Journal of Basic Education Research aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills are transmitted from one generation to another; and to make methods and contents of evaluation and research in education available to teachers, administrators and research workers. Frequency: 6/year (January, March, May, July, September, November)
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Journal of Basic Education Research is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Internalization of Islamic Values through School Culture in Character Formation of Students at MI AL-Hidayah Kebon IX Sungai Gelam: A Naturalistic Qualitative Study
Purpose of the study: This study aims to explore the internalization of Islamic values through school culture in shaping students’ character at MI AL-Hidayah Kebon IX Sungai Gelam. Methodology: A qualitative naturalistic approach was employed to capture the authentic experiences and practices within the school environment. research was conducted at MI AL-Hidayah Kebon IX Sungai Gelam. data analysis process followed data reduction, data display, and conclusion. Main Findings: The findings indicate that Islamic values are internalized through a combination of religious routines, habituation practices, teacher role modeling, and a supportive environment, which collectively contribute to the development of students’ character, including religiosity, discipline, responsibility, and respect. Novelty/Originality of this study: The novelty of this study lies in its integrative analysis of Islamic value internalization, school culture, and character formation within a naturalistic framework, highlighting the role of implicit practices and lived experiences in basic education contexts.
Copyright (c) 2026 Ahmad Syukri Saleh, AHmad Husen Ritonga, Wanada Siti Salsabilah https://creativecommons.org/licenses/by/4.0
Lecturers' Strategies in Optimizing Motivation for Writing Scientific Publications Among Students of the Elementary Madrasah Teacher Education Study Program
Purpose of the study: This study aims to explore in depth the strategies implemented by a lecturer at the Muhammad Azim Islamic Institute in Jambi in optimizing student writing motivation for scientific publication purposes. Methodology: The approach used was qualitative with a phenomenological design, with one key informant selected through purposive sampling based on verified experience and track record of scientific writing guidance. Data collection was conducted through in-depth semi-structured interviews referring to interview guidelines with four main dimensions: intrinsic motivation, extrinsic motivation, technical guidance strategies, and evaluation and obstacles. Main Findings: The results of the study revealed that the lecturer's strategy was built on five mutually supporting pillars: (1) strengthening intrinsic motivation through instilling career awareness and sharing personal narratives; (2) providing structured academic appreciation and incentives as a reinforcement of extrinsic motivation; (3) implementing guided autonomy in topic selection and collaborative writing as a means of real learning; (4) gradual scaffolding accompanied by growth-oriented feedback; and (5) the introduction of digital tools and artificial intelligence that are relevant to Generation Z. Novelty/Originality of this study: These findings confirm that warm interpersonal relationships between lecturers and students are the main foundation that determines the effectiveness of all motivational strategies implemented.
Copyright (c) 2026 Mukhtar Latif, Wanada Siti Salsabilah https://creativecommons.org/licenses/by/4.0
A Love-Based Curriculum is Used at MI Nurul Mun’im to Improve Students’ Empathy
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.
Copyright (c) 2026 Zaenol Fajri, Nurul Ikhsan https://creativecommons.org/licenses/by/4.0
Teachers’ Educational Interventions in Addressing Bullying Behavior Among Students in Public Elementary Schools in Pulubala Subdistrict, Gorontalo Regency
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
Copyright (c) 2026 Riyon Bouti, Sastro M. Wantu, Ramli Mahmud https://creativecommons.org/licenses/by/4.0
Implementing the Problem-Based Learning Model Supported by Canva-Based Animated Videos on Fourth-Grade Students’ Learning Outcomes in Plane Geometry Characteristics
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.
Copyright (c) 2026 Putri Azzahra, Fadila Suciana https://creativecommons.org/licenses/by/4.0
Analysis Model Social Emotional Learning (SEL) with Local Cultural Integration in Madrasah Ibtidaiyah
Purpose of the study: Mto analyze the application of the social emotional learning (SEL) model, the integration of local cultural values in social emotional learning (SEL), and the competence of teachers in implementing social emotional learning (SEL) in Madrasah Ibtidaiyah. Methodology: This study uses the Systematic Literature Review (SLR) method, the literature used between 2021-2025 sourced from scientific databases in the form of Scopus, ERIC, DOAJ, and Google Scholar. This research utilizes the Publish or Perish 8 software. Main Findings: The study found that the integration of Social Emotional Learning (SEL) in Madrasah Ibtidaiyah becomes effective when local cultural values are internalized through collaborative, reflective, and contextual learning such as storytelling, traditional games, the use of regional languages, and mutual cooperation activities. This approach improves self-awareness, empathy, social skills, and responsible decision-making. The success of implementation is also influenced by teachers' competence in understanding SEL, building relationships, managing emotions, applying holistic pedagogy, and having cultural sensitivity so that SEL is integrated into school culture inclusively. Novelty/Originality of this study: The novelty of this study lies in the development of a learning model in Madrasah Ibtidaiyah that not only forms intellectual intelligence, but also balances the social-emotional and moral-spiritual aspects of students. This research is a guideline in designing learning based on the integration of local cultural values to foster empathy, social intelligence, and self-control.
Copyright (c) 2026 Chaesa Nur Chofifah, Syafrimen Syafril, Chairul Amriyah
Improving Students’ Learning Outcomes in Pancasila Education through Problem-Based Learning: A Classroom Action Research in Grade IV of SDN 011 Bukit Pedusunan
Purpose of the study: This study aims to improve students’ learning outcomes in Pancasila Education through the implementation of the Problem Based Learning (PBL) model, which is aligned with the principles of the Merdeka Curriculum in classroom instruction. Methodology: This study employed a Classroom Action Research (CAR) method conducted in two cycles, consisting of the stages of planning, action implementation, observation, and reflection. The research subjects consisted of 18 students. Data collection techniques included learning outcome tests, observation sheets (non-test), and documentation of the instructional implementation as well as the quality of the teaching modules. Main Findings: The results of the study showed that prior to the intervention, only 11.1% of students achieved learning mastery. After the implementation of PBL, the quality of the teaching modules improved from 89.55% to 100%, the implementation of instruction increased from 91% to 96.4%, and the average student learning outcomes rose from 81.2 in Cycle I to 91.3 in Cycle II. Novelty/Originality of this study: This study presents the implementation of the Problem Based Learning model through Classroom Action Research in Pancasila Education within the Merdeka Curriculum. The novelty of this research lies in the integrated improvement of teaching module quality, instructional implementation, and learning outcomes simultaneously within the context of value-based Pancasila learning.
Copyright (c) 2026 Desti Maharani, Desyandri Desyandri
Improving Bhinneka Tunggal Ika Learning Outcomes Through Team Games Tournament in Fourth Grade at State Elementary School 03 Binuang
Purpose of the study: This study aims to improve students’ learning outcomes in Bhinneka Tunggal Ika learning by implementing the Team Games Tournament (TGT) learning model in Grade IV of SDN 03 Binuang Kampung Dalam Methodology: This research employed Classroom Action Research with qualitative and quantitative approaches. The research was conducted in two cycles consisting of planning, action, observation, and reflection. The subjects were 20 fourth-grade students. Data were collected through tests and non-test techniques such as observation sheets for lesson plans, teacher activities, student activities, and learning outcomes. Data were analyzed using descriptive qualitative and quantitative analysis. Main Findings: The results showed an improvement in learning outcomes from Cycle I to Cycle II. Lesson plan quality increased from 92.96% to 98.43%. Teacher activity improved from 85.71% to 96.42%, and student activity increased from 82.14% to 96.42%. Students’ learning outcomes also improved in attitude (77.65 to 86.25), knowledge (75.25 to 87), and skills (80.40 to 89.99). Novelty/Originality of this study: This study integrates the TGT model into Bhinneka Tunggal Ika learning in elementary education, emphasizing collaborative games to enhance attitudes, knowledge, and skills simultaneously, which strengthens student engagement and learning effectiveness.
Copyright (c) 2026 Zhafirah Rafianda, Desyandri Desyandri
Supplemental Activity Sheets for Enhancing Learning in Electrical Installation and Maintenance Exploratory Subject
Purpose of the study: The purpose of this study is to design, develop, and validate supplemental activity sheets for the Exploratory Subject in Electrical Installation and Maintenance to enhance students’ competencies, engagement, and mastery of skills in alignment with the TLE curriculum standards in Basic Education. Methodology: A descriptive-developmental research design, guided by the modified ADDIE model, was employed to create Supplemental Activity Sheets using Canva for visual design. The DepEd Learning Resources Management and Development System (LRMDS) tool was used for evaluation by two TLE Master Teachers, two EIM teachers, and one licensed Master Electrician, with 5–16 years’ teaching, industry, and material development experience. Main Findings: The developed supplemental activity sheets in Electrical Installation and Maintenance were rated Very Satisfactory in content, format, presentation and organization, and accuracy and up-to-datedness by expert evaluators. The overall weighted mean was within the Very Satisfactory range, indicating high acceptability and alignment with the Most Essential Learning Competencies (MELCs). Novelty/Originality of this study: This study introduces contextually relevant, standards-aligned supplemental activity sheets for Electrical Installation and Maintenance, integrating MELCs, disaster risk reduction, gender equity, and higher-order thinking skills. By combining pedagogical design principles with visual learning strategies, it advances instructional resource development in TLE, offering a replicable model for enhancing competencies despite limited textbooks and specialized teaching staff.
Praxes for Culturally Responsive Teaching in Basic and Higher Education
Purpose of the study: Learners’ diversity and individuality demand contextualized and inclusive education anchored on their diversified approach, catering to their academic, social, and cultural contexts. Responding to that reality, the present study explored the praxes for culturally-responsive teaching (CRT) in basic and higher education in the Philippines as an input for the proposal of an inclusive learning plan for novice educators. Methodology: Using the descriptive qualitative approach of research, twelve novice educators were purposively selected to participate in the semi-structured interviews, wherein the results were analyzed using thematic analysis. Main Findings: The study highlighted CRT as an essential practice that fosters inclusive practice, enhances learning by valuing cultural knowledge and respecting different student histories. The research emphasized the necessity of embedding culturally-responsive approaches like improving community engagement and personalizing learning to fire up relevance and access to learning. Novelty/Originality of this study: The study introduces an output (inclusive learning plan) that can guide novice educators toward their inclusive learning practices and advocacies. As part of strengthening the role in induction programs for novice educators, embed an inclusive learning plan in these programs to develop the skills novice educators need to create supportive and culturally sensitive learning environments.
Copyright (c) 2026 Ryan R Pecson, Frank Elie V Morales
The Implementation of the Merdeka Curriculum Based on Islamic Values in the Formation of Students Religious Character at Anbata Elementary School, Medan
Purpose of the study: This study aims to analyze the strategies for implementing the Merdeka Curriculum based on Islamic values at elementary school Anbata Medan and to examine its impact on students’ religious character formation. Methodology: This study employed a qualitative case study approach. Data were collected through participatory classroom and school-culture observations, in-depth interviews with the principal, teachers, and students, and document analysis of the operational curriculum and teaching modules. Data analysis followed interactive qualitative analysis techniques without the use of specific statistical software. Main Findings: The findings reveal that Islamic values are integrated through three main pathways: curriculum planning by embedding tawhid and adab into learning objectives and modules; co-curricular P5 projects, particularly “Building Body and Soul,” implemented through spiritual habituation and moral studies; and a school ecosystem that reinforces religious character through congregational prayer, Qur’anic memorization, and courteous school culture as a hidden curriculum. Novelty/Originality of this study: This study offers a novel integrative model demonstrating how the Merdeka Curriculum can be operationalized as a value-based character education framework grounded in Islamic principles at the elementary level. It advances existing knowledge by illustrating the synergy between formal curriculum planning, P5 projects, and school culture in shaping holistic religious character.
Copyright (c) 2026 Nurul Husna, Ristiani, Taufiqur Ramadhana, Muhammad Randa Fantrika,Bahtiar Siregar
Transforming Indonesian Primary Education Through Creativity Development in the 21st Century
Purpose of the study: This research aims to analyze the urgency and strategies for developing creativity in basic education in Indonesia, especially in elementary schools, as the foundation for the formation of human resources that are adaptive, innovative, and ready to face the challenges of 21st century education. Methodology: This study used a standard printed questionnaire without a brand, manual observation sheets, and photo documentation using an Android phone camera (Samsung Galaxy A series). The methods applied include descriptive qualitative approaches, thematic analysis, literature studies, student surveys, and teacher reflection. The software used is Microsoft Word 2019 and Mendeley Desktop. Main Findings: The development of creativity in elementary schools has been shown to increase students' learning motivation by 41% and ecological awareness by 24%. Project-Based Learning and the Learning Cycle approach are effective in encouraging creative thinking across subjects. The role of teachers as creative role models is a key factor in creating a safe, participatory, and classroom climate oriented towards the originality of ideas and contextual problem solving. Novelty/Originality of this study: The novelty of this research lies in the integration of the 4P framework of creativity with empirical data on student voices and teacher reflections in rural elementary schools. This study shows that environment-based contextual creativity and PjBL not only increase learning motivation, but also ecological awareness. These findings broaden the understanding of creativity development as an adaptive strategy for primary education in the VUCA era.
Copyright (c) 2026 Kartika Sari, Siswadi
The Effectiveness of the Multiple Intelligences Approach in Remedial Calistung Instruction in Elementary Schools: A Systematic Literature Review-Based Analysis
Purpose of the study: This study aims to systematically evaluate the effectiveness of the Multiple Intelligences (MI) approach for remedial foundational reading, writing, and arithmetic (calistung) instruction in elementary schools Methodology: A Systematic Literature Review (SLR) was conducted according to the PRISMA framework. A comprehensive search of literature published between 2020-2025 was performed across multiple academic databases using predefined keywords. A total of 20 relevant studies were identified, critically appraised, and thematically synthesized. Main Findings: The MI approach shows positive potential in improving calistung skills, particularly when integrated with active strategies like Problem-Based Learning and using MI-based worksheets. However, most existing studies have key methodological limitations, including small sample sizes, weak designs, and a lack of longitudinal data. Effectiveness is highly dependent on implementation quality and context. Novelty/Originality of this study: This review provides a novel, focused synthesis of recent empirical evidence on MI for remedial calistung, a specific and critical educational context. It advances knowledge by identifying a consistent research-practice gap and offering concrete, evidence-based recommendations for future research and curriculum integration, moving beyond general theoretical discussion.
Copyright (c) 2026 M Bambang Edi Siswanto, Yuli Katriana, Neni Mariana
Implementation of the Competency Certification Program as Effort to Improve the Quality of Vocational School Graduates
Purpose of the study: This study aims to describe the implementation of the competency certification program in vocational high schools as a strategy to improve the quality of vocational education and strengthen alignment with industry demands. Methodology: The study uses a qualitative descriptive method supported by grandtour interviews with the Vice Principal for Curriculum as the key informant, along with documentation of LSP-P1 activities and institutional records analyzed through data reduction, data display, and conclusion drawing. Main Findings: The findings show that competency certification implementation includes program planning aligned with policies and industry needs, assessments conducted through LSP-P1, collaboration with business and industry partners, and strategies to address challenges related to assessor availability, facility limitations, and student readiness. The results indicate that certification enhances students’ employability, professionalism, and competitiveness. Novelty/Originality of this study: The novelty of this study lies in positioning LSP-P1 certification not merely as an administrative procedure but as a transformative instrument for strengthening the quality culture in vocational
Copyright (c) 2026 Septiana Anggraini, R. Madhakomala, Winda Dewi Listyasari, Syafaat Ariful Huda
Ecoliteracy Competency Factors for Prospective Elementary School Teachers in Green Campus Policy
Purpose of the study: The purpose of this study is to identify and describe the structure of eco-literacy factors possessed by prospective elementary school teachers within the framework of green campus policy implementation. The study focuses on integrating cognitive, affective, and psychomotor dimensions. Methodology: A descriptive quantitative approach was applied using Exploratory Factor Analysis (EFA). The study included 317 respondents. These respondents were students majoring in elementary school teacher education who had completed elementary school science education courses. The instrument was an eco-literacy questionnaire with 45 statements rated on a Likert scale. Data analysis was performed using SPSS with Principal Component Analysis and Varimax rotation. Main Findings: The analysis results found a KMO value of 0.830 and a significant Bartlett test (Sig.=0.001). These results indicate that the data is suitable for further processing. Four factors were identified, accounting for 57.379% of the total variance, covering awareness and understanding of ecological concepts, attitudes and values of ecological literacy, environmentally conscious behavior, and the integration of ecological values into daily life. Novelty/Originality of this study: The findings reveal a multidimensional and integrative structure of ecoliteracy skills. The results also show a clear connection among the cognitive, affective, and psychomotor domains. The resulting factor model can serve as a conceptual basis for strengthening sustainability-oriented didactic content knowledge in the design of green curricula for elementary school teacher education.
Copyright (c) 2026 Santy Dinar Permata, Esti Untari, Ni Luh Sakinah Nuraini, Nurlyta Bintang Aura, Arini Putri Maulidha, Sri Suryani Mimah, Sulvi Nuke Rahmita
Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells
Purpose of the study: This study aimed to develop and validate a Self-Determination Theory-based Electronic Strategic Intervention Material (E-SIM) designed to enhance students’ intrinsic motivation in learning about plant and animal cells. The E-SIM was anchored on the Department of Education’s Most Essential Learning Competencies (MELCs) to ensure curriculum alignment and contextual relevance. Methodology: A descriptive-developmental design was employed for material validation, and a one-group pretest posttest design (n = 39) was used to evaluate its effectiveness. Data were collected through expert and student validation checklists, as well as the Intrinsic Motivation Inventory (IMI). Quantitative analyses included the Shapiro–Wilk test for normality and the Wilcoxon signed-rank test to determine significant changes in motivation levels. Main Findings: Expert validators rated the E-SIM “Very Satisfactory” in content, instructional, and technical quality, while student evaluators rated it “Excellent” in content and “Very Good” in format. The Wilcoxon signed-rank test revealed a significant increase in intrinsic motivation after E-SIM implementation (p < .05; r = 0.84), particularly in Interest/Enjoyment and Value/Usefulness subscales, alongside a notable decrease in Pressure/Tension. Novelty/Originality of this study: This study introduces a technology-enhanced, game-based E-SIM developed through Microsoft PowerPoint with integrated narration, animations, and interactive feedback mechanisms. Grounded in Self Determination Theory, the E-SIM promotes autonomy, competence, and enjoyment demonstrating its potential as an engaging, low-cost, and scalable alternative to traditional instruction in fostering students’ motivation and learning in biology.
Copyright (c) 2026 Julie Ann H Dichoso, Lance D Delos Reyes, Ivy Feolino, Nestor Jr Lasala
To Teach in a Foreign Land: The Lived Experiences of Non-Immigrant Cultural Exchange Filipino Teachers
Purpose of the study: The study focused on the lived experiences of non-immigrant cultural exchange Filipino teachers in the united states (US). Particularly, the reasons for moving to the US to teach and leaving a permanent position at the philippine department of education (DepEd) were explored. Methodology: A total of eight Filipino teachers currently teaching in the US served as participants in the study. These participants were chosen through the use of purposive and snowball sampling methods, with the following criteria taken into consideration: teachers from the Philippines who moved to the US to teach; DepEd being the previous employer; single; and holder of a J-1 visa. The descriptive phenomenological approach was employed to discover the underlying meanings of the participants’ experiences. Particularly, Collaizi’s descriptive-phenomenological method was used. Main Findings: Through Collaizi’s descriptive-phenomenological method, six themes were identified. These themes were considerations, motivations, preparations, challenges, pleasant experiences, and future outlooks. Novelty/Originality of this study: The study provided insights into the lived experiences of former basic education teachers in the Philippines who opted to work in the US as cultural exchange teachers. The themes identified in the study can serve as guide in better understanding the experiences of these teachers as they venture into the teaching profession in a foreign environment.
Copyright (c) 2026 Frances Rowena Mercado Samia, Glenn Medallon Calaguas
Faith, Reason, and Character: A Systematic Review of Christian Educational Philosophy
Purpose of the study: This study analyzes the development of educational philosophy, focusing on the role of Christian philosophy of education in shaping a holistic, character-based educational paradigm compared to general educational philosophy. Methodology: The study uses a systematic literature review (SLR) method following the PRISMA 2020 protocol. Data were collected from Scopus, ERIC, Crossref, and Google Scholar, with publications from 2015 to 2025. The screening process yielded 22 eligible articles, which were analyzed using content analysis. Main Findings: General educational philosophy emphasizes rationality, empirical evidence, and humanism, fostering critical, adaptive learners. Christian philosophy integrates faith and reason, moral formation, and the teacher’s role as a spiritual and moral exemplar. Both share a holistic approach but differ in epistemological and axiological foundations, offering a balanced educational paradigm. Novelty/Originality of this study: This study provides a unique contribution by integrating Christian philosophy of education with general educational philosophy, promoting a balanced paradigm that nurtures both intellectual competence and spiritual, moral, and ethical development. It advances contemporary educational discourse by addressing the interplay between rationality and spirituality.
Copyright (c) 2026 Tia Aulia Putri Sadeva, Desak Putu Parmiti, I Nyoman Jampel, Dewa Bagus Sanjaya
Enhancing the Mastery of Basic Integer Operations Among Grade 8 Learners in Secondary Education Through MathSPARK
Purpose of the study: Mastery of basic integer operations, an essential foundational skill, enables learners to progress into complex mathematical concepts. Accordingly, this study investigates the effect of MathSPARK as an intervention material on learners’ mastery of this skill. Methodology: This study employed an explanatory-sequential mixed methods research design, which involved Grade 8 students from a public secondary school in Sorsogon City who met specific criteria. The data were collected through validated integer tests and a researcher-made questionnaire on student perceptions. The quantitative data were analyzed using both descriptive and inferential statistics, while the qualitative data were subjected to thematic analysis. Main Findings: The number of those who reached the “Mastered” and “Closely Approximating Mastery” levels increased, and those at the lower mastery levels were reduced. Statistical analysis of the results confirmed that the improvement in the learners’ mastery is significant; hence, MathSPARK is effective. Moreover, varied insights from the learners supported the findings, highlighting both the benefits and challenges they encountered. Novelty/Originality of this study: This study offers new insights into how to improve the mathematical skills of the learners by exploring the potential of available digital devices. It also provides an opportunity for a novel approach to enhance learning performance amidst challenges brought about by class disruptions and in an educational setting with limited resources, while taking advantage of what is available to learners
Copyright (c) 2025 Arvin Ebio, Annie Buenaflor
Reading Literacy Assessment in Philippine Basic Education: A Cross-Sectional, School-Based Phil-IRI Study
Purpose of the study: To examine whether age, sex, and grade level are associated with Philippine Informal Reading Inventory (Phil-IRI) performance in junior high school. Methodology: Cross-sectional, ex post facto analysis of n = 200 Grade 7–10 students (SY 2024–2025). Phil-IRI (Filipino) post-test scores were compared using Mann–Whitney U (sex) and Kruskal–Wallis H (age bands; grade levels), α = .05. Main Findings: Sex was associated with Phil-IRI scores: females outperformed males (Mdn = 26 vs 19; p < .001). No differences were found by age (p = .087) or grade (p = .513). Descriptives showed a small, lower-performing oldest age band and non-monotonic medians across grades, indicating variation occurs mainly within rather than between grades. Novelty/Originality of this study: Phil-IRI outcomes in this cohort relate to sex, not to age or grade. Schools should prioritize within-grade, profile-based supports using Phil-IRI decision levels and implement boy-responsive engagement, while monitoring older learners who remain below independence.
Copyright (c) 2025 Aaron Funa, Julie Ann Balisoro, Renz Alvin Gabay
ChatGPT in STEM Classrooms: Students’ Perceptions of Interest, Academic Proficiency, and Learning Independence
Purpose of the study: To provide K-12 evidence from a low- and middle-income context, this study examines how basic education STEM students use ChatGPT and how it relates to their interest, academic proficiency, and learning independence. Methodology: Design: descriptive cross-sectional survey in one large public school. Participants: 186 Grade 11–12 STEM students. Instrument: 17-item researcher-developed questionnaire, administered online during class. Tool: ChatGPT (OpenAI). Analysis: item-level frequencies and percentages; reliability and validity checks treated as supportive for a heterogeneous instrument. Main Findings: ChatGPT use was episodic and concentrated in Research and English. Students reported greater engagement, clearer understanding, and shorter assignment time. Independence gains were modest; textbook reliance declined while tutoring reliance was largely stable. Governance practices were common, including verification and paraphrase-synthesis or inspirational use. Older students emphasized efficiency and integration; younger students reported larger conceptual gains. Novelty/Originality of this study: This study contributes classroom-proximate, item-level evidence from Philippine basic education, an underrepresented K-12 setting. It characterizes selective, front-end deployment and widespread verification, offering rubric-ready handles for responsible use. It identifies grade-linked orchestration differences and connectivity-aware implications that can guide targeted scaffolds to translate efficiency into competence and independent learning.
Copyright (c) 2025 Dave Diaz, Aaron Funa, Renz Alvin Gabay
Investigating Islamic Religious Education Learning Through Technology-Based Interactive Quizzes: Study of Grade 6 Students' Experiences at SDN Rondokuning
Purpose of the study: This study looks at how students' motivation, engagement, and comprehension of religious concepts are affected when technology-based interactive tests are used. The study analysed the Islamic Religious Education (PAI) learning experiences of sixth-grade pupils using interactive Wordwall-based tests as a cutting-edge teaching method. The problem of low student engagement and excitement for PAI learning was addressed with this strategy. Methodology: The study, which was carried out at SDN Rondokuning, Probolinggo, used an exploratory qualitative design. Data were gathered through direct classroom observations, in-depth interviews with educators and learners, and recording educational activities and test results. Thematic analysis was employed to find essential trends in the students' experiences. Triangulation procedures were used to guarantee the data's validity and reliability. Main Findings: The findings demonstrated that interactive tests considerably raised student interest, comprehension of religious content, and involvement. Average quiz scores rose by 15%, learner satisfaction improved, and participation rates rose from 60% to 90%. Students also showed improved social interaction, teamwork, and the incorporation of Islamic principles into their everyday lives. Effective school management can reduce technical limitations like erratic internet connectivity. Novelty/Originality of this study: This study is distinctive because it used an exploratory qualitative methodology to examine Islamic Religious Education (PAI) instruction at the elementary school level, accounting for cognitive development and emotional, social, and spiritual factors.
Copyright (c) 2025 Zaenol Fajri, Oktavia Safitri
Academic Buoyancy and Peer Support as Predictors of Student Engagement in Learners within Compulsory Education
Purpose of the study: This study aims to examine academic buoyancy and peer support as predictors of student engagement in high school students Methodology: This study is a quantitative study involving 324 high school students in Madiun who were selected by random sampling. The research instrument in this study used three scales: the student engagement scale, the academic buoyancy scale, and the peer support scale. Validity testing used content validity using the Gregory formula, while reliability using Chronbach Alpha with a value of 0.863 for the student engagement scale, 0.629 for the academic buoyancy scale, and 0.865 for the peer support scale. The data were analyzed using multiple linear regression techniques. Main Findings: The results of the study showed that academic buoyancy and peer support simultaneously had a significant influence on student engagement, which means that academic buoyancy and peer support together were predictors of student engagement in high school students Novelty/Originality of this study: This study reveals the unique role of academic buoyancy and peer support as predictors of high school student engagement, presenting a new perspective that combines academic resilience and social relationships in predicting learning engagement holistically.
Copyright (c) 2025 Devia Rahma Hamimatul Fadila, Kartika Nur Fathiyah
Validity and Reliability Analysis of Bullying Comprehension Test Instrument Development
Purpose of the study: To ensure that the instrument measuring elementary students' bullying comprehension is valid and reliable, so that the data obtained is accurate and trustworthy. This study also aims to validate its content to ensure all measured aspects match the intended construct and are suitable for field trials and further research. Methodology: A descriptive quantitative method is used in this study, with 28 grade 5 students from Sawojajar 1 Elementary School as research subjects and expert validation. The object of this research is a 50-item bullying understanding test instrument. The data obtained were analysed using SPSS with the Pearson Bivariate Correlation technique and Cronbach's Alpha analysis. Main Findings: This study demonstrates that the developed instrument meets validity and reliability standards, making it effective for measurement purposes. Content validity was verified through expert validation, resulting in a score of 97.5%, which falls into the category of highly valid. The validity of the 50 question items resulted in 28 valid items. The valid items produced a Cronbach's alpha value of 0,919, confirming the reliability and consistency of the instrument. Novelty/Originality of this study: Developing valid and reliable instruments to measure elementary school students' understanding of bullying, which were previously unavailable in a standardized and empirically tested form. Through validation and reliability testing, this study ensures that the instrument can be used effectively for measurement purposes, thereby improving the accuracy and consistency of the data obtained.
Copyright (c) 2025 Ivon Faridatus Syahroch, Khusnul Khotimah
The Effectiveness of Gamisafe Sexual Harrasment Application on Elementary School Students' Understanding
Purpose of the study: The purpose of this study is to determine and measure the effectiveness of gamification-based learning applications, namely gamisafe sexual harrasment. This study focuses on elementary school students' understanding of sexual education. Methodology:.This study used a quantitative approach with a one-group pretest-posttest type of pseudo-experimental design. The research subjects were 59 grade 4 elementary school students. Data were collected through comprehension test instruments given before (pretest) and after (posttest) students used the gamisafe sexual harassment application. after the data were collected, the data were then processed using spss version 26. Main Findings: The use of gamisafe sexual harassment application is proven to be effective in improving students' understanding of sexual education. This is based on the scores obtained by students where after descriptive statistical tests were carried out, the average difference between pretest and posttest scores was 13.3898. The difference between the minimum value of the post-test and the minimum value of the pre-test is a difference of 24. In the T test results, it was found that the significance value was 0.000, which can be said that there is significance in using the gamisafe sexual harassment application Novelty/Originality of this study: The novelty in this research is that the gamisafe sexual harassment application is designed using features that are fun for users. The first is the interactive material feature. Then, there are daily quizzes. There is a role-playing feature where students can choose what actions to take when facing sexual harassment.
Copyright (c) 2025 Ayu Fadhilah, Khusnul Khotimah
Effectiveness of Gamification-Based Learning Application to Prevent Bullying Behavior in Elementary School
Purpose of the study: The purpose of this study was to assess the effectiveness of a gamification-based learning application in improving elementary school students' understanding and awareness of bullying prevention Methodology: A quantitative method using a quasi-experimental one-group pretest and posttest design was used. The study included 49 fifth-grade students from an elementary school in Malang. Data was gathered through pretest and posttest tools consisting of 25 questions. The pretest was administered before the intervention and the posttest after. Data analysis used IBM SPSS Statistics version 26, including normality tests, paired sample t-tests, and N-gain analysis to assess statistical significance and effect size. Main Findings: The results indicate that there was a significant improvement in students' understanding following the intervention. The average pretest score was 52.33, rising to 87.51 in the posttest. The paired sample t-test produced a significance value of p < 0.001, indicating strong effectiveness. Furthermore, the N-gain analysis yielded a value of 0.71 indicated high effectiveness. Therefore, the gamification-based application serves as a valuable educational tool for increasing bullying prevention awareness in elementary schools. Novelty/Originality of this study: This study provides the first empirical evidence for the effectiveness of a gamification-based mobile application specifically designed to teach bullying prevention to elementary school students. It bridges a critical research gap by quantitatively validating how tailored game mechanics (combines quizzes, mini-games, and role-playing scenarios) enhance comprehension of bullying dynamics and addressing the absence of methodologically rigorous evaluations in context-specific gamified learning for child safety education.
Copyright (c) 2025 Noer Intan Oktavia, Sutarno, Khusnul Khotimah
Managing Curriculum Innovation to Enhance Education Quality at MA Tahfidz Al-Qur’an Banyuwangi
Purpose of the study: This study examines the management of curriculum innovation aimed at improving the quality of education at MA Tahfidz Al-Qur'an Sumbermulyo Pesanggaran Banyuwangi, focusing on the integration of the national curriculum with tahfidz programs. Methodology: A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation. Analysis followed the Miles and Huberman interactive model, encompassing data reduction, data display, and conclusion drawing. Main Findings: The study revealed two key findings: (1) successful integration of the national curriculum with the tahfidz program, resulting in a balanced model of academic and spiritual education; and (2) the influence of transformative leadership in fostering a culture of innovation and collaboration. These elements significantly enhance educational quality and institutional identity. Novelty/Originality: This research introduces a distinctive model of curriculum integration that aligns national education standards with tahfidz programs in Islamic schools. It proposes a practical framework demonstrating how visionary leadership and contextual innovation can synergistically advance both academic excellence and spiritual character development
Effective Learning Strategies to Overcome Concentration Barriers in Tunagrahita Children at SLB Bhakti Luhur Madiun
Purpose of the study: This study aims to identify and analyze effective learning strategies in overcoming concentration barriers in children with disabilities at SLB Bhakti Luhur Madiun. Methodology: This study used a descriptive qualitative approach with a case study method. Data were collected through observation, in-depth interviews, and documentation with students with disabilities, teachers, and caregivers. Data analysis used the Miles and Huberman interactive model. Main Findings: The results showed that the implementation of various strategies such as direct learning, individualized teaching, behavior modification strategies, lecture method, and the use of learning media (pictures) were able to improve students' focus, motivation, and engagement. Regular evaluation by teachers is also proven to support learning effectiveness. Supporting factors include teacher commitment, small number of students, and comfortable classroom atmosphere. Meanwhile, the main obstacle is students' emotional instability. Novelty/Originality of this study: Previous research has discussed learning for children with special needs in general, but has not specifically examined effective learning strategies to overcome concentration barriers in students with intellectual disabilities in classroom practice. This gap highlights the need for more focused studies on applicable and contextual learning strategies. Therefore, this study aims to identify and analyze effective learning strategies in overcoming concentration barriers in children with intellectual disabilities at SLB Bhakti Luhur Madiun.
Determinants of Digital Health Based Learning in Primary and Secondary Education: Path Analysis
Purpose of the study: This study aims to develop a digital health-based learning model and identify the direct and indirect factors influencing students' digital health literacy in elementary and secondary schools in Madiun City. Methodology: A cross-sectional design was employed with primary data collected from 120 elementary and secondary school students. Data analysis was conducted using SPSS software and path analysis. Validated and reliable structured questionnaires were used as research instruments. Main Findings: Digital literacy is directly influenced by skills (b = 3.11; 95% CI = 1.66–4.56; p < 0.001) and attitudes (b = 3.27; 95% CI = 1.79–4.74; p < 0.001). Skills indirectly affect digital literacy through teaching quality (b = 7.15); teaching quality indirectly affects digital literacy through school facilities (b = 1.67); and school facilities influence digital literacy through family support (b = 1.94), all statistically significant (p < 0.001). Novelty/Originality of this study: This study introduces an integrative approach to enhancing digital health literacy by mapping psychosocial and structural pathways in school settings. It advances existing knowledge by proposing a conceptual model for curriculum development focused on digital health education in early education levels.
Copyright (c) 2026 Lina Alfiyani, Eny Pemilu Kusparlina, Latutik Mukhlisin, Faritsatul Fatin Salima
Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives
Purpose of the study: This research focuses on teachers’ strategy, rewards and punishments teaching strategy in enhancing EFL students’ learning motivation. In addition, this research also aims to provide teachers’ perspectives about the use of rewards and punishments strategy to improve students’ motivation and efficiency as EFL learners during hybrid learning. Methodology: Descriptive qualitative design with interviews in the class were used to gather the teachers’ perspectives and to see the on-site implementation of rewards-punishments strategy toward students’ learning motivation. Besides, the researchers also highlight the technology used by the teachers in their hybrid learning process. Main Findings: The results indicate that a balanced strategy by combining suitable motivational techniques with emerging technology can significantly enhance teachers' effectiveness and morale in a hybrid learning environment which can increase students’ learning motivation. In other words, rewards become learning motivation booster for students and teachers’ supports in the form of positive feedback are also found to be beneficial to boost students’ confidence in learning English. Novelty/Originality of this study: This research contributes to the ongoing conversation about improving students’ learning motivation and teachers’ teaching strategy in hybrid learning. Covering the knowledge gap of reward and punishment implementation in hybrid class, specifically for junior high school students.
Copyright (c) 2025 Aldian Idris Febrianto, Joko Priyana