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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 158 Documents
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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.
Implementation of the Competency Certification Program as Effort to Improve the Quality of Vocational School Graduates Anggraini, Septiana; Madhakomala, R; Listyasari, Winda Dewi; Huda, Syafaat Ariful
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2522

Abstract

Purpose of the study: This study aims to describe the implementation of the competency certification program in vocational high schools as a strategy to improve the quality of vocational education and strengthen alignment with industry demands. Methodology: The study uses a qualitative descriptive method supported by grandtour interviews with the Vice Principal for Curriculum as the key informant, along with documentation of LSP-P1 activities and institutional records analyzed through data reduction, data display, and conclusion drawing. Main Findings: The findings show that competency certification implementation includes program planning aligned with policies and industry needs, assessments conducted through LSP-P1, collaboration with business and industry partners, and strategies to address challenges related to assessor availability, facility limitations, and student readiness. The results indicate that certification enhances students’ employability, professionalism, and competitiveness. Novelty/Originality of this study: The novelty of this study lies in positioning LSP-P1 certification not merely as an administrative procedure but as a transformative instrument for strengthening the quality culture in vocational
Improving Bhinneka Tunggal Ika Learning Outcomes Through Team Games Tournament in Fourth Grade at State Elementary School 03 Binuang Rafianda, Zhafirah; Desyandri , Desyandri
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2808

Abstract

Purpose of the study: This study aims to improve students’ learning outcomes in Bhinneka Tunggal Ika learning by implementing the Team Games Tournament (TGT) learning model in Grade IV of SDN 03 Binuang Kampung Dalam Methodology: This research employed Classroom Action Research with qualitative and quantitative approaches. The research was conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 20 fourth-grade students. Data were collected through tests and non-test techniques such as observation sheets for lesson plans, teacher activities, student activities, and learning outcomes. Data were analyzed using descriptive qualitative and quantitative analysis. Main Findings: The results showed an improvement in learning outcomes from Cycle I to Cycle II. Lesson plan quality increased from 92.96% to 98.43%. Teacher activity improved from 85.71% to 96.42%, and student activity increased from 82.14% to 96.42%. Students’ learning outcomes also improved in attitude (77.65 to 86.25), knowledge (75.25 to 87), and skills (80.40 to 89.99). Novelty/Originality of this study: This study integrates the TGT model into Bhinneka Tunggal Ika learning in elementary education, emphasizing collaborative games to enhance attitudes, knowledge, and skills simultaneously, which strengthens student engagement and learning effectiveness.
Improving Students’ Learning Outcomes in Pancasila Education through Problem-Based Learning: A Classroom Action Research in Grade IV of SDN 011 Bukit Pedusunan Maharani, Desti; Desyandri, Desyandri
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2813

Abstract

Purpose of the study: This study aims to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model, which is aligned with the principles of the Merdeka Curriculum in classroom instruction. Methodology: This study employed a Classroom Action Research (CAR) method conducted in two cycles, consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 18 students. Data collection techniques included learning outcome tests, observation sheets (non-test), and documentation of the instructional implementation as well as the quality of the teaching modules. Main Findings: The results of the study showed that prior to the intervention, only 11.1% of students achieved learning mastery. After the implementation of PBL, the quality of the teaching modules improved from 89.55% to 100%, the implementation of instruction increased from 91% to 96.4%, and the average student learning outcomes rose from 81.2 in Cycle I to 91.3 in Cycle II. Novelty/Originality of this study: This study presents the implementation of the Problem Based Learning model through Classroom Action Research in Pancasila Education within the Merdeka Curriculum. The novelty of this research lies in the integrated improvement of teaching module quality, instructional implementation, and learning outcomes simultaneously within the context of value-based Pancasila learning.
Analysis Model Social Emotional Learning (SEL) with Local Cultural Integration in Madrasah Ibtidaiyah Chofifah, Chaesa Nur; Syafrimen Syafril; Chairul Amriyah
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2848

Abstract

Purpose of the study:Menganalisis penerapan model social emotional learning (SEL), integrasi nilai budaya lokal dalam social emotional learning (SEL), kompetensi guru dalam mengimplementasikan pembelajaran social emotional learning (SEL) di Madrasah Ibtidaiyah. Methodology: Penelitian ini menggunakan metode Systematic Literature Review (SLR), literatur yang digunakan antara tahun 2021-2025 yang bersumber dari database ilmiah berupa Scopus, ERIC, DOAJ, dan Google Scholar. Penelitian ini memanfaatkan perangkat lunak Publish or Perish 8. Main Findings: Penelitian menemukan bahwa integrasi Social Emotional Learning (SEL) di Madrasah Ibtidaiyah menjadi efektif ketika nilai budaya lokal diinternalisasikan melalui pembelajaran kolaboratif, reflektif, dan kontekstual seperti bercerita, permainan tradisional, penggunaan bahasa daerah, serta aktivitas gotong royong. Pendekatan ini meningkatkan kesadaran diri, empati, keterampilan sosial, dan pengambilan keputusan bertanggung jawab. Keberhasilan implementasi juga dipengaruhi kompetensi guru dalam memahami SEL, membangun relasi, mengelola emosi, menerapkan pedagogi holistik, dan memiliki kepekaan budaya sehingga SEL terintegrasi dalam budaya sekolah secara inklusif. Novelty/Originality of this study: Keterbaruan penelitian ini terletak pada pengembangan model pembelajaran di Madrasah Ibtidaiyah yang tidak hanya membentuk kecerdasan intelektual, tetapi juga menyeimbangkan aspek sosial-emosional dan moral-spiritual peserta didik. Penelitian ini menjadi pedoman dalam merancang pembelajaran berbasis integrasi nilai budaya lokal untuk menumbuhkan empati, kecerdasan sosial, dan pengendalian diri. Selain itu, hasil penelitian dapat dijadikan dasar bagi lembaga pendidikan dalam mengembangkan kurikulum serta kebijakan pembelajaran yang selaras antara aspek kognitif dan sosial-emosional peserta didik.

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