Journal of Education Review Provision <p><strong>Journal of Education Review Provision ISSN 2776-1304 (print) 2776-1312 (online)</strong> is an open access and peer reviewed journal includes all education research in all aspect primary education research, primary school curriculum, Education in primary school, University systems, Educational technology, prospective primary school teacher, Teacher education, Biology education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Department of Education, Developmental Education, Language education, Learning community, Life skills Education, E learning.</p> Pusat Studi Pembangunan dan Pemberdayaan en-US Journal of Education Review Provision 2776-1304 <div class="page"> <div class="page"> <p><strong>Journal of Education Review Provision</strong> operates under articles of this journal licensed under a <a href="" target="_blank" rel="noopener"></a> This allows for the reproduction of articles, free of submissions charge, with the appropriate citation information. All authors publishing with the <strong>Journal of Education Review Provision</strong> accept these as the terms of publication. </p> <p><a href="" rel="license"><img style="border-width: 0;" src="" alt="Creative Commons License" /></a></p> </div> </div> Improving Learning Achievement in Elementary Schools through an Active Learning Approach <p><em>This study delves into the use of dynamic learning methods in elementary schools, with a focus on teachers' viewpoints, experiences, and obstacles. By conducting semi-structured interviews with 15 college instructors, a range of valuable insights were gathered regarding the implementation and effectiveness of active learning teaching methods. Thematic analysis unveiled the significance of promoting scholar engagement, collaboration, and critical inquiry to improve learning outcomes and nurture 21st-century skills. Despite the transformative potential of dynamic learning, challenges such as institutional constraints and pressures from standardized testing hinder widespread acceptance.</em></p> Lisa Bungati Copyright (c) 2024 Journal of Education Review Provision 2024-06-10 2024-06-10 4 1 1 5 10.55885/jerp.v4i1.319 Exploring the Dynamics of Learning Communities in Fostering Collaboration and Knowledge Exchange <div><em><span lang="IN">This study explores into the dynamics of mastering groups and their impact on collaborative understanding exchange and social interplay. By conducting interviews and analyzing player statements, the research delves into the factors, obstacles, and results associated with acquiring insights into communities. The results emphasize the importance of collaboration, creativity, inclusivity, and diversity in shaping learning communities. Collaboration is essential for sharing knowledge and fostering growth, as each generation brings unique opportunities and obstacles for connecting and engaging. Recognizing inclusivity and diversity as essential elements is crucial for establishing fair and enriching learning settings. Understanding these dynamics allows educators and practitioners to cultivate vibrant learning communities that promote lifelong learning and positive social change.</span></em></div> Archita Barigai Lasya Heravdakar Copyright (c) 2024 Journal of Education Review Provision 2024-06-10 2024-06-10 4 1 6 10 10.55885/jerp.v4i1.316 Unlocking Potential: The Transformative Power of Life Skills Education in Empowering Youth for Success <div><em><span lang="IN">This study delves into the effects of life skills education on children's empowerment and success in various areas. Using a combination of research methods such as descriptive facts, paired-samples t-checks, regression analyses, ANCOVA, and Pearson correlational analyses, the study explores the impact of life skills interventions on enhancing important abilities in youth. The study reveals significant enhancements in people's perceived abilities, particularly in communication, decision-making, and problem-solving, after the intervention. Regression analyses demonstrate how life capabilities, particularly verbal communication, can predict academic achievement, career advancement, and personal growth. The ANCOVA results highlight the enduring influence of life skills training on academic performance. Correlational analyses by Pearson emphasize strong correlations between lifestyle skills and indicators of fulfillment. This analysis highlights the transformative power of life skills training in empowering young people for success in various aspects of life.</span></em></div> Ira Haerani Arni Safira Wanda Sari Copyright (c) 2024 Journal of Education Review Provision 2024-06-10 2024-06-10 4 1 11 16 10.55885/jerp.v4i1.315