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MIREJ: Multidisciplinary Innovation Research Journal
Published by Akademi Merdeka
ISSN : -     EISSN : 30894069     DOI : 10.70152
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Multidisciplinary Innovation Research Journal is a scientific journal published twice a year by Akademi Merdeka, focusing on multidisciplinary research. The primary goal of this journal is to share conceptual ideas and research findings across various research fields. Submissions must be original, research-driven, unpublished, and not under consideration for publication elsewhere. All manuscripts submitted will be evaluated by the editorial team, board, and anonymous reviewers. Manuscripts that do not comply with the journal’s formatting or length requirements will be rejected without review. Each submission is reviewed by an expert in the relevant field before a recommendation for acceptance. Authors are solely accountable for the content of their published articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 20 Documents
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The Effect of Entrepreneurial values and Self-Confidence on Entrepreneurial Interest in Elementary School Student Citra Nur Anisa; Alpin Alghani; Achmad Syarifudin
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 1 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i1.62

Abstract

Previous research This study was to understand the relationship between the three components of Planned Behavior Theory and the mediating effect of these components on the relationship between Entrepreneurship education and Self-efficacy on Entrepreneurial intentions among experienced students in Vietnam. The findings show that Entrepreneurship education has a direct positive effect on attitudes towards entrepreneurship, control of perceived behavior and subjective norms Entrepreneurship of engineering students in Vietnam. These findings are consistent with many previous studies have confirmed the role of entrepreneurship education in shaping students' entrepreneurial intentions. The main goal of this approach is to obtain empirical data that can be used in testing theoretical models through statistical analysis. Based on the results show that entrepreneurial self confidence (ESC), significantly mediated the relationship between Entrepreneurial Value (EV) and Entrepreneurial Interest (EI). Entrepreneurial values (EV) and Entrepreneurial Interests (EI) significantly mediates the relationship between entrepreneurial self confidence (ESC) and entrepreneurial interest (EI). The values that individuals believe in relation to the world of entrepreneurship strengthen their intention to become entrepreneurs. A number of studies have shown that entrepreneurship education at the elementary level can play an important role in shaping students' attitudes and interests in entrepreneurship in the future.
Analysis of Students' Creative Thinking Abilities in Science Learning in Elementary Schools PUTRI Melianti; Anisya Fitriani; Adinda Wulan Fitriyah
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 1 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i1.94

Abstract

Creative thinking is a skill that student must posses to support the mastery of 21 st-century skills. In natural science (IPA) learning, this ability plays a role in facilitating students to create ideas, innovation, and constructive thinking. This research aims to explore the level of creative thinking ability of fourth-grade students in science learning at the elementary school level. The type of research used is the qualitative descriptive method. The subject of the research were 50 students, consisting of 28 female students and 22 male students. The data collection technique was carried out through observation, test, and documentation. The research instrument consist of eight essay question formulated based out five indicators of creative thinking ability, namely fluency, flexibility, originality, elaboration, and metaphorical thinking. The data analysis technique used was source triangulation. The result of the data analysis show that the aspect of fluency dominates the students achievement, followed by flexibility. Meanwhile, originality, elaboration, and metaphorical thinking fall into the less satisfactory category. These findings indicate that students tend to be able to present original ideas, but still need reinforcement in flexible thinking as well as in the use of analogies or metaphors.
The Influence of Self-Efficacy on the Understanding of Science Concepts in Elementary Schools: A Meta-Regression Analysis Suci Nurhayati; Afra Munifah; Olivia Amelizky
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 1 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i1.102

Abstract

This research aims to determine the extent to which self-efficacy affects students' understanding of science concepts, specifically in terms of translation, interpretation, and extrapolation abilities. These aspects reflect students’ cognitive skills in explaining, interpreting, and predicting scientific phenomena. The research design used is a quantitative approach with a survey method and non-experimental design. The sample of this study amounted to 50 students, consisting of 22 girls and 27 boys from five elementary schools that are part of Gugus 1 in Pasawahan District, selected through purposive sampling technique. Data collection techniques were carried out using tests in the form of test items measuring science concept understanding and non-tests in the form of questionnaires to measure student self-efficacy. Data were analyzed using simple linear regression to test the relationship between self-efficacy and understanding of science concepts. The results showed that there was a significant relationship between self-efficacy and understanding of science concepts, with a Pearson correlation of 0.341 (p<0.05). This finding indicates that students with a high level of self-efficacy have a better understanding of science concepts. The contribution of this research is to strengthen the understanding of the importance of self-efficacy in science learning. This research is also significant for the development of learning methods that can increase students' self-efficacy to improve understanding of science concepts in the future.
The Effectiveness of Learning Motivation on Science Literacy in Elementary School Students Anisya Fitriani; Putri Melianti; Adinda Wulan Fitriyah
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 1 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i1.104

Abstract

This study aims to analyze the relationship between learning motivation and science literacy in primary school students. Motivation is an important factor in learning, while science literacy plays a role in developing critical and analytical thinking skills. Using a quantitative approach and correlational survey design, data were obtained from a sample size of 50 students (n = 50) from five public elementary schools in Cirebon, Indonesia. The research instrument consisted of a Likert scale questionnaire to measure the level of motivation as well as a written test to assess science literacy. The results of descriptive statistical analysis showed that students' motivation level was high, with an mean score of 31.82 out of 40. In contrast, science literacy was in the medium category, with an mean score of 16.02 out of 26. The correlational findings indicated that high motivation does not always go hand in hand with improved science literacy. This suggests that internal motivation needs to be balanced with relevant and contextualized learning strategies. Thus, effective science education demands an integrated approach that not only facilitates students' affective aspects but also enriches learning experiences through explorative and meaningful methods. The main contribution of this study lies in emphasizing the importance of integration.
Investigating the Impact of Self-Efficacy on Elementary Students’ Mathematical Problem-Solving Skills Adinda Wulan Fitriyah; Anisya Fitriani; Putri Melianti
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 1 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i1.105

Abstract

This study aims to investigate the relationship between academic self-efficacy and mathematical problem-solving among elementary school students in Cirebon, Indonesia. With the increasing recognition of psychological factors in 21st-century education, especially in primary education, there is a need for empirical validation to understand how self-efficacy operates at this developmental stage. A quantitative correlational approach was utilized, involving 50 students from five public elementary schools, chosen through purposive sampling. Data collection involved validated mathematical problem-solving assessments and academic self-efficacy questionnaires. The instruments demonstrated acceptable reliability (Cronbach's alpha > 0.6) and content validity was confirmed by experts in the field. Statistical analyses included tests for normality and homogeneity, Pearson correlation, and simple linear regression. While the data were not normally distributed, they satisfied the assumptions of homogeneity. The results indicated no significant relationship between academic self-efficacy and problem-solving ability (r = -0.014, p = 0.922), with regression analysis further confirming its negligible predictive power (β = -0.029, p = 0.922). These findings imply that academic self-efficacy may not be a crucial determinant of mathematical problem-solving performance at the elementary level, possibly due to the students’ limited metacognitive development. Theoretically, this study contributes to the field of educational psychology by challenging the universality of self-efficacy's influence in early education. Practically, it prompts educators and policymakers to consider developmental readiness when creating interventions designed to enhance self-belief. Future research should investigate mediating variables such as cognitive strategies, emotional regulation, and classroom environment to better understand academic performance among early learners.
A Comparative Evaluation of Large Language Models for Enterprise Deployment: Performance, Safety, Cost, and Scalability Using a Multi-Criteria Decision Framework Erarda Vuka; Jurgen Mecaj
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 2 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i2.350

Abstract

The proliferation of large language models (LLMs) across enterprise, research, and public-sector applications has created an urgent need for rigorous, multi-dimensional evaluation frameworks. This paper presents a comprehensive comparative analysis of seven state-of-the-art LLMs — GPT-4o, Claude 3.5 Sonnet, Gemini 1.5 Pro and Flash, LLaMA 3 70B, Mistral Large, and Claude 3 Haiku — across eight evaluation dimensions: benchmark accuracy, safety alignment, cost efficiency, inference latency, context handling, deployment flexibility, multilingual capability, and scalability. A weighted Multi-Criteria Decision Analysis (MCDA) framework is applied to produce transparent composite rankings from empirical benchmark data using five standardized benchmarks (MMLU, HumanEval, HellaSwag, GSM8K, MATH). Results indicate that Claude 3.5 Sonnet achieves the highest MCDA composite score (0.801), driven by accuracy (90.4% MMLU, 92.0% HumanEval) and safety alignment (4.9/5). Gemini 1.5 Flash emerges as optimal for cost-sensitive deployments ($0.075/1M tokens; 210 tok/s). The paper analyzes architectural trade-offs between dense transformers and Mixture-of-Experts designs, provides a deployment recommendation matrix, and contributes an extensible, evidence-based decision framework for enterprise AI practitioners.
Social-Emotional Skills of Elementary School Students: A Comparative Analysis Based on Ability Levels (HAS vs STD) in Rural and Urban Areas Wulan Nurhidayah; Anggi Aulia; Khaylila Najwa Afifah; Shofiyatun Hasanah; Feyza Acar
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 2 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i2.388

Abstract

Student development in elementary school is not based solely on academic ability but also on social-emotional skills (SES), which support self-regulation, peer relationships, and adaptation to school demands. Comparative evidence on how SES varies according to cognitive ability level and place of residence remains limited. This study analyzes differences in SES among elementary school students based on ability level (High-Ability Students/HAS vs. Standard Students/STD) and residential context (rural vs. urban), including the interaction between the two. A comparative quantitative approach with a 2x2 factorial design was used. Data were collected from 240 fourth- and fifth-grade students (103 HAS, 137 STD) using the Fair Cultural Intelligence Test (CFIT), a sociodemographic questionnaire, and the EACSE-CA scale, which consists of five dimensions of SES. The data were analyzed using descriptive statistics, Cramer’s V, Levene’s test, MANOVA with Pillai’s Trace, and univariate F-tests. Ability level significantly affected all five SES dimensions (F = 4.255, p = 0.001, partial eta squared = 0.084), while residence and the ability-residence interaction were not significant. HAS students scored higher than STD students in basic skills, interpersonal relationships, problem-solving, and emotional regulation, with no difference in goal-setting. SES differences are driven more by cognitive ability level than by residential area. The study enriches the empirical literature on elementary students’ SES through a novel comparative design integrating CFIT and sociodemographic data, offering a foundation for adaptive, ability-sensitive social-emotional learning strategies applicable across both rural and urban schools.
The Influence of Intelligence Quotient and Study Habits on the Academic Achievement of Elementary School Students Muhamad Ali Nurdin; Dimas Yanuar; Rio Andriana; Betari Indira Maharani
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 2 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i2.415

Abstract

 Elementary school students’ academic achievement remains a significant concern in Indonesia. The 2022 Computer-Based National Assessment indicated that many elementary school students in West Java had not yet achieved minimum competency standards in literacy and numeracy. Academic achievement is influenced by various internal factors, including cognitive ability, represented by Intelligence Quotient (IQ), and non-cognitive factors such as study habits. Although both variables have been widely examined in Western and East Asian contexts, studies investigating their simultaneous influence among Indonesian elementary school students, particularly in Cirebon City, remain limited. This study aimed to analyze the simultaneous effects of IQ and study habits on the academic achievement of students in Grades IV–VI in Cirebon City. A quantitative approach with an explanatory survey design was employed. The participants were 240 students aged 9–13 years, selected through proportionate stratified random sampling. IQ was measured using the Culture Fair Intelligence Test, while study habits were assessed using a validated questionnaire. The data were analyzed using multiple regression. The results showed that IQ (β = 0.485, p < 0.001) and study habits (β = 0.151, p = 0.008) had significant partial effects on academic achievement. Simultaneously, both variables explained 24.7% of the variance in academic achievement (R² = 0.247, F = 38.901, p < 0.001). IQ was the stronger predictor. These findings highlight the importance of strengthening both students’ cognitive abilities and study habits to improve academic achievement in elementary education.
The Role of Motivational Climate in Predicting Emotional Intelligence and Self-Concept Among Elementary School Students Vinna Shovina; Inggri Anggraeni Setiawati; Xinbi Nasywabilla Az-Zahra; Rahmah Nurusoimah; Anistya Rengganis
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 2 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i2.419

Abstract

This study examined the relationship between motivational climate (task-involving and ego-involving climate), emotional intelligence, and self-concept in 280 students in grades 5–6 of public elementary schools in Cirebon City, West Java, using a cross-sectional descriptive-explanatory design and PLS-SEM analysis (SmartPLS 3). The results showed that task-involving climate had a positive and significant effect on ego-involving climate, emotional intelligence, and self-concept, as well as emotional intelligence had a positive and significant effect on self-concept; On the other hand, ego-involving climate had no significant effect on these two variables. In addition to extending the application of Achievement Goal Theory to the general learning context in elementary schools and giving teachers a useful foundation for creating a classroom environment that prioritizes effort and learning processes, these findings confirm task-involving climate as the primary factor influencing students' emotional intelligence and self-concept.
Analysis of the Influence of the Missouri Mathematics Project Learning Model on Elementary Students' Mathematical Connection Skills and Habits of Mind Khofifah Amaliyatul Maula; Ananta Jelita Putri Ayu
MIREJ: Multidisciplinary Innovation Research Journal Vol. 2 No. 2 (2026): MIREJ: Multidisciplinary Innovation Research Journal
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/mirej.v2i2.435

Abstract

 This study examined the effect of the Missouri Mathematics Project (MMP) on elementary school students' mathematical connection ability and habits of mind. A quantitative study employing a quasi-experimental pretest-posttest control group design involved fifth-grade elementary school students. Data were collected using a mathematical connection test and a habits of mind questionnaire. The data were analyzed using descriptive statistics and Multivariate Analysis of Variance (MANOVA) after satisfying the assumptions of normality and homogeneity. The findings revealed that students who learned through MMP obtained higher mean scores in both mathematical connection ability and habits of mind than those who received conventional instruction. The MANOVA results indicated that the differences were not statistically significant for mathematical connection ability (p = 0.314) or habits of mind (p = 0.110). These findings suggest that although the structured learning stages of MMP encouraged students to engage in problem-solving activities, review prior knowledge, and practice mathematical procedures systematically, the intervention duration was insufficient to produce significant improvements in students' mathematical connection ability and thinking dispositions. The value of this study lies in providing empirical evidence that the effectiveness of MMP should be interpreted by considering contextual factors, including students' initial mathematical competence, instructional duration, and classroom learning conditions, rather than relying solely on score improvement. The study concludes that MMP has the potential to support the development of mathematical connections and productive thinking habits; however, longer implementation periods and complementary instructional strategies are required to achieve statistically significant learning gains in elementary mathematics education.

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