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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 10 Documents
 1 
Search results for , issue "Vol 7 No 1 (2026): January" : 10 Documents clear
Determinants of Digital Health Based Learning in Primary and Secondary Education: Path Analysis Alfiyani, Lina; Kusparlina, Eny Pemilu; Mukhlisin, Latutik; Salima, Faritsatul Fatin
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.1999

Abstract

Purpose of the study: This study aims to develop a digital health-based learning model and identify the direct and indirect factors influencing students' digital health literacy in elementary and secondary schools in Madiun City. Methodology: A cross-sectional design was employed with primary data collected from 120 elementary and secondary school students. Data analysis was conducted using SPSS software and path analysis. Validated and reliable structured questionnaires were used as research instruments. Main Findings: Digital literacy is directly influenced by skills (b = 3.11; 95% CI = 1.66–4.56; p < 0.001) and attitudes (b = 3.27; 95% CI = 1.79–4.74; p < 0.001). Skills indirectly affect digital literacy through teaching quality (b = 7.15); teaching quality indirectly affects digital literacy through school facilities (b = 1.67); and school facilities influence digital literacy through family support (b = 1.94), all statistically significant (p < 0.001). Novelty/Originality of this study: This study introduces an integrative approach to enhancing digital health literacy by mapping psychosocial and structural pathways in school settings. It advances existing knowledge by proposing a conceptual model for curriculum development focused on digital health education in early education levels.
Faith, Reason, and Character: A Systematic Review of Christian Educational Philosophy Sadeva, Tia Aulia Putri; Parmiti, Desak Putu; Jampel, I Nyoman; Sanjaya, Dewa Bagus
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2272

Abstract

Purpose of the study: This study analyzes the development of educational philosophy, focusing on the role of Christian philosophy of education in shaping a holistic, character-based educational paradigm compared to general educational philosophy. Methodology: The study uses a systematic literature review (SLR) method following the PRISMA 2020 protocol. Data were collected from Scopus, ERIC, Crossref, and Google Scholar, with publications from 2015 to 2025. The screening process yielded 22 eligible articles, which were analyzed using content analysis. Main Findings: General educational philosophy emphasizes rationality, empirical evidence, and humanism, fostering critical, adaptive learners. Christian philosophy integrates faith and reason, moral formation, and the teacher’s role as a spiritual and moral exemplar. Both share a holistic approach but differ in epistemological and axiological foundations, offering a balanced educational paradigm. Novelty/Originality of this study: This study provides a unique contribution by integrating Christian philosophy of education with general educational philosophy, promoting a balanced paradigm that nurtures both intellectual competence and spiritual, moral, and ethical development. It advances contemporary educational discourse by addressing the interplay between rationality and spirituality.
Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells Dichoso, Julie Ann H; Reyes, Lance D Delos; Feolino, Ivy; Lasala, Nestor Jr
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2280

Abstract

Purpose of the study: This study aimed to develop and validate a Self-Determination Theory-based Electronic Strategic Intervention Material (E-SIM) designed to enhance students’ intrinsic motivation in learning about plant and animal cells. The E-SIM was anchored on the Department of Education’s Most Essential Learning Competencies (MELCs) to ensure curriculum alignment and contextual relevance. Methodology: A descriptive-developmental design was employed for material validation, and a one-group pretest posttest design (n = 39) was used to evaluate its effectiveness. Data were collected through expert and student validation checklists, as well as the Intrinsic Motivation Inventory (IMI). Quantitative analyses included the Shapiro–Wilk test for normality and the Wilcoxon signed-rank test to determine significant changes in motivation levels. Main Findings: Expert validators rated the E-SIM “Very Satisfactory” in content, instructional, and technical quality, while student evaluators rated it “Excellent” in content and “Very Good” in format. The Wilcoxon signed-rank test revealed a significant increase in intrinsic motivation after E-SIM implementation (p < .05; r = 0.84), particularly in Interest/Enjoyment and Value/Usefulness subscales, alongside a notable decrease in Pressure/Tension. Novelty/Originality of this study: This study introduces a technology-enhanced, game-based E-SIM developed through Microsoft PowerPoint with integrated narration, animations, and interactive feedback mechanisms. Grounded in Self Determination Theory, the E-SIM promotes autonomy, competence, and enjoyment demonstrating its potential as an engaging, low-cost, and scalable alternative to traditional instruction in fostering students’ motivation and learning in biology.
The Effectiveness of the Multiple Intelligences Approach in Remedial Calistung Instruction in Elementary Schools: A Systematic Literature Review-Based Analysis Katriana, Yuli; Siswanto, M Bambang Edi; Mariana, Neni
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2531

Abstract

Purpose of the study: This study aims to systematically evaluate the effectiveness of the Multiple Intelligences (MI) approach for remedial foundational reading, writing, and arithmetic (calistung) instruction in elementary schools Methodology: A Systematic Literature Review (SLR) was conducted according to the PRISMA framework. A comprehensive search of literature published between 2020-2025 was performed across multiple academic databases using predefined keywords. A total of 20 relevant studies were identified, critically appraised, and thematically synthesized. Main Findings: The MI approach shows positive potential in improving calistung skills, particularly when integrated with active strategies like Problem-Based Learning and using MI-based worksheets. However, most existing studies have key methodological limitations, including small sample sizes, weak designs, and a lack of longitudinal data. Effectiveness is highly dependent on implementation quality and context. Novelty/Originality of this study: This review provides a novel, focused synthesis of recent empirical evidence on MI for remedial calistung, a specific and critical educational context. It advances knowledge by identifying a consistent research-practice gap and offering concrete, evidence-based recommendations for future research and curriculum integration, moving beyond general theoretical discussion.
Transforming Indonesian Primary Education Through Creativity Development in the 21st Century Sari, Kartika; Siswadi, Siswadi
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2578

Abstract

Purpose of the study: This research aims to analyze the urgency and strategies for developing creativity in basic education in Indonesia, especially in elementary schools, as the foundation for the formation of human resources that are adaptive, innovative, and ready to face the challenges of 21st century education. Methodology: This study used a standard printed questionnaire without a brand, manual observation sheets, and photo documentation using an Android phone camera (Samsung Galaxy A series). The methods applied include descriptive qualitative approaches, thematic analysis, literature studies, student surveys, and teacher reflection. The software used is Microsoft Word 2019 and Mendeley Desktop. Main Findings: The development of creativity in elementary schools has been shown to increase students' learning motivation by 41% and ecological awareness by 24%. Project-Based Learning and the Learning Cycle approach are effective in encouraging creative thinking across subjects. The role of teachers as creative role models is a key factor in creating a safe, participatory, and classroom climate oriented towards the originality of ideas and contextual problem solving. Novelty/Originality of this study: The novelty of this research lies in the integration of the 4P framework of creativity with empirical data on student voices and teacher reflections in rural elementary schools. This study shows that environment-based contextual creativity and PjBL not only increase learning motivation, but also ecological awareness. These findings broaden the understanding of creativity development as an adaptive strategy for primary education in the VUCA era.
The Implementation of the Merdeka Curriculum Based on Islamic Values in the Formation of Students Religious Character at Anbata Elementary School, Medan Husna, Nurul; Ristiani, Ristiani; Ramadhana, Taufiqur; Fantrika, Muhammad Randa; Siregar, Bahtiar
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2580

Abstract

Purpose of the study: This study aims to analyze the strategies for implementing the Merdeka Curriculum based on Islamic values at elementary school Anbata Medan and to examine its impact on students’ religious character formation. Methodology: This study employed a qualitative case study approach. Data were collected through participatory classroom and school-culture observations, in-depth interviews with the principal, teachers, and students, and document analysis of the operational curriculum and teaching modules. Data analysis followed interactive qualitative analysis techniques without the use of specific statistical software. Main Findings: The findings reveal that Islamic values are integrated through three main pathways: curriculum planning by embedding tawhid and adab into learning objectives and modules; co-curricular P5 projects, particularly “Building Body and Soul,” implemented through spiritual habituation and moral studies; and a school ecosystem that reinforces religious character through congregational prayer, Qur’anic memorization, and courteous school culture as a hidden curriculum. Novelty/Originality of this study: This study offers a novel integrative model demonstrating how the Merdeka Curriculum can be operationalized as a value-based character education framework grounded in Islamic principles at the elementary level. It advances existing knowledge by illustrating the synergy between formal curriculum planning, P5 projects, and school culture in shaping holistic religious character.
Praxes for Culturally Responsive Teaching in Basic and Higher Education Pecson, Ryan R; Morales, Frank Elie V
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2696

Abstract

Purpose of the study: Learners’ diversity and individuality demand contextualized and inclusive education anchored on their diversified approach, catering to their academic, social, and cultural contexts. Responding to that reality, the present study explored the praxes for culturally-responsive teaching (CRT) in basic and higher education in the Philippines as an input for the proposal of an inclusive learning plan for novice educators. Methodology: Using the descriptive qualitative approach of research, twelve novice educators were purposively selected to participate in the semi-structured interviews, wherein the results were analyzed using thematic analysis. Main Findings: The study highlighted CRT as an essential practice that fosters inclusive practice, enhances learning by valuing cultural knowledge and respecting different student histories. The research emphasized the necessity of embedding culturally-responsive approaches like improving community engagement and personalizing learning to fire up relevance and access to learning. Novelty/Originality of this study: The study introduces an output (inclusive learning plan) that can guide novice educators toward their inclusive learning practices and advocacies. As part of strengthening the role in induction programs for novice educators, embed an inclusive learning plan in these programs to develop the skills novice educators need to create supportive and culturally sensitive learning environments.
To Teach in a Foreign Land: The Lived Experiences of Non-Immigrant Cultural Exchange Filipino Teachers Samia, Frances Rowena Mercado; Calaguas, Glenn Medallon
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2274

Abstract

Purpose of the study: The study focused on the lived experiences of non-immigrant cultural exchange Filipino teachers in the united states (US). Particularly, the reasons for moving to the US to teach and leaving a permanent position at the philippine department of education (DepEd) were explored. Methodology: A total of eight Filipino teachers currently teaching in the US served as participants in the study. These participants were chosen through the use of purposive and snowball sampling methods, with the following criteria taken into consideration: teachers from the Philippines who moved to the US to teach; DepEd being the previous employer; single; and holder of a J-1 visa. The descriptive phenomenological approach was employed to discover the underlying meanings of the participants’ experiences. Particularly, Collaizi’s descriptive-phenomenological method was used. Main Findings: Through Collaizi’s descriptive-phenomenological method, six themes were identified. These themes were considerations, motivations, preparations, challenges, pleasant experiences, and future outlooks. Novelty/Originality of this study: The study provided insights into the lived experiences of former basic education teachers in the Philippines who opted to work in the US as cultural exchange teachers. The themes identified in the study can serve as guide in better understanding the experiences of these teachers as they venture into the teaching profession in a foreign environment.
Ecoliteracy Competency Factors for Prospective Elementary School Teachers in Green Campus Policy Permata, Santy Dinar; Untari, Esti; Ni Luh Sakinah Nuraini; Aura, Nurlyta Bintang; Maulidha, Arini Putri; Mimah, Sri Suryani; Rahmita, Sulvi Nuke
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2284

Abstract

Purpose of the study: The purpose of this study is to identify and describe the structure of eco-literacy factors possessed by prospective elementary school teachers within the framework of green campus policy implementation. The study focuses on integrating cognitive, affective, and psychomotor dimensions. Methodology: A descriptive quantitative approach was applied using Exploratory Factor Analysis (EFA). The study included 317 respondents. These respondents were students majoring in elementary school teacher education who had completed elementary school science education courses. The instrument was an eco-literacy questionnaire with 45 statements rated on a Likert scale. Data analysis was performed using SPSS with Principal Component Analysis and Varimax rotation. Main Findings: The analysis results found a KMO value of 0.830 and a significant Bartlett test (Sig.=0.001). These results indicate that the data is suitable for further processing. Four factors were identified, accounting for 57.379% of the total variance, covering awareness and understanding of ecological concepts, attitudes and values of ecological literacy, environmentally conscious behavior, and the integration of ecological values into daily life. Novelty/Originality of this study: The findings reveal a multidimensional and integrative structure of ecoliteracy skills. The results also show a clear connection among the cognitive, affective, and psychomotor domains. The resulting factor model can serve as a conceptual basis for strengthening sustainability-oriented didactic content knowledge in the design of green curricula for elementary school teacher education.
Supplemental Activity Sheets for Enhancing Learning in Electrical Installation and Maintenance Exploratory Subject Macasinag, Jerwin Ocampo
Journal of Basic Education Research Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i1.2698

Abstract

Purpose of the study: The purpose of this study is to design, develop, and validate supplemental activity sheets for the Exploratory Subject in Electrical Installation and Maintenance to enhance students’ competencies, engagement, and mastery of skills in alignment with the TLE curriculum standards in Basic Education. Methodology: A descriptive-developmental research design, guided by the modified ADDIE model, was employed to create Supplemental Activity Sheets using Canva for visual design. The DepEd Learning Resources Management and Development System (LRMDS) tool was used for evaluation by two TLE Master Teachers, two EIM teachers, and one licensed Master Electrician, with 5–16 years’ teaching, industry, and material development experience. Main Findings: The developed supplemental activity sheets in Electrical Installation and Maintenance were rated Very Satisfactory in content, format, presentation and organization, and accuracy and up-to-datedness by expert evaluators. The overall weighted mean was within the Very Satisfactory range, indicating high acceptability and alignment with the Most Essential Learning Competencies (MELCs). Novelty/Originality of this study: This study introduces contextually relevant, standards-aligned supplemental activity sheets for Electrical Installation and Maintenance, integrating MELCs, disaster risk reduction, gender equity, and higher-order thinking skills. By combining pedagogical design principles with visual learning strategies, it advances instructional resource development in TLE, offering a replicable model for enhancing competencies despite limited textbooks and specialized teaching staff.

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