Journal of Scientific Studies and Multidisciplinary Research
The Journal of Scientific Studies and Multidisciplinary Research is a peer-reviewed open-access academic journal dedicated to the publication of high-quality research and scholarly contributions from various scientific disciplines. The journal serves as an international platform for researchers, academics, educators, professionals, and practitioners to disseminate innovative ideas, empirical findings, theoretical analyses, and practical applications that contribute to the advancement of science, education, technology, social development, and interdisciplinary studies. Published quarterly in March, June, September, and December, the Journal of Scientific Studies and Multidisciplinary Research promotes scientific integrity, academic excellence, and multidisciplinary collaboration by encouraging the integration of knowledge across different fields of study. The journal is committed to supporting scholarly dialogue and fostering research that addresses contemporary global, regional, and societal challenges through scientific and multidisciplinary approaches. The journal welcomes original research articles, review articles, conceptual papers, case studies, and methodological studies that provide meaningful contributions to scientific knowledge and professional practice. By facilitating the exchange of ideas among scholars from diverse academic backgrounds, the Journal of Scientific Studies and Multidisciplinary Research aims to become a significant reference source for the development of multidisciplinary research and innovation at both national and international levels. The Journal of Scientific Studies and Multidisciplinary Research aims to advance scientific knowledge and encourage interdisciplinary research that contributes to academic development, innovation, and solutions for real-world problems. The journal seeks to provide a comprehensive forum for the publication of scholarly works that integrate perspectives from multiple disciplines in order to strengthen scientific understanding and societal progress. The scope of the journal includes, but is not limited to, the following areas: Education and teaching studies Social sciences and humanities Natural and applied sciences Technology and digital innovation Economics, business, and management Islamic studies and religious studies Health and community development Environmental and sustainability studies Language, literature, and cultural studies Law, public policy, and governance Psychology and human development Engineering and scientific innovation Multidisciplinary and interdisciplinary research The Journal of Scientific Studies and Multidisciplinary Research particularly encourages studies that explore interdisciplinary collaboration, scientific transformation, educational innovation, technological advancement, and community-based solutions that respond to contemporary issues in local, national, and global contexts. Through its broad and inclusive scope, the journal aims to strengthen academic networks, inspire intellectual exchange, and promote impactful research for the benefit of society.
Articles
54 Documents
<![CDATA[Comparative Literature Review of Concrete Learning Media, Student Learning Interest, and Mathematical Reasoning in Elementary and Madrasah Ibtidaiyah Mathematics Education ]]>
<![CDATA[Muhammad Marwazi]]>
<![CDATA[ Journal of Scientific Studies and Multidisciplinary Research Vol. 2 No. 3 (2025): March ]]>
Publisher : <![CDATA[Formad English Foundation NTB Jakarta ]]>
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DOI: 10.67028/jssmr.v2i3.224
<![CDATA[Elementary mathematics learning requires instructional approaches that connect abstract concepts with meaningful student experiences. However, research on concrete learning media, student learning interest, and mathematical reasoning has often examined these dimensions separately, limiting an integrated understanding across elementary schools (SD) and Madrasah Ibtidaiyah (MI). This study aimed to critically synthesize the relationships among concrete learning media, student learning interest, and mathematical reasoning and to compare patterns across SD and MI contexts. A qualitative comparative and integrative literature review was conducted using 35 research articles published between 2014 and 2024. Data were collected through systematic identification, screening, and extraction of relevant studies and analyzed using thematic analysis and comparative synthesis. The findings indicate that concrete learning media support meaningful mathematical experiences by enabling students to explore, represent, compare, and connect abstract concepts with observable activities. Learning interest emerged as an engagement-related factor that supports attention, participation, and persistence, while mathematical reasoning represented a higher-order outcome associated with opportunities to explain relationships, identify patterns, and justify solutions. The integrated synthesis suggests a conceptual pathway from concrete learning experiences to engagement and sustained mathematical participation, which creates conditions for mathematical reasoning. Similarities were evident across SD and MI, although implementation varied according to instructional and contextual conditions. The study contributes an integrated conceptual framework for understanding instructional, learner, and outcome dimensions in elementary mathematics education.]]>
<![CDATA[Enhancing Children’s Religious Vocabulary through Islamic Values-Based Language Learning Activities at PAUD Syihabul Musthofa, Embung Kandong Village ]]>
<![CDATA[Zulmini]]>;
<![CDATA[Jumatriadi]]>;
<![CDATA[Ahmad Izzuddin]]>
<![CDATA[ Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 2 (2026): September ]]>
Publisher : <![CDATA[Formad English Foundation NTB Jakarta ]]>
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DOI: 10.67028/jssmr.v3i2.225
<![CDATA[Religious vocabulary development is an important component of early childhood language education, particularly in Islamic early childhood education institutions where language learning is closely associated with religious habituation and character formation. This study aimed to examine the implementation of Islamic values-based language learning, identify the forms of religious vocabulary introduced, and analyze its effectiveness in improving children’s religious vocabulary at PAUD Syihabul Musthofa, East Lombok, Indonesia. The study employed a qualitative descriptive classroom action research design based on the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The participants comprised 25 children, supported by classroom teachers and the school principal as informants. Data were collected through observation, interviews, documentation, and oral and practical language assessments. Data were analyzed through data reduction, data display, and conclusion drawing, supported by source and technique triangulation. The findings demonstrated substantial improvement in children’s religious vocabulary following the intervention. The mean score increased from 11.2 at the pre-action stage to 16.4 in Cycle I and 21.1 in Cycle II, representing an overall improvement of 88.39%. Qualitative findings also indicated better pronunciation, contextual understanding, confidence, and spontaneous use of religious expressions. The study concludes that Islamic values-based language learning effectively integrates vocabulary development with religious habituation and character formation through contextual, enjoyable, and consistent activities. The findings provide practical implications for developing developmentally appropriate Islamic language-learning practices in early childhood education.]]>
<![CDATA[Enhancing the Social-Emotional Skills of Early Childhood Children Aged 5–6 Years through Sociodramatic Role-Playing Activities ]]>
<![CDATA[Ahmad Maududi]]>
<![CDATA[ Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 2 (2026): September ]]>
Publisher : <![CDATA[Formad English Foundation NTB Jakarta ]]>
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DOI: 10.67028/jssmr.v3i2.226
<![CDATA[Social-emotional competence is a fundamental component of early childhood development, yet some children experience difficulties in cooperation, emotional regulation, emotional expression, and responding to peers. This study aimed to examine the use of sociodramatic role-playing activities to enhance the social-emotional skills of children aged 5–6 years at PAUD Permata Barko. The study employed a classroom action research design involving 17 children and was conducted through a pre-action assessment and two intervention cycles, each comprising planning, action, observation, and reflection. Data were collected using a social-emotional observation checklist, teacher interviews, activity documentation, and researcher–teacher reflective notes. Quantitative data were analyzed descriptively by comparing observation scores across assessment stages, while qualitative data were analyzed to identify patterns in children's social-emotional behaviors. The findings showed progressive improvement in children's social-emotional skills, with the mean score increasing from 2.1 at the pre-action stage to 2.8 in Cycle I and 3.5 in Cycle II on a four-point scale. Improvements were observed in cooperation, emotional regulation, emotional expression, and empathy toward peers. The findings indicate that structured sociodramatic role playing can provide meaningful opportunities for children to practice social interaction, manage emotions, communicate feelings, and respond appropriately to peers. The study concludes that sociodramatic role playing, supported by teacher facilitation and reflective instructional improvement, can serve as a practical strategy for strengthening social-emotional development in early childhood education.]]>
<![CDATA[Multicultural Islamic Education at Public Elementary School 27 Cakranegara: Strategies for Fostering Children’s Critical Reasoning and Tolerance ]]>
<![CDATA[Muhammad Hasan Basri]]>;
<![CDATA[Syamsul Arifin]]>;
<![CDATA[Mustain]]>
<![CDATA[ Journal of Scientific Studies and Multidisciplinary Research Vol. 3 No. 2 (2026): September ]]>
Publisher : <![CDATA[Formad English Foundation NTB Jakarta ]]>
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DOI: 10.67028/jssmr.v3i2.227
<![CDATA[Multicultural Islamic education has the potential to develop both students’ critical reasoning and tolerance, yet these outcomes are often examined separately in elementary education. This study investigated how multicultural Islamic education was implemented at Public Elementary School 27 Cakranegara and how its pedagogical strategies fostered students’ critical reasoning and tolerance. A qualitative case study was conducted involving 23 participants: five Islamic Religious Education teachers, 15 students, and three parents. Data were collected through eight participatory observations, semi-structured interviews, and analysis of five lesson plans, teaching materials, and student work. The data were analyzed thematically using inductive–deductive coding with NVivo 12, supported by source and method triangulation, member checking, peer review, and an audit trail. The findings showed that multicultural integration remained uneven. Three of five lesson plans did not explicitly formulate multicultural objectives, while classroom activities were frequently teacher-centered and textbook-based. However, open-ended questioning, teacher scaffolding, social-media analysis, show-and-tell activities, role-play, collaborative projects, and reflection on Islamic values created stronger opportunities for perspective-taking, critical evaluation, and respectful interaction. Students demonstrated increased willingness to develop cross-religious friendships and greater empathy toward minority peers, while some students also critically examined incomplete media information and inconsistencies between religious principles and social practices. The study proposes a critical-relational perspective in which Islamic values provide ethical orientation, multicultural encounters provide contextual experience, teacher scaffolding enables critical inquiry, and respectful interaction supports tolerance. Future research should examine this framework longitudinally and across more diverse school contexts.]]>
