Journal of Basic Education Research

Determinants of Digital Health Based Learning in Primary and Secondary Education: Path Analysis

Lina Alfiyani — 2026-01-15

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.

Faith, Reason, and Character: A Systematic Review of Christian Educational Philosophy

Tia Aulia Putri Sadeva — 2026-01-15

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.

Effects of Electronic Strategic Intervention Material on Elementary Students’ Motivation in Learning Plant and Animal Cells

Julie Ann H Dichoso — 2026-01-19

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.

The Effectiveness of the Multiple Intelligences Approach in Remedial Calistung Instruction in Elementary Schools: A Systematic Literature Review-Based Analysis

Yuli Katriana — 2026-01-19

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.

Transforming Indonesian Primary Education Through Creativity Development in the 21st Century

Kartika Sari — 2026-01-20

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.

The Implementation of the Merdeka Curriculum Based on Islamic Values in the Formation of Students Religious Character at Anbata Elementary School, Medan

Muhammad Randa Fantrika — 2026-01-20

Purpose of the study: This study aims to analyze the strategies for implementing the Merdeka Curriculum based on Islamic values at SD 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.

Praxes for Culturally Responsive Teaching (CRT) in Basic and Higher Education

Ryan Pecson — 2026-01-22

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, which is an 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.