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INDONESIA
International Journal of Educatio Elementaria and Psychologia
Published by Yayasan Adra Karima Hubbi
ISSN : 3047843X     EISSN : 30478529     DOI : 10.70177/ijeep
Core Subject : Education,
Education Other
International Journal of Educatio Elementaria and Psychologia is an international, peer-reviewed, open-access journal that publishes scientific articles primarily but not limited to the area of elementary school and education psychology. International Journal of Educatio Elementaria and Psychologia is especially committed to publishing research papers which inform educational researchers about issues of contemporary concern in education. The basic purpose of the journal is to cover a broad spectrum of education theory and its implications for teaching practice, seeking to bridge and integrate diverse methodological and substantive research. The Editorial Board brings together academics and researchers from different countries, who seek to promote a vigorous dialogue between scholars in various fields both central and related to scientific enquiry in education. Articles accepted for publication in International Journal of Educatio Elementaria and Psychologia should address an important, up-to-date issue in education, apply appropriate research methodology, and be written in a clear and coherent style. Accepted articles should make significant contributions to the field. In addition, International Journal of Educatio Elementaria and Psychologia accepts articles which promote advances in education from closely related fields, such as cognitive psychology, child development, applied linguistics and others. International Journal of Educatio Elementaria and Psychologia does not publish articles that have appeared elsewhere or have been concurrently submitted to or are already under consideration for publication in other journals.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 74 Documents
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FOSTERING PSYCHOLOGICAL SAFETY: THE IMPACT OF INCLUSIVE LEADERSHIP IN SCHOOLS ON TEACHER JOB SATISFACTION AND TEAM INNOVATION Jeroen de Vries; Eva Janssen; Pieter Hendriks
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3096

Abstract

Inclusive leadership in schools has gained increasing attention for its potential to foster a positive organizational climate and improve key outcomes, such as teacher job satisfaction and team innovation. Despite growing interest, there is limited empirical research on how inclusive leadership directly impacts these factors in educational settings. This study aims to examine the relationship between inclusive leadership and teacher job satisfaction, as well as the mediating role of psychological safety in enhancing team innovation in schools. A mixed-methods approach was utilized, combining quantitative surveys administered to 300 teachers with qualitative interviews conducted with 20 school leaders. The results revealed that inclusive leadership significantly contributed to higher levels of teacher job satisfaction and psychological safety. Furthermore, psychological safety was found to mediate the relationship between inclusive leadership and team innovation, highlighting its critical role in promoting a collaborative and innovative work environment. The findings suggest that when school leaders demonstrate inclusive behaviors, such as fostering open communication, valuing diverse perspectives, and supporting professional development, it creates a psychologically safe environment where teachers feel valued and motivated to contribute innovative ideas. This study underscores the importance of inclusive leadership in enhancing both teacher well-being and the innovative capacity of school teams.
EFFICACY OF A MINDFULNESS-BASED COGNITIVE THERAPY (MBCT) INTERVENTION FOR TEST ANXIETY IN PRIMARY SCHOOL STUDENTS Yassine Belhassen; Hana Ben Romdhane; Amine Ali
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3097

Abstract

Test anxiety is a common challenge among primary school students, often impacting their academic performance and well-being. Mindfulness-Based Cognitive Therapy (MBCT) has shown promise in managing anxiety-related disorders, but its efficacy in reducing test anxiety in primary school students remains underexplored. This study aims to evaluate the effectiveness of an MBCT intervention in reducing test anxiety among primary school students and improving their academic performance. A randomized controlled trial design was used, with 60 students assigned to either the MBCT intervention group or a control group. The MBCT program consisted of 8 weekly sessions, focusing on mindfulness practices, cognitive restructuring, and stress reduction techniques. Pre- and post-intervention assessments were conducted using the Test Anxiety Inventory (TAI) and academic performance records. The results showed a significant reduction in test anxiety scores for the intervention group compared to the control group (p < 0.05). Additionally, students in the MBCT group demonstrated improved academic performance, particularly in subjects where test anxiety had previously hindered their progress. These findings suggest that MBCT is an effective intervention for managing test anxiety in primary school students, contributing to both emotional well-being and academic success. Future studies should explore the long-term impact of MBCT and its applicability to other student populations.
A COMPUTATIONAL MODEL OF LANGUAGE ACQUISITION: INTEGRATING NEURAL NETWORKS AND STATISTICAL LEARNING TO SIMULATE EARLY COGNITIVE DEVELOPMENT Isaac Chanda; Patricia Mumba; Peter Mulenga
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.3105

Abstract

Language acquisition in early childhood remains a complex process that integrates various cognitive mechanisms. Recent advancements in computational modeling have provided a new avenue for understanding how children learn language by simulating neural networks and statistical learning processes. This study presents a computational model that combines these two frameworks to simulate early cognitive development in the context of language acquisition. The aim of this research is to explore how neural networks, with their ability to process information through interconnected nodes, can mimic the way children acquire language. Additionally, the study integrates statistical learning, which is the process of extracting patterns from input data, to examine how it contributes to the learning of syntax and semantics in early language development. A combination of artificial neural networks (ANNs) and statistical learning algorithms was implemented to simulate language acquisition in a controlled environment. The results demonstrated that the model was able to replicate key features of language learning, such as word segmentation, syntax acquisition, and semantic understanding, with performance improving as the model was exposed to more data. The findings support the utility of computational models in studying cognitive processes and provide insights into how neural networks and statistical learning can work together to simulate language acquisition. The model’s applications could further enhance the understanding of language learning and the development of artificial intelligence.
PROBLEM-BASED LEARNING IN PRIMARY SCHOOLS: ENHANCING CONCEPTUAL UNDERSTANDING AND PROBLEM-SOLVING SKILLS Rofiqoh Hasan Harahap; Hale Y?lmaz; Aylin Erdo?an
International Journal of Educatio Elementaria and Psychologia Vol. 3 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v3i2.4225

Abstract

Problem-Based Learning has received increasing attention as an instructional approach capable of fostering higher-order thinking, meaningful knowledge construction, and learner autonomy within primary education. Persistent reliance on teacher-centered instruction continues to limit students’ opportunities to develop conceptual understanding and apply knowledge to authentic problem situations. This study aimed to examine the effectiveness of Problem-Based Learning in enhancing conceptual understanding and problem-solving skills among primary school students. A mixed-methods sequential explanatory design was employed involving 920 students from twelve elementary schools. Quantitative data were collected using validated assessments of conceptual understanding, problem-solving skills, critical thinking, cognitive engagement, collaborative learning, self-regulated learning, and academic achievement, and analyzed through repeated-measures analysis of variance, generalized linear mixed-effects modeling, structural equation modeling, mediation analysis, and hierarchical regression. Qualitative evidence was obtained through interviews, classroom observations, teacher reflective journals, and instructional document analysis, followed by thematic interpretation. Findings revealed significant improvements in conceptual understanding, problem-solving performance, critical thinking, collaborative learning, cognitive engagement, and academic achievement among students participating in Problem-Based Learning. Conceptual understanding emerged as the strongest predictor of problem-solving ability, while teacher scaffolding and self-regulated learning significantly strengthened inquiry processes and sustained learning outcomes. Results indicate that effective Problem-Based Learning depends on the integration of authentic problem scenarios, collaborative inquiry, structured teacher guidance, reflective learning, and supportive classroom environments. The proposed instructional framework offers practical guidance for improving meaningful learning and higher-order thinking in primary education.

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