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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 2,799 Documents
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Da'wah Through Action and Employment: A Modern Pesantren and a Traditional Village in Banten Ahmad Zulfi Aali Dawwas; Siti Nurul Aprida
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4318

Abstract

Pesantren are obligated to extend their role as institutions of da'wah and community empowerment, yet how they conduct da'wah in immediately neighbouring conservative rural villages remains poorly documented. This study analysed the da'wah methods of La-Tansa Islamic Boarding School toward Banjar Irigasi village, Banten, and explored their perceived influence on village development. A qualitative descriptive design with a historical approach was applied; data were collected in October 2017 through structured interviews with 11 informants, observation, and document analysis, and were analysed through reduction, display, and verification with triangulation. La-Tansa's da'wah was dominated by bil-hal (action-based) methods, including support for constructing 20 prayer houses. Villagers participated more as workers (80 people, approximately 1.4% of residents) than as students (29) or teachers (four). Influence was perceived across education, economy, social life, and religious understanding. The pesantren workplace functioned as an unplanned da'wah channel, indicating the need for systematic documentation and structured community da'wah programmes.
Teacher Instructional Quality and Educational Facilities as Predictors of Students’ Learning Satisfaction: A Structural Equation Modeling Approach in Public Elementary Schools Despira Erlita; Desi Surya Yeni; Emidayati Emidayati; Lindra Dika; Hendrizal Hendrizal; Ismira Ismira
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4327

Abstract

Learning satisfaction reflects pupils' direct evaluation of their learning experience and serves as a key indicator of educational quality, yet empirical evidence on its determinants in rural elementary schools remains limited. This study aimed to analyse the effect of teacher instructional quality and educational facilities on the learning satisfaction of Grade V pupils at SDN 123/III Koto Tengah Siulak, both partially and simultaneously. A quantitative correlational design was applied, with all 30 pupils participating through total sampling. Data were collected via five-point Likert-scale questionnaires and analysed using descriptive statistics, classical assumption tests, Pearson correlation, and multiple linear regression. Results indicated that teacher instructional quality and educational facilities each had a positive and significant effect on learning satisfaction, and together explained 87.9 percent of its variance. Elementary pupils' learning satisfaction is shaped by the combination of quality instruction and adequate facilities; accordingly, schools and education authorities should prioritise improvements to both simultaneously.
Effects of a Pedagogical Deep Learning Approach on Critical Thinking and Learning Independence in Upper-Grade Elementary Students: A Quasi-Experimental Study Deka Darmayanti; Muznal Hadi Jamil; Mimi Efyanti; Marinda Siska; siti aisyah; alfroki martha
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4328

Abstract

Low critical thinking and learning independence among elementary students remain central challenges in Indonesian twenty-first-century education, where classroom practice is still dominated by memorization and teacher-led instruction. This study examined the effect of a deep learning approach on both competencies. A one-group pretest–posttest pre-experimental design was applied to 38 fifth-grade students at a public elementary school in Sumur Anyir. Data were collected via a critical thinking test and a learning independence questionnaire, then analyzed using paired-samples t-tests, Wilcoxon signed-rank tests, effect sizes, and normalized gain (N-Gain). Mean critical thinking scores increased from 53.47 to 78.68 (t(37) = 33.63, p < .001, dz = 5.45) and learning independence scores from 57.47 to 79.66 (t(37) = 27.55, p < .001, dz = 4.47), both indicating very large effects. N-Gain scores fell in the moderate category (55.4% and 53.4%, respectively). The deep learning approach was associated with meaningful improvement in both variables; however, the absence of a control group precludes definitive causal conclusions.
Manajemen Strategis Kepala Sekolah dalam Penguatan Gerakan Literasi: Studi Kasus di SDN Inpres 2 Talise Aprilita S. T Yodana; Rizal Rizal; Pahriadi Pahriadi; Yusdin Bin. M Gagaramusu; Andi Nur Isnayanti
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4331

Abstract

Rendahnya kemampuan literasi siswa Indonesia—tercermin dari hasil PISA 2022—mendorong perlunya pengelolaan Gerakan Literasi Sekolah (GLS) yang efektif di tingkat sekolah dasar. Penelitian ini bertujuan menganalisis manajemen strategis kepala sekolah dalam pelaksanaan GLS di SDN Inpres 2 Talise. Pendekatan kualitatif deskriptif digunakan dengan subjek penelitian meliputi kepala sekolah, guru, pustakawan, dan siswa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis melalui kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil menunjukkan GLS dikelola melalui fungsi POAC: perencanaan program literasi dan penyediaan fasilitas, pengorganisasian tugas guru dan pustakawan, pelaksanaan yang ditandai antusiasme siswa, serta pengawasan melalui pemantauan dan evaluasi. Kendala yang diidentifikasi meliputi kebutuhan bimbingan membaca, keterlibatan komite sekolah yang belum optimal, dan koleksi buku yang perlu diperbarui. Penerapan POAC yang disertai pendampingan siswa dan partisipasi pemangku kepentingan terbukti krusial bagi keberhasilan program literasi sekolah.
Smart Board-Based Collaborative Learning and Its Effect on Fourth-Grade Students’ Social Interaction and Communication Skills: A Quasi-Experimental Study Novya Eka Suryani; Sepradeni Sepradeni; Nana Gusnita; Susi Irawanis; Hafiz Hidayat; Ismira Ismira
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4333

Abstract

Teacher-centered instruction in elementary schools often limits students' opportunities for active interaction and communication. This study examined the effectiveness of smart board use in improving elementary students' social interaction and communication skills. A one-group pretest–posttest pre-experimental design was applied to 20 fourth-grade students at a public elementary school in Keliling Danau District, Kerinci Regency. The treatment comprised four thematic meetings on ecosystems, with data collected via a 1–5 observation scale (10 items per variable). Analyses included descriptive statistics, Shapiro–Wilk test, paired-samples t-test, Wilcoxon signed-rank test, effect sizes, and normalized gain. Mean social interaction scores increased from 28.50 to 41.05 and communication scores from 28.65 to 41.65 (both p < .001, very large effect sizes). Normalized gains were 60.2% and 63.0%, respectively (moderate category). Smart board use integrated into collaborative activities effectively improved both skills. Schools are advised to accompany device provision with training in collaborative lesson design.
Academic Self-Concept and Time Management as Predictors of Social Studies Learning Outcomes in the Merdeka Curriculum: A Study of Grade V Elementary School Students Bobpy budiatmin; Devia Efriza; Selma Recilia; Yusnawati; Hendri; ismira; Hafiz Hidayat
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4335

Abstract

Social studies learning outcomes in elementary school are shaped by psychological and behavioral factors, yet empirical evidence from small-class settings remains limited. This study examined the effects of academic self-concept and time management on social studies learning outcomes, both partially and simultaneously. A quantitative associative predictive study was conducted with 24 Grade V students of SDN 35/III Tambak Tinggi, Indonesia, selected through total sampling. Data were collected via two Likert-scale questionnaires and a social studies achievement test, then analyzed using multiple linear regression following validity, reliability, and classical assumption tests. Results showed that academic self-concept (β = .649, p < .001) and time management (β = .387, p = .010) each positively and significantly predicted learning outcomes. Together, they explained 60.5% of outcome variance (R² = .605), with academic self-concept contributing more substantially. These findings imply that strengthening academic confidence and cultivating time management routines should be integrated systematically into elementary social studies instruction.
Strategies and Challenges of Elementary School Teachers in Implementing Instructional Innovations for Generation Alpha Under the Merdeka Curriculum Tosi Julyanda Putra; lestari lestari; robi ade putra; arios arios; alfroki martha; siti aisyah
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4339

Abstract

Generation Alpha students, immersed in digital technology since infancy, require innovative instructional approaches, while the Merdeka Curriculum simultaneously demands pedagogical flexibility and teacher autonomy. This study aimed to explore elementary school teachers' strategies and challenges in implementing instructional innovations for Generation Alpha students under the Merdeka Curriculum. A qualitative phenomenological design was employed, with data collected through semi-structured interviews, classroom observations, and document analysis involving seven teachers at SDN 157/III Pendung Mudik, analyzed using reflexive thematic analysis. Four themes emerged: teachers' understanding of students' learning characteristics, contextually and gradually implemented innovations, constraints related to limited facilities and digital competence, and peer collaboration as the primary support. Innovations were regarded as meaningful when aligned with students' needs and school conditions rather than technology use alone. Successful instructional innovation depends on teachers' pedagogical beliefs, collegial support, and adequate resources, with implications for community-based teacher professional development.
Analisis Integrasi Lingkungan pada Pembelajaran Bahasa Indonesia VI SDN 11 Sindue Kabupaten Donggala Dian Dian; Herlina Herlina; Arif Firmansyah; Muchdar Muchdar
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4348

Abstract

Pembelajaran Bahasa Indonesia di sekolah dasar memerlukan pendekatan kontekstual yang menghubungkan materi dengan lingkungan nyata peserta didik. Penelitian ini bertujuan menganalisis integrasi lingkungan sekitar dalam pembelajaran Bahasa Indonesia kelas VI SDN 11 Sindue, Kabupaten Donggala, mencakup perencanaan, pelaksanaan, pemanfaatan lingkungan sebagai sumber belajar, dan evaluasi pembelajaran. Pendekatan kualitatif deskriptif digunakan dengan pengumpulan data melalui wawancara, observasi, dokumentasi, dan angket terhadap 13 siswa, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil menunjukkan pembelajaran telah berorientasi aktif dan kontekstual: 84,61% siswa menyatakan guru selalu menggunakan metode pembelajaran, 76,92% selalu aktif belajar, dan 61,53% menilai guru inovatif dan kreatif. Lingkungan sekitar berpotensi sebagai sumber, media, objek, dan konteks belajar. Namun, integrasi lingkungan masih memerlukan penguatan melalui variasi strategi, pemanfaatan media, peningkatan motivasi, dan evaluasi berbasis pengalaman nyata.
Peningkatan Motorik Halus Anak melalui Media Busy Board Berbasis Daily Activity di PAUD Al-Hakim VII Koto Sungai Sarik Zahratusania Ananda; Syahrul Ismet; Farida Mayar; Indra Yeni
Journal of Education Research Vol. 7 No. 4 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i4.4362

Abstract

Kemampuan motorik halus anak usia dini sering belum optimal akibat kurangnya variasi kegiatan dan keterbatasan media pembelajaran yang menstimulasi keterampilan manipulatif seperti menekan, menggeser, memasukkan, dan memutar benda. Penelitian ini bertujuan mengetahui peningkatan kemampuan motorik halus anak melalui media busy board berbasis daily activity di PAUD Al-Hakim VII Koto Sungai Sarik. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif dan kuantitatif, melibatkan 15 anak tahun ajaran 2026/2027. Data dikumpulkan melalui observasi dan dokumentasi, dianalisis secara deskriptif menggunakan model Kemmis dan McTaggart. Hasil menunjukkan bahwa pada tindakan ketiga dalam satu siklus, seluruh anak mencapai minimal kategori Berkembang Sesuai Harapan (BSH), dengan rata-rata kategori Berkembang Sangat Baik (BSB) mencapai 85%. Uji-t menunjukkan perbedaan signifikan antara skor prasiklus dan siklus I (p < 0,001). Media busy board berbasis daily activity terbukti efektif menstimulasi motorik halus dan mendukung kemandirian anak dalam aktivitas sehari-hari.

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