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Santi Rahmawati, S.T., M.S.M.
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Journal of Elementary and Secondary School (JESS)
Published by Research Synergy Foundation
ISSN : 29869188     EISSN : 29868556     DOI : https://doi.org/10.31098/jess
Core Subject : Education,
Education Other
The Journal of Elementary and Secondary School (JESS) is a scholarly, peer-reviewed publication established to serve as a platform for researchers, educators, and practitioners to disseminate their findings, theories, and best practices related to primary and secondary education. JESS is devoted to serving as a central hub for sharing new knowledge and research in this field, creating a space for collaboration, networking, and exchanging ideas. Starting from this point, JESS is open for paper submission on both education theory and research for teaching practice by applying the most recent findings on this topic. Encompassing a thorough exploration of primary and secondary education, JESS encapsulates a diverse array of subjects, including, but not limited to: - Competencies and Learning: The topic covers but is not limited to socioemotional competence and learning competencies, especially for primary and secondary school. - Cognitive psychology: The topic covers but is not limited to psychology that studies mental processes such as attention, language use, memory, perception, problem-solving, creativity, and mindset, which focuses on primary and secondary school. - Sociology to school learning and teaching: The topic covers but is not limited to the social integration of education, socialization, Social Placement, and social and cultural innovation in the primary and secondary school. - Digitalization of Schools: but not limited to Learning Methods in the Industrial Revolution Era 4.0, metacognitive teaching method, cooperative teaching method, student center learning, assessment in learning and teaching, online learning, evaluation of distance learning, the effectivity of distance learning in the primary and secondary school.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
 1   2   3   4   5 
Exploration of the Themes and Vocabularies of English Books by Kindergarten Students Sri Slamet; Markhamah Markhamah; Heriyanti Tahang; Choiriyah Widyasari; Sri Katoningsih; Aisyah Rahmah I; Hilyatul Millah; Salma Zhafirah Yasri; Rellive Enka Banuvita
Journal of Elementary and Secondary School Vol. 3 No. 1 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i1.3200

Abstract

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.
Describing The Inclusivity of Elementary School Buildings for Pupils with Disabilities Rwehn Izeah Ricaplaza; Ma Antonette G Salumag; Francis May S Valmorida; Alfer Jann D Tantog
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3290

Abstract

This research examines the inclusivity and accessibility of the Columban Elementary School and College Department building in Pagadian City, with a focus on key features such as parking areas, entrances, doors, corridors, toilets, and stairways. A survey, adapted from the Batas Pambansa Bilang 344 compliance checklist, was administered to 42 Bachelor of Elementary Education (BEED) students and 53 Grade 6 pupils. Quantitative data analysis was employed to interpret the responses. The results indicate that both Grade 6 pupils and BEED students generally perceive the school buildings as accessible, with Grade 6 pupils rating accessibility features slightly higher. A statistical test revealed a significant difference between the perceptions of Grade 6 pupils and BEED students, suggesting that younger students may have a more favorable view of the school's accessibility. These findings highlight the need for ongoing assessment of school infrastructure to ensure it meets the needs of all students, especially those with disabilities. The study proposes an action plan to improve accessibility, including feedback mechanisms, staff training on inclusive practices, collaboration with accessibility experts, and regular audits. By emphasizing the importance of an inclusive school environment, this research aims to contribute to the development of educational settings that support all learners, including those with disabilities.
Coping Strategies of Public-School Elementary Teachers in Dealing with Paperwork Stephanie Paraon; Abbie Malaran; Elaine Marie Lagang; Anthonet Mae Manatad; Francis May Valmorida; Alfer Jann Tantog
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3301

Abstract

One important aspect of learning English in kindergarten is vocabulary mastery, which plays a crucial role in children’s ability to communicate effectively and understand language. However, many children at Aisyiyah Kindergarten in Surakarta, which were observed through purposive sampling, still struggle with vocabulary acquisition. It was found that the learning media, primarily textbooks, focused mostly on activities such as coloring, thickening, and writing letters, without providing sufficient repetition exercises to reinforce vocabulary. This was identified as a significant factor contributing to the challenges children face in retaining vocabulary. The recent research objective was to explore the themes and vocabulary in the textbooks in Surakarta kindergartens. This study specifically sought to examine how well textbooks support the development of vocabulary mastery and whether the content is culturally appropriate and engaging for young learners. The research was conducted using an exploratory qualitative descriptive approach. Data were collected through document analysis of English textbooks used in Surakarta kindergartens, applying first-order and second-order understanding techniques to identify and categorize themes and vocabulary. The results revealed that the textbooks used in these kindergartens were thematic, with some themes aligning with the Ministry of National Education's guidelines. However, the vocabulary introduced was sometimes disconnected from the children’s everyday experiences and was occasionally culturally inappropriate. While some textbooks included a significant amount of vocabulary, the frequency of repetition exercises was insufficient, with some books lacking repetition altogether.
Exploring the Reading Strategies of Performing Humanities and Social Sciences of Senior High School Students Bon Christian Lloyd Comique; Justine Joy Rojo; Angel Shane Suan; Aris Pet Angeli Suarez; Genesis Naparan
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3319

Abstract

This study explores the reading strategies employed by performing Humanities and Social Sciences (HUMSS) students. It examines their reading material preferences, reading motivations, reading strategies, challenges encountered, and coping strategies developed. The research acknowledges the potential of reading materials to enhance academic development and gain confidence, belonging, and knowledge acquisition. However, it also recognizes that motivational factors can be accompanied by challenges such as difficulty concentrating and procrastination. A Qualitative Merriam Case Study method was used to investigate the reading strategies of 15 performing HUMSS students, supplemented by interviews with 2 peers for triangulation. Data collected from these interviews were analyzed and categorized to identify recurring themes and patterns. The findings reveal that performing HUMSS students are motivated by both internal and external rewards, information prioritization, and peer influence. These students face challenges such as difficulty in concentration, reading, and procrastination. To address these challenges, they employ self-guided or independent reading strategies and collaborative strategies. The study concludes that performing HUMSS students demonstrate flexibility and adaptability in their reading approaches, adjusting their strategies to overcome challenges. This suggests that a combination of independent and collaborative techniques is effective in maintaining reading engagement and comprehension among students.
Ecocriticism on the Short Stories of Grade 7 Philippine Literature Textbook: Ecological Themes in Teaching Jezabel Cañales; Jannine Marie B Baldado; Khytz A Agan; Dayanara R Gaan; Genesis Naparan
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3345

Abstract

Ecocriticism is the field that is characterized by a lively exchange of opinions, with audiences playing an essential role in the construction of the work of art. This approach challenges readers to reconsider their relationship with the world and their surroundings. This research focuses on examining the relationship between literature and the physical environment in the short stories in the Grade 7 Philippine literature textbook, particularly in the book entitled English Learner Material, with an author and a connection between humans and the physical environment using an ecocritical lens. The ecocritical lens is the literary lens used to examine the different ecological themes in the textbook. The result shows 8 animal themes, 5 pastoral themes, 5 dwelling themes, and 2 apocalypse themes found in the 9 selected short stories from the Grade 7 Philippine literature textbook. Still, not all selected short stories from the Grade 7 textbook exhibit a clear relationship between humans and the physical environment. This study emphasizes the importance of nature in the lives of humans. It raises awareness about the environment and its importance in the Philippine literature textbook used by public schools in the Philippines, particularly in the students' learning and development of the teacher’s pedagogy in teaching literature that will make learning more meaningful and valuable for the students to gain new insights through literature reading. In conclusion, this study fosters environmental awareness among young learners as the stewards of Mother Earth
Instructional Materials Enhancing High School Learners’ Engagement in Research Skills Robinson Valenzona
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3660

Abstract

Instructional Materials (IMs) were used in teaching Qualitative Research. The importance of it is undeniably as it assisted the learners in gaining knowledge. Hence, this paper employed a descriptive correlational method with the application of statistical tools in analyzing the findings. The researcher made a self-administered survey questionnaire which was distributed to the teachers who handled Qualitative Research under the Division of Science City of Muñoz, Nueva Ecija through Google form. There was a total of 19 teachers who served as participants of the study. Most of them came from Muñoz National High School (Main) – Senior High School, belonging to early adulthood with 6-10 years in service, and mostly Teacher III. They use Google Meet/Classroom and self-paced learning modules in teaching qualitative research with their laptops as their common gadget. The findings revealed that audio-visual materials, video lessons, learning activity sheets, and worksheets were the top chosen IMs used by teachers in teaching Qualitative Research. It was found out that there was a significant relationship between the profile of the respondents, particularly their age, in the use of IMs. In addition, there was a correlation between the integration of instructional materials and the topics in teaching Qualitative Research. This research recommended a guide in teaching Practical Research I wherein the identified IMs are aligned with the Most Essential Learning Competencies (MELCS)provided by the Department of Education (DepEd).
Effectiveness Of “Matatag Na Filipino” On Grade 9 Filipino Proficiency: A Matched-Pair Quasi-Experimental Study Luzviminda A Parilla
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3820

Abstract

This study investigated the effectiveness of the “Matatag na Filipino” supplementary material in enhancing the Filipino language proficiency of Grade 9 students at Biñan Integrated National High School. Using a matched-pair quasi-experimental design, thirty-two participants were grouped into sixteen pairs based on identical or nearly similar pre-test scores. One student from each pair was assigned to the experimental group, which utilized the supplementary material, while the other belonged to the control group, which used the standard Filipino Grade 9 module. To assess proficiency gains, participants completed pre-tests, formative tests, and post-tests. Statistical tools such as weighted mean, standard deviation, paired samples t-test, independent samples t-test, and Cohen’s d were used for analysis. Results showed that the experimental group had a pre-test mean of 15.06 and a post-test mean of 35.81, while the control group also had a pre-test mean of 15.06 but a lower post-test mean of 27.25. The paired samples t-test revealed a statistically significant improvement in both groups, with the experimental group yielding a t-value of 13.015 and the control group a t-value of 4.298. Cohen’s d indicated a very large effect size (3.36) for the experimental group and a large effect size (1.11) for the control group. The supplementary material also received a high overall acceptability rating with a mean score of 3.76, indicating strong relevance, usability, and appropriateness. These findings demonstrate that “Matatag na Filipino” is an effective tool for improving Filipino language proficiency and is recommended for broader use in secondary education
Students' Perception of Co-teaching In an Inclusive Classroom: Implementation of The Finnish Education Curriculum Salma Yuliani; Rasmitadila Rasmitadila; Shakilla Azzahra; Siti Fadhila Nursyahida; Naya Sabrina
Journal of Elementary and Secondary School Vol. 3 No. 2 (2025): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v3i2.3825

Abstract

Implementing instruction in inclusive classes in elementary schools requires a flexible and effective co-teaching model that can be carried out collaboratively between teachers so that the learning objectives of all students can be achieved. However, various problems with co-teaching practices in inclusive classes, such as differences in responsibilities and roles between teachers, lack of collaboration, and lack of communication between teachers, often occur, including in Indonesia. This study explores prospective teacher students' perceptions regarding implementing co-teaching in inclusive classes in the context of the Finnish education curriculum. Data were collected through semi-structured interviews with six students who had implemented co-teaching practices. Data were analyzed using thematic analysis. The study produced three main themes: supporting factors for implementing co-teaching, challenges in using co-teaching, and teacher professionalism. The findings show that a flexible and effective co-teaching model in inclusive classes can only be practiced if all teachers strongly commit to collaborating as equal partners, increasing qualified teacher professional development, and school support to serve all students in achieving their most significant potential. This research has implications for all stakeholders in supporting and providing all the determining factors for co-teaching success, including the competence of quality teachers and prospective teacher students in higher education to meet the learning objectives for all students in inclusive classes.
Capturing the Voices through Lenses: A Photovoice-Based Needs Assessment of Ronggot Elementary School Cincy Merly Gecolea
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3827

Abstract

This study aimed to conduct a comprehensive needs assessment at Ronggot Elementary School, located in the remote Sitio Ronggot in Calamba City. Due to its geographical isolation and vulnerability to natural disasters, the school faces significant challenges that affect both pupils and teachers. The participants of the study were the 20 pupils and 5 teachers of Ronggot Elementary School. Photovoice was utilized as the main research design and focus group discussion was employed to gather data. Results of the comprehensive analysis of the current needs of Ronggot Elementary School, including its two locations, Bukid Learning Hub and Lecheria Integrated School, highlight the need for improved classrooms, technology access, transportation services, and sanitation facilities for pupils, as well as conducive workspaces and internet connectivity for teachers. Additionally, the assessment underscores the need for school relocation to improve accessibility and community engagement. The study concludes that addressing these issues through an evidence-based projects will significantly improve the educational experience and overall well-being of the school community. As a result, the researcher developed a school-community partnership projects, entitled Project AKAP (Alay mo, para sa Kinabukasan at Pangarap ng Batang Sitio and Isang Daan, Daan sa Kinabukasan. It is recommended that the crafted projects be disseminated to proper authorities for appropriate action
A Quasi-Experimental Study on the Effectiveness of Activity Worksheets in Enhancing Grade 9 Learners’ Performance in Geometry Algyr Cabanillas
Journal of Elementary and Secondary School Vol. 4 No. 1 (2026): Journal of Elementary and Secondary School
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/jess.v4i1.3836

Abstract

This quasi-experimental research design determined the effectiveness of the activity worksheets in enhancing the academic performance of Grade 9 learners in Mathematics. Match-pairing sampling technique was used in this study. Weighted mean and standard deviation were used to determine the learners’ performance in Mathematics. The t-test was used to determine whether there was a significant difference or increase in the study's findings. On the other hand, the difference between pre-test and post-test mean scores of the same individual or observation was measured using the t-test for paired samples and Cohen's d to determine the effect size. Based on the findings the researcher concluded that there is no significant difference between the two groups' mean scores on formative tests and post-test. More so, the test of mean scores of the students in each group found that there is a significant difference between the experimental group's pre-test and post-test mean scores, but no significant difference between the pre-test and post-test means scores of the comparison group. The researcher recommended that the continuation of the Activity Worksheets in Mathematics as part of the school’s intervention.

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