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Journal of Basic Education Research
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 27164217     EISSN : 27161560     DOI : https://doi.org/10.37251/jber
Core Subject : Education,
Education
Journal of Basic Education Research (JBER) publishes high-quality methodological assessment, evaluation, and study research texts in various educational settings and scientific disciplines with their own specific phenomena, as well as related studies that address issues of concern in education today. Journal of Basic Education Research (JBER) discusses scientific research on how assessment and evaluation can improve educational outcomes; research on how various scientific disciplines can inform theoretical, practical, and political perspectives at various levels and education systems. This journal mainly covers, manuscripts in the following fields: Performance assessment Instrument development Policy analysis Program evaluation Test management Development of research methodology in Primary and Elementary Programs Curriculum assessment and evaluation in Primary and Elementary Programs Local and global issue education 21st century Learning evaluation and assessment in Primary and Elementary Programs
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 6 No 3 (2025): September" : 15 Documents clear
Investigating Islamic Religious Education Learning Through Technology-Based Interactive Quizzes: Study of Grade 6 Students' Experiences at SDN Rondokuning Fajri, Zaenol; Safitri, Oktavia
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.2075

Abstract

Purpose of the study: This study looks at how students' motivation, engagement, and comprehension of religious concepts are affected when technology-based interactive tests are used. The study analysed the Islamic Religious Education (PAI) learning experiences of sixth-grade pupils using interactive Wordwall-based tests as a cutting-edge teaching method. The problem of low student engagement and excitement for PAI learning was addressed with this strategy. Methodology: The study, which was carried out at SDN Rondokuning, Probolinggo, used an exploratory qualitative design. Data were gathered through direct classroom observations, in-depth interviews with educators and learners, and recording educational activities and test results. Thematic analysis was employed to find essential trends in the students' experiences. Triangulation procedures were used to guarantee the data's validity and reliability. Main Findings: The findings demonstrated that interactive tests considerably raised student interest, comprehension of religious content, and involvement. Average quiz scores rose by 15%, learner satisfaction improved, and participation rates rose from 60% to 90%. Students also showed improved social interaction, teamwork, and the incorporation of Islamic principles into their everyday lives. Effective school management can reduce technical limitations like erratic internet connectivity. Novelty/Originality of this study: This study is distinctive because it used an exploratory qualitative methodology to examine Islamic Religious Education (PAI) instruction at the elementary school level, accounting for cognitive development and emotional, social, and spiritual factors.
Usability Analysis of Digital Learning Media Based on Google Sites Using the SUS Scale Rostika, Neneng; Abidin, Yunus; Kurniawan, Dede Trie
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.1860

Abstract

Purpose of the study: This study aims to evaluate the usability of digital learning media developed using Google Sites through a systematic and standardized measurement approach. The main focus is to identify whether the media is easy to use, engaging, and acceptable from the users’ perspective. Methodology: This study employed the System Usability Scale (SUS) method, combined with a literature review of related studies. The SUS questionnaire was used as the main tool for data collection, while scoring and analysis were performed with standardized calculation procedures to evaluate usability outcomes. Main Findings: The results showed that the digital learning media developed with Google Sites achieved an average SUS score of 79. This score falls into the “Good” category, equivalent to a grade scale of C, and is classified as “acceptable.” Users demonstrated positive perceptions regarding its usability, indicating effectiveness while also highlighting the need for further development. Novelty/Originality of this study: This study provides new insights into usability evaluation of Google Sites as a digital learning medium using the SUS method. It contributes by highlighting practical user perceptions and offering evidence-based recommendations for further improvement, thereby expanding knowledge about effective integration of accessible online platforms in education.
ChatGPT in STEM Classrooms: Students’ Perceptions of Interest, Academic Proficiency, and Learning Independence Diaz, Dave; Funa, Aaron; Gabay, Renz Alvin
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.2096

Abstract

Purpose of the study: To provide K-12 evidence from a low- and middle-income context, this study examines how basic education STEM students use ChatGPT and how it relates to their interest, academic proficiency, and learning independence. Methodology: Design: descriptive cross-sectional survey in one large public school. Participants: 186 Grade 11–12 STEM students. Instrument: 17-item researcher-developed questionnaire, administered online during class. Tool: ChatGPT (OpenAI). Analysis: item-level frequencies and percentages; reliability and validity checks treated as supportive for a heterogeneous instrument. Main Findings: ChatGPT use was episodic and concentrated in Research and English. Students reported greater engagement, clearer understanding, and shorter assignment time. Independence gains were modest; textbook reliance declined while tutoring reliance was largely stable. Governance practices were common, including verification and paraphrase-synthesis or inspirational use. Older students emphasized efficiency and integration; younger students reported larger conceptual gains. Novelty/Originality of this study: This study contributes classroom-proximate, item-level evidence from Philippine basic education, an underrepresented K-12 setting. It characterizes selective, front-end deployment and widespread verification, offering rubric-ready handles for responsible use. It identifies grade-linked orchestration differences and connectivity-aware implications that can guide targeted scaffolds to translate efficiency into competence and independent learning.
Reading Literacy Assessment in Philippine Basic Education: A Cross-Sectional, School-Based Phil-IRI Study Funa, Aaron; Balisoro, Julie Ann; Gabay, Renz Alvin
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.2102

Abstract

Purpose of the study: To examine whether age, sex, and grade level are associated with Philippine Informal Reading Inventory (Phil-IRI) performance in junior high school. Methodology: Cross-sectional, ex post facto analysis of n = 200 Grade 7–10 students (SY 2024–2025). Phil-IRI (Filipino) post-test scores were compared using Mann–Whitney U (sex) and Kruskal–Wallis H (age bands; grade levels), α = .05. Main Findings: Sex was associated with Phil-IRI scores: females outperformed males (Mdn = 26 vs 19; p < .001). No differences were found by age (p = .087) or grade (p = .513). Descriptives showed a small, lower-performing oldest age band and non-monotonic medians across grades, indicating variation occurs mainly within rather than between grades. Novelty/Originality of this study: Phil-IRI outcomes in this cohort relate to sex, not to age or grade. Schools should prioritize within-grade, profile-based supports using Phil-IRI decision levels and implement boy-responsive engagement, while monitoring older learners who remain below independence.
Enhancing the Mastery of Basic Integer Operations Among Grade 8 Learners in Secondary Education Through MathSPARK Ebio, Arvin; Buenaflor, Annie
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.2185

Abstract

Purpose of the study: Mastery of basic integer operations, an essential foundational skill, enables learners to progress into complex mathematical concepts. Accordingly, this study investigates the effect of MathSPARK as an intervention material on learners’ mastery of this skill. Methodology: This study employed an explanatory-sequential mixed methods research design, which involved Grade 8 students from a public secondary school in Sorsogon City who met specific criteria. The data were collected through validated integer tests and a researcher-made questionnaire on student perceptions. The quantitative data were analyzed using both descriptive and inferential statistics, while the qualitative data were subjected to thematic analysis. Main Findings: The number of those who reached the “Mastered” and “Closely Approximating Mastery” levels increased, and those at the lower mastery levels were reduced. Statistical analysis of the results confirmed that the improvement in the learners’ mastery is significant; hence, MathSPARK is effective. Moreover, varied insights from the learners supported the findings, highlighting both the benefits and challenges they encountered. Novelty/Originality of this study: This study offers new insights into how to improve the mathematical skills of the learners by exploring the potential of available digital devices. It also provides an opportunity for a novel approach to enhance learning performance amidst challenges brought about by class disruptions and in an educational setting with limited resources, while taking advantage of what is available to learners

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