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PUSAKA: Journal of Educational Review
Published by S&Co Publishing
ISSN : -     EISSN : 30258251     DOI : https://doi.org/10.56773/pjer
Core Subject : Education,
Education Other
PUSAKA: Journal of Educational Review committed to providing a streamlined submission process, rapid review and publication, and a high level of author service at every stage. It is a multi-disciplinary, open access, innovation-focused journal publishing research results from a broad range of education fields with the potential to impact social and academic development. PUSAKA: Journal of Educational Review is a scholarly publication by S&CO Publishing (a company in the publishing industry under the business license of CV. Samuel Manurung and Co.), in collaboration with the Indonesian Society of Researcher and Educator. Focusing on the field of education, the journal is dedicated to presenting high-quality research and best practices in the realm of education. The journal boasts a rigorous review process, with each article undergoing a single-blind review by at least two expert reviewers in the relevant field. This ensures the quality and accuracy of every published piece. PUSAKA: Journal of Educational Review welcomes a diverse range of article types and formats, with no restrictions on theoretical, empirical, or methodological content. As a result, the journal serves as a platform for various types of research, analyses, case studies, literature reviews, and theoretical contributions within the field of education. Encompassing all aspects of education, the subjects covered by the journal include, but are not limited to, formal education, non-formal education, higher education, lifelong learning, education policies, teaching strategies, curriculum development, technology in education, and contemporary educational issues. Backed by a strong collaboration between the publisher and the Indonesian Society of Researcher and Educator, and upheld by stringent review standards, the PUSAKA: Journal of Educational Review stands as a valuable resource for anyone interested in the advancement of education, both in theory and practice.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 56 Documents
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Comparative Study of STAD and Role-Playing Learning Methods in Indonesian Language Classes Niken Vioreza; Nur Hasanah; Rena Sheila Selviani
PUSAKA: Journal of Educational Review Vol. 3 No. 1 (2025): Strategies and Values in Education: Psychological, Cultural, and Managerial App
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i1.94

Abstract

This study aims to compare students’ learning outcomes using the STAD (Student Teams Achievement Divisions) model and the Role-Playing model in Grade III Indonesian language oral reading lessons at Madrasah Ibtidaiyah during the 2024/2025 academic year. A quasi-experimental design with a post-test-only control group was employed, involving two classes as samples: Grade III-A, taught using the STAD model, and Grade III-B, taught using the Role-Playing model, each consisting of 25 students selected through cluster random sampling. Data were analyzed using an independent sample t-test. The results revealed that the mean score of the STAD group was 83.28, while the Role-Playing group achieved a mean score of 78.44. The hypothesis test showed a significant difference between the two groups (t<sub>calculated</sub> = 3.09 > t<sub>table</sub> = 2.01, α = 0.05), leading to the rejection of H₀ and acceptance of H₁. These findings indicate that the STAD learning model is more effective than the Role-Playing model in enhancing students’ oral reading performance. The implication of this study emphasizes the importance of cooperative learning strategies like STAD in fostering active participation, collaboration, and deeper comprehension in Indonesian language learning.
The Effect of Screen Time on Learning Concentration of Children Aged 5–6 Years in Jatireja Village, East Cikarang District Fadila Bella Anggraeni Purwandi; Ine Nirmala; Nur Rochimah
PUSAKA: Journal of Educational Review Vol. 3 No. 2 (2026): Rethinking Education: Curriculum Innovation, Technology, and Student-Centered L
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i2.106

Abstract

The rapid development of digital technology has influenced children's daily activities, including learning and playing patterns. Digital devices such as smartphones, tablets, and televisions are increasingly accessible to early childhood children. Although digital media can provide educational benefits, excessive screen exposure may negatively affect children's cognitive development, especially their ability to maintain attention during learning activities. This study aimed to analyze the effect of screen time on the learning concentration of children aged 5–6 years in Jatireja Village, East Cikarang District. This study used a quantitative approach with an ex post facto research design. The population consisted of 1,011 children aged 5–6 years from seven kindergartens. The sample consisted of 212 children selected through probability sampling using cluster sampling. Data were collected through observation, questionnaires, and parent surveys. Data analysis used descriptive statistics and simple linear regression. The results showed that screen time had a negative and significant effect on learning concentration with a regression coefficient of -0.382 and significance value of 0.002 (p < 0.05). Screen time contributed 4.4% to the variation in learning concentration. Therefore, appropriate regulation of digital device use is required.
Improving Student Learning Outcomes through the REACT (Relating, Experiencing, Applying, Cooperating, Transfering) Model Based on the Squid Game Riesma Dwi Mayanti; Dyah Triwahyuningtyas; Melati Sukma Sekar Waluyo; Milenia Nanda Katika; Hestiqoma Maulida
PUSAKA: Journal of Educational Review Vol. 3 No. 2 (2026): Rethinking Education: Curriculum Innovation, Technology, and Student-Centered L
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i2.107

Abstract

This study aims to determine the improvement in learning outcomes of third-grade students at SDN Kebonsari 3, Malang City, through the application of the REACT (Relating, Experiencing, Applaying, Cooperating, Transferring) learning model based on the Squid Game game. This study used a descriptive qualitative approach with a Classroom Action Research (CAR) design. The subjects were 25 third-grade students at SDN Kebonsari 3, Malang City. Data were collected from three cycles. The results showed that the REACT learning model based on the Squid Game game resulted in significant improvements, with an average grade point average of 80.2 for the entire class and a completion rate of 88%. Based on these results, it can be concluded that the REACT (Relating, Experiencing, Applaying, Cooperating, Transferring) learning model based on the Squid Game game can improve student learning outcomes in class 3B SDN Kebonsari 3, Malang City, in Mathematics, especially in the topic of presenting data in tables.
The Use of Game-Based Learning Models with Mystery Word Games to Improve Learning Outcomes of 5th Grade Elementary School Students Nora Fatikha Asyrofia; Ismi Rahmatus Salisa; Anggitia Cempaka Putri; Rohmatul Hasana; Laura Adhi Pramadhika Branigan; Prihatin Sulistyowati
PUSAKA: Journal of Educational Review Vol. 3 No. 2 (2026): Rethinking Education: Curriculum Innovation, Technology, and Student-Centered L
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i2.108

Abstract

This classroom action research aims to improve the learning outcomes and motivation of 5B grade students of SDN Bandung Rejosari 4 through the application of the Game Based Learning model with the Mystery Words game. The research was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results of the study showed a significant increase in student learning outcomes. The class average score increased from 61 in the pre-cycle to 75.8 in Cycle I, and reached 81.6 in Cycle II. The highest student score increased from 85 to 90, and then 95. Meanwhile, the lowest score also increased from 20 in the pre-cycle to 45 in Cycle I, and rose to 60 in Cycle II. Furthermore, students' learning motivation also showed an increase, from the "Sufficient" category with an average score of 60.25 in the pre-cycle, to the "Good" category with a score of 72.46 in Cycle I, and then to the "Very Good" category with a score of 85.71 in Cycle II. These findings indicate that the Game-Based Learning model with the Mystery Words game is effective in improving student learning outcomes and motivation.
Developing Student-Created Case Studies to Enhance Diversity Learning Outcomes and Strengthen Bhinneka Tunggal Ika Values Eva Ardilla; Sri Rahayu Pudjiastuti; Suidat Suidat
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.96

Abstract

This study aims to obtain empirical data on the development of the Student Created Case Studies method based on image media to improve student learning outcomes on community diversity and participation in strengthening the motto of Bhinneka Tunggal Ika at SMPN 1 Tamansari, Bogor Regency. This study addresses a research gap in the limited use of student-centered, image-based case study methods in Civics learning that explicitly integrate the values of Bhinneka Tunggal Ika. The novelty lies in combining the Student Created Case Studies approach with visual media to promote active and contextual learning. The method used is Research and Development (R&D) adapted from Sugiyono. The subjects were 28 seventh grade students, with peers as key informants. The study was conducted in July–August of the 2024/2025 academic year. Data were collected through tests and questionnaires, with instruments tested for validity and reliability. Needs analysis and expert validation by material and media specialists were also conducted. The results showed that the developed method improved student learning outcomes. The material feasibility score reached 93.18%, and the media feasibility score was 91.67%, both categorized as very feasible. Thus, this method is effective and suitable for enhancing students’ understanding and participation in diversity values.
The Influence of Family Moral and Ethical Understanding on Polite Behavior Among Seventh-Grade Students at MTs Darussalam Nunung Nurasiah; Mohamad Abduh; Sri Rumiati
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.97

Abstract

This study investigates the influence of students' understanding of moral norms and family ethics on polite behavior among seventh-grade students at MTs Darussalam Ciampea, Bogor. Using a quantitative correlational survey design conducted over four months, 30 students participated as the research sample. Data were collected through tests measuring moral norm understanding and structured questionnaires assessing family ethics and polite behavior. Descriptive analysis showed that students’ understanding of moral norms ranged from moderate to very high levels, while family ethics was consistently rated high to very high. In contrast, students’ polite behavior varied from low to high levels, indicating differences in behavioral implementation despite generally positive moral and ethical conditions. Inferential analysis confirmed normal distribution and linear relationships among variables. Hypothesis testing showed that both moral norm understanding and family ethics significantly and positively influenced polite behavior, with family ethics emerging as the stronger predictor. Moreover, simultaneous analysis revealed that the two independent variables jointly exerted a significant influence on students’ polite behavior. These findings suggest that students' politeness is shaped by the integration of moral understanding and ethical family practices. Strengthening school-family collaboration is therefore essential to support character development and sustain polite behavior among students.
Practical Life Book as a Media for Strengthening the Independence Dimension of Pancasila Student Profiles in Early Childhood Nur Rochimah; Rina Syafrida; Nancy Riana; Feronica Eka Putri; Dewi Siti Aisyah; Ine Nirmala; Astuti Darmiyanti; Permadani Rona
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.98

Abstract

The development of early childhood independence is a key component in implementing the Independent Curriculum, particularly in strengthening the Pancasila Student Profile. However, empirically validated and structured learning media targeting this dimension remain limited. This study aims to examine the effect of the Practical Life Book, a Montessori-based learning medium focused on real-life activities, on enhancing early childhood independence. Using a One-Group Pretest-Posttest design, the study involved 53 children from Pembina Karawang Kindergarten selected through purposive sampling. The independence instrument consisted of 27 observational items completed by teachers based on BSKAP guidelines. The intervention was conducted over 16 sessions across 8 weeks. Results from the Paired Sample t-Test showed a significant improvement (t = 33.154; p < 0.001), with mean scores increasing from 59.09 to 84.38. The effect size was very large (Cohen’s d = 4.554), N-Gain was moderate (0.524), and η² = 0.955 indicated a strong intervention effect. These findings suggest that the Practical Life Book is effective in strengthening early childhood independence within the Pancasila Student Profile framework and has practical implications for developing learning media aligned with the Independent Curriculum.
Developing of a CTL-Based Project Approach Learning Model to Foster Environmental Awareness in Early Childhood Through the Student Field Experience Program (PLP) Lathipah Hasanah; Sisca Nurul Fadila; Sepiana Permana Putri
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.99

Abstract

This study aims to develop a Contextual Teaching and Learning (CTL) model based on the Project Approach to foster environmental care character through the PLP (School Field Practice) program for Early Childhood Islamic Education (PIAUD) students. The research utilized the Dick and Carey instructional design model as its developmental framework and employed a One Group Pretest-Posttest Design to evaluate model effectiveness. The study involved PIAUD students at UIN Syarif Hidayatullah Jakarta and partner early childhood education institutions (PAUD) located in South Tangerang as PLP sites. Expert validation yielded feasibility scores of 76.7% (content), 85.5% (learning model), and 90.9% (early childhood education), all falling within the highly acceptable category. Effectiveness testing produced an N-gain score of 0.78 (78%), indicating high effectiveness. These findings demonstrate that integrating a project-based CTL model within the PLP program significantly strengthens students capacity to design and implement character-oriented, environmentally conscious learning experiences, while simultaneously fostering observable pro-environmental behaviors in young children. The model thus offers a theoretically grounded and practically validated framework for embedding environmental character education within early childhood teacher preparation programmes.
How Multiple Representations Develop Higher-Order Thinking Skills in Primary Mathematics Learning: An Experimental Study Evi Faujiah; Risky Dwiprabowo; Budiono Budiono; Arhamuddin Ali
PUSAKA: Journal of Educational Review Vol. 4 No. 1 (2026): Intelligent Technologies and Innovative Approaches in Contemporary Education
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v4i1.102

Abstract

The development of Higher-Order Thinking Skills (HOTS) is one of the main focuses of 21st-century education, especially in mathematics learning that demands reasoning, problem-solving, and conceptual understanding. This study aims to analyze the effect of Multiple Representations (MR) on students' HOTS in elementary school mathematics learning, especially on fractions. The study used a quasi-experimental design with a non-equivalent control group design. Participants consisted of an experimental group (n = 25) who received Multiple Representations-based learning and a control group (n = 25) who received conventional learning. Data were collected using a HOTS test based on the revised Bloom's taxonomy, which includes indicators of analyzing (C4), evaluating (C5), and creating (C6) by containing verbal, visual, symbolic, and contextual representations. The results showed that the experimental group experienced a higher increase than the control group, with an average score increasing from 57.76 to 72.80, while the control group increased from 57.08 to 61.48. The results of the hypothesis testing showed a significant difference between the two groups (p < 0.05). These findings indicate that Multiple Representations are effective in improving HOTS through strengthening conceptual understanding, translation between representations, and developing analytical skills, evaluation, and the creation of mathematical solutions.
The Relationship Between Father Involvement in Parenting and Resilience of Children Aged 5-6 Years in Sukamanah Village, Bekasi Regency Ariana Kusuma; Ine Nirmala; Nur Rochimah
PUSAKA: Journal of Educational Review Vol. 3 No. 2 (2026): Rethinking Education: Curriculum Innovation, Technology, and Student-Centered L
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/pjer.v3i2.109

Abstract

Fathers' involvement in parenting plays a crucial role in supporting children's social, emotional, and psychological development. However, the increasing prevalence of fatherlessness and limited paternal involvement in Indonesia has raised concerns regarding children's resilience. This study aimed to examine the relationship between fathers' involvement in parenting and the resilience of children aged 5–6 years in Sukamanah Village, Bekasi Regency. This study employed a quantitative approach using a correlational research design. The study population consisted of 127 children aged 5–6 years enrolled in 11 kindergarten and early childhood education (ECE) institutions in Sukamanah Village. Using the Slovin formula with a 10% margin of error, 65 respondents were selected as the study sample. Data were collected through closed-ended questionnaires administered to parents, particularly fathers, and analyzed using descriptive and correlational statistical techniques. Fathers' active involvement in parenting contributes significantly to the development of resilience in children aged 5–6 years. Strengthening fathers' participation in child-rearing is expected to enhance children's ability to adapt, regulate emotions, overcome challenges, and support their overall development and well-being.

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