Journal La Edusci

The Impact of Technoference on Parenting Styles towards Children

Ribkha Esterlina Tarigan, Setiasih Setiasih — Sat, 31 May 2025 00:00:00 +0700

The This study examines the impact of technoference on parenting styles and its implications for children’s development. Technoference, defined as interruptions in family interactions caused by technology use, poses significant challenges to effective parenting. This quantitative study employs a cross-sectional survey method, involving 60 parents with children aged 7-10 years. Data were collected using standardized instruments, including the Technoference Scale, Parenting Style Questionnaire, and Child Social-Emotional Development Scale. Descriptive statistics, correlation, regression, and moderation analyses were conducted to analyze the data. Results reveal a moderate level of technoference among parents, which correlates significantly with children’s cognitive and behavioral challenges. Initial abilities (????=0.850, ????<0.001) and socioeconomic status (????=0.102, ????=0.001) were strong predictors of parenting style outcomes. The interaction effect (????=0.045, ????=0.003) suggests that higher SES amplifies the positive impact of initial abilities on parenting effectiveness. The findings underscore the importance of addressing technoference and tailoring interventions to enhance both children’s abilities and parental resources. This study contributes to understanding the complexities of parenting in the digital age.

The Influence of Cognitive and Environmental Stimulation on Children's Language Acquisition

Asia M — Sat, 31 May 2025 00:00:00 +0700

Early childhood language development relies heavily on cognitive processes together with environmental quality of stimulation. This quantitative investigation determines the measures to which both cognitive engagement and environmental elements contribute towards children's language growth. A standard survey and official language testing instruments gathered information from three hundred children between ages 3 and 6 from distinct economic groups. The statistical analysis using multiple regression demonstrates that cognitive stimulation (β = 0.55, p < 0.001) as well as environmental stimulation (β = 0.41, p < 0.001) serve as significant predictors of language acquisition with an explanation of 56% (R² = 0.56). The study confirmed that socio-economic status affects language development (β = 0.29, p < 0.001) yet both cognitive and environmental stimulation variables mediated the relationship between these factors thereby reducing the impact of socio-economic factors on language development. The research helps expand current knowledge through quantitative evidence supporting cognitive and environmental factors while analyzing the combined learning environments of homes and schools and overcoming rigid views about SES's effect on language development. The analysis demonstrates why educational approaches that include student interactions matter together with early literacy initiatives and controlled linguistic and education programs during early childhood. Researchers emphasize the necessity of government programs that actively improve both intellectual and environmental stimulation in child education facilities. The study yields valuable findings yet future research must use longitudinal studies to track longer-term consequences between these factors and diverse dimensions of language development.

The Relevance of Blended Learning to Students' Critical Thinking Skills

Efi Miftah Faridli — Mon, 23 Jun 2025 12:53:51 +0700

This research examines how blended learning affects students' ability to think critically. This kind of quantitative study uses A design for a time series and a Semi-Experimental method. This During the odd semester of 2023–2024, research was done at a Public Junior High School in Banyumas Regency. A total of 35 students were selected from two classes to be used as research samples. Essay questions, critical thinking variable surveys, Using HOTS in blended learning techniques, as well as field notes are the tools used. The research findings show that students' critical thinking skills increased when the blended learning approach is combined with the HOTS strategy. This conclusion is supported by the results of the ANOVA analysis, which shows an F value of 6.253 at a level of significance of 0.039. Because the calculated F exceeds the F table, The suggested hypothesis's findings are acknowledged. Specifically, 6.253> 4.196. The study's findings demonstrate that pupils' critical thinking abilities improve when the blended learning model and the HOTS approach are used simultaneously.

Masculinity as an Educational Process in the Reproduction of Gender Roles

Mon, 23 Jun 2025 14:18:15 +0700

This paper questions the symbolic production and educational reproduction of masculinity among the Sade community of Lombok, Indonesia. Based on ethnographic evidence, it critically analyzes the ways in which the traditional male authority is not only maintained through cultural practices and kinship systems but is actually taught, moralized and reproduced through generations. Although emergent forms of transitional masculinity, including male participation in household chores and shared household decision-making, may seem to be progressive, the results demonstrate that such changes frequently act to re-legitimize, rather than challenge, patriarchal authority. In this setting, masculinity is not so much a role as a symbolic regime, coded in ritual speech, spatial hierarchies, rights of inheritance, and public moral acknowledgment. The study will help in making critical contributions to the sociology of education by conceptualizing masculinity as a culturally constituted symbolic regime of governance and gendered pedagogy. It claims that learning in traditional societies is much more than schooling, and that it is carried out in ritualized speech, intergenerational imitation, and spatial-cultural coding. This gendered pedagogy socializes boys into power and speech and girls into service and silence and defines what is possible, permissible and desirable to both. The research criticizes equity-based educational interventions that focus on access or participation without focusing on the symbolic narratives of legitimacy and leadership. The results demand a radical reconsideration of gender-responsive education: an education that deconstructs the cultural logics of masculinity, de-centers patriarchal symbolism, and re-builds the moral architectures in which authority is learned and reproduced.

The Impact of the Project-Based Learning Model on Students Collaboration Skills in Social Studies Learning at the Elementary School Level

Fandi H Binggo — Fri, 27 Jun 2025 07:04:50 +0700

This study examines the effectiveness of the Project-Based Learning (PjBL) model in enhancing students' collaboration skills in Social Studies (IPS) education at the elementary school level. Using a one-group pretest-posttest experimental design, the study involved 20 students at SD Laboratorium UNG. Students' collaboration skills were measured before and after the implementation of PjBL through pretest and posttest assessments. Statistical analysis using paired samples t-test and Cohen's d was conducted to evaluate the significance and effect size of the observed changes. The results indicated a significant improvement in collaboration skills, as reflected in the increase of the average score from 53.1 on the pretest to 69.45 on the posttest. Additionally, Cohen's d value of 2.20 indicated a large effect size, confirming that PjBL not only significantly enhanced students' collaboration skills but also provided a practical and impactful learning experience. This study concludes that PjBL is a highly effective method for enhancing collaboration skills in Social Studies education, preparing students to face challenges in both educational and professional settings.

The Influence of Learning Models and Motivation on Student Learning Outcomes in the Basic Science Concepts Course

Suleman Suleman — Fri, 27 Jun 2025 07:11:31 +0700

This study aims to examine the impact of learning models and motivation on student learning outcomes in the Basic Science Concepts course within the Elementary School Teacher Education Program. The research employs an experimental method with a 2x2 treatment-by-level design involving two independent variables: learning models (STAD and TSTS) and motivation (high and low). A sample of 127 students was divided into four experimental groups. Learning outcomes were measured using a learning achievement test aligned with the course objectives. Data were analyzed using a 2x2 analysis of variance (ANOVA) to assess differences in learning outcomes based on these two factors, and Tukey's test was used to identify significant differences between groups. The ANOVA results indicated that the learning model had a significant effect with F = 4.09 (F table = 4.03), motivation had a very significant effect with F = 25.85 (F table = 4.03 and 7.17), and the interaction between learning models and motivation had a significant effect with F = 17.86 (F table = 4.03 and 7.17). Tukey's test revealed significant differences between experimental groups, particularly between the TSTS group with high motivation (A2B1) and the STAD group with high motivation (A1B1), with Q = 5.60 (Q table = 3.77). This study concludes that the TSTS model is more effective than STAD, especially for students with high motivation. Motivation plays a crucial role in enhancing learning outcomes, and it is essential for educators to align learning models with students' motivation levels.

Learning Innovations in Enhancing Teachers' Emotional and Spiritual Skills

Yurni Rahman — Wed, 02 Jul 2025 10:45:49 +0700

Learning innovations relating to emotional and spiritual intelligence based on this study are how the innovations contribute to the advancement of the teachers professional capacity of the elementary schools in Gorontalo Regency, Indonesia. The research understands that not just the knowledge of the material is sufficient to become a good teacher and looks into the pedagogical activities that would be involved in emotional regulation, moral presence, and spiritual clarity. A qualitative case study method was used to collect the data by means of interviews, classroom observations, and document analysis among five elementary schools that participated in the associated training program actively. The results indicate that teachers who develop emotional and spiritual skills show an improvement of self-regulation, strengthening relationship to their students and self-rediscovery of ethical commitment in their professions. Nevertheless, the combination of such competencies may be hampered by structural impediments, such as time requirements, diminished institutional assistance, and the prevalence of academically minimizing structures of policy-making. The research suggests a shift in teacher growth and school culture that claims emotional and spiritual intelligence as an essential part of life, rather than optional extras. The personal experiences of the teachers brought into the foreground with the support of this research will be integrated into the greater literature concerning wholistic education, character development, and the buzzs so-called ethical reconstruction of instruction.

School-Based Management Approach in Improving Academic Performance: A systematic Review

Lia Nurhayati — Wed, 02 Jul 2025 13:29:49 +0700

School based management (SBM) and the academic outcomes of the students are subjects of theories but not evenly supported, on the bases of evidences, in the context of education. This systematic review summarizes results of ten high-quality studies published in 20132024 and consider in detail how SBM affects academic outcomes and when its positive effects can be achieved. The review ascertains that SBM has the ability to boost academic performance especially when underpinned by effective leadership, interscholastic types of school cultures and good based management practices. Further examination has, however, thwarted by the existence of formidable contextual contingencies; the success of SBM, based on leadership ethics, community participation, structural equity and political support. Additionally, the existing evidence base has several major limitations, such as the lack of longitudinal research, the underemphasis on the aspect of equity, and bias towards the middle-income and urban environments. Unless specific protection mechanisms and capacity-building are put in place, space is created to expand the established inequalities instead of realizing the promised democratizing effects of SBM. The results encourage a new generation of SBM research that will seek to be more critical about the questions of power, equity and justice without being too narrowly balled as a strictly technocratic procedure with the aim of enhancing more inclusive and transformational modes of school governance.

Exploring Mathematical Concepts in Buna Woven Fabric Motifs of the Amanuban Community and Their Integration into Mathematics Education

Farida Daniel, Turmudi Turmudi, Dadang Juandi, Kusnandi Kusnandi — Wed, 02 Jul 2025 14:02:31 +0700

This study explores the mathematical concepts embedded in the woven motifs of Buna, specifically Tais Kaimnutu and Buna Panbuat, from the Amanuban community, and their potential integration into mathematics education. Using a qualitative ethnographic approach, the researchers conducted six months of observations, interviews with indigenous weavers and cultural experts, and documentation of woven patterns. The study reveals that Buna woven motifs embody rich mathematical concepts such as symmetry, geometric transformations, fractals, and group theory, while also reflecting deep cultural values, identity, and spirituality. These motifs serve as intuitive artistic and cosmological expressions, with mathematical interpretations offering a new form of cultural appreciation that respects local contexts. Educationally, these motifs support learning across all levels: introducing symmetry and spatial visualization in elementary school; deepening understanding of transformations and congruence in middle school; exploring fractals and algebraic structures in high school; and fostering culturally responsive teaching in higher education through ethnomathematics integrated with mathematical modeling and topology. Beyond pedagogy, the study emphasizes the importance of integrating indigenous knowledge into formal curricula to strengthen cultural identity, community involvement, and empowerment. It highlights ethnomathematics as a transformative bridge linking academic research, cultural preservation, and community development. Future research should explore participatory curriculum design and community perspectives on the mathematical interpretation of indigenous crafts to enhance educational and cultural sustainability.

The Influence of Principal Academic Supervision, Lead Teacher Competence, and Work Environment on Lead Teacher Capacity

Shintawati Shintawati, H. M. Syadeli Hanafie, Aan Hendrayana — Fri, 04 Jul 2025 10:26:47 +0700

The discourse on teacher leadership in developing contexts has long suffered from a narrow gaze, obsessed with competencies, yet blind to conditions; fixated on training, yet inattentive to power. This study disrupts that pattern. Anchored in the evolving landscape of Indonesia’s Guru Penggerak (Mobilizing Teacher) program, we offer a systems-level examination of what truly drives teacher capacity in public elementary schools. Through a robust quantitative analysis, we illuminate the triadic architecture of capacity-building: principled supervision, professionally grounded competence, and an ecologically supportive work environment. The results are not subtle; together, these factors explain 93.4% of the variance in mobilizing teacher capacity. But the implication is not merely statistical. It is structural, cultural, and political. We argue that academic supervision must be reimagined, not as a mechanism of oversight but as a dialogic practice of pedagogical stewardship. Teacher competence must be untethered from static checklists and understood as a socially constructed, morally anchored, and continuously evolving enactment of professionalism. The work environment, too often treated as backdrop, is revealed here as a core determinant of whether teacher leadership is cultivated or crushed. This is not a call for more policy, it is a demand for coherence. Without structural alignment among leadership practices, professional learning ecosystems, and institutional cultures, no reform initiative, no matter how visionary, will outlive its training modules.

Analysis of Blended Learning Design to Enhance Elementary Students' Creativity and Motivation

Edy Purnomo, Waris Waris, Fauzan Adhim — Fri, 04 Jul 2025 12:50:48 +0700

In this research, it was critical to implement a blended learning model with the aim of improving creativity and learning motivation of the elementary students of Pasirian 01 Public Elementary School, Pasirian Subdistrict, Lumajang Regency. The study used a descriptive qualitative case study design to discuss the involved process and experiences, difficulties and adaptive techniques in the amalgamation of resource-limited face-to-face and web-based education in a rural setting. Direct observations, in-depth interviews of the teachers, students and the principal, and review of supporting data such as student portfolios, lesson plans as well as communication records were used to collect the data. These results indicate that the blended learning model, based on the low-bandwidth digital tools, flexibility in scheduling, and creatively based on project-based assignments, has an important contribution to making students engaged, expressing themselves, and self-motivated. Teachers also transformed their role towards facilitating student-centered learning where learners were also more confident and excited to work, especially on assignments that requiring creativity and accentuating autonomy. Nevertheless, the study also emphasizes such difficulties as unequal access to devices and connectivity, deficiencies of digital literacy among teachers and parents, and the increased workload due to the preparation of dual-modality instruction. Responsive approaches implemented by the school, inter alia, by increasing personal meetings and strengthening partnerships between schools and home as well as improving capacity development of teachers via peer-led workshops, loaning technologies, and reinforcing links between students and parents helped address them.