Indonesian Journal of Education Research (IJoER)

The Interplay of Cognition and Emotion in Brain-Based Social Studies Classroom

2025-10-27T23:21:11+07:00

Purpose of the study: This study investigates how students' cognition and emotion are interrelated and interconnected in learning Social Studies through a brain-based learning approach. The results will contribute to the academic discourse on the role of brain science in transforming classroom practices in Social Studies to achieve the desired learning outcomes.

Methodology: A case study methodology was utilized to explore how brain-based Social Studies lessons influence students' cognitive and emotional responses. Data were collected through interviews, focus group discussions, and creative assessment tools such as emoticons, numerical ratings, and metaphors, enabling a comprehensive understanding of students' perceptions, engagement levels, and overall learning experiences within the classroom context.

Main Findings: Social Studies is a value-based discipline that necessitates the development of both cognitive and emotional skills among students. Therefore, the integration of emotion in teaching Social Studies should align with the subject’s learning objectives. It should begin with enjoyment to activate students' brains, followed by surprise to help them see connections, and conclude with optimism, demonstrating how their learning can be applied to real-life situations. This dual focus is essential for fostering civic participation and cultivating active citizenship.

Novelty/Originality of this study: Brain-based learning, as an emerging approach in teaching Social Studies, posits that emotion and cognition are intertwined and inseparable. It provides solid scientific explanations for how the brain learns and achieves the desired learning outcomes of the subject. This approach may offer a long-awaited solution to the longstanding perception of Social Studies as a dull and unengaging subject.

Identifying and Classifying Spelling and Vocabulary Errors in English Language Learning: an Error Analysis Approach

2025-10-28T01:40:14+07:00

Purpose of the study: This study aims to identify and classify spelling and vocabulary errors made by students in the process of learning English. This study utilizes an error analysis approach to investigate students’ written work, emphasizing spelling and vocabulary errors.

Methodology: This study utilizes an error analysis approach to investigate students’ written work, emphasizing spelling and vocabulary errors. This study uses a descriptive qualitative method to analyze students’ written assignments.

Main Findings: The findings indicate that the most frequent writing errors involve prepositions and pronouns, each accounting for 0.04%, followed by article at 0.07%, and word choice at 0.09%. The most frequent writing error identified is related to spelling, accounting for 2.52%. The most common vocabulary-related writing error was punctuation, accounting for 6.78%, followed by subject-verb agreement at 0.45%. Errors in fragments and capitalization each made up 0.23%, while errors in the use of tenses (0.07%) and omissions (0.04%).

Novelty/Originality of this study: The novelty of this research lies in its focus on two micro-linguistic aspects (spelling and vocabulary) that are rarely explored in previous studies. Using an error analysis approach, it identifies and categorizes students’ errors, offering practical insights and contributions to improving the teaching of academic English writing at the tertiary education level.

Linking Exercise Self-Efficacy to Perceived Wellness: Implications for Student Well-Being in Higher Education

2025-10-29T15:26:49+07:00

Purpose of the study: This study aimed to examine the relationship between exercise self-efficacy and perceived wellness among Filipino college freshmen in Davao del Norte within the context of curriculum evaluation in physical education. It sought to assess students’ levels of exercise self-efficacy and perceived wellness as indicators of holistic development and to explore how these constructs inform program evaluation and learning outcomes in PE.

Methodology: The study used a quantitative-correlational research design involving 298 college freshmen enrolled in PE 1 – Movement Enhancement during the academic year 2023–2024. Data were collected using three adapted research instruments measuring exercise self-efficacy and perceived wellness. Descriptive statistics (mean) and Pearson product-moment correlation were used for data analysis.

Main Findings: The results showed that students had a moderate level of exercise self-efficacy and a high level of perceived wellness. A statistically significant positive relationship was found between exercise self-efficacy and perceived wellness, indicating that students with higher confidence in performing exercise tend to have better overall wellness.

Novelty/Originality of this study: This study uniquely evaluates the relationship between exercise self-efficacy and perceived wellness among Filipino college freshmen within an educational evaluation framework. By integrating the CIPP and Kirkpatrick models, it provides new insights into how exercise confidence contributes to holistic well-being.