cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Islamiani Safitri
Contact Email
eduscience@ulb.ac.id
Phone
-
Journal Mail Official
eduscience@ulb.ac.id
Editorial Address
Fakultas Keguruan dan Ilmu Pendidikan Universitas Labuhanbatu Jalan SM. Raja No. 135 Aek Tapa, Rantauprapat Kode Pos 21415
Location
Kab. labuhanbatu,
Sumatera utara
INDONESIA
Jurnal Eduscience (JES)
Published by Universitas Labuhanbatu
ISSN : 2303355x     EISSN : 26852217     DOI : 10.36987/jes
Core Subject : Education,
Education Other
Jurnal Eduscience is a peer-reviewed journal that is published by LPPM of Labuhanbatu University. This journal publishes biannually in June and December. This Journal publishes current original research on education studies using an interdisciplinary perspective, especially within Mathematic Education, Biology Education, Civic Education, Science Education, Physics Education, and all about teaching and learning research. Reviewers will review any submitted paper. The review process employs a double-blind review, which means that both the reviewer and author identities are concealed from the reviewers, and vice versa
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 22 Documents
 1   2   3 
Search results for , issue "Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)" : 22 Documents clear
BIBLIOMETRIC ANALYSIS OF PHYSICS LEARNING RESEARCH TRENDS USING SOCIO-SCIENTIFIC ISSUES IN THE LAST 10 YEARS Wulandari, Novita; Jumadi, Jumadi; Laeli, Silvia; Kuswanto, Heru
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6545

Abstract

Purpose-Contextual learning approaches play an important role in supporting the needs of 21st-century Education. Socioscientific issues (SSI) orientation is one form of contextual approach that is relevant to physics learning. This study aims to see research trends on socioscientific issues in the period 2014 to 2023. The main focus of this study is to understand the role of SSI in supporting the development of 21st-century skills.Methodology-This type of research includes literature using bibliometric analysis methods. The data analysis process used VOSviewer software to obtain a network visualization that states the relationship between keywords.Findings-The synthesis results refer to the distribution of articles per year, research themes, countries of affiliation, and authors. One hundred articles were successfully identified through the Scopus database, showing that research on socioscientific issues fluctuates yearly. Based on bibliometric analysis, the keyword "socioscientific issues" is closely related to students' scientific literacy attitudes and abilities. This relationship highlights the importance of socioscientific issues in learning, especially in helping students understand scientific issues relevant to everyday life.Significance-Research also shows that integrating sociocultural issues in learning plays an important role in supporting the development of 21st-century skills. Therefore, the relevance of Socioscientific Issues can be applied by teachers in physics learning.Keywords: Bibliometric; physics; science; socio-scientific issues
MANAGEMENT OF STUDENT DEVELOPMENT IN THE DEVELOPMENT OF NON ACADEMIC ACHIEVEMENT IN SENIOR HIGH SCHOOL Ramadhan, Aqsal Rizky; Sujarwo, Sujarwo; Khamid, Muh
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6549

Abstract

Purpose-The importance of managing student development to develop non-academic achievements, which are often less noticed than academic achievements. The increasing demands of society for diverse skills, good management of student development becomes an urgent need to support students' potential optimally. This study aims to analyze the management of student development in the development of non-academic achievement, including planning, organizing, actuating, and controlling.Methodology-The method used in this study was a qualitative case study. This research was conducted at Senior High School 4 Yogyakarta and Senior High School 1 Sewon, Yogyakarta Special Region Province. Sampling in this study uses a purposive sampling technique and the subjects of this study were the principal, vice principal for student affairs, and extracurricular coordinator teachers. The data collection technique used interviews, observation, and document studies.Findings-The findings of this study are the management of student development in the development of non-academic achievement at Senior High School 4 Yogyakarta and Senior High School 1 Sewon included: (a) Planning, starting with mapping students' interests and talents through surveys and school orientation, resulting in extracurricular and competition programs. (b) Organizing, carried out effectively with clear task divisions. (c) Implementing extracurricular activities in a structured manner tailored to the objectives of fields such as arts, sports, science, and leadership. (d) Strict supervision through attendance, digital documentation, and evaluation of results.Significance-In addition, this approach serves as a reference for taking strategic and proportional steps to ensure that high school students can develop their non-academic achievements.Keywords: Management; Student development; Non-academic achievement
TEACHER AWARENESS IN IMPLEMENTING MULTILITERACY LEARNING IN PHASE C PRIMARY SCHOOLS Widyaningrum, Heny Kusuma; Tryanasari, Dewi; Lestari, Sri; Rulviana, Vivi; Chasanatun, Fida
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6556

Abstract

Purpose-Teacher awareness includes understanding the importance of student-centered learning. A conscious teacher will try to understand students' needs, interests, and potential. Therefore, teachers should prepare various ways to teach multiliteracy learning. This study aims to find out and analyze teachers' awareness in phase C classes regarding multiliteracy learning.Methodology—This study employed a mixed-methods approach, specifically an explanatory sequential design. In phase C, 22 elementary school teachers participated. This research used questionnaires and interviews as instruments. Data processing techniques were carried out through editing, coding, and tabulation processes.Findings-This study describes teacher awareness of multiliteracy learning from the planning, implementation, and assessment evaluation stages. In the planning stage, the average score was 3.52. This shows that teachers know students' needs and actively integrate them into learning plans. In the implementation stage, the average score was 3.79. This shows that teachers commit to multiliteracy teaching by consistently following their plans and reflecting on learning strengths and weaknesses. In the evaluation stage, the average score was 3.72. This shows that the teacher has made an assessment according to multiliteracy learning.Significance-This study is the basis for compiling a program for implementing multiliteracy activities at the elementary school level to develop student independence as creative, innovative, productive, and characterful learners. This study contributes ideas to elementary school teachers regarding the importance of teacher awareness of multiliteracy learning so that students' understanding is broader and can produce good student learning outcomes.Keywords: Teacher self-awareness, multiliteracy learning, phase C class
TECHNOLOGICAL LEADERSHIP AND ICT LITERACY AS KEYS TO INCREASING INNOVATIVE TEACHER BEHAVIOR Dasmo, Dasmo; Notosudjono, Didik; Wati, Septa
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6537

Abstract

Purpose-Technological leadership and ICT literacy are important factors in improving teachers' innovative behavior. This study is essential, considering the rapid development of information technology that requires teachers to innovate. This study aims to analyze the direct influence of technological leadership and ICT literacy on innovative teacher behavior, the direct influence of technological leadership on ICT literacy, and the indirect influence of technological leadership on innovative behavior through ICT literacy.Methodology-This study uses path analysis. The sample of this study was 136 private high school teachers in Depok City, West Java, obtained through multistage random sampling techniques.Findings-Technological leadership positively and significantly influences teachers' innovative behavior with a p-value of 0.000 (<0.05). ICT literacy also positively and significantly influences teachers' innovative behavior, with a p-value of 0.001 (<0.05). Technology leadership has a positive and significant direct effect on ICT literacy, with a p-value of 0.000 (<0.05). The indirect impact of technology leadership on teacher innovative behavior through ICT literacy is insignificant, with a p-value of 0.857 (>0.05). ICT literacy has not played a significant role as a mediator, where the direct effect is stronger than the indirect effect.Significance- The strategy that can be used to improve teacher innovative behavior is to strengthen technology leadership and ICT literacy. Improving technology leadership can be achieved by improving technology infrastructure and fostering professional excellence for principals. Meanwhile, ICT literacy can be strengthened by providing teachers with skills to create, manage, access, and disseminate information, contribute to public knowledge, and understand the legal aspects of ICT.Keywords: Technological leadership, ICT literacy, Innovative teacher behavior
HIGH SCHOOL CULTURE MANAGEMENT: A CASE STUDY APPROACH Salam, Khatibul Umam; Wijayanti, Wiwik; Khamid, Muh
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6564

Abstract

Purpose – This research aims to determine the process of school culture management, inhibiting factors in developing school culture, and efforts to maintain school culture.Methodology—The research used a qualitative approach with a case study at SMA Negeri 1 Selong. The resource persons consisted of the principal, vice-principals, teachers, and students. Data collection used observation, interviews, and document studies. Data validity is in the form of credibility, dependability, transferability, and confirmability. Data analysis used an interactive model.Findings – The results of this study indicate that (1) School culture management includes: (a) Planning begins with a joint meeting under the leadership discussing long-term plans, then details into programs that support, then socialized. (b) Organizing the school culture in each activity, a coordinator is formed by vice-principals based on their respective competencies, then listed on the decree of assignment. (c) Actuating school culture includes the 5S Culture, discipline, orderly worship, kinship, clean culture, child-friendly, literacy, and Saturday culture. (d) Controlling is carried out directly by the PMO team by making notes and reports, which are then evaluated. (2) The inhibiting factor is that most school members still do not understand the true meaning of school culture. How to overcome this is by increasing collaboration, commitment, and taking a persuasive personal approach (3) Efforts to maintain school culture prioritize consistency such as socialization, planting P5, activating coaching, and evaluating activities in the previous year to be developed.Significance—This study's results will greatly benefit students, the government, and education observers.Purpose – This research aims to determine the process of school culture management, inhibiting factors in developing school culture, and efforts to maintain school culture.Methodology—The research used a qualitative approach with a case study at SMA Negeri 1 Selong. The resource persons consisted of the principal, vice-principals, teachers, and students. Data collection used observation, interviews, and document studies. Data validity is in the form of credibility, dependability, transferability, and confirmability. Data analysis used an interactive model.Findings – The results of this study indicate that (1) School culture management includes: (a) Planning begins with a joint meeting under the leadership discussing long-term plans, then details into programs that support, then socialized. (b) Organizing the school culture in each activity, a coordinator is formed by vice-principals based on their respective competencies, then listed on the decree of assignment. (c) Actuating school culture includes the 5S Culture, discipline, orderly worship, kinship, clean culture, child-friendly, literacy, and Saturday culture. (d) Controlling is carried out directly by the PMO team by making notes and reports, which are then evaluated. (2) The inhibiting factor is that most school members still do not understand the true meaning of school culture. How to overcome this is by increasing collaboration, commitment, and taking a persuasive personal approach (3) Efforts to maintain school culture prioritize consistency such as socialization, planting P5, activating coaching, and evaluating activities in the previous year to be developed.Significance—This study's results will greatly benefit students, the government, and education observers.Keywords: Management School, Culture Management
EMPOWERING STUDENT CRITICAL THINKING SKILLS: HOW GUIDED INQUIRY ENHANCES CRITICAL SKILLS IN ECONOMICS Azmi, Radeya Haris Ulul; Kurniawan, Riza Yonisa
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6560

Abstract

Purpose- Critical Thinking is an important skill that students must possess in understanding and applying the concept of Basic Accounting in Economic Subjects. Many students have difficulty analyzing financial transactions and compiling accounting reports. This study aims to analyze students' critical thinking skills in economics subjects of basic accounting materials. The learning process employs a guided inquiry model.Methodology- The study involved 32 senior high school students in Sidoarjo Regency. This research utilizes a quantitative descriptive method structured with a one-group pre-test-post-test design. Data collection was conducted through observation and testing, using observation sheets to assess the implementation of the learning model and question sheets to evaluate critical thinking skills. Quantitative analysis with statistical tests was employed to analyze the data.Findings- The findings revealed an improvement in students' critical thinking skills, as reflected in the n-gain score, particularly for the interpretation indicator, which achieved a value of 0.78, inference worth 0.77, analysis value of 0.64, and explanatory worth 0.85. These four indicators fall into the high category. The paired sample t-test results showed a significance value (2-tailed) of 0.000, indicating a substantial and significant difference between the pre-test and posttest scores. This demonstrates that implementing the guided inquiry model positively impacts enhancing students' critical thinking skills.Significance- The guided inquiry learning model can be used as an alternative in teaching activities to enhance students' critical thinking skills, particularly in basic accounting materials.Keywords: Ctitical Thinking Skills; Guided Inquiry Model; Curriculum Merdeka; Democratic Learning Environment
DEVELOPING WATER WHEEL-INTEGRATED STUDENT WORKSHEETS: A STRATEGY FOR ENHANCING ENVIRONMENTAL CARE ATTITUDES Unayah, Habibatul; Rasyid, Muhammad; Rizky, Ihza; Suyanta, Suyanta; Yanuarief, Cecilia; Sulistiyawati, Sulistiyawati
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6644

Abstract

Purpose- This study aims to design and test student worksheets (LKPD) using simple water wheel media, and to cultivate an environmental care attitude among junior high school students.Methodology- This research is a Research and Development (R&D) with the 4-D model (define, design, develop, disseminate). This research was carried out at SMP IT Ibnu Abbas with 34 students of eighth grade as participants. The data collection is done using the pre-test, post-test, and environmental care attitude questionnaire.Findings-Validation analysis reveals a predominant average score of 94% (very valid category) towards the suitability of worksheets for instilling the attitude of environmental care and its advantage in the science subject as determined from teacher and student questionnaires. The outcomes showed that there was an effect of simple water wheel media on students' attitude to care for environment and conceptual understanding, average gained N-gain = 0.86 (in the high category).Significance- This study shows how innovative, hands-on media have the potential to support science education and promote students’ sense of responsibility for environmental sustainability.Keywords: Environmental Care Attitudes, Student Worksheet, Water wheel
ANALYSIS OF MULTILITERACY-BASED INQUIRY LEARNING VS. GUIDED DISCOVERY: IMPACT ON INDONESIAN HISTORY LEARNING OUTCOMES Djakariah, Djakariah; Akbar, Jakub Saddam
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6514

Abstract

Purpose- This research aims to determine the differences in Indonesian history learning outcomes between students taught with the multiliteracy-based inquiry and guided discovery learning models and the influence of prior knowledge on these learning outcomes.Methodology-This research uses an experimental design with a quantitative approach. The research sample consisted of 50 high school students divided into two groups: the group taught using the Multiliteracy-Based Inquiry model, and the group taught using the Guided Discovery model. The instruments used were initial knowledge tests and Indonesian History learning outcomes tests. Data were analyzed using a two-way analysis of variance.Findings- The research results show significant differences in Indonesian history learning outcomes between the two learning model groups, with the group using the multiliteracy-based inquiry model showing higher results. In addition, there are significant differences between students with high and low prior knowledge, with students with high initial knowledge having better learning outcomes. However, no significant interaction effect was found between the learning model and previous knowledge of Indonesian History learning outcomes.Significance-The conclusion of this research shows that the Multiliteracy Inquiry learning model is more effective in improving student learning outcomes than the Guided Discovery learning model. This research implies that this learning model can be implemented to enhance Indonesian history learning in high school. This research can be helpful for educators and researchers who are interested in developing more effective learning methods.Keywords: Keywords: Learning models; inquiry; multiliteracy; Guided discovery; Prior knowledge
THE DYNAMICS OF SCHADENFREUDE IN STUDENT WHATSAPP GROUPS: A PHENOMENOLOGICAL STUDY Sianipar, Yules Orlando; Rafli, Zainal; Murtadho, Fathiaty; Anwar, Miftahulkhairah; Prihantoro, Prihantoro
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6578

Abstract

Purpose-This study was conducted to show that speech acts in WhatsApp conversations can be a factor in the emergence of Schadenfreude. This study aims to show what kind of speech acts significantly influence the emergence of Schadenfreude and describe the kinds of Schadenfreude that often occur from these speech acts.Methodology-The type of research that was conducted is qualitative research with a phenomenological design. Researchers apply MDAP (Manual Data Analysis Procedure) to analyze data sources to become data. MDAP, or Manual Data Analysis Procedure, is a qualitative research data analysis method that helps researchers analyze their research data.Findings-From the results, a picture of the Schadenfreude phenomenon is formed by perlocutionary speech acts. Any Schadenfreude in perlocutionary speech acts will be able to trigger responses from other students to join in making fun of what is being discussed. The most common types of Schadenfreude are compensation and Aggression. Compensation because they both feel the same difficulty at the same time. Aggression occurs because they are in the same group or want to try to be accepted by others, so they do the same thing: Schadenfreude.Signifinace-It can be seen that Schadenfreude is related to bullying. The factors that cause bullying are internal factors (mental and emotional health, such as high and low empathy, for example, Schadenfreude) and external factors (family, peers, school (one of which is the school climate, and the surrounding area).Keywords: Schadenfreude Speech acts WhatsApp groups Phenomenology MDAP (Manual Data Analysis Procedure)
STUDENT ACTIVITIES AND PERCEPTIONS OF WEB-BASED VIRTUAL LABORATORY: INSIGHT FROM PHYSICS LEARNING Setiawan, Tulus; Suwanda, Rizki; Anshari, Said Fadlan; Ananda, Ria; Fanita, Fanita
JURNAL EDUSCIENCE Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i1.6449

Abstract

Purpose-The implementation of web-based virtual laboratories in physics education has significant potential to enhance students' scientific process skills and conceptual understanding of physics. The objectives of this study are: (1) to analyze the impact of implementing an interactive web-based virtual laboratory in activitiy physics learning, and (2) to describe students' perceptions of the use of this virtual laboratory.Methodology-The research design follows a pre-experimental method with a one-shot case study approach. The population consisted of all twelfth-grade students, distributed across four classes with consisting of 24 students for the samples. Observations of students’ scientific process skills were conducted to assess the intervention's impact. A questionnaire was administered after the learning session to measure students’ SPS activities before and after the intervention.Findings—The results of the observational data analysis on scientific process skills revealed an average activity percentage of 90.3%, indicating that the interactive web-based virtual laboratory is highly effective in supporting virtual practical-based learning. Additionally, the analysis of students' perceptions showed an average perception score of 86.42%, categorized as "very good."Significance– These findings suggest that virtual laboratories can serve as an innovative solution in physics education. However, improvements in operational aspects are still necessary to overcome existing challenges.Keywords: Virtual laboratory Student activities Perception Physics learning Website

Page 1 of 3 | Total Record : 22

 1   2   3 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol 12, No 6 (2025): IN PRESS Vol 12, No 5 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia) Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia) Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia) Vol 12, No 2 (2025): Jurnal Eduscience (JES), (Authors from United Kingdom, Nigeria, and Indonesia) Vol 12, No 1 (2025): Jurnal Eduscience (JES), (Authors from Philippines, Thailand, and Indonesia) Vol 11, No 3 (2024): Jurnal Eduscience (JES), (Authors from Hungary, South Africa, Malaysia, and Ind Vol 11, No 2 (2024): Jurnal Eduscience (JES), (Authors from Nigeria, Korea, and Indonesia) Vol 11, No 1 (2024): Jurnal Eduscience (JES), (Authors from Nigeria, India, and Indonesia) Vol 10, No 3 (2023): Jurnal Eduscience (JES), (Authors from Nigeria and Indonesia) Vol 10, No 2 (2023): Jurnal Eduscience (JES), (Authors from Turkey, Malaysia, Algeria, Indonesia) Vol 10, No 1 (2023): Jurnal Eduscience (JES), (Authors from Algeria and Indonesia) Vol 9, No 3 (2022): Jurnal Eduscience (JES) Vol 9, No 2 (2022): Jurnal Eduscience (JES) Vol 9, No 1 (2022): Jurnal Eduscience (JES) Vol 8, No 2 (2021): Jurnal Eduscience (JES) Vol 8, No 1 (2021): Jurnal Eduscience (JES) Vol 7, No 2 (2020): Jurnal Eduscience (JES) Vol 7, No 1 (2020): Jurnal Eduscience (JES) Vol 6, No 2 (2019): Jurnal Eduscience (JES) Vol 6, No 1 (2019): Jurnal Eduscience (JES) Vol 6, No 1 (2019) Vol 2, No 1 (2015): Jurnal Eduscience (JES) Vol 5, No 2 (2018): Jurnal Eduscience (JES) Vol 5, No 1 (2018): Jurnal Eduscience (JES) Vol 4, No 1 (2017): Jurnal Eduscience (JES) Vol 4, No 2 (2017): Jurnal Eduscience (JES) Vol 3, No 2 (2016): Jurnal Eduscience (JES) Vol 3, No 1 (2016): Jurnal Eduscience (JES) Vol 2, No 2 (2015): Jurnal Eduscience (JES) More Issue