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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 20 Documents
 1   2 
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.
The Role of Teacher Support, Self-Efficacy, and Academic Emotions in Predicting Primary School Students Learning Performance Within a Formative Assessment Model Lukiyah, Nonih Nur Syah; Auliya, Hilyah; Tamami, Khilda
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): 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.v2i2.138

Abstract

This study investigates the influence of teacher support, academic self-efficacy, and academic emotions on the learning performance of elementary school students through the development of a formative assessment model. A supportive classroom environment is essential for fostering student motivation, emotional regulation, and optimal academic achievement. The study involved 240 students from public elementary schools in Cirebon, Indonesia, using a structured quantitative survey. Research instruments measured teacher support, academic self-efficacy, academic emotions, and student performance. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), a variance-based structural equation modeling approach, with SmartPLS 3.0 software. Results show that teacher support has a strong direct effect on learning performance (β = 0.845; f² = 2.524), and also exerts indirect effects through positive academic emotions (β = 0.134) and academic self-efficacy (β = -0.034). The structural model explains 75.9% of the variance in student performance (R² = 0.759). These findings emphasize the critical role of teacher support and students’ psychological factors in formative assessment, suggesting that integrating socio-emotional variables can improve learning effectiveness in primary education.
The EFL Students’ Interaction Patterns in Online Learning Platforms: A Qualitative Observational Study Mukmin, Moh. Fajar Amirul
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): 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.v2i2.305

Abstract

This study explores EFL students’ interaction patterns in online learning platforms through a qualitative observational approach. Grounded in Moore’s interaction framework, the research focuses on three types of interaction: learner–teacher, learner–learner, and learner–content interaction. The study was conducted in an undergraduate online course involving 27 EFL students who participated in synchronous sessions supported by a learning management system. Data were collected through participant observation across five online meetings, supported by field notes, chat transcripts, and LMS discussion records. Thematic analysis was employed to identify recurring interaction behaviors and patterns. The findings reveal that learner–teacher interaction was the most dominant form, characterized by students’ responses to instructors’ questions and feedback. Learner–learner interaction occurred less frequently and was often limited to brief peer responses, while learner–content interaction varied depending on task requirements. These results indicate that although interaction is present in online learning environments, it is uneven and largely teacher-driven. The study highlights the importance of intentional instructional design and active facilitation to promote balanced interaction and meaningful engagement in online EFL learning contexts.
Cognitive Resilience and Learning Motivation of Broken Home Children: A Study on Students of Madrasah Ibtidaiyah Al-Ikhlas Ancaran Nengsih , Wida; Gumiandari, Septi
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): 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.v2i2.308

Abstract

The phenomenon of Broken Home among elementary school students is a social and psychological problem that impacts learning motivation, emotional stability, character, and academic achievement. This study aims to analyze the relationship between incomplete family conditions and learning motivation, as well as the role of resilience, social support, and the school environment in maintaining children's academic achievement. This study aims to analyze 1) students' cognitive condition and learning motivation, 2) factors that affect cognitive resilience, 3) the role of PAI in supporting learning motivation 4) strategies based on Islamic values to strengthen students' cognitive resilience and learning motivation at MI Al Ikhlas Ancaran. This study uses a qualitative descriptive approach with data collection techniques in the form of observation, in-depth interviews, and documentation of Broken Home family students, PAI teachers, and homeroom teachers. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing by paying attention to validity through triangulation of sources and methods. The results of the study show that 1) students with a Broken Home background  generally have a relatively good level of cognitive resilience, so they are able to adapt to academic challenges, 2) students show quite effective abilities in managing emotional stress that arise due to various environmental and family factors, 3) the level of student learning motivation is in the medium to good category, which reflects the internal drive to continue to excel Even though they face an incomplete family condition. 4) Islamic values-based strategies are effective in strengthening cognitive resilience and learning motivation. Other findings show a positive relationship between cognitive resilience and learning motivation where the higher the resilience students have, the stronger their motivation to learn. The home environment, madrasah and peer relationships are one of the supporting factors in Shiwa's cognitive resilience in increasing learning motivation. The results of the study stated that students affected by Broken Home families can maintain learning motivation if they have strong cognitive resilience and receive support from a conducive school environment.
The Effectiveness of Video Games for Learning and Teaching English Language Among School-Age Students Putra, Alfaro Electra Bimantara
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): 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.v2i2.310

Abstract

This study discusses the effectiveness of video games in learning and teaching English to young learners through an extensive review of literature and meta-analysis on published research papers from 2009 to 2025. The results reveal the effectiveness of video games in promoting vocabulary, communicative, and confidence domains, with gamers performing better in language games in comparison to non-gamers. There was, however, little to no difference in formal academic achievement, English GPA. The effectiveness of learning through video games depends on the genre, with narrative-based video games proven to be an essential element in vocabulary development and multiplayer video games in speech development. The implications of this research indicate that video games, if properly integrated into structured digital game-based language learning platforms, can act as an additional teaching supplement.
Examining the Interaction Between Behavioral and Emotional Engagement on Cognitive Engagement: A Mediation Analysis Maharani, Amanda
LEOTECH: Journal of Learning Education and Technology Vol. 2 No. 2 (2025): 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.v2i2.316

Abstract

This study aims to examine the effects of behavioral and emotional engagement on cognitive engagement among elementary school students using structural modeling. Data were collected from 240 students in grades 4-6 using a 15-item Likert-scale questionnaire. Confirmatory Factor Analysis (CFA) was used to test construct validity and reliability, followed by Structural Equation Modeling (SEM) to examine interdimensional relationships. The results showed that behavioral engagement had a positive effect on both emotional and cognitive engagement, while emotional engagement also positively influenced cognitive engagement. However, the effects were relatively small, and emotional engagement did not significantly mediate the relationship between behavioral and cognitive engagement. These findings emphasize the role of behavioral and emotional engagement in enhancing cognitive engagement, while suggesting that other contextual factors should also be considered. The proposed model demonstrated a good fit with the data and provides a basis for understanding student engagement in primary education.

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