cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Otang Kurniaman
Contact Email
otang.kurniaman@lecturer.unri.ac.id
Phone
+62813-9527-8819
Journal Mail Official
pajar@ejournal.unri.ac.id.
Editorial Address
Gedung B1, FKIP Universitas Riau Kampus Bina Widya Km. 12,5 Simpang Baru Panam Pekanbaru Riau Indonesia 28293
Location
Kota pekanbaru,
Riau
INDONESIA
Jurnal PAJAR (Pendidikan dan Pengajaran)
Published by Universitas Riau
ISSN : 25808435     EISSN : 26141337     DOI : 10.33578
Core Subject : Education,
Education Other
Jurnal PAJAR (Pendidikan dan Pengajaran) aims to develop and disseminate science and technology through the scientific article of research and study of concepts or theories as an effort to enrich the scientific knowledge in the field of education and teaching. Jurnal PAJAR (Pendidikan dan Pengajaran) covers issues concerning education and teaching at the level of primary, secondary and higher education. This article is based on the results of research and theoretical studies which are equivalent to research supported by various theoretical studies that produce research in the form of educational research, learning research, classroom action research, and development. The fields of science include: Social Sciences Education; Mathematics Education; Language Education; Science Education; Arts and Culture Education; Early Childhood Education; Civics Educational; Religious Education; Physical Education; Education and Teaching; Educational Psychology; Learning Media; Education Management; Educational Technology; Music Education; Economics Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,949 Documents
 190   191   192   193   194 
Leadership in Action: Exploring Teacher Perceptions of Elementary School Principals in Rural Contexts Fitri Yulianti; Azizatul Khairi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.303

Abstract

Effective principal leadership is critical for educational quality, yet empirical research on elementary school leadership in rural Indonesian contexts remains limited. This study examines teacher perceptions of principal leadership effectiveness across three core dimensions: personality traits, task implementation, and social relationship capabilities. The research was conducted in Nibung District, Musi Rawas Utara Regency, a rural area with diverse educational characteristics. A quantitative descriptive approach was employed, surveying 60 teachers selected through proportional random sampling from 238 elementary school teachers. Data were collected using validated questionnaires demonstrating strong psychometric properties (Cronbach's α = 0.832-0.856; CVI = 0.89) and analyzed using percentage techniques. Results indicate consistently positive teacher perceptions across all dimensions: personality (84%), task implementation (81.5%), and social capabilities (82.5%). Principals demonstrated particular strengths in providing responsible autonomy, modeling accountability, and building collaborative environments. However, areas requiring enhancement were identified in readiness planning, goal achievement encouragement, and conflict management capabilities. This study makes significant contributions to educational leadership literature by providing an integrated multidimensional analysis of principal competencies within rural Indonesian contexts—an understudied area in Southeast Asian educational research. The novelty lies in examining the intersection of teacher perceptions, leadership competency dimensions, and rural contextual factors. Findings provide empirical foundations for policy development and targeted professional development programs, particularly addressing strategic planning, motivational coaching, and conflict resolution competencies essential for sustainable elementary school improvement in resource-constrained rural settings.
The Effect of Classcraft Gamification on Motivation and Academic Achievement In Primary Science Education Ummiatul Fitri; Ranti Meizatri; Hana Shilfia Iraqi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.384

Abstract

Recent studies have highlighted persistent declines in primary students’ science motivation and engagement in the post-pandemic and digital learning era, indicating a need for pedagogical approaches that are both motivating and cognitively meaningful. However, empirical evidence on structured gamification platforms that simultaneously enhance motivation and achievement in primary science remains limited. This study examined the influence of Classcraft gamification on learning motivation and academic achievement in primary science. A quasi-experimental non-equivalent pretest–posttest control group design was employed, involving 60 fifth-grade students from an Indonesian primary school, equally assigned to an experimental group using Classcraft and a control group receiving conventional instruction. Data were collected using a Science Achievement Test (KR-20 = 0.83) and a Motivation Questionnaire (α = 0.89). Paired-sample t-tests, independent-sample t-tests, and ANCOVA were conducted to analyse group differences while controlling for pretest scores. The results demonstrated significant improvements in both achievement (from 60.13 to 85.20) and motivation (from 64.87 to 84.63) in the experimental group, with strong effect sizes (Cohen’s d > 1.70) and robust ANCOVA results (F = 60.35, p < 0.001; η² = 0.52). These findings suggest that Classcraft gamification effectively enhances motivation, collaboration, and conceptual understanding in primary science. Practically, teachers can utilize Classcraft’s role-playing and quest-based features to scaffold collaborative inquiry and sustain students’ engagement in science learning.
Factors Influencing Learning Difficulties in Stoichiometry Among Chemistry Education Students Monika; Eny Enawaty; Andi Ifriany
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1323

Abstract

Learning difficulties in the Basic Chemistry course remain a common problem among chemistry education students, especially in stoichiometry, as reflected in low final examination scores. Therefore, this study aims to analyze the factors contributing to learning difficulties in stoichiometry among chemistry education students in a Basic Chemistry course. This research employed a quantitative descriptive method involving 48 students selected through purposive sampling. Data were collected using questionnaires, interviews, and documentation. Data were analyzed using descriptive percentage analysis to determine the relative contribution of each factor. The results reveal that learning difficulties are influenced by internal and external factors. Internal factors include physical condition (50%), categorized as Poor; physiological function (29%), categorized as Very Poor; interest (29%), categorized as Very Poor; and motivation (32%), categorized as Very Poor. Meanwhile, external factors consist of family environment (22%), in the Very Poor category, campus environment (31%) in the Very Poor category, and community environment (29%) in the Very Poor category. The percentages indicate the relative contribution of each factor to students’ learning difficulties, with physical condition emerging as the most dominant factor affecting students’ understanding of stoichiometry. These findings underscore the need for lecturers to develop more effective learning strategies, increase students’ motivation and interest, and create a supportive learning environment. In addition, students are expected to improve their learning readiness and actively manage their learning conditions in order to better understand stoichiometry.
Tpack Level and Tpack Self-Efficacy of Pre-Service Teachers: Implications For An Sdg-Aligned Professional Development Plan Mark Lawrence Y. Dupitas
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1428

Abstract

In response to the growing demand for technology-integrated and sustainable education,  this study examined the Technological Pedagogical Content Knowledge (TPACK) level and TPACK self-efficacy of pre-service teachers majoring in Bachelor of Technology and Livelihood Education (BTLEd) in the Province of Tarlac, Philippines. The study was grounded in the TPACK Framework by Mishra and Koehler and Bandura’s Self-Efficacy Theory, which explains the integration of technology, pedagogy, and content knowledge, as well as the role of teachers’ confidence in effective teaching. A descriptive design with survey questionnaires was used. Data were analyzed using Pearson correlation. Results revealed a strong positive correlation between overall TPACK and TPACK self-efficacy (r = .828, p < .001, N = 89), indicating that higher TPACK levels are significantly associated with stronger teaching confidence. These findings indicate that higher levels of TPACK are associated with greater confidence in teaching, lesson design, addressing diverse learners, and technology-based assessment. However, specific areas of weakness were identified in both TPACK and self-efficacy, particularly in advanced technology integration and sustained classroom application. Identified gaps guided the development of an SDG-aligned professional development plan to strengthen teacher competence and advance SDG 4. The findings highlight the need for targeted training to enhance pre-service teachers’ TPACK and self-efficacy.
Integrating Environmental Education Into Science Learning to Foster Environmental Awareness: A Case Study of An Adiwiyata Madrasah Ibtidaiyah Wildatis Saidah Kholidiyah; Rizqiyah Ratu Balqis
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1469

Abstract

This study examines the integration of Environmental Education in Natural Science learning at Madrasah Ibtidaiyah Assunniyyah 45 Paseban, an Adiwiyata-certified Islamic primary school in Jember, East Java, Indonesia. Employing a qualitative case study approach, data were collected through semi-structured interviews with the school principal, science teachers, and the Adiwiyata coordinator, supplemented by classroom observations and document analysis. The study reveals three main findings, encompassing the integration of environmental education in science learning, the role of teachers in integrating environmental education into science instruction, and the enabling and inhibiting factors that shape the integration process. The findings demonstrate that the Adiwiyata school environment functions as a living laboratory that transforms abstract ecological concepts into concrete, value-laden learning experiences. These findings provide empirical evidence regarding the integration of environmental education in Islamic primary education, a context that remains largely absent from the existing international literature.
TikTok-Based Learning Media for Enhancing Elementary Students’ Digital Literacy in Coding and AI Education Nur Fahmi Akhmad; Mujaddid; Jufri
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1471

Abstract

This study aims to develop and evaluate TikTok-based learning media to improve elementary school students’ digital literacy in Coding and Artificial Intelligence (AI) learning. The research employed a Research and Development (R&D) approach using the Four-D (Define, Design, Develop, and Disseminate) model. The study was conducted at UPTD SDN 239 Inpres Nipa, Maros Regency, involving 35 fifth-grade students selected through purposive sampling. Data were collected using questionnaires, expert validation instruments, and pretest–posttest assessments, and analyzed using descriptive and comparative statistical techniques. The results indicate that the developed learning media achieved very high validity, with average scores of 3.82 for content validation and 3.89 for media design validation. Practicality testing through small-scale field trials yielded a 92.5% positive student response rate, categorized as very practical. Effectiveness testing demonstrated a significant improvement in students’ learning outcomes and digital literacy skills. The experimental group using TikTok-based learning media showed a mean score increase from 62.06 (pretest) to 85.89 (posttest), which was notably higher than that of the control group taught using conventional methods. These findings suggest that TikTok-based microlearning media are effective in enhancing students’ digital literacy, computational thinking, and understanding of basic Coding and AI concepts at the elementary school level. This study provides empirical evidence for integrating social media platforms as innovative learning media in digital literacy-oriented education.
Teachers’ Perception of Disposition in English Language Teaching English at Junior High School Erni; Yuanita Putri; Dahnilsyah; Aulia Agustiani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1474

Abstract

Disposition influences teachers’ behaviour, which in turn impacts student learning, motivation, and development. Therefore, teachers' dispositions must be continuously developed to realise the competencies they possess. This study employed a mixed-methods approach to analyse teachers' perceptions of disposition in English language teaching at senior high schools in Dumai City, Riau Province, Indonesia. Forty-three teachers who enrolled in the English teacher centre were selected as respondents in this study through purposive sampling. The research instruments consisted of questionnaires and observation. The triangulation method and statistical analysis were applied to assess data validity and reliability. The descriptive statistic was applied  for the quantitative data analysis, and thematic analysis was applied for the qualitative data analysis.  The findings revealed that the average score of teachers’ perceptions of disposition was 3.02, which is categorised as moderate. The results indicate that teachers generally have positive perceptions of disposition in English language teaching. However, the observation data showed that teachers still pay limited attention to the implementation of disposition in classroom practices. Therefore, teachers’ dispositions need to be further developed to actualise the competencies they possess. Considering that most students currently utilise artificial intelligence (AI) in learning English, program evaluation and training are necessary to strengthen teachers' dispositions in English language teaching.
Integrating Empiricism and Jean Piaget's Cognitive Theory to Foster Creativity in Dance Learning in Elementary Schools: A Systematic Literature Review Wecya Sugevin; Sigit Wibowo
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 3 (2026): May
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i3.1484

Abstract

Dance learning in elementary schools plays an important role in fostering students' creativity through aesthetic and experiential activities. However, learning practices are still frequently dominated by teacher demonstrations and video-based instruction, limiting students' opportunities to explore their environment and construct creative experiences independently and actively. Previous studies have widely discussed experiential learning and Jean Piaget's cognitive theory separately, but studies integrating the empiricism paradigm with Piaget's cognitive perspective in elementary school dance learning remain limited. Therefore, this study aims to examine the relevance of the empiricism paradigm and Jean Piaget's cognitive theory in fostering creativity in elementary school dance education. This study employed a literature review method using a narrative review design. Data were collected from 52 scientific sources, including international journal articles, accredited national journals, conference proceedings, and relevant books, obtained from the Scopus, SINTA, and Google Scholar databases. The data were analyzed descriptively using the interactive analysis model of Miles and Huberman, including data collection, data reduction, data presentation, and conclusion drawing. The findings indicate that the empiricism paradigm emphasizes sensory experience, environmental interaction, and observation as the primary foundations for the development of creativity in dance learning. Meanwhile, Jean Piaget's cognitive theory holds that elementary school students at the concrete operational stage require contextual and direct learning experiences to actively construct knowledge. The study further reveals that both perspectives are conceptually interconnected through three major aspects: sensory experience, active learning, and environmental exploration, which collectively support students' creativity formation in dance learning. In practice, this study implies that teachers should design dance learning activities that prioritize direct interaction with the environment, student exploration, and experiential learning to create more meaningful, creativity-oriented learning processes in elementary schools.
AI-Mediated Speaking Practice in EFL and ESL Learning: An Applied Communication Framework Perspective Alan Munandar; Ari Santoso Widodo Poespodihardjo; Hillary Tasya Medina
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1486

Abstract

This systematic literature review investigates how artificial intelligence transforms speaking practice in English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts through an applied communication framework. Unlike prior reviews that evaluate AI-mediated speaking primarily in terms of linguistic outcomes, this study employs communicative competence theory, the willingness-to-communicate (WTC) model, and computer-mediated communication (CMC) theory as an integrated analytical lens to interpret how AI reconfigures the communicative conditions of oral language development. Following PRISMA 2020 guidelines, the review synthesises 37 peer-reviewed articles published between 2021 and 2026, sourced from Scopus, Web of Science, ERIC, and ScienceDirect. Thematic synthesis generated four analytical categories: AI as a conversational partner, AI as a feedback mechanism, AI as affective support, and AI as a constrained communication environment. Findings indicate that AI-supported practice consistently enhances pronunciation, fluency, and willingness to communicate, whilst also revealing persistent limitations in pragmatic sensitivity, authentic interactional transfer, and equitable access. The principal novel contribution of this review is the conceptual framework of ‘Mediated Communicative Scaffolding’, which repositions AI not as an automated correction tool but as a structured communicative environment that prepares learners for authentic human interaction. This theoretically grounded framework offers practical guidance for integrating AI into communication-oriented speaking pedagogy.
EFL Students’ Perceptions of Google Docs Feedback in Folktale Translation Revision: A Narrative Inquiry Hemalia Putri Johar Manik; Ellisa Indriyani Putri Handayani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1497

Abstract

Feedback plays an essential role in helping students improve translation quality, particularly in digitally mediated learning environments. Although previous studies have widely examined digital feedback in academic writing, limited research has explored how EFL students perceive and use feedback in Google Docs when revising culturally rich texts, such as folktale translations. Addressing this gap, this study investigates EFL undergraduate students’ perceptions of Google Docs feedback in folktale translation revision through a narrative inquiry approach. The study involved three undergraduate students enrolled in a translation course at a state university in Central Java, Indonesia. Data were collected through narrative frames, semi-structured interviews, and artifact documentation, and analyzed using thematic narrative analysis. The findings reveal that students perceive Google Docs feedback as an essential support for improving translation quality, particularly in lexical choices, clarification of meaning, and culturally appropriate translation decisions. The study also indicates that students respond to feedback cognitively, affectively, and conatively in different ways depending on the clarity of the feedback, emotional readiness, and level of participation in collaborative revision. In addition, students encountered several challenges, including difficulties understanding indirect feedback, selecting culturally equivalent expressions, managing workload and time constraints, and dealing with technical issues in online collaboration. This study contributes to the growing discussion on digital feedback literacy in translation learning by demonstrating how students interpret and apply feedback during translation revision in collaborative digital environments.

Page 192 of 195 | Total Record : 1949

 190   191   192   193   194 

Filter by Year

2017 2026


Reset
Filter By Issues
All Issue Vol. 10 No. 4 (2026): July Vol. 10 No. 3 (2026): May Vol. 10 No. 2 (2026): March Vol. 10 No. 1 (2026): January Vol. 9 No. 6 (2025): November Vol. 9 No. 5 (2025): September Vol. 9 No. 4 (2025): July Vol. 9 No. 3 (2025): May Vol. 9 No. 2 (2025): March Vol 9, No 1 (2025) Vol. 9 No. 1 (2025): January Vol. 8 No. 6 (2024): November Vol 8, No 6 (2024) Vol 8, No 5 (2024) Vol. 8 No. 5 (2024): September Vol. 8 No. 4 (2024): July Vol 8, No 4 (2024) Vol. 8 No. 3 (2024): May Vol 8, No 3 (2024) Vol. 8 No. 2 (2024): March Vol 8, No 2 (2024) Vol 8, No 1 (2024) Vol. 8 No. 1 (2024): January Vol 7, No 6 (2023) Vol. 7 No. 6 (2023): November Vol. 7 No. 5 (2023): September Vol 7, No 5 (2023) Vol 7, No 4 (2023) Vol. 7 No. 4 (2023): July Vol. 7 No. 3 (2023): May Vol 7, No 3 (2023) Vol. 7 No. 2 (2023): March Vol 7, No 2 (2023) Vol 7, No 1 (2023) Vol. 7 No. 1 (2023): January Vol. 6 No. 6 (2022): November Vol 6, No 6 (2022) Vol. 6 No. 5 (2022): September Vol 6, No 5 (2022) Vol 6, No 4 (2022) Vol. 6 No. 4 (2022): July Vol. 6 No. 3 (2022): May Vol 6, No 3 (2022) Vol 6, No 2 (2022) Vol. 6 No. 2 (2022): March Vol. 6 No. 1 (2022): January Vol 6, No 1 (2022) Vol. 5 No. 6 (2021): November Vol 5, No 6 (2021) Vol. 5 No. 5 (2021): September Vol 5, No 5 (2021) Vol. 5 No. 4 (2021): July Vol 5, No 4 (2021) Vol 5, No 3 (2021) Vol. 5 No. 3 (2021): May Vol 5, No 2 (2021) Vol. 5 No. 2 (2021): March Vol 5, No 1 (2021) Vol. 5 No. 1 (2021): January Vol. 4 No. 6 (2020): November Vol 4, No 6 (2020) Vol. 4 No. 5 (2020): September Vol 4, No 5 (2020) Vol 4, No 4 (2020) Vol. 4 No. 4 (2020): July Vol 4, No 3 (2020) Vol. 4 No. 3 (2020): May Vol. 4 No. 2 (2020): March Vol 4, No 2 (2020) Vol 4, No 1 (2020) Vol. 4 No. 1 (2020): January Vol 3, No 6 (2019) Vol 3, No 5 (2019) Vol 3, No 4 (2019) Vol 3, No 3 (2019) Vol 3, No 2 (2019) Vol 3, No 1 (2019) Vol 2, No 6 (2018) Vol 2, No 5 (2018) Vol 2, No 4 (2018) Vol 2, No 3 (2018) Vol 2, No 2 (2018) Vol 2, No 1 (2018) Vol 1, No 2 (2017) Vol 1, No 1 (2017) More Issue