science learning.
A hands-on STEAM picture book model to enhance critical thinking and integrated science learning interest of elementary school students Wimbawati, Pande Kadek Ary; Kertih, I Wayan; Widiana, I Wayan
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 2 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i2.309

Abstract

Critical Thinking and Science Learning Interest among third-grade elementary students are still low due to conventional learning methods that lack active engagement. This research aims to develop and test the feasibility of the Picture Story Book Media with a STEAM approach to enhance both of these dependent variables, focusing on the topic of Unique Relationships in Living Things (Symbiosis). Using the ADDIE Research and Development (R&D) model, the product was tested and achieved Very Valid and Very Practical criteria, confirming its implementation feasibility. The effectiveness results were significant. The increase in Learning Interest was categorized as Very High, particularly in the Active Involvement indicator (Slameto), as the narrative successfully triggered enjoyable hands-on action. Critical Thinking improvement was also categorized as High, specifically in the Interpretation and Analysis dimensions (Facione). This was driven by the Engineering challenge to design symbiosis models, which compelled students to use critical logic. This media successfully integrates Story and Art with Hands-On Activities to transform abstract Symbiosis concepts into solution-based investigations. This product effectively strengthens both students' Critical Thinking and Learning Interest.

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