https://cahaya-ic.com/index.php/JBER <p style="text-align: justify;">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.</p> <p style="text-align: justify;">Frequency: 3/year ( January, May, and September)</p> Cahaya Ilmu Cendekia Publisher en-US Journal of Basic Education Research 2716-4217 <div> <p>Authors who publish with this journal agree to the following terms:</p> </div> <ol> <li class="show">Authors retain copyright and acknowledge that the Journal of Basic Education Research is the first publisher licensed under a <a href="https://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.</li> <li class="show">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.</li> <li class="show">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.</li> </ol> https://cahaya-ic.com/index.php/JBER/article/view/1442 <p><strong>Purpose of the study: </strong>This study assesses the preparedness, challenges, and coping mechanisms of basic education teachers in Surigao del Sur, Philippines, for online learning during the COVID-19 pandemic.</p> <p><strong>Methodology: </strong>A descriptive-evaluative quantitative design was employed, surveying 1,281 professional teachers from the divisions of Tandag City, Bislig City, and Surigao del Sur. Participants were selected through stratified and simple random sampling. Data were collected using a validated questionnaire and analyzed through correlation tests and one-way ANOVA in R and Jamovi software.</p> <p><strong>Main Findings: </strong>Findings indicate that most teachers were moderately prepared for online learning but faced significant challenges, including limited access to technology, poor internet connectivity, and insufficient resources. Teacher readiness was strongly correlated with effective coping mechanisms, underscoring the importance of institutional support, collaboration, and adaptability. This study provides localized insights into the experiences of rural educators in the Philippines during a health crisis, emphasizing resilience and institutional backing in sustaining education.</p> <p><strong>Novelty/Originality of this study: </strong>By highlighting the critical role of preparedness and adaptability, it offers practical recommendations for enhancing teacher support systems and mitigating future educational disruptions.</p> Resa Mae Sangco Romeo A. Patan Resa Mae R. Sangco Copyright (c) 2025 Resa Mae Sangco, Romeo A. Patan, Resa Mae R. Sangco https://creativecommons.org/licenses/by/4.0 2025-05-11 2025-05-11 6 2 57 65 10.37251/jber.v6i2.1442 https://cahaya-ic.com/index.php/JBER/article/view/1480 <p><strong>Purpose of the Study. </strong>This study aims to design, develop, and evaluate EcoQuest, an interactive digital story for teaching ecosystem topics to high school students. Utilizing the Twine application, EcoQuest integrates interactive storytelling to create an engaging instructional tool for science education.</p> <p><strong>Methodology. </strong>A descriptive-developmental research design, following the ADDIE model, was employed. EcoQuest was developed using Twine for interactivity, Canva for visual design, and AI-generated narration for audio. Supplementary videos were sourced from YouTube. The tool was evaluated by science education and IT experts using the DepEd Learning Resources Management and Development System (LRMDS) tool and pilot-tested with Grade 6 Elementary student for usability and engagement.</p> <p><strong>Main Findings. </strong>Expert evaluations confirmed that EcoQuest met high instructional and technical quality standards, while student feedback indicated that the interactive format enhanced engagement and ease of use. The study validated EcoQuest as a viable educational tool, demonstrating its potential to support ecosystem instruction in high school science education.</p> <p><strong>Novelty/Originality of this Study. </strong>This study introduces EcoQuest as a localized, interactive, and curriculum-aligned instructional material for teaching ecosystems. Unlike traditional static materials, it employs branching narratives and multimedia elements to foster student engagement. By integrating digital storytelling into science education, EcoQuest provides an innovative approach to enhancing learning experiences in environmental science.</p> Joyce Maan Loberes Ana Carmella Jalmasco Nestor Jr Lasala Copyright (c) 2025 Joyce Maan Loberes, Ana Carmella Jalmasco, Nestor Jr Lasala https://creativecommons.org/licenses/by/4.0 2025-05-11 2025-05-11 6 2 66 78 10.37251/jber.v6i2.1480 https://cahaya-ic.com/index.php/JBER/article/view/1420 <p><strong>Purpose of the study: </strong><strong>T</strong>his meta-analysis aimed to determine the effectiveness of Strategic Intervention Materials (SIM) in improving Filipino students' science and mathematics performance.</p> <p><strong>Methodology: </strong>Fifteen eligible studies from three databases: Google Scholar, Crossref, and Semantic Scholar were chosen using&nbsp; Harzing’s Publish and Perish tool. The studies underwent meta-analysis using the Jamovi Tool.</p> <p><strong>Main Findings: </strong>Using Strategic Intervention Material has a large average effect size (ES = 1.60) with most of the studies obtaining positive effect sizes (87%). In connection, the moderator analysis showed paper-based SIM has a relatively larger effect size than digital SIM, elementary level obtained a larger effect size than Junior and Senior High and science has larger effect size than mathematics. Nevertheless, all moderators obtained large effect sizes which means SIM is an effective classroom intervention across the different types, grade levels and content areas.</p> <p><strong>Novelty/Originality of this study: </strong>This research introduces new insights into classroom intervention by exploring the use of Strategic Intervention Material (SIM) which was conceptualized and commonly used in the Philippines. The study opens discourse on the use of SIM to improve the learners’ science and mathematics achievement for possible adoption on a global scale.</p> Jonnell Borabo Ryan V. Dio Copyright (c) 2025 Jonnell Borabo https://creativecommons.org/licenses/by/4.0 2025-05-11 2025-05-11 6 2 79 89 10.37251/jber.v6i2.1420 https://cahaya-ic.com/index.php/JBER/article/view/1667 <p><strong>Purpose of the study: </strong>This study aims to examine how the Merdeka Curriculum is implemented at TK Darussalam Blokagung Banyuwangi and to identify the challenges and strategies in aligning this independent curriculum with global education demands, as well as to propose practical recommendations for enhancing its implementation</p> <p><strong>Methodology: </strong>Employing a descriptive qualitative case study approach, the research involved one principal and six homeroom teachers, with data gathered through structured observations, semi-structured interviews, and documentation of classroom activities; a comprehensive literature review informed the analysis, which was conducted using manual transcript analysis</p> <p><strong>Main Findings: </strong>Findings reveal that the Merdeka Curriculum enables flexible lesson planning that fosters religious character, independence, creativity, and collaboration, leading to heightened student enthusiasm and engagement; however, implementation barriers—such as limited teacher proficiency in project-based learning, inadequate facilities, and insufficient parental involvement—were evident, prompting the school to conduct regular professional development and strengthen community partnerships to improve curriculum delivery</p> <p><strong>Novelty/Originality of this study: </strong>Uniquely, this study focuses on a rural PAUD setting, offering novel insights into adapting independent curriculum frameworks to meet global education industry requirements in under-resourced contexts and generating context-specific recommendations that advance current understanding of curriculum flexibility and the integration of local and global educational values</p> Ulfa Fitria Muhammad Imam Khaudli Copyright (c) 2025 ulfa fitria, Muhammad Imam Khaudli https://creativecommons.org/licenses/by/4.0 2025-05-12 2025-05-12 6 2 90 97 10.37251/jber.v6i2.1667 https://cahaya-ic.com/index.php/JBER/article/view/1700 <p>This study aims to examine the implementation of the reading aloud method in improving the initial reading skills of grade I students at SD Negeri 1 Talesan. The focus of the research includes the implementation process, student response, reading skill development, and obstacles and solutions faced by teachers during learning. A descriptive qualitative approach is used in this case study. The research subjects consisted of one grade I teacher and 19 students. Data collection was carried out through observation, interviews, and documentation. The results showed that the reading aloud method was able to significantly form prosodic skills such as intonation, pronunciation, and voice clarity. Students' responses to this method showed high participation and increased confidence in reading. The main obstacle lies in the variation in reading ability and the limited learning time. Teachers overcome these barriers through adaptive learning strategies, the use of visual media, and individual mentoring. This study recommends strengthening differential guidance and developing comprehensive assessment rubrics as a follow-up step to optimize students' initial reading skills in elementary school.</p> Srihandayani Ningsih Retno Winarni Rukayah Rukayah Copyright (c) 2025 Srihandayani Ningsih, Retno Winarni, Rukayah Rukayah https://creativecommons.org/licenses/by/4.0 2025-05-12 2025-05-12 6 2 98 107 10.37251/jber.v6i2.1700 https://cahaya-ic.com/index.php/JBER/article/view/1635 <p><strong>Purpose of the study: </strong>This study explores the most frequently encountered sight words among multilingual learners in early education. It aims to compare their recognition skills across three languages—first language, national language, and English—highlighting the complexities of sight word acquisition in multilingual settings and addressing a gap in existing research.</p> <p><strong>Methodology: </strong>This study employed a cross-language explanatory sequential design to examine sight word recognition among multilingual learners, specifically Ilokano speakers in the Philippines, where multilingualism is common. Most Filipinos speak at least two languages: their first language, along with Filipino (the national language) and English, which are used in formal education, government, and media. This multilingual context presents unique challenges in sight word recognition, as learners encounter sight words across these three languages. The study analyzed the frequency of sight word occurrence in educational materials and assessed recognition abilities in Ilokano, Tagalog, and English.</p> <p><strong>Main Findings: </strong>The data shows that sight word recognition improves across grades, initially varying by language but converging by Grade 3. Multilingual learners' recognition rates differ based on their language background, with early proficiency in certain languages impacting initial recognition. As learners progress, proficiency in one language influences others, explaining differences in Grade 1 and Grade 2 performance. By Grade 3, recognition rates converge, reflecting research that suggests multilingual learners achieve similar proficiency levels across languages over time.</p> Leonardo Tejano Copyright (c) 2025 Leonardo Tejano https://creativecommons.org/licenses/by/4.0 2025-05-12 2025-05-12 6 2 108 117 10.37251/jber.v6i2.1635 https://cahaya-ic.com/index.php/JBER/article/view/1720 <p><strong>Purpose of the study: </strong>This study aims to compare how well the lecture approach and question and answer format improve student understanding.&nbsp;</p> <p><strong>Methodology: </strong>This study uses a quasi-experimental design and a quantitative methodology.&nbsp; Thirty students make up the sample, which is split into two groups: 15 students in the experimental group, which employs the question-and-answer format, and 15 students in the control group, which operates the lecture format.&nbsp; Pretests and posttests were used to gather data, and paired and independent t-tests were used for analysis.&nbsp;</p> <p><strong>Main Findings: </strong>The statistical analysis is validated by the findings of the homogeneity test, which indicate that the variance of the two groups is equal (p = 0.17).&nbsp; According to the results, students' comprehension is improved more by the question-and-answer format than by the lecture format.&nbsp; With a statistically significant difference (p = 2.1 × 10⁻⁶), the experimental group's posttest score (86.53) was higher than the control group's (68.8).&nbsp; Constructivist philosophy, which emphasises the value of interaction in creating knowledge, is consistent with these findings.&nbsp;</p> <p><strong>Novelty/Originality of this study: </strong>According to the study, using a question-and-answer format greatly improves pupil comprehension.&nbsp; According to the practical implications, teachers should implement this approach to boost student involvement in Akidah Akhlak learning.&nbsp; Future studies can examine integrating the question-and-answer method with other instructional techniques for the best results.</p> Niken Septantiningtyas Zulfa Umi Zakiyah Zaenol Fajri Copyright (c) 2025 Niken Septantiningtyas, Zulfa Umi Zakiyah, Zaenol Fajri https://creativecommons.org/licenses/by/4.0 2025-05-13 2025-05-13 6 2 118 127 10.37251/jber.v6i2.1720