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GENFABET: Jurnal Pendidikan Dasar
Published by Akademi Merdeka
ISSN : -     EISSN : 30637015     DOI : 10.70152
Core Subject : Education,
Education
Jurnal Pendidikan Dasar is an open-access, peer-reviewed scientific journal published by CV. Akademi Merdeka. GENFABET Journal is a peer-reviewed scientific journal that focuses on research and studies in the field of elementary education. This journal provides a platform for researchers, academics, and practitioners to publish the latest findings that contribute to the development of elementary education theory and practice. Topics covered include teaching and learning methods, curriculum development, child psychology and learning development, technology in elementary education, and education policies and management that affect the quality of education at the elementary level.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 21 Documents
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Exploring Multidimensional Relationships between Educational Situation Perception, Teacher Support, Digital Learning Engagement, and Academic Self-Efficacy in Elementary School Putri, Dita Amelia; Muzakki, Muhammad Alie
GENFABET: Generasi Pendidikan Dasar Vol. 2 No. 2 (2026): GENFABET: Generasi Pendidikan Dasar
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/genfabet.v2i2.345

Abstract

This study examines the structural relationships among students’ perceptions of the learning environment, perceived teacher support, academic self-efficacy, and students’ engagement in digital learning in elementary school digital learning contexts. A quantitative survey approach was employed, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM). The findings reveal that academic self-efficacy significantly predicts students’ participation in digital learning activities. Teacher support significantly contributes to strengthening academic self-efficacy and indirectly influences digital learning engagement through the improvement of students’ academic confidence. In contrast, educational situation perception does not show a significant direct relationship with either academic self-efficacy or digital learning engagement. The sequential mediation pathway involving teacher support and academic self-efficacy is statistically confirmed. The model demonstrates satisfactory explanatory power and predictive relevance. The results suggest that psychologically driven factors supported by effective pedagogical practices play a more central role in fostering students’ digital engagement than contextual perceptions operating independently. These findings highlight the mediating role of academic self-efficacy within the multidimensional framework tested in this study.

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