JEES: Journal of Education and Educational Sciences

Prediction of Elementary School Student Performance and Writing Interest Competency Based on Learning Engagement: Analysis with Binary Logistic Regression

Sofie Savitri — 2025-11-01

This study aimed to predict the influence of age, grade level, and gender on learning engagement, writing interest competencies, and academic achievement of elementary school students. This study used a non-experimental quantitative approach with data collection techniques through structured observation and questionnaires, involving 240 elementary school students in the Cirebon City area. Data analysis was carried out using binary and multinomial logistic regression as well as Partial Least Squares Structural Equation Modeling (PLS-SEM) modeling through SmartPLS and SPSS software. The results showed that grade level was a significant predictor of writing interest competency and learning engagement while age and gender did not show a significant influence. In addition, learning engagement has a very strong positive impact on writing interest, and writing interest competency significantly affects academic achievement indicating the mediating role of writing interest in the relationship between engagement and learning outcomes. These findings confirm the importance of learning approaches that are able to increase students' active engagement to support the development of writing skills and academic achievement. This study contributes to educational practice by providing an empirical basis for the development of more contextual and interest-based learning strategies at the primary school level.

Analysis of Reading Ability Towards Reading Interest and Difficulty Factors in Elementary School Reading Teaching

Sarif Maulana — 2025-11-01

Reading is a basic language skill that is essential for effective written communication and cognitive development, especially in upper elementary school students. The reading process involves converting language sounds into written symbols, recognizing letters, and ultimately understanding the content of texts. Reading facilitates critical thinking and enhances language skills, especially in grades four through six, when students transition from learning to read to reading to learn. Reading interest significantly influences comprehension ability; however, many literacy programs focus too much on technical skills, neglecting student engagement. Population in study This is all over the leader educate especially in class four, five and six with totaling 720 participants This study investigated the reading ability of upper elementary school students, the impact of reading interest and cognitive strategies, and the adequacy of teaching methods while highlighting the need for comprehensive assessment to identify barriers to reading. The study This use method through samples and procedures with technique data analysis method dependence multivariate. School basis observed at SDN Kertawaninangun Cirebon Regency, using questionnaire for evaluate progress reading, interest, comprehension, and difficulties reading. Variable in study This use interest read, ability reading, and difficulties related reading with development reading and some aspect as well as indicator from every variables. Research results This show correlation ability student Woman more tend tall in interests and difficulties read compared to student male. This study makes a significant contribution to the field of education, especially in basic literacy, by comprehensively identifying the relationship between reading interest, reading ability, and reading difficulties. These findings enrich scientific understanding of internal and external factors that influence children's literacy development and provide an empirical basis for developing more effective, contextual, and sustainable reading intervention models at the elementary school level.

Evaluating the Structural Model of IPAS Learning in Elementary Education: A PLS-SEM Approach to Influence Attention, Invested Learning, and Perceived Behavioral Control

Anastassia Ayunandita — 2025-11-01

This study aims to empirically test the relationship between attention, invested learning in acquiring skills and knowledge, control perceived behavior, and results Study in context basic education. The method used in this study is Partial Least Structural Equation Modeling (PLS-SEM), which allows analysis complex relationships between variables. Data were obtained from 240 elementary school students in Cirebon City through questionnaire scale Likert. The results of the analysis show that attention has significant influence to control behavior (β = 0.274; t = 4.763; p = 0.000) and learning engagement also showed a significant influence (β = 0.154; t = 2.256; p = 0.024). The R² value of 0.103 identified that the model was only able to explains 10.3% of the variance in control perceived behavior, which means that Still There is other variables outside the model that affect the dependent variable. The research findings indicate that the attention given to students, the learning invested , and control perceived behavior own significant influence and positive on learning outcomes. The practical implications of these findings encourage learning development strategies that focus on optimizing student attention and participation to improve learning effectiveness at the elementary education level.

The Role of Self-Regulated Learning and Collaboration Skills in Improving Students' Perceptions of English Listening

Hosam Alting — 2025-11-01

This study aims to determine the extent to which Self-Regulated Learning and Collaboration Skills play a role in improving students' perceptions of listening skills in English. The background of this study is based on the importance of listening skills as a major component in mastering English, as well as the need to understand the contribution of internal and social factors in shaping students' perceptions of the learning process. This study used a quantitative approach with an explanatory research method. Data were obtained through distributing questionnaires to junior high school students. The data analysis technique used is Multivariate Analysis of Variance (MANOVA), which allows testing the simultaneous influence of two independent variables on students' perception as the dependent variable. The results of the analysis show that both Self-Regulated Learning and Collaboration Skills have a significant influence on students' perceptions of listening skills, both individually and interactively. This finding confirms the importance of self-regulation in learning and cooperation in groups as determining factors in shaping positive perceptions of English listening learning. This research is expected to provide a basis for the development of learning strategies that are more responsive to student needs in mastering listening skills.

Confirmatory Factor Analysis of the Child Feeding Questionnaire: A Measure of Parental Attitudes, Beliefs and Practices About Child Feeding and Obesity Proneness

Valia Rachmawati — 2025-11-01

This study aimed to examine the construct validity and reliability of the Child Feeding Questionnaire (CFQ) within the context of parental feeding practices and risk of childhood obesity in Indonesia. The instrument consists of three core constructs: Beliefs, Parental Attitudes, and Practices. A confirmatory factor analysis (CFA) was employed to assess convergent validity, discriminant validity, and internal consistency of the measurement model. The results indicated that the Beliefs and Parental Attitudes constructs demonstrated satisfactory internal consistency, as indicated by Cronbach’s Alpha and Composite Reliability values exceeding the recommended thresholds. However, the Practices construct demonstrated low reliability and weak indicator loadings, suggesting the need for revision or further development. Discriminant validity among the constructs was established based on the Fornell-Larcker criterion and HTMT values. Nevertheless, the overall model fit indices did not meet acceptable standards, primarily due to the weaknesses observed in the Practices construct. These findings the underscore importance of culturally adapting and refining the CFQ before its use in research or intervention programs aimed at promoting healthy feeding behaviors and preventing childhood obesity.