LEOTECH: Journal of Learning Education and Technology

Analysis of Teacher Difficulties in Using Smart Board Technology in Primary School : A Case Study at SDN 2 Pilangsari

Della Fitryarany — 2025-06-01

This study aims to analyze the challenges faced by teachers in utilizing Smart Board as a technology-based learning media at SDN 2 Pilangsari. The background of the research is based on the gap between the potential to increase students' learning motivation through technology and the implementation constraints in the field. Using a qualitative approach through in-depth interviews with teachers, the research revealed five main challenges: (1) limited teacher training, (2) lack of technical understanding, (3) lack of IT support, and (4) difficulty integrating technology with teaching materials (5) impact of student depence. The findings provide practical contributions in the form of recommendations for the development of more effective teacher training programs as well as policy implications in the provision of supporting infrastructure. Theoretically, this study enriches the literature on the adoption of educational technology in primary schools by emphasizing the aspect of teacher readiness as a critical factor for successful implementation.

The Relationship Between Cognitive Dissonance with Conceptual Knowledge and Environmental Literacy in Elementary School Students

Ade Ima Halimatussadiah — 2025-06-01

This study investigates the influence of cognitive dissonance on environmental literacy and conceptual knowledge among elementary school students in the context of science learning about animal life cycles. Employing a descriptive quantitative approach with an ex post facto design, the research involved 240 students from grades 4, 5, and 6 at two elementary schools in Cirebon, Indonesia, who had received instruction on animal life cycles in accordance with the Merdeka Curriculum. Data were collected using validated and reliable four-point Likert scale questionnaires measuring environmental literacy, conceptual knowledge, and cognitive dissonance. Multivariate analysis of variance (MANOVA) was conducted to examine the relationships among these variables following the instructional intervention. The results demonstrate that students possess high levels of environmental literacy and sound conceptual understanding of animal life cycles, while experiencing moderate to low levels of cognitive dissonance. Statistical analysis reveals that science instruction incorporating cognitive dissonance significantly enhances both environmental literacy and conceptual knowledge, without inducing excessive cognitive conflict. Theoretically, this research advances the understanding of cognitive dissonance as a catalyst for meaningful learning and conceptual change in elementary science education. Practically, the findings recommend the implementation of science teaching strategies that actively challenge students’ preconceptions through real-world content, such as animal life cycles, to foster scientific literacy and environmental responsibility from an early age.

Entrepreneurship Education and Self-Efficacy in Primary Schools

Bagus Prayogo — 2025-06-01

This study aimed to provide empirical evidence on the influence of outdoor learning environments and entrepreneurship education on the entrepreneurial self-efficacy of elementary school students. A quantitative approach was employed, involving 282 students from several elementary schools in Cirebon Regency. Data were collected through a structured questionnaire developed based on validated indicators measuring outdoor learning settings, entrepreneurship education, and students’ entrepreneurial self-efficacy. The data were analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) method with the assistance of SmartPLS software. The results showed that the outdoor learning environment had a significant and positive impact on both entrepreneurship education and students’ entrepreneurial self-efficacy. Furthermore, entrepreneurship education served as a mediating variable that strengthened the relationship between the outdoor learning environment and entrepreneurial self-efficacy. These findings highlighted the importance of contextual and experiential learning beyond the traditional classroom in enhancing entrepreneurship education. Therefore, integrating outdoor learning elements into entrepreneurship curricula is a strategic approach to developing entrepreneurial self-efficacy and competencies from an early stage of education.

The Mediating Role of Math Anxiety in the Relationship Between Self-Concept and Resilience Among Elementary School Students

Afra Munifah — 2025-06-01

Learning mathematics in elementary school often causes anxiety in students, which has an impact on their low self-concept and resilience in solving problems. This study aims to examine the mediating role of anxiety on the relationship between self-concept and resilience in learning mathematics in elementary school students. This study used a quantitative research type of non-experimental design survey method. The research sample consisted of 260 elementary school students in grades 3 and 4 who were purposively selected. Data were collected through a scale questionnaire of self-concept, math anxiety, and student resilience. The data analysis technique used was path analysis with the help of SmartPLS 4 software. The results showed that there was a negative relationship between self-concept and anxiety, as well as a positive relationship between self-concept and resilience. Anxiety mediates the relationship between self-concept and student resilience. This study highlight the critical role on affective factors in mathematics learning at the primary school level. The findings are significant for the development of educational interventions that emphasize strengthening self-concept and reducing anxiety to enhance students' future learning resilience.

Multiple Discriminant Analysis to Measure Critical Thinking by Age, Gender, and Self-Confidence in Elementary Students

Olivia Amelizky — 2025-06-01

This study is motivated by the importance of critical thinking skills in science learning in elementary schools and the need to understand the factors that may affect it, such as age, gender, and self-confidence of students. The purpose of this study is to analyse whether there is a significant influence of age, gender, and self-confidence on students' critical thinking skills. This research design uses a quantitative approach with the method of multiple discriminant analysis. The research sample consisted of 60 fourth grade students from two elementary schools that had been determined purposively. Data collection survey method were carried out through a critical thinking test and a validated self-confidence questionnaire. Data analysis used SPSS software to determine the classification pattern and contribution of each variable. The results showed that there was no significant effect of age, gender, or self-confidence on students' critical thinking ability. This finding confirms that critical thinking ability is more influenced by other factors outside of these three variables. This research contributes to illustrating that teachers should focus more on learning approaches rather than demographic factors. In the future, this result implies that actively designed and contextualised learning can play a greater role in developing critical thinking ability.