LEOTECH: Journal of Learning Education and Technology

The Role of Teacher Support, Self-Efficacy, and Academic Emotions in Predicting Primary School Students Learning Performance Within a Formative Assessment Model

Nonih Nur Syah Lukiyah, Hilyah Auliya, Khilda Tamami — Mon, 01 Dec 2025 00:00:00 +0700

This study investigates the influence of teacher support, academic self-efficacy, and academic emotions on the learning performance of elementary school students through the development of a formative assessment model. A supportive classroom environment is essential for fostering student motivation, emotional regulation, and optimal academic achievement. The study involved 240 students from public elementary schools in Cirebon, Indonesia, using a structured quantitative survey. Research instruments measured teacher support, academic self-efficacy, academic emotions, and student performance. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), a variance-based structural equation modeling approach, with SmartPLS 3.0 software. Results show that teacher support has a strong direct effect on learning performance (β = 0.845; f² = 2.524), and also exerts indirect effects through positive academic emotions (β = 0.134) and academic self-efficacy (β = -0.034). The structural model explains 75.9% of the variance in student performance (R² = 0.759). These findings emphasize the critical role of teacher support and students’ psychological factors in formative assessment, suggesting that integrating socio-emotional variables can improve learning effectiveness in primary education.

Cognitive Resilience and Learning Motivation of Broken Home Children: A Study on Students of Madrasah Ibtidaiyah Al-Ikhlas Ancaran

Wida Nengsih , Septi Gumiandari — Wed, 31 Dec 2025 00:00:00 +0700

The phenomenon of Broken Home among elementary school students is a social and psychological problem that impacts learning motivation, emotional stability, character, and academic achievement. This study aims to analyze the relationship between incomplete family conditions and learning motivation, as well as the role of resilience, social support, and the school environment in maintaining children's academic achievement. This study aims to analyze 1) students' cognitive condition and learning motivation, 2) factors that affect cognitive resilience, 3) the role of PAI in supporting learning motivation 4) strategies based on Islamic values to strengthen students' cognitive resilience and learning motivation at MI Al Ikhlas Ancaran. This study uses a qualitative descriptive approach with data collection techniques in the form of observation, in-depth interviews, and documentation of Broken Home family students, PAI teachers, and homeroom teachers. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing by paying attention to validity through triangulation of sources and methods. The results of the study show that 1) students with a Broken Home background generally have a relatively good level of cognitive resilience, so they are able to adapt to academic challenges, 2) students show quite effective abilities in managing emotional stress that arise due to various environmental and family factors, 3) the level of student learning motivation is in the medium to good category, which reflects the internal drive to continue to excel Even though they face an incomplete family condition. 4) Islamic values-based strategies are effective in strengthening cognitive resilience and learning motivation. Other findings show a positive relationship between cognitive resilience and learning motivation where the higher the resilience students have, the stronger their motivation to learn. The home environment, madrasah and peer relationships are one of the supporting factors in Shiwa's cognitive resilience in increasing learning motivation. The results of the study stated that students affected by Broken Home families can maintain learning motivation if they have strong cognitive resilience and receive support from a conducive school environment.

The Effectiveness of Video Games for Learning and Teaching English Language Among School-Age Students

Alfaro Electra Bimantara Putra — Wed, 31 Dec 2025 00:00:00 +0700

This study discusses the effectiveness of video games in learning and teaching English to young learners through an extensive review of literature and meta-analysis on published research papers from 2009 to 2025. The results reveal the effectiveness of video games in promoting vocabulary, communicative, and confidence domains, with gamers performing better in language games in comparison to non-gamers. There was, however, little to no difference in formal academic achievement, English GPA. The effectiveness of learning through video games depends on the genre, with narrative-based video games proven to be an essential element in vocabulary development and multiplayer video games in speech development. The implications of this research indicate that video games, if properly integrated into structured digital game-based language learning platforms, can act as an additional teaching supplement.

Examining the Interaction Between Behavioral and Emotional Engagement on Cognitive Engagement: A Mediation Analysis

Amanda Maharani — Wed, 31 Dec 2025 00:00:00 +0700

This study aims to examine the effects of behavioral and emotional engagement on cognitive engagement among elementary school students using structural modeling. Data were collected from 240 students in grades 4-6 using a 15-item Likert-scale questionnaire. Confirmatory Factor Analysis (CFA) was used to test construct validity and reliability, followed by Structural Equation Modeling (SEM) to examine interdimensional relationships. The results showed that behavioral engagement had a positive effect on both emotional and cognitive engagement, while emotional engagement also positively influenced cognitive engagement. However, the effects were relatively small, and emotional engagement did not significantly mediate the relationship between behavioral and cognitive engagement. These findings emphasize the role of behavioral and emotional engagement in enhancing cognitive engagement, while suggesting that other contextual factors should also be considered. The proposed model demonstrated a good fit with the data and provides a basis for understanding student engagement in primary education.

The EFL Students’ Interaction Patterns in Online Learning Platforms: A Qualitative Observational Study

Moh. Fajar Amirul Mukmin — Wed, 31 Dec 2025 00:00:00 +0700

This study explores EFL students’ interaction patterns in online learning platforms through a qualitative observational approach. Grounded in Moore’s interaction framework, the research focuses on three types of interaction: learner–teacher, learner–learner, and learner–content interaction. The study was conducted in an undergraduate online course involving 27 EFL students who participated in synchronous sessions supported by a learning management system. Data were collected through participant observation across five online meetings, supported by field notes, chat transcripts, and LMS discussion records. Thematic analysis was employed to identify recurring interaction behaviors and patterns. The findings reveal that learner–teacher interaction was the most dominant form, characterized by students’ responses to instructors’ questions and feedback. Learner–learner interaction occurred less frequently and was often limited to brief peer responses, while learner–content interaction varied depending on task requirements. These results indicate that although interaction is present in online learning environments, it is uneven and largely teacher-driven. The study highlights the importance of intentional instructional design and active facilitation to promote balanced interaction and meaningful engagement in online EFL learning contexts.