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Mochamad Guntur
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Kalijaga, Harjamukti, Cirebon City, West Java, Indonesia, 45144
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LEOTECH: Journal of Learning Education and Technology
Published by Akademi Merdeka
ISSN : -     EISSN : 30629543     DOI : 10.70152
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
LEOTECH is a high-quality open-access peer-reviewed research journal that publishes a scientific paper on the results of the study and review of the literature in the sphere of primary education, secondary education, and higher education. Additionally, this journal also covers the issues of language education, linguistics in education, and technology in education. LEOTECH: Journal of Learning Education and Technology is providing a platform that welcomes researchers, academicians, professionals, and practitioners from all over the world to publish their works twice a year in June and December.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology" : 5 Documents clear
Learning Motivation Impact on Social Skills in Elementary Education Fatimah, Siti
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i2.147

Abstract

Social skills are essential for pupils’ academic success and peer relationships, yet few studies have examined the internal factors that nurture these skills in the cooperative setting of elementary Social Studies (IPS). This study investigates the relationship between learning motivation and social skills among 42 fourth-grade students at a public elementary school. Data were collected using validated questionnaires and analyzed through two complementary methods. Simple linear regression (SPSS v29) was used to assess the direct effect of motivation, yielding a standardized coefficient (β) of 0.408 and an R² of 0.253, indicating that learning motivation explains 25.3% of the variance in students’ social skills, a moderate and meaningful effect. To validate this relationship, Structural Equation Modeling (SEM) using SmartPLS v4.0.9.9 produced a path coefficient of 0.714 (p < 0.001), confirming a strong, statistically significant influence. This study contributes to the growing literature on motivational determinants of student behavior, particularly in Social Studies contexts. The findings offer practical insights for educators, suggesting that integrating student-centered, engaging activities can enhance both motivation and the development of students’ interpersonal competencies.
The Impact of Learning Environment and Learning Anxiety on School Disaffection Nayla, Nela; Nurrahmah, Putriasani; Andrayani, Tita
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i2.156

Abstract

This study aims to find out how the learning environment and learning anxiety affect the dissatisfaction of elementary school students, as well as to look at the role of mediating and moderation factors in these relationships. We analyzed several elementary schools in the Cirebon area, West Java. The learning environment encompasses the physical, social, and emotional conditions in the school that students feel on a daily basis. When this environment is unsupportive or uncomfortable, students tend to feel unhappy at school. On the other hand, learning anxiety such as fear of failure, anxiety about exams, or academic stress can also exacerbate negative feelings towards school. This study used a mediated analysis approach to see if learning anxiety is a relationship between a poor learning environment and school dissatisfaction. In addition, moderation analysis is also used to find out whether certain factors strengthen or weaken the relationship. This study uses a quantitative research design with a survey method to collect data from students through standardized questionnaires. To analyze the data, researchers used two software, namely SmartPLS with the SEM-PLS method and SPSS with the regression method using PROCESS Macro. The number of samples used was 240 students consisting of 120 male students and 120 female students with an age range between 9-12 years according to their grade level. The results show that learning anxiety does play a mediator, while several other factors can affect how strongly the learning environment affects students' feelings. These findings are important for teachers and schools in creating a more supportive environment for students to feel more comfortable, safe, and satisfied during the learning process at school.
The Effect of Social Support on Elementary School Students' Self-Efficacy and Academic Burnout: A MANOVA Approach Rahmawati, Aulia Dwi; Tujduja , Muniro; Deviani, Anin
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i2.159

Abstract

This study investigates the influence of social support comprising parental, teacher, and peer support on elementary school students’ self-efficacy and academic burnout. Utilizing a quantitative approach with a causal-comparative design, data were collected from 240 fifth and sixth-grade students in Cirebon, Indonesia. The research employed Multivariate Analysis of Variance (MANOVA) to analyze the simultaneous impact of support on two dependent variables: self-efficacy and burnout. The findings indicate that while levels of social support did not significantly affect students’ self-efficacy, they had a statistically significant impact on academic burnout. Higher levels of support were associated with lower levels of academic burnout. These results highlight the essential role of a supportive environment in mitigating emotional exhaustion among young learners. The study underscores the importance of strengthening school-based and family-based support systems to promote students' psychological well-being and prevent early academic disengagement.
Partial Least Squares Structural Equation Modeling (PLS-SEM): the influence of autonomy and relatedness on student competence in English learning Sahara, Erista; Fahira, Naila; Kholifah, Siti
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i2.160

Abstract

This study aims to examine the influence of psychological factors of autonomy, relatedness on improving academic competence in learning English among elementary school students. This study used a quantitative approach with survey method and used Partial Least Squares Structural Equation Modeling (PLS-SEM) for data analysis. The sample consisted of 240 students from three primary schools in Cirebon consisting of SDN 2 Kedungdawa, SDN Karang Mulya, and SDN Sukasari in grades IV, V and VI. Data were collected through a validated and reliable Likert scale questionnaire measuring the three factors of autonomy, relatedness, and competence. Results showed that the autonomy factor has a positive influence on students' competence in learning English. The findings highlight the importance of considering psychological aspects in designing effective English learning strategies for young learners to improve students' competence and learning outcomes.
The Influence of School Context on Elementary Students’ Reading Interest: A Descriptive Study in Cirebon City Febriani, Nadya
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 2 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i2.163

Abstract

This study aims to examine the influence of school context on the reading interest of elementary school students in Cirebon City. The school context refers to teacher support, the availability of literacy facilities (particularly libraries), and the implementation of school-based literacy programs. A quantitative descriptive approach was employed, using a reading interest questionnaire administered to grade II and III students across four public elementary schools. Data were analyzed through validity and reliability tests, descriptive statistics, and one-way ANOVA to identify differences in reading interest among schools. The findings reveal a significant influence of school context on students' reading interest, with schools demonstrating stronger literacy support consistently reporting higher engagement levels. These results underscore the need for context-sensitive literacy strategies, including active teacher involvement, access to engaging reading materials, and a sustained culture of reading. The study offers actionable insights for policymakers and educators in designing effective and sustainable literacy interventions in primary education.

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