cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Mohammad Fauziddin
Contact Email
mfauziddin@gmail.com
Phone
+6282285580676
Journal Mail Official
mfauziddin@gmail.com
Editorial Address
Jalan Ringroad Selatan, Kragilan, Tamanan, Kecamatan Banguntapan, Bantul, Daerah Istimewa Yogyakarta
Location
Unknown,
Unknown
INDONESIA
Journal of Education Research
Published by Perkumpulan Pengelola Jurnal PAUD Indonesia
ISSN : -     EISSN : 27460738     DOI : https://doi.org/10.37985
Core Subject : Humanities, Education, Social,
Humanities Education Mathematics Social Sciences
Journal of Education Research is a peer-refereed open-access journal which has been established for the dissemination of state of the art knowledge in the field of education. This Journal is published for time per year at March, June, September and December by Perkumpulan Pengelola Jurnal PAUD Indonesia. It is intended to be the journal for publishing original articles on the latest issues and trends occurring in education curriculum, instruction, learning, policy, and preparation of teachers with the aim to advance our knowledge of education theory and practice. Moreover, this journal also covers the issues concerned with environmental education. All submitted manuscripts will be initially reviewed by editors and are then evaluated by a minimum of two reviewers through the blind review process. This is to ensure the quality of the published manuscripts in the journal. Journal of Education Research is research and Community services related to education, include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution, development assessment, child development psychology, child empowerment, learning strategy, Educational tool play, instructional media, innovation in education and various fields related education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 2,506 Documents
 247   248   249   250   251 
Contextual Teaching and Learning with Video Media Effects on Creativity and Learning Outcomes Mutiara Fatimah; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3632

Abstract

Traditional instructional approaches in elementary education often fail to contextualize learning within students' real-world experiences, resulting in diminished engagement and limited creative development. This study aimed to examine the effects of Contextual Teaching and Learning (CTL) integrated with video media on the creativity and learning outcomes of fifth-grade students at Sekolah Dasar Negeri 200/III Pondok Beringin. A quantitative experimental design was employed, utilizing a pretest-posttest control group structure. The research sample consisted of all fifth-grade students selected through total sampling, with one class assigned as the experimental group and one class as the control group. Data were gathered through a validated learning outcome test and a student creativity questionnaire, both developed based on established dimensions of creative thinking. Statistical analyses using independent samples t-tests and analysis of covariance revealed that the experimental group exposed to CTL with video media demonstrated significantly higher posttest creativity scores and academic learning outcomes compared to the control group. These findings suggest that contextualizing instruction through real-world connections and dynamic visual media substantially enhances both creative thinking and academic achievement among elementary school students, underscoring the importance of integrating contextual and multimedia-based strategies in elementary education.
Offline Educational Games and Learning Motivation Effects on Fourth Grade Social Studies Achievement: An Experimental Study Salmawati Salmawati; Weni Yulastri; Alfroki Martha
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3633

Abstract

Quality education in elementary schools depends significantly on students' learning motivation and the instructional media employed by teachers. This study aimed to examine the effects of learning motivation and offline educational games on social studies learning outcomes among fourth-grade students. A quantitative approach using an ex post facto design was employed. The subjects were 28 fourth-grade students at one public elementary school (SDN) in Danau Kerinci District, Kerinci Regency, selected through total sampling. Data were collected through five-point Likert-scale questionnaires and official academic score documentation, then analyzed using multiple linear regression, the coefficient of determination, the t-test, and the F-test. Prior to the main analysis, classical assumption tests were conducted, including normality, linearity, multicollinearity, and heteroscedasticity tests, all of which were satisfied. The results revealed that learning motivation had a significant positive partial effect on social studies learning outcomes (t = 4.82, p < .05), as did offline educational games (t = 3.61, p < .05). The F-test confirmed a significant simultaneous effect of both variables (F = 18.47, p < .05), with a coefficient of determination of R² = 0.61, indicating that both variables jointly explained approximately 61% of the variance in learning outcomes. These findings suggest that integrating motivational strategies with offline educational game media can meaningfully enhance student achievement in social studies, particularly in rural primary schools with limited digital infrastructure.
Digital-Enhanced Collaborative Learning: Integrating the STAD Model with Canva to Improve Interest and Social Studies Outcomes Rode Putra; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3635

Abstract

Effective social studies instruction at the elementary level requires both engaging cooperative learning structures and visually stimulating instructional media. This study aimed to analyze the effects of the Student Teams-Achievement Divisions (STAD) cooperative learning model integrated with the Canva application on students' learning interest and social studies learning outcomes. A quantitative quasi-experimental pretest-posttest control-group design was employed, with 43 fifth-grade students at SD Negeri 41/III Koto Beringin as research subjects, comprising 22 students in the experimental group and 21 in the control group. Data were gathered using a validated learning interest questionnaire and a learning achievement test, then analyzed using independent-samples t-tests, N-gain scores, and descriptive statistics. The results showed that students in the STAD-Canva treatment group demonstrated significantly higher learning interest and academic achievement compared to those receiving conventional instruction (t = 5.34, p < .05), with an N-gain index of 0.68 (moderate-high category) in the experimental group versus 0.41 (moderate category) in the control group. These findings indicate that combining STAD with Canva as a visual media tool constitutes an effective and replicable strategy for enhancing elementary social studies education, particularly in contexts where low-cost digital tools can be integrated within structured cooperative frameworks.
Home Environment and Learning Interest as Predictors of Social Studies Achievement Among Sixth-Grade Elementary Students: A Correlational Study in the Digital Era Dina Angraini; Weni Yulastri; Alfroki Martha
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3636

Abstract

The quality of students' academic performance is shaped by a complex interplay of familial and motivational factors. This study aimed to analyze the effects of the family environment and learning interest on Social Studies learning outcomes among sixth-grade students at public elementary schools in Gunung Raya District. A quantitative ex post facto design was employed, with all 85 sixth-grade students from five schools serving as research subjects through a total sampling technique. Data were collected through a four-point Likert scale questionnaire and end-of-semester grade documentation, and analyzed using multiple linear regression. The findings revealed that both the family environment and learning interest had significant positive effects on students' Social Studies learning outcomes, either partially or simultaneously, with both variables jointly accounting for 50.0% of outcome variance (R² = .50; F = 62.34; p < .001). The family environment emerged as the stronger predictor (β = .48) compared to learning interest (β = .32). These results underscore the critical role of a supportive home environment and intrinsic motivation in enhancing elementary students' academic achievement in Social Studies.
Effects of Interactive Educational Videos on Learning Interest and Social Studies Achievement in Elementary School: A Quasi-Experimental Study Dara Zuknilarinta; alfroki martha; weni yulastri
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3637

Abstract

The integration of digital media in elementary education has gained increasing attention, yet empirical evidence on the specific effects of educational video on student interest and learning outcomes in Social Studies remains limited. This study aimed to examine the effect of educational video media use on learning interest and Social Studies learning outcomes among fourth-grade students at SD Negeri 67/III Lubuk Paku. A quasi-experimental design with a non-equivalent control group was employed, involving 40 students divided into experimental and control groups of 20 each. Data were collected through pre-tests, post-tests, and a learning interest questionnaire, and analyzed using descriptive statistics, independent-samples t-tests, and descriptive categorical analysis of learning interest scores. Results indicated that students in the experimental group achieved a significantly higher mean post-test score (82.50) than those in the control group (68.15), with a statistically significant difference (t = 5.847, p = 0.000, less than 0.001). Learning interest in the experimental group was categorized as very high (mean score 78.40 out of 80; 97.5%), as measured using a four-point Likert questionnaire and analyzed using a descriptive-categorical classification. These findings confirm that educational video media effectively enhances both student interest and Social Studies achievement in the rural elementary classroom context, and suggest that its integration into regular IPS instruction represents a practically viable and theoretically grounded strategy for improving learning quality in resource-constrained Indonesian schools.
Family-School Synergy Model: Linking Home Environment and Learning Motivation to Social Studies Achievement in Elementary Schools Sri Mekarni; Alfroki Martha; Weni Yulastri
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3638

Abstract

This study aimed to examine the individual and simultaneous effects of family environment and learning motivation on Social Studies learning outcomes among elementary school students at SD Negeri 67/III Lubuk Paku, Kerinci Regency, Jambi Province, Indonesia. A quantitative approach with a causal associative research design was employed, involving 60 students selected through total sampling. Data were collected using validated questionnaires measuring family environment and learning motivation, alongside official end-of-semester academic score documentation. Multiple linear regression analysis was conducted using IBM SPSS Statistics version 25. Results revealed that family environment (β = 0.369, p less than 0.05) and learning motivation (β = 0.465, p less than 0.05) each exerted a significant positive effect on Social Studies learning outcomes, with both variables jointly explaining 61.0% of outcome variance (R² = 0.610, F = 44.873, p less than 0.001). Learning motivation emerged as the comparatively stronger predictor. These findings underscore the theoretical contribution of integrating self-determination theory within the rural Indonesian elementary school context and carry direct practical implications: teachers are recommended to implement autonomy-supportive instruction and formative feedback practices to strengthen students' intrinsic motivation, while parents are encouraged to establish structured home-learning routines, provide adequate learning resources, and improve the quality of academic communication with their children as foundational supports for Social Studies achievement.
The Effect of Digital Administration Training on the Work Speed of Elementary School Teachers: An Experimental Study in Kerinci Regency Erianto Eka Putra; Ismira Ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3639

Abstract

Digital transformation in educational administration has intensified demands on teachers to perform administrative tasks more efficiently, yet empirical evidence on the effectiveness of structured digital administration training remains limited in the elementary school context. This study aims to analyze the effect of digital administration training on the work speed and digital skill proficiency of elementary school teachers at SD Negeri institutions in Kayu Aro Sub-district, Kerinci Regency. A quantitative explanatory research design was employed with a sample of 72 teachers selected through total sampling. Data were collected using a validated pre- and post-training performance assessment instrument—the Composite Efficiency Index (CEI)—and a 30-item structured questionnaire, and analyzed using paired-samples t-tests and simple and multiple linear regression. The findings reveal that mean CEI scores increased significantly from 54.3 to 76.8 — representing a 41.4% improvement over baseline — with a large effect size (Cohen's d = 1.69). Digital administration training significantly predicted post-training work speed (β = 0.624, p < 0.001, R² = 0.389) and digital skill proficiency (β = 0.581, p < 0.001). The combined regression model explained 51.3% of the variance in post-training work speed (F = 45.62, p < 0.001). These results affirm that structured, contextually aligned digital training is an effective instrument for improving teachers' administrative performance.
The Effect of Principal Leadership Style and Work Motivation on Elementary Teacher Performance: A Study in Public Schools of Gunung Kerinci District Nemi Setrianti; Sumanti Sumanti; Siti Aisyah
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3640

Abstract

Effective school management relies heavily on the principal's leadership qualities and teachers' levels of work motivation, both of which are considered major determinants of teacher performance. This study aims to examine the influence of principals' leadership style and work motivation on classroom teachers' performance in State Elementary Schools in Gunung Tujuh District, Kerinci Regency. A quantitative explanatory research design was used, involving all 87 classroom teachers in public elementary schools in the sub-district as the research population, using the census method. Data were collected using a validated questionnaire instrument with a five-point Likert scale and analyzed using multiple linear regression. The results showed that the principal's leadership style had a positive and significant effect on teacher performance (β = 0.412; p < 0.001), work motivation had a positive and significant effect on teacher performance (β = 0.378; p < 0.001), and the two variables together had a significant effect on teacher performance with a value of R² = 0.623, which means that 62.3% of the variation in teacher performance was explained by these two variables. These findings emphasize the importance of adaptive transformational leadership and sustained motivational support in enhancing classroom teachers' professional effectiveness in rural primary schools.
Developing a Collaborative Managerial Supervision Model by Principals to Enhance Instructional Management Quality in Elementary Schools Sakhriadi Sakhriadi; Alfroki Martha; Weni Yulastri
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3641

Abstract

Effective learning management forms the foundation of quality education, but its implementation in primary schools remains inconsistent, particularly in areas with limited administrative oversight. This study explores the role of school principals' managerial supervision in enhancing learning management practices in State Elementary Schools in Gunung Kerinci District. Using a descriptive qualitative approach with a case study design, data were collected through in-depth interviews, structured observations, and document analysis involving principals, teachers, and administrative staff. The data were analyzed using the Miles and Huberman interactive model, which includes stages of data condensation, presentation, and drawing conclusions. The findings reveal that principals who systematically carry out supervisory functions—including planning, monitoring, and providing evaluative feedback—significantly contribute to improving teachers' instructional planning, classroom material delivery, and assessment of learning outcomes. This study concludes that consistent and reflective managerial supervision strengthens the quality of learning and teachers' professional performance, and recommends enhancing capacity development programs for school principals to implement supervision functions at the basic education level.
Work Motivation and Principal Support Effects on Teachers' Readiness for Promotion in Indonesian Public Elementary Schools: A Multiple Regression Analysis Weski Afrianto; Weni Yulastri; Alfroki Martha
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i2.3642

Abstract

Teacher readiness for professional promotion is a vital factor affecting instructional quality and the sustainability of human resources in elementary education. However, the organizational factors influencing this readiness are not well-studied in regional Indonesian contexts. This study aims to examine how work motivation and principal support impact teachers' readiness for promotion at public elementary schools in Tanah Cogok District. A quantitative method using multiple regression analysis was employed, with data collected from 85 teachers through validated questionnaires selected by proportional random sampling. The results show that both work motivation and principal support significantly and positively influence teachers' promotion readiness, both individually and together, explaining 50.4% of the variance in promotion readiness. Work motivation was identified as the stronger predictor (β = 0.452), highlighting the importance of intrinsic professional drive in preparing teachers for career advancement. These findings suggest that school principals and district education policymakers should develop targeted motivational programs and enhance principal leadership capacity to provide career-supporting strategies as a key part of elementary school human resource management.guru untuk promosi jabatan merupakan faktor penentu kualitas pembelajaran dan keberlanjutan sumber daya manusia di pendidikan dasar, namun faktor organisasional yang mendorong kesiapan tersebut masih belum banyak diteliti dalam konteks daerah di Indonesia. Penelitian ini mengkaji pengaruh motivasi kerja dan dukungan kepala sekolah terhadap kesiapan promosi guru di Sekolah Dasar se-Kecamatan Tanah Cogok. Pendekatan kuantitatif dengan analisis regresi berganda digunakan, dengan data dikumpulkan melalui kuesioner tervalidasi yang diberikan kepada 85 guru yang dipilih secara proportional random sampling. Hasil penelitian menunjukkan bahwa motivasi kerja dan dukungan kepala sekolah berpengaruh positif dan signifikan terhadap kesiapan promosi guru, baik secara parsial maupun simultan. Motivasi kerja muncul sebagai prediktor yang lebih dominan. Temuan ini menegaskan pentingnya pengembangan motivasi intrinsik guru dan penguatan dukungan institusional dalam meningkatkan kesiapan pengembangan karier profesional.   Abstract   Teacher readiness for professional promotion is a critical determinant of instructional quality and human resource sustainability in elementary education, yet the organizational factors that drive such readiness remain insufficiently studied in regional Indonesian contexts. This study investigates the effects of work motivation and principal support on teachers' readiness for promotion at elementary schools in Tanah Cogok District. A quantitative approach using multiple regression analysis was employed, with data collected through validated questionnaires administered to 85 teachers selected via proportional random sampling. Results indicate that both work motivation and principal support have significant positive effects on teacher promotion readiness, individually and simultaneously. Work motivation emerged as the stronger predictor. These findings suggest that school organizations must cultivate intrinsic teacher motivation and strengthen institutional support mechanisms to enhance readiness for professional advancement, with implications for principal leadership development and human resource management policy.

Page 249 of 251 | Total Record : 2506

 247   248   249   250   251 

Filter by Year

2020 2026


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2026) Vol. 7 No. 1 (2026) Vol. 6 No. 4 (2025) Vol. 6 No. 3 (2025) Vol. 6 No. 2 (2025) Vol. 6 No. 2 (2025): in Progress Vol. 6 No. 1 (2025) Vol. 5 No. 4 (2024) Vol. 5 No. 3 (2024) Vol. 5 No. 2 (2024) Vol. 5 No. 1 (2024) Vol. 4 No. 4 (2023) Vol. 4 No. 3 (2023) Vol. 4 No. 2 (2023) Vol. 4 No. 1 (2023) Vol. 3 No. 4 (2022) Vol. 3 No. 3 (2022) Vol. 3 No. 2 (2022) Vol. 3 No. 1 (2022) Vol. 2 No. 4 (2021): December 2021 Vol. 2 No. 3 (2021): September 2021 InPress Vol. 2 No. 2 (2021): June 2021 Vol. 2 No. 1 (2021): March 2021 Vol. 2 No. 4 (2021) Vol. 2 No. 3 (2021) Vol. 2 No. 2 (2021) Vol. 2 No. 1 (2021) Vol. 1 No. 3 (2020): December 2020 Vol. 1 No. 2 (2020): September 2020 Vol. 1 No. 1 (2020): June 2020 Vol. 1 No. 3 (2020) Vol. 1 No. 2 (2020) Vol. 1 No. 1 (2020) More Issue