Journal of Basic Education Research

Implementation of Problem Based Learning Model in 21st Century Learning: Literature Review

Yuliyanah Yuliyanah — 2025-01-16

Purpose of the study: determine the improvement of the learning process in the 21st century by applying the problem based learning model learning in elementary school students.

Methodology: The learning method used in this scientific work is a literature review or literature review with several stages, namely searching for materials or reference materials on Google Scholar accredited by DOAJ, Sinta, Google Scholar, and so on that are in accordance with the theme to be researched, collecting 30 references that have been obtained.

Main Findings: shows that the problem based learning model is effective in improving the quality of learning at various levels of education, including primary and secondary education.

Novelty/Originality of this study: This study uses a literature review by analyzing several previous research results and combining them into one so that it becomes a new discovery.

Exploring the Experiences of STEM Students in Writing Research: Insights, Challenges, and Strategies

Dominic Patric Galdonez — 2025-01-16

Purpose of the study: This study aims to explore and examine the experiences and narratives of thirty-two (32) students from the Philippine Science High School - Ilocos Region Campus (PSHS-IRC) as they engaged in conducting and writing STEM research.

Methodology: The study used a descriptive phenomenological design to explore the research experiences of 32 students from PSHS-IRC. Data was collected via open-ended questionnaires and in-depth interviews. Thematic analysis identified key themes, validated through member checking and intercoder agreement, ensuring reliability and accuracy of insights.

Main Findings: Research writing presents numerous challenges for students, including literature searching, resource limitations, procrastination, motivation, and time management. Key difficulties involve finding credible sources, organizing research, defining problems, and drafting sections like the methodology and conclusion. Strategies such as seeking help, improving sourcing techniques, and prioritizing tasks can mitigate these challenges, enhancing students’ research experience.

Novelty/Originality of this study: This study highlights student challenges in research writing, providing insights for educators and administrators to improve research education. The findings also serve as a valuable reference for future studies in STEM education, offering guidance for scholars interested in exploring similar topics and enhancing academic support systems.

Efforts to Improve Class V IPS Learning Outcomes Through the Implementation of the Problem Based Learning Method at State Elementary School

Suharti Suharti — 2025-01-16

Research Objective: To improve students' learning outcomes in social studies. By implementing the Problem Based Learning (PBL) method to help students understand social studies concepts better.

Methodology: This research is a Classroom Action Research (CAR) consisting of four stages of activities, namely: (1) planning stage, (2) action implementation stage, (3) observation stage, and (4) evaluation stage and reflection. The research sample was fifth grade students at SDN 143 Tamiai, with research instruments namely observation, documentation and tests.

Main Findings: The results of the study showed that in the pre-cycle, students' learning completeness reached 27.58%. There was an increase of 20.69% in the implementation of cycle I. In cycle II, there was an increase of 37.93% or learning completeness of 86.20%. Thus, it is proven that the use of the Problem Based Learning learning model can improve students' learning outcomes.

Research Update: This research strengthens the relationship between the Problem Based Learning model and learning outcomes, especially in social studies lessons.

The 360˚ View: Contextualized Virtual Reality Tours as Innovative Teaching Tool in Ecology for Elementary School Students

Rubert James Gestiada — 2025-01-16

Purpose of the Study. This study aims to develop and validate Contextualized Virtual Reality Tours as instructional materials for teaching ecology concepts to elementary students, focusing on enhancing students' conceptual understanding of ecological relationships and environmental awareness in a local context.

Methodology. The study employed a descriptive-developmental research design and used the ADDIE model to create Contextualized Virtual Reality Tours. Tools included a 64MP mobile camera for video production, AI-generated voice narration, and a 4-point Likert scale assessment for validation. Data analysis was performed with Microsoft Excel.

Main Findings. The Virtual Reality Tours significantly improved students' conceptual understanding, moving their performance from low to mastery level. Expert evaluations indicated high validity across content, instructional, and technical quality, and students rated the tours as highly acceptable and effective in increasing their engagement and comprehension of ecology concepts.

Novelty/Originality of this Study. This study introduces a localized, semi-immersive Virtual Reality Tour model for ecology education, making science concepts accessible to students without field trips. Integrating contextualized ecological elements addresses the gap in immersive science education tools for local environments, promoting relevant and cost-effective learning.

Jacks of All Trades: The Lived Experiences of Out-of-Field Non-Government Basic Education Teachers

Glenn Calaguas — 2025-01-24

Purpose of the study: Out-of-field teaching is a concern that results in teaching ineffectiveness, compromising quality education. However, there is still limited extant literature available, particularly on the experiences of non-government junior high school teachers. This study specifically explored the lived experiences of the out-of-field teachers in the provinces of Pampanga and Tarlac in the Philippines.

Methodology: Ten basic education teachers particularly junior high school teachers were tapped in order to achieve the purpose of the study. Also, maximum variation was utilized, incorporating convenience and snowball techniques to ensure diverse perspectives. The Colaizzi method in analyzing the data was used through a positivist view. Member checking was equally observed to meticulously capture the core experiences of the informants and to ensure the trustworthiness of the data.]

Main Findings: The findings unveiled both positive and negative experiences that were eventually clustered into five categories: (1) challenges of out-of-field teaching, (2) strategies to overcome challenges, (3) opportunities for growth, (4) impact on students, and (5) areas for improvement. Consistent with the recent works of literature, this study highlights the contrasting aspects of out-of-field teaching—its challenges and potential opportunities.

Novelty/Originality of this study: As a contrast to the usual assumption that out-of-field teaching only creates negative experiences, not only among teachers but also among learners, the challenges and opportunities of this phenomenon offer valuable insights that can serve as a cornerstone for policymakers and school administrators in helping and supporting out-of-field teachers. Contextualized assistance and targeted preparations can guarantee quality education

How Principals’ Instructional Leadership Influence Teachers’ Self-Efficacy

Sopheng Tep — 2025-01-26

Purpose of the Study: This study focuses on evaluating the degree of TEP of PIL on TSE in Cambodia. It also seeks to identify how TEP on PIL varies according to different demographic characteristics. Furthermore, the researcher aims to uncover whether teachers’ demographic characteristics influence their perception of instructional leadership from their principals.

Methodology: The researcher employed descriptive statistics to measure TEP on PIL and used independent sample t-tests and one-way ANOVA to examine differences in TEP on PIL across various demographic characteristics. A total of 295 PJHSTs participated in this study, all of whom were pursuing higher education degrees at a private university in Phnom Penh.

Main Findings: The results of the research indicate that PJHSTs have diverse perceptions of PIL. These positive perceptions suggest that PIL significantly influences TSE. Additionally, the findings revealed that teachers’ gender had a significant impact on their perceptions of PIL (p < 0.05). However, no significant impact of gender differences on TSE was found. The study also highlighted additional findings, as presented in the results section.

Novelty/Originality of the Study: These findings provide valuable insights into fostering TSE through effective PIL in Cambodian school context. PIL emerges as a critical factor in enhancing TSE, as teachers with high self-efficacy tend to perform their teaching tasks more effectively. Consequently, school principals, academic staff, teachers, and other stakeholders can apply these findings to improve institutional success. Future research should explore other leadership styles and additional factors that may influence TSE.