Journal of Basic Education Research

STEM-Based Problem-Based Learning Model for Fifth-Grade Students’ Learning Outcomes in Perimeter and Area of Plane Figures

2026-05-13T13:24:30+07:00

Purpose of the study: This study aims to analyze the effect of STEM-based Problem-Based Learning (PBL) model on students’ learning outcomes in perimeter and area of plane figures in fifth-grade elementary school. The study focuses on comparing learning outcomes between students taught using STEM-based PBL model and those taught using conventional learning methods.

Methodology: This study used a quantitative approach with a quasi-experimental method and nonequivalent control group design. The sample consisted of 49 fifth-grade students selected using purposive sampling. Data were collected using pre-test and post-test instruments. Data analysis was conducted using IBM SPSS Statistics 25, including normality, homogeneity, and Mann–Whitney U tests.

Main Findings: The results showed that the average post-test score of the experimental class was higher than the control class. The Mann–Whitney U test indicated a significance value of 0.013 < 0.05, showing a significant difference. This indicates that the STEM-based PBL model has a significant effect on improving students’ learning outcomes in mathematics.

Novelty/Originality of this study: This study highlights the application of STEM-based PBL specifically on perimeter and area of plane figures in elementary school context. It provides empirical evidence of its effectiveness in improving learning outcomes and offers a contextual and student-centered learning approach, contributing to the development of innovative mathematics learning models at the primary education level.

Supplemental Digital Learning Resource for Environmental Science: A Quasi-Experimental Study

2026-05-13T13:24:30+07:00

Purpose of the study: This study aimed to develop and validate a supplemental digital learning resource in Environmental Science and to examine its classroom use as a support material for improving students’ understanding of selected competencies.

Methodology: The study employed a quasi-experimental pretest-posttest design with control and experimental groups. A total of 174 senior high school students from four intact sections at a single school in the Bicol Region, Philippines, participated in the study. Two sections were assigned to the experimental group and two to the control group. The supplemental digital learning resource was developed using the ADDIE model and informed by elements of the 7E learning cycle in structuring learning activities. Prior achievement data were used to identify the least-mastered competencies, which served as the basis for the module's content. Data were analyzed using the weighted mean and the paired t-test.

Main Findings: The developed supplemental digital learning resource obtained an overall weighted mean of 4.80, interpreted as Very Much Valid. Results also showed that both the control and experimental groups significantly improved from pretest to posttest. However, the experimental group obtained a higher posttest mean and a greater mean gain than the control group, suggesting that the supplemental digital learning resource may have provided additional instructional support for learning Environmental Science.

Novelty/Originality of this study: The study contributes a competency-based supplemental digital learning resource in Environmental Science designed to address least-mastered competencies and support flexible and blended learning.

Implementing the Problem-Based Learning Model Supported by Canva-Based Animated Videos on Fourth-Grade Students’ Learning Outcomes in Plane Geometry Characteristics

2026-05-13T13:24:31+07:00

Purpose of the study: This study aims to examine the effect of implementing the Problem-Based Learning model supported by Canva-based animated videos on fourth-grade students’ learning outcomes in plane geometry.

Methodology: This study used a quantitative method with a quasi-experimental design, specifically the nonequivalent control group design. The sample was selected through purposive sampling, consisting of fourth-grade students from State Elementary School 15 Simarasok as the experimental group 27 students and State Elementary School 03 Sungai Angek as the control group 27 students. The research instrument was a multiple-choice objective test.

Main Findings: The analysis results showed that the mean score of the experimental group was 72.86, while the control group scored 60.03. The hypothesis test using an independent samples t-test indicated a significance value of 0.006 < 0.05 and a t-value greater than the t-table (2.850 > 2.00665). Therefore, it can be concluded that the Problem-Based Learning model supported by Canva-based animated videos has a significant effect on fourth-grade students’ learning outcomes in plane geometry.

Novelty/Originality of this study: The novelty of this study lies in the implementation of the Problem-Based Learning model combined with Canva-based animated videos in teaching plane geometry. This approach promotes contextual, interactive, and visual learning to address the abstract nature of the material, thereby improving students’ engagement, conceptual understanding, and learning outcomes at the elementary school level.

Teachers’ Educational Interventions in Addressing Bullying Behavior Among Students in Public Elementary Schools in Pulubala Subdistrict, Gorontalo Regency

2026-05-13T13:24:31+07:00

Purpose of the study: This study aims to analyze classroom teachers’ interventions in preventing and addressing bullying behavior among elementary school students, as well as to identify factors influencing the effectiveness of these interventions in creating a safe and inclusive learning environment.

Methodology: A qualitative approach using a case study design, purposive sampling technique, and data sources: school principals, fifth-grade teachers, and students at SDN in Pulubala District. Data collection was conducted through semi-structured interviews, observations, and document analysis. Data analysis utilized the Miles and Huberman interactive model (data reduction, data presentation, and drawing conclusions), as well as triangulation of sources, techniques, and time.

Main Findings: Teacher interventions were implemented through three primary forms: as an advisor, role model, and integrated facilitator. The effectiveness of interventions was determined by factors including the emotional bond between teachers and students, interpersonal communication skills, the integrity and consistency of teachers’ behavior, as well as school environment support and parental involvement. Verbal bullying was the most dominant form, while collaborative approaches and inclusive learning proved effective in reducing bullying behavior

Novelty/Originality of this study: This study offers an integrative teacher intervention model based on local empirical data by combining the roles of advisor, role model, and facilitator. This study reinforces a contextual approach in bridging the gap between normative character education and actual bullying prevention practices in elementary schools

A Love-Based Curriculum is Used at MI Nurul Mun’im to Improve Students’ Empathy

2026-05-13T13:24:31+07:00

Purpose of the study: This study addresses the decline in students’ empathy, marked by increasing individualism and low social awareness. It highlights the need for a love-based curriculum that emphasizes compassion beyond cognitive learning. The study aims to describe the improvement of empathy among fifth-grade students at MI Nurul Mun’im through this approach..

Methodology: . A descriptive qualitative methodology was employed, and data were gathered via observation, interviews, and recording with 34 students, Islamic Religious Education teachers, and the Deputy Curriculum. Data reduction, presentation, and triangulation validity testing were used to analyze the data and derive findings.

Main Findings: The findings show that a love-based curriculum can foster humanistic, interactive, and meaningful learning, as well as raise students’ empathy, including cooperation, compassion, and respect for one another. Teacher readiness, madrasah support, and a variety of teaching strategies contributed to this accomplishment, but challenges, including variations in student character, time constraints, and environmental factors, persisted. In conclusion, through a steady process of habituation, the love-based curriculum effectively increases students’ empathy. In the context of Islamic education in particular, this research advances the development of humanitarian-based character education

Novelty/Originality of this study: Madrasahs are advised to expand teacher preparation, increase implementation consistency, and carry out additional research to evaluate this strategy’s long-term efficacy.

A Model for Developing Cultural and Civic Literacy as a Means of Character Habituation Among Students at Public Elementary Schools in Pulubala Subdistrict, Gorontalo Regency

2026-05-13T13:24:31+07:00

Purpose of the study: This study aims to develop a cultural and civic literacy model based on character habituation that is systematically integrated into the learning process, in order to address the dominance of reading–writing and numeracy literacy, and to strengthen the sustained internalization of values in the character development of elementary school students

Methodology: This study employed a Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research subjects included students and teachers from three public elementary schools in Pulubala Subdistrict, Gorontalo Regency. Data were collected through observation, interviews, questionnaires, and documentation, and analyzed using descriptive qualitative and quantitative techniques, with effectiveness tested using the N-Gain score

Main Findings: The results indicate that the implementation of cultural and civic literacy in elementary schools remains fragmented and is not yet supported by systematic instructional design. Based on needs analysis, students require contextual, simple, visually-based learning that is integrated with local culture. The developed model, LITBUD-KAR, has a very high level of validity (>92%), practicality, and user acceptance (>96%), and is effective in increasing student engagement, understanding of cultural and civic values, and character development, with an N-Gain value of 0.75 (high category)

Novelty/Originality of this study: The novelty of this study lies in the development of a cultural and civic literacy model based on character habituation, which is systematically integrated across intracurricular, co-curricular, extracurricular, and school culture dimensions.