JEES: Journal of Education and Educational Sciences

The Influence of Interest and Grit on Indonesian Primary Students’ English Language Performance

Detriana Abuk — 2026-05-01

This study investigated the relationship between learning interest, grit, and English language performance among Indonesian primary school students. A total of 240 students from three public elementary schools SDN Negeri 1 Tuk, SDN Negeri 1 Kedung Jaya, and SDN Negeri 1 Kedung Dawa participated in the study. Data were collected using structured questionnaires and analyzed through descriptive statistics, validity and reliability testing, and multiple linear regression analysis. The findings revealed that both interest and grit had significant positive correlations with English performance (r = 0.622, p < 0.001 for interest; r = 0.693, p < 0.001 for grit). Furthermore, regression analysis indicated that grit was the stronger predictor of English achievement (β = 0.503, p < 0.001), compared to learning interest (β = 0.278, p < 0.001), with the model accounting for 52.1% of the variance in performance (R² = 0.521). These results emphasize that while student interest enhances motivation, grit defined as perseverance and sustained effort-is a more influential factor in predicting academic success in English. The study highlights the importance of cultivating both interest and resilience in young learners. Teachers are encouraged to implement strategies that promote long-term motivation and persistence to support better outcomes in English language learning.

The Validity and Reliability of Social Responsibility Among Senior High School Students

Mar'atu Nafilah — 2026-05-01

The purpose of this project is to create and verify a measurement instrument for evaluating high school students' social responsibility. Data were gathered quantitatively from 248 kids who were chosen from a variety of metropolitan schools using purposive sampling. Based on a theoretical framework of social responsibility, the instrument was validated both constructively using Exploratory Factor Analysis (EFA) and content by experts using the CVR and CVI methods. Cronbach's Alpha and McDonald's Omega were used to assess for reliability, and both showed strong internal consistency (α > 0.80). The findings point to a realistic and trustworthy factor structure with three primary dimensions: social justice, social culture, and contextual understanding. These results lend credence to the instrument's usage in educational settings, especially character education, for diagnostic and assessment purposes. This study offers educators and policymakers a useful tool for assessing teenagers' social responsibility that is context-specific. To assess the instrument's external validity in various institutional and cultural contexts, further study is advised.

Background and Scope of The Philosophy of Integrated Science Religion and Science and Their Goals and Benefits

Riskimilasari — 2026-05-01

This study discusses the philosophy of science of integrating religion and science with an emphasis on its physiological and sociological background US well US its benefits and benefits. The study approach uses the library research method. The play data sources in this research are obtained from various references and research journals that are relevant and closely related to the issue of the integration of religion and science. All of the books and resources that have been successfully compiled are comprehensive guides that are relevant to the topics discussed. After the source collection process is completed, the next step is to analyze and synthesize the data to reach a valid conclusion from the results of this study. Physiologically, the relationship between modern science and religion has experienced dynamics from the 17th century to the 20th century from close encounters, views that reduce the role of God and the universe, to interactions that are dynamically re-formed. Sociologically, the integration of religion and science that was born in response to the dichotomy caused by the entry of secular western education into the Islamic world, resulted in two different educational systems, namely Islamic education and secular education. The philosophy of integrated science aims to create harmonization between religion and science, develop a holistic paradigm, strengthen Islamic epistemology and science, and develop an integrative educational curriculum. The benefits of this integration include moral and ethical foundations in the development of science and technology, motivating scientific research with religious nuances, bringing holistic and harmonious awareness in society, Reducing conflicts and dichotomies between religion and science.

The Effect of the Ethno-RME Learning Model on Improving HOTS and Self-Efficacy of Elementary School Students

Putik Rustika — 2026-05-01

Mathematics learning in elementary schools is still largely abstract, as it focuses on memorizing formulas and procedures without involving cultural contexts that are close to students’ daily lives. This condition leads to low levels of higher-order thinking skills (HOTS) and self-efficacy. This study aims to examine the effect of applying the Ethno-Realistic Mathematics Education (Ethno-RME) model on improving HOTS and self-efficacy among elementary school students. This study highlights its novelty by simultaneously examining cognitive (HOTS) and affective (self-efficacy) outcomes within an Ethno-RME framework at the elementary school level, which remains underexplored in previous studies. The research employed a quantitative approach with a pre-experimental one group pretest-posttest design. The instruments consisted of a HOTS test and a self-efficacy questionnaire administered before and after the treatment. Data were analyzed concisely using multiple regression analysis to examine the contribution of Ethno-RME to both outcome variables. The subjects were 159 elementary school students in Kesambi District. The results showed a significant improvement in students’ HOTS and self-efficacy after the implementation of the Ethno-RME model based on traditional house miniatures. These findings indicate that integrating local culture into mathematics learning through a realistic approach not only enhances cognitive understanding but also strengthens students’ confidence. Therefore, the Ethno-RME model can serve as an alternative contextual learning strategy that supports the development of both HOTS and self-efficacy.

The Effect of the Snowball Drilling-Based Jigsaw Model on Learning Independence and Mathematical Spatial Ability of Elementary School Students

Ike Kurniawati — 2026-05-01

This study aims to determine the influence of variables in the snowball drilling-based Jigsaw learning model. The research method employed a pre-experimental design using a one-group pretest–posttest design. The research subjects were school students with a saturated sampling technique and a sample size of 60 respondents. The research instruments consisted of a cognitive test of mathematical spatial ability and a questionnaire on students' mathematical learning independence as well as a questionnaire on responses to the Jigsaw learning model. Data analysis techniques used multiple linear regression tests to determine the effect of the snowball drilling-based Jigsaw model on students' learning independence and mathematical spatial ability. Path analysis was used to test the relationship between aspects of independence and mathematical spatial ability. The results showed that the application of the snowball drilling-based Jigsaw model had a significant effect (p < 0.05) on improving elementary school students' mathematical learning independence and mathematical spatial ability. This study contributes novelty by integrating the Jigsaw cooperative model with Snowball Drilling to simultaneously strengthen students’ learning independence and mathematical spatial ability at the elementary level, an area that has been rarely examined in previous studies. In addition, there is a positive relationship between aspects of the variables of learning independence and mathematical spatial ability, as can be seen from the p-value < 0.05. The Jigsaw model can encourage students to increase their learning independence through responsibility and develop mathematical spatial abilities through understanding relationships, perception, visualization, rotation, and spatial orientation. Thus, this study can be used as a reference in similar studies.

The Effect of the Project-Based Learning Model in Terms of Learning Styles on the Literacy and Numeracy Skills of Elementary School Students

Irma Sofiasyari — 2026-05-01

This study aims to determine the effect of the project-based learning model in terms of learning styles on the literacy and numeracy skills of fourth-grade elementary school students in the Jamblang sub-district in 1 cluster, namely SDN 1 Wangunharja, SDN 2 Wangunharja, SDN 1 Sitiwinangun, SDN 2 Sitiwinangun, SDN 3 Sitiwinangun, SDN 1 Bojong Wetan, SDN 2 Bojong Wetan, and SDN 3 Bojong Wetan. This study used a quantitative method with a one-group pretest-posttest design. The sample in this study consisted of all 240 fourth-grade elementary school students. The research instruments consisted of a learning style questionnaire, literacy and numeracy tests with multiple choice questions for the pretest and posttest. Data collection was conducted before and after the implementation of the PjBL learning model. Data analysis included validity, reliability, normality, homogeneity, simple linear regression analysis, and paired sample t-test. The results show that each data point in the variables also meets the assumptions of normality and homogeneity. From the descriptive statistics calculation results, the hypothesis test of simple linear regression analysis and the paired sample t-test show a significant difference between the pretest and posttest scores for students' literacy and numeracy abilities. with the students' literacy ability level at the time of the pretest averaging 42.88 and the posttest score averaging 76.33, and the students' numeracy ability level at the time of the pretest averaging 43.46 and the posttest score averaging 71.21. Based on the hypothesis test, the significance value of each variable was 0.000 (<0.05), so Ho was rejected and Ha was accepted. This shows that the learning model was able to significantly improve students' literacy and numeracy skills. This study contributes novel empirical evidence by integrating Project-Based Learning assisted by e-modules with students’ learning styles in examining literacy and numeracy outcomes simultaneously at the elementary school level, an aspect that remains limited in prior quantitative pre-experimental studies.