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Teaching and Learning Journal of Mandalika (Teacher)
Published by Institut Penelitian dan Pengembangan Mandalika Indonesia
ISSN : -     EISSN : 27219666     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Teaching and Learning Journal of Mandalika (Teacher) focuses on teaching and learning studies. Published twice a year in April and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 192 Documents
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Daya tahan mahasiswa angkatan 2025 kelas 35b jurusan PGSD kampus VI UNM bone dalam mengerjakan tugas kuliah
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 7 No. 1 (2026): (in process)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v7i1.6309

Abstract

This study aims to determine the level of resilience or academic resilience of the students in the 2025 cohort, Grade of 35B, Department of Primary School Teacher Education, Campus VI, Universitas Negeri Makassar, in completing assignments for the course Konsep Dasar IPA SD. In this study, academic resilience is focused on students’ ability to maintain their commitment, emotional adaptation, and optimal performance when facing task loads and academic stress, while simultaneously maintaining their mental well‑being during their university years.The research design employed is a quantitative descriptive study using a cross‑sectional survey approach, with a census sample consisting of all students in the class (28 people). Data were collected through a questionnaire measuring seven resilience indicators: accuracy in completing assignments, punctuality in submitting assignments, enthusiasm in doing assignments, completion of assignments according to criteria, creativity in completing assignments, perceived difficulty in completing assignments, and the reasons or awareness underlying the act of doing assignments. Each indicator has a maximum score of 15; the scores were then converted into percentages and analyzed using descriptive statistics.The results show that the average resilience score of students is 12.60, or 84.0% of the maximum score, indicating that, in general, the students demonstrate a “good” to “nearly very good” level of resilience. The highest‑scoring indicator is “reasons or awareness in doing the task” (94.3%), followed by “perceived difficulty in completing the task” (85.0%), suggesting that students are highly aware of the meaning of assignments and do not perceive them as overly heavy. Other indicators such as enthusiasm, completeness, and creativity fall within the range of 82.6–84.0%, while the indicators of accuracy in completing assignments (79.5%) and timeliness in submitting assignments (78.8%) emerged as aspects that still need strengthening. Thus, this study concludes that students in this class possess relatively have strong resilience, but improvements are needed in terms of accuracy and time discipline so that the quality of their learning outcomes and academic work habits become more mature
Penyebab malas belajar siswa sekolah dasar: kajian pustaka
Teaching and Learning Journal of Mandalika (Teacher) e- ISSN 2721-9666 Vol. 7 No. 1 (2026): (in process)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/teacher.v7i1.6312

Abstract

This paper discusses the causes of laziness in learning among elementary school students through a literature‑based (desk study) approach. Using 14 scientific references, the study classifies the causes into internal factors such as limited cognitive abilities, low motivation, poor self‑regulation, fear of failure, negative mood, and unhealthy lifestyle, and external factors such as ineffective teaching methods, parental neglect, unsupportive school climate, peer influence, and excessive use of social media and digital devices. The analysis reveals that laziness is not simply personal weakness but a complex consequence of cognitive, emotional, social, and contextual interaction. The article concludes that addressing laziness in learning requires a holistic strategy, integrating pedagogical adjustments, parental involvement, emotional support, and habit‑forming learning routines. This study is expected to provide a theoretical basis for teachers, parents, and educational practitioners in designing interventions to reduce academic laziness and improve elementary students’ learning engagement

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