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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
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Search results for , issue "Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)" : 22 Documents clear
TEACHER PERCEPTION OF MULTICULTURAL CLASSROOM MANAGEMENT IN SINGKAWANG: QUALITATIVE RESEARCH IN INDONESIA’S MOST TOLERANT CITY Muzammil, Ahmad Rabiul; Mariyadi, Mariyadi
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.6878

Abstract

Purpose: Teachers' attitudes towards multicultural classroom management determine civic education in multicultural classrooms. Therefore, this study aims to examine teachers' perceptions of managing multicultural classrooms in Singkawang, a city known for its high tolerance in Indonesia.Methodology: A qualitative research design was employed, utilizing semi-structured interviews to collect data from eight teachers (four male and four female) aged 32 to 52 years, representing Dayak, Melayu, and Javanese ethnicities. These teachers, working at primary and junior high schools, taught subjects such as Indonesian language, general classroom topics, and science. Purposive sampling was used to select participants, ensuring diverse cultural representation. Data collection occurred over October-November 2024, with interviews conducted in Indonesian and transcribed for thematic analysis based on Braun and Clarke's framework.Findings: Thematic analysis revealed six major themes: flexible classroom management, development of tolerance values, development of unity values, development of equitable services, utilization of local culture and wisdom, and Collaboration between students with different cultural backgrounds. Teachers reported the importance of adapting pedagogical approaches and curriculum content to accommodate diverse cultural needs, creating an inclusive and respectful learning environment.Significance: This study benefits educators, school administrators, and policymakers by providing insights into effective strategies for managing multicultural classrooms. It offers a practical framework to enhance cultural understanding, tolerance, and unity, contributing to the broader goals of multicultural education and social cohesion in diverse communities.
INVISIBLE BARRIERS: SOCIAL INEQUALITY AND ITS IMPACT ON THE TEACHING AND LEARNING PROCESS khairani, Cut; Fuady, Fuady; Zahriyanti, Zahriyanti; Iqbal, Muhammad; Wati, Mutia
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7216

Abstract

Purpose - This study aims to determine and analyze the role of teachers in overcoming social inequality for students at UPTD SD Negeri 1 Kuala. The background of this research stems from the existence of social inequality in the world of basic education that affects students' academic and social development, especially in rural areas.Methodology - This research used a qualitative approach. Data were collected through observation, interview and document analysis techniques at UPTD SD Negeri 1 Kuala. Informants in this study included principals and teachers, who were selected based on representativeness considerations. Data were analyzed using interactive qualitative analysis techniques, which include data collection, data reduction, data presentation, and conclusion drawing.Results - The results showed that teachers have an important role in overcoming social gaps by building personalized social interactions with students, conveying religious and character values, and conducting discussions about bullying. Teachers also design bullying prevention programs and provide physical and non-physical support to victims. In addition, teachers provide guidance so that students can adapt to their friends, and instill a sense of caring and kinship between students.Contribution - This study contributes to the development of inclusive education by highlighting the strategic role of teachers in creating a fairer and more equitable learning environment
E-LAPD BASED ON PROBLEM BASED LEARNING TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS Ajeng Pramesti, Siti Andini; Yonata, Bertha
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7160

Abstract

Purpose – Development of E-LAPD based on Problem Based Learning to improve students' critical thinking skills on reaction rate material in class XI SMA which is said to be valid, practical, and effective.Methodology – This research is a type of quantitative research with the ADDIE research development model. Data were collected from validation data, student questionnaire sheets, observation sheets, and pretest and posttest question sheets. Then the validation data was analyzed with a Likert scale to test validity, student questionnaire sheets and observation sheets to test practicality, and pretest and posttest question sheets were analyzed using N-Gain to test effectiveness.Findings – The results of the research in the form of E-LAPD based on problem-based learning to improve students' critical thinking skills on reaction rate material in class XI SMA are feasible to use because they meet the valid criteria with an average score of content and construct validation of 4 with a good category. The developed E-LAPD is declared practical in terms of the results of student response questionnaires and observation sheets with a percentage of 97.81%. The E-LAPD developed can be declared effective in training students' critical thinking skills based on the analysis of the N-Gain test results with a result of 0.90 in the high category, so it can be said that there is an increase in scores between before and after the use of E-LAPD.Contribution – Innovation in the development of learning media, namely electronic student activity sheets based on problem-based learning to improve students' critical thinking skills in class XI high school reaction rate material.
ANALYSIS OF CTT AND IRT ON NON-TEST MEASUREMENT INSTRUMENTS: MATHEMATICAL MINDSET SCALE Megawanti, Priarti; Nurimani, Nurimani; Kurniasih, Meyta Dwi
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.6542

Abstract

Purpose – This study aims to determine empirically the appropriate number of items that meet all item selection criteria, from classical test theory to item response theory.Methodology – This study used the Mathematical Mindset Scale (MMS) as an instrument for a non-test. It was conducted on 259 Mathematics Education students in Indonesia to determine the appropriate number of items that meet all item selection criteria, from classical test theory to item response theory. This quantitative research has been analyzed, including sample adequacy tests, construct validity and reliability, the goodness of fit, model suitability to polytomous data, assumption tests (unidimensional, invariance, local independence), characteristic curve graphs, information function graphs, and standard error graphs.Findings – After several trials, 11 items passed the classical tests and item response theory criteria. It is also known from this study that non-test instruments can be less than 20 as long as they meet the analysis criteria at each stage.Contribution – This research contributes to helping increase insight and knowledge for researchers in the fields of education and psychology, especially those interested in non-test measurement tools and IRT and classical analysis.
TRANSFORMATIONAL LEADERSHIP OF THE PRINCIPAL IN THE IMPLEMENTATION OF THE PROFESSIONAL LEARNING COMMUNITY (PLC) Lagarense, Fabiola; Purwanto, Nurtanio Agus; Hemamalini, Hemamalini
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.6951

Abstract

Purpose - This research aims to determine and describe the transformational leadership of school principals in implementation Professional Learning Community (PLC) at the Elementary School level.Methodology - The method used in this research is descriptive qualitative. This research was conducted at SD Negeri Kyai Mojo and SD Negeri Vidya Qasana. The subjects of this research are school principals and teachers. Data collection techniques use observation, interviews and document study. Data were analyzed by referring to Miles & Huberman's theory, namely data collection, data condensation, data presentation, and drawing conclusions.Findings - The results in this study show that: (1) Planning Professional Learning Community (PLC) at SD Negeri Kyai Mojo, namely: formulating a clear vision and goals, carrying out needs analysis, organizing strategic resources (forming a learning community team "Ngudi Kawruh" and budgeting it in the RKAS), preparing a learning community schedule, building effective communication with stakeholders. Meanwhile planning Professional Learning Community (PLC) at SD Negeri Vidya Qasana, namely: integrating the vision and goals of the learning community with the school's vision and the Independent Curriculum, managing the learning community's schedule, providing external and internal school resource persons, and managing the budget. (2) Implementation Professional Learning Community (PLC), among others; determining material, determining resource persons in the learning community or involving external resource persons, continuous reflection and evaluation, collaboration and professional development of teachers in sharing knowledge and good practices, learning communities are held every Friday of every week. (3) Obstacles faced include; limited time, budget, and teacher commitment. The solutions implemented by the principal include; optimizing internal resources, managing learning community schedule adjustments, and implementing a collaborative approach that supports each other.Significance – The results of the research can provide practical insight for school principals and stakeholders in developing a collaborative culture that supports teacher professional development and can be a consideration for other schools in enriching their understanding of the principal's transformational leadership role in designing, implementing and overcoming obstacles in the Professional Learning Community (PLC).
EXPLORING WRITING CHALLENGES IN DEAF AND HARD OF HEARING STUDENTS WITH COCHLEAR IMPLANTS: THE ROLE OF DYSGRAPHIA Septiani, Dwi; Koebanu, Sabri; Lustyantie, Ninuk
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7208

Abstract

Purpose–This study explores the writing development of Deaf and Hard of Hearing (DHH) students with cochlear implants, focusing on the impact of dysgraphia, a specific learning disability affecting writing abilities. The research aims to understand how cochlear implants influence language acquisition and writing proficiency while addressing the unique challenges posed by dysgraphia, such as difficulties in fine motor skills, sound-symbol associations, and organizational abilities.Methodology–Utilizing Piaget’s theory of cognitive development, the study employs a qualitative case study design to investigate the writing journey of a 7-year-old male DHH student suspected of having dysgraphia. Data were collected over one academic semester through document analysis of writing samples, classroom observations, and semi-structured interviews with teachers and support staff. Thematic analysis was conducted to identify patterns in the student’s cognitive and linguistic challenges, highlighting the interplay between hearing impairment, cochlear implant use, and dysgraphia.Findings–Findings reveal that while cochlear implants enhance auditory input and phonemic awareness, dysgraphia significantly hinders writing skills, manifesting in irregular letter formation, inconsistent spacing, and poor spelling. However, structured interventions, such as multisensory approaches and assistive technology, show promise in improving writing outcomes.Contribution–This research contributes to the field by providing insights into the unique challenges faced by these students and advocating for personalized interventions to enhance their literacy skills. It also highlights the need for further research to explore the prevalence of dysgraphia and effective interventions for DHH students with cochlear implants, ultimately informing inclusive educational practices.
ENHANCING STUDENTS' FICTION ANALYSIS SKILLS THROUGH QUIZIZZ MEDIA IN A PROBLEM-BASED LEARNING MODEL Suputra, Gusti Ketut Alit; Idris, Idris; Tahir, Moh.; Syamsuddin, Syamsuddin; Gazali, Gazali; Nandi, Riri Apriana N.
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.6838

Abstract

Purposes—This study aims to increase students' fiction analysis by integrating Quizizz media into the Project-Based Learning model. It explores how this combination fosters engagement, critical thinking, and literary comprehension, particularly in analyzing the main elements, such as plot, theme, setting, and moral/ message.Methodology- This study used mixed-method approaches, combining quantitative analysis and test results, a questionnaire, and qualitative knowledge from interviews with the teacher. This study was conducted in SMP Negeri 4 Palu, involving 32 students from the eighth grade. The students are selected from stratified random sampling. The data-collecting instrument consisted of a fiction test analysis, a questionnaire, and a Likert scale on engagement and motivation. In contrast, a semi-structured questionnaire was given to the teachers, and an expert and statistical analysis assessment confirmed the validity and reliability of the test.Findings- Integrating quizzes in the PBL framework significantly increases the students' comprehension of fictional analysis, with an average score of 91,94%, which is categorized as high competency. The highest proficiency level score belongs to theme (100%) and morel/message (100%), meanwhile plot (84%) and characterization (81%) pose a bigger challenge. Teacher interviews highlight the variability of students' comprehension, engagement disparity, and resource accessibility problems as influencing factors. Quizizz gamified games, instant feedback, competitive quizzes, and interactive engagement were found to motivate students and improve their understanding of the literary concept.Significance—This study bridges the gap in the research by evaluating the empirical integration of gamification and PBL in literary education. This finding contributes to the pedagogical improvement of digital learning, showing how interactive and student-centered approaches can improve high-level thinking skills in fraction analysis. This study also highlights the importance of teachers' facilities, fair technology access, and strategic guidance instruments in maximizing learning outcomes,
THE CORRELATION BETWEEN BULLYING EXPERIENCE, STUDY HABITS, AND CRITICAL THINKING OF SOCIAL LEARNING IN HIGHER EDUCATION Rasidi, Muhamad Ahyar; Nuruddin, Nuruddin; Ibrahim, Nurshahira
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7127

Abstract

Purpose—This study aims to determine the relationship between bullying experiences and learning habits and critical thinking skills in social science learning in higher education.Methodology—This research is a correlational study with 90 samples. Data for the three variables of this study were collected through the distribution of Google Form questionnaires. Data analysis used multiple correlations, but the first prerequisite tests, including validity, reliability, normality, and homogeneity, were carried out.Findings—The research results show that bullying experiences and study habits significantly affect students’ critical thinking skills, where rcount> table or 0,865>0,2050 shows a positive relationship. Furthermore, the significance value is 0,000< 0.05, so the data shows a significant relationship between bullying experience, learning habits, and critical thinking. Maintaining and preserving appropriate study habits will prevent bullying, no matter how severe, from affecting your critical thinking ability.Contribution – This study provides important insights into how bullying experiences and learning habits significantly affect students' critical thinking skills. Thus, whatever the form of learning style, it contributes positively to developing critical thinking skills.
TRANSFORMATIVE LEARNING THROUGH PROJECT-BASED LEARNING: ENHANCING STUDENT ENGAGEMENT AND CREATIVITY IN WRITING Syamsuddin, Syamsuddin; Tahir, Muh.; Idris, Idris; Efendi, Efendi; Asrianti, Asrianti; Gazali, Gazali
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.6828

Abstract

Purpose—This research aims to explore the transformative impact of Project-Based Learning (PjBL) in improving engagement and creativity in short stories. It also discusses the limitations of the traditional method, which makes the teacher the center of the study and limits students' active participation and creative exploration.Methodology—Descriptive qualitative research was used, involving 17 students. This research was conducted in two weeks and implemented PjBL in three phases: preparation, implementation, and evaluation. Data collection methods included classroom observation, semi-structured interviews, and analysis of students' creative output. The collected data were analyzed based on engagement indicators, creativity dimensions, and narrative quality.Findings - The research revealed a significant increase in student engagement; 82% of students actively engaged in group discussion, and 88% responded to the teacher's instruction. The average creativity score was 3,55 out of 4, which was categorized as "Very High," specifically in originality and imaginative language use. The quality of the short story was scored "High," showing the strength in the originality of the theme and creativity of diction. Students highlight the PjBL characteristics of autonomy and collaboration as the main factors in enriching their learning experiences. This finding offers valuable knowledge for the teacher, curriculum designer, and policy maker to integrate an innovative student-centered pedagogical approach in writing instruction.Contribution—The combination of PjBL would enable the school to foster creativity, engagement, and problem-solving skills, equipping the students with the important competencies for the demands of 21st-century education.
BUILDING ELEMENTARY STUDENTS' MOTIVATION THROUGH SOCIO-EMOTIONAL COMPETENCE IN DIFFERENTIATED LEARNING Prajayana, Marfita Ike; Yayuk, Erna; Kuncahyono, Kuncahyono
JURNAL EDUSCIENCE Vol 12, No 3 (2025): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i3.7178

Abstract

Purpose – Education plays a crucial role in shaping high-quality human resources, with curriculum adaptation being essential to meet the demands of an ever-changing world. One key element is differentiated instruction, which accommodates diverse student learning needs through differentiation in content, process, and product. However, its implementation faces challenges, particularly in integrating differentiated instruction with the development of students' social-emotional competencies. This study aims to evaluate the effectiveness of integrating differentiated instruction with social-emotional competencies in enhancing students' learning motivation.Methodology – This study was conducted at SDN 5 Sumber using a qualitative descriptive approach through classroom observations, interviews, and document analysis. The participants included the principal, teachers, and fourth-grade students. Data were analyzed using Miles and Huberman’s interactive model: data collection, data reduction, data presentation, and conclusion drawing.Findings – The study found that differentiation was more frequently applied to the learning process rather than content and product. Teachers utilized auditory, visual, and kinesthetic strategies, but content differentiation was limited. Social-emotional competencies were developed through group discussions, reflective sessions, and collaborative activities, leading to increased student engagement, independence, and emotional regulation. Evaluations used formative and summative assessments, with observation rubrics for assessing social-emotional competencies.Contribution – This study contributes to the understanding that integrating differentiated instruction with social-emotional competency development can effectively enhance students' learning motivation. It also highlights the need for improved teacher training and resources to support content and product differentiation.

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