cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Rahmat Perdana
Contact Email
rahmat260997@gmail.com
Phone
+6282182864903
Journal Mail Official
jber.cahayaic@gmail.com
Editorial Address
Jl. Perumnas Griya Sungai Duren Indah, No. 54 A, Jambi, Indonesia
Location
Unknown,
Unknown
INDONESIA
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 320 Documents
 24   25   26   27   28 
The Relevance Of Ki Hajar Dewantara's Educational Basis "Education That Independent Students" In Differentiation Learning In The Independent Curriculum Musdahlipah, Musdahlipah; Putri Rahmadani, Dian; Nurhafizh, Hedriansyah; Mohd Rozak, Rezik; Lestari, Helpi; Zullukman, Zullukman
Journal of Basic Education Research Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i2.975

Abstract

Purpose of the study: This research aims to explore the relevance of Ki Hajar Dewantara's basic concept of education, namely "education that liberates students" in the context of differentiated learning in the Independent Curriculum. Ki Hajar Dewantara is known as an Indonesian education figure who encourages an educational approach that respects the uniqueness and potential of each student, and gives them the freedom to develop according to their talents and interests. Methodology: The literature study research method will be used to examine relevant theories, as well as the results of the latest research which examines the relationship between Ki Hajar Dewantara's educational concept and differentiated learning in the context of the Independent Curriculum. Main Findings: A critical analysis of the literature will be conducted to identify similarities, differences, and practical implications of the concepts. Novelty/Originality of this study: The values of freedom, equality and respect for individual uniqueness promoted by Ki Hajar Dewantara are reflected in the differentiated learning practices in the Merdeka Curriculum. Differentiated learning allows for strong inclusion, equity in educational access, and recognition of individual differences in student needs and interests. This concept provides a strong philosophical foundation for creating an inclusive, adaptive, and student-centered learning environment, in accordance with the spirit of freedom, equality, and respect for individual uniqueness.
Increasing Students' Learning Activity Through a Differentized Learning Approach Using the Project Based Learnig Model in Primary Schools Zulkhi, Muhammad Dewa; Destrinelli, Destrinelli; Indryani, Indryani
Journal of Basic Education Research Vol 5 No 2 (2024): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v5i2.1001

Abstract

Purpose of the Study: This research aims to explore the application of a differentiated learning approach using the Project-Based Learning (PjBL) model in IPAS (Integrated Science) lessons to enhance student engagement and activity in Class IV at elementary school 31/IV. The study addresses the issue of low student engagement in learning activities, acknowledging the diverse learning needs of students. Methodology: The study employs Classroom Action Research (CAR) with data collection techniques including observations, interviews, and documentation. The research subjects consist of 16 male and 7 female students, totaling 23 participants. Data were gathered through direct classroom observations and documented records during the learning sessions. Main Findings: The findings reveal a significant improvement in student engagement. In the first cycle, the average percentage score for student activity was 62.34%, which increased to 81.40% in the second cycle. These results indicate that the differentiated learning approach, coupled with the PjBL model, effectively enhances student participation and activity in learning. Novelty/Originality of this Study: This research introduces a novel integration of differentiated learning with the PjBL model, offering a tailored educational experience that caters to diverse learning styles and needs. By allowing students to engage creatively and produce tangible projects, the approach fosters increased motivation and active participation. The study not only demonstrates the efficacy of this combined method in improving student engagement but also provides a framework for applying differentiated and project-based learning in various educational contexts. This innovative approach holds promise for transforming traditional teaching methods and enhancing student learning experiences.
Exploring the Experiences of STEM Students in Writing Research: Insights, Challenges, and Strategies Galdonez, Dominic Patric
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1150

Abstract

Purpose of the study: This study aims to explore and examine the experiences and narratives of thirty-two (32) students from the Philippine Science High School - Ilocos Region Campus (PSHS-IRC) as they engaged in conducting and writing STEM research. Methodology: The study used a descriptive phenomenological design to explore the research experiences of 32 students from PSHS-IRC. Data was collected via open-ended questionnaires and in-depth interviews. Thematic analysis identified key themes, validated through member checking and intercoder agreement, ensuring reliability and accuracy of insights. Main Findings: Research writing presents numerous challenges for students, including literature searching, resource limitations, procrastination, motivation, and time management. Key difficulties involve finding credible sources, organizing research, defining problems, and drafting sections like the methodology and conclusion. Strategies such as seeking help, improving sourcing techniques, and prioritizing tasks can mitigate these challenges, enhancing students’ research experience. Novelty/Originality of this study: This study highlights student challenges in research writing, providing insights for educators and administrators to improve research education. The findings also serve as a valuable reference for future studies in STEM education, offering guidance for scholars interested in exploring similar topics and enhancing academic support systems.
The 360˚ View: Contextualized Virtual Reality Tours as Innovative Teaching Tool in Ecology for Elementary School Students Gestiada, Rubert James; Tisoy, Frank Joseph; Lasala, Nestor Jr
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1213

Abstract

Purpose of the Study. This study aims to develop and validate Contextualized Virtual Reality Tours as instructional materials for teaching ecology concepts to elementary students, focusing on enhancing students' conceptual understanding of ecological relationships and environmental awareness in a local context. Methodology. The study employed a descriptive-developmental research design and used the ADDIE model to create Contextualized Virtual Reality Tours. Tools included a 64MP mobile camera for video production, AI-generated voice narration, and a 4-point Likert scale assessment for validation. Data analysis was performed with Microsoft Excel. Main Findings. The Virtual Reality Tours significantly improved students' conceptual understanding, moving their performance from low to mastery level. Expert evaluations indicated high validity across content, instructional, and technical quality, and students rated the tours as highly acceptable and effective in increasing their engagement and comprehension of ecology concepts. Novelty/Originality of this Study. This study introduces a localized, semi-immersive Virtual Reality Tour model for ecology education, making science concepts accessible to students without field trips. Integrating contextualized ecological elements addresses the gap in immersive science education tools for local environments, promoting relevant and cost-effective learning.
Implementation of Problem Based Learning Model in 21st Century Learning: Literature Review Yuliyanah, Yuliyanah; Gumala, Yosi; Yohamintin , Yohamintin
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1315

Abstract

Purpose of the study: determine the improvement of the learning process in the 21st century by applying the problem based learning model learning in elementary school students. Methodology: The learning method used in this scientific work is a literature review or literature review with several stages, namely searching for materials or reference materials on Google Scholar accredited by DOAJ, Sinta, Google Scholar, and so on that are in accordance with the theme to be researched, collecting 30 references that have been obtained. Main Findings: shows that the problem based learning model is effective in improving the quality of learning at various levels of education, including primary and secondary education. Novelty/Originality of this study: This study uses a literature review by analyzing several previous research results and combining them into one so that it becomes a new discovery.
Jacks of All Trades: The Lived Experiences of Out-of-Field Non-Government Basic Education Teachers Calaguas, Glenn; Dungca, Elmer
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1394

Abstract

Purpose of the study: Out-of-field teaching is a concern that results in teaching ineffectiveness, compromising quality education. However, there is still limited extant literature available, particularly on the experiences of non-government junior high school teachers. This study specifically explored the lived experiences of the out-of-field teachers in the provinces of Pampanga and Tarlac in the Philippines. Methodology: Ten basic education teachers particularly junior high school teachers were tapped in order to achieve the purpose of the study. Also, maximum variation was utilized, incorporating convenience and snowball techniques to ensure diverse perspectives. The Colaizzi method in analyzing the data was used through a positivist view. Member checking was equally observed to meticulously capture the core experiences of the informants and to ensure the trustworthiness of the data.] Main Findings: The findings unveiled both positive and negative experiences that were eventually clustered into five categories: (1) challenges of out-of-field teaching, (2) strategies to overcome challenges, (3) opportunities for growth, (4) impact on students, and (5) areas for improvement. Consistent with the recent works of literature, this study highlights the contrasting aspects of out-of-field teaching—its challenges and potential opportunities. Novelty/Originality of this study: As a contrast to the usual assumption that out-of-field teaching only creates negative experiences, not only among teachers but also among learners, the challenges and opportunities of this phenomenon offer valuable insights that can serve as a cornerstone for policymakers and school administrators in helping and supporting out-of-field teachers. Contextualized assistance and targeted preparations can guarantee quality education
Teacher Strategies in Installing Independent Character in High School Elementary School Students in Learning Elpinora, Elpinora; Riscaputantri, Anggarwati; Ade, Jimoh Azeeh
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.v6i1.1413

Abstract

Purpose of the study: This study aims to analyze teacher strategies in instilling independent character in students in Elementary Schools. Methodology: A qualitative approach with descriptive design was used in this study, with a population of teachers at elementary schools Terbansari I selected by purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman model, including data reduction, data presentation, and drawing conclusions. Main Findings: The results of the study showed that project-based learning strategies, small group discussions, and active parental involvement through digital communication were effective in increasing student independence. The main challenge faced by teachers was the habit of students relying on teacher direction. Teachers overcame this by providing individual guidance and rewards to encourage student motivation. Novelty/Originality of this study: The novelty of this research lies in the integration of project-based learning strategies with reflective activities and direct parental involvement in character learning in Elementary Schools.
Effectiveness of Strategic Intervention Material (SIM) in Improving Filipino Student’s Performance in Science and Mathematics: A Meta-analysis Borabo, Jonnell; Dio, Ryan V.
Journal of Basic Education Research Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i2.1420

Abstract

Purpose of the study: This meta-analysis aimed to determine the effectiveness of Strategic Intervention Materials (SIM) in improving Filipino students' science and mathematics performance. Methodology: Fifteen eligible studies from three databases: Google Scholar, Crossref, and Semantic Scholar were chosen using Harzing’s Publish and Perish tool. The studies underwent meta-analysis using the Jamovi Tool. Main Findings: Using Strategic Intervention Material has a large average effect size (ES = 1.60) with most of the studies obtaining positive effect sizes (87%). In connection, the moderator analysis showed paper-based SIM has a relatively larger effect size than digital SIM, elementary level obtained a larger effect size than Junior and Senior High and science has larger effect size than mathematics. Nevertheless, all moderators obtained large effect sizes which means SIM is an effective classroom intervention across the different types, grade levels and content areas. Novelty/Originality of this study: This research introduces new insights into classroom intervention by exploring the use of Strategic Intervention Material (SIM) which was conceptualized and commonly used in the Philippines. The study opens discourse on the use of SIM to improve the learners’ science and mathematics achievement for possible adoption on a global scale.
How Principals’ Instructional Leadership Influence Teachers’ Self-Efficacy Tep, Sopheng; Loch, Ratana; Pok, Visalboth
Journal of Basic Education Research Vol 6 No 1 (2025): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i1.1421

Abstract

Purpose of the Study: This study focuses on evaluating the degree of TEP of PIL on TSE in Cambodia. It also seeks to identify how TEP on PIL varies according to different demographic characteristics. Furthermore, the researcher aims to uncover whether teachers’ demographic characteristics influence their perception of instructional leadership from their principals. Methodology: The researcher employed descriptive statistics to measure TEP on PIL and used independent sample t-tests and one-way ANOVA to examine differences in TEP on PIL across various demographic characteristics. A total of 295 PJHSTs participated in this study, all of whom were pursuing higher education degrees at a private university in Phnom Penh. Main Findings: The results of the research indicate that PJHSTs have diverse perceptions of PIL. These positive perceptions suggest that PIL significantly influences TSE. Additionally, the findings revealed that teachers’ gender had a significant impact on their perceptions of PIL (p < 0.05). However, no significant impact of gender differences on TSE was found. The study also highlighted additional findings, as presented in the results section. Novelty/Originality of the Study: These findings provide valuable insights into fostering TSE through effective PIL in Cambodian school context. PIL emerges as a critical factor in enhancing TSE, as teachers with high self-efficacy tend to perform their teaching tasks more effectively. Consequently, school principals, academic staff, teachers, and other stakeholders can apply these findings to improve institutional success. Future research should explore other leadership styles and additional factors that may influence TSE.
Assessing the Resilience and Preparedness of Basic Education Teachers for Distance Learning During the Covid-19 Pandemic in Surigao del Sur, Philippines Patan, Juvy P.; Patan, Romeo A.; Sangco, Resa Mae R.
Journal of Basic Education Research Vol 6 No 2 (2025): May
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i2.1442

Abstract

Purpose of the study: This study assesses the preparedness, challenges, and coping mechanisms of basic education teachers in Surigao del Sur, Philippines, for online learning during the Covid-19 pandemic. Methodology: A descriptive-evaluative quantitative design was employed, surveying 1,281 professional teachers from the divisions of Tandag City, Bislig City, and Surigao del Sur. Participants were selected through stratified and simple random sampling. Data were collected using a validated questionnaire and analyzed through correlation tests and one-way ANOVA in R and Jamovi software. Main Findings: Findings indicate that most teachers were moderately prepared for online learning but faced significant challenges, including limited access to technology, poor internet connectivity, and insufficient resources. Teacher readiness was strongly correlated with effective coping mechanisms, underscoring the importance of institutional support, collaboration, and adaptability. This study provides localized insights into the experiences of rural educators in the Philippines during a health crisis, emphasizing resilience and institutional backing in sustaining education. Novelty/Originality of this study: By highlighting the critical role of preparedness and adaptability, it offers practical recommendations for enhancing teacher support systems and mitigating future educational disruptions.

Page 26 of 32 | Total Record : 320

 24   25   26   27   28 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol 7 No 3 (2026): on going Vol 7 No 2 (2026): Marc Vol 7 No 1 (2026): January Vol 6 No 3 (2025): September Vol 6 No 2 (2025): May Vol 6 No 1 (2025): January Vol 5 No 3 (2024): September Vol 5 No 2 (2024): May Vol 5 No 1 (2024): January Vol 4 No 3 (2023): September Vol 4 No 2 (2023): Mei Vol 4 No 1 (2023): Januari Vol 3 No 3 (2022): September Vol 3 No 2 (2022): Mei Vol 3 No 1 (2022): Januari Vol 2 No 3 (2021): September Vol 2 No 2 (2021): May Vol 2 No 1 (2021): January Vol 1 No 3 (2020): September Vol 1 No 2 (2020): May Vol 1 No 1 (2020): January More Issue