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 473 Documents
 40   41   42   43   44 
BRAVERY, PERSISTENCE, INTEGRITY, AND VITALITY ON ADVERSITY QUOTIENT: STUDY ON HIGH SCHOOL STUDENTS Utami, Sri; Wangid, Muhammad Nur
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.7116

Abstract

Purpose – This study aims to describe and investigate the influence of bravery, persistence, integrity, vitality, and adversity quotient in adolescent high school students in Tarakan City.Methodology–This study employs a correlational design with a quantitative approach. A total of 370 students were selected as the sample. The sampling method applied was proportionate stratified random sampling. Data were collected using a scale-based instrument. Reliability testing was conducted using Cronbach's alpha method for the Adversity Quotient, Bravery, Persistence, Integrity, and Vitality. Data analysis involved the use of descriptive statistics and multiple regression analysis, performed using SPSS version 26 for Windows.Findings – The findings indicate a statistically significant correlation between the variables of Bravery, Persistence, Integrity, and Vitality with the Adversity Quotient (AQ) at a 5% level of significance. (1). bravery has a positive relationship with AQ. (2) Persistence has a significant effect on AQ. (3) Integrity also has a significant effect. (4) Vitality has a significant effect on AQ. When examined collectively, these four variables significantly contribute to the prediction of AQ, as indicated by an F-value of 206.475, which exceeds the F-table value of 2.396, with an R-squared value of 0.694. The model accounts for 69.4% of the variance in Adversity Quotient, while other unexamined factors may explain the remaining 30.6%. When examined collectively, these four variables significantly contribute to the prediction of AQ.Significance – This research is expected to enrich scientific insight in the field of guidance and counseling, particularly regarding its influence on high school students in Tarakan City, as well as the description of adversity quotient, bravery, persistence, integrity, and vitality.
INTEGRATING LOCAL WISDOM: INNOVATIVE ASSESSMENT INSTRUMENT OF CRITICAL THINKING SKILLS IN SCIENCE LEARNING Dini, Naffa Afkarina Izzata; Kuswanto, Heru
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.v12i3.6849

Abstract

Purpose- This research aims to develop a valid and reliable instrument for measuring students' critical thinking skills in learning integrated with local wisdom.Methodology- The research addresses the need for culturally relevant assessment tools that align with modern educational goals and promote the appreciation of local heritage. Employing the ADDIE development model, the study follows a systematic approach encompassing five stages: analysis, design, development, implementation, and evaluation. The sample consisted of 56 seventh-grade students from MTSN 2 Ponorogo.Findings- The research results show that data collection involved validity and reliability tests to ensure the instrument's effectiveness. Expert evaluations yielded an average validity score of 96%, categorizing the instrument as "very feasible." Reliability analysis using the Quest program revealed that nine out of ten question items achieved INFIT MNSQ scores within the ideal range of 0.71 to 1.40, demonstrating their suitability and alignment with established measurement criteria. However, one item fell outside this range, indicating a need for further refinement.Significance- The conclusion of this research shows the instrument's potential to assess critical thinking skills while accurately incorporating cultural values. Integrating local wisdom, specifically through educational practices that connect learning to traditional cultural elements, enhances students' critical thinking abilities and fosters an appreciation for cultural heritage. This research is significant for educators, curriculum developers, and policymakers seeking to balance modern pedagogical practices with cultural preservation.
THE I-CON MODEL IN CONSTRUCTING MATHEMATICAL PROOF Mujib, Abdul; Firmansyah, Firmansyah; Siagian, Siti Shara; Mathelinea, Devi
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.v12i3.7240

Abstract

Purpose-This research aims to analyze the role of the I-CON model in constructing mathematical proofs.Methodology-The research used is qualitative with a grounded theory approach. Respondents were selected using a theoretical sampling approach, based explicitly on concepts that have been shown to relate to the theory being developed. Analysis data is obtained based on student test results, which are given to respondents, compiled into a new concept or theme, and then the desired subcategory.Findings- The theory derived from this research is that, through the I-CON model, students can construct robust, precise, and valid mathematical proofs. The implementation of the I-CON model in the ability to construct mathematical proofs is (1) students can link facts with properties to interpret existing problems, (2) students can sequence valid proof steps, (3) students can use premises, definitions, and theorems related to statements to build a proof, (4) students can use appropriate arguments in the proof process, (5) Students have a systematic flow of thinking so that the proof steps are consistent, and (6) Students can interpret symbols mathematical and use precise mathematical communication language, which is obtained through learning the ICON model. Through learning the I-CON model, students can have the ability to understand various concepts, theorems, and definitions. They can make conjectures from statements given by interpreting them in detail. Implementing the Interpretation-Construction Design (I-CON) model in constructing mathematical proof produces six categories: Initial steps of proof, Flow of Proof, Related concepts, Arguments, Interpretation, and Language of Proof.Significance-The results emphasize the importance of students constructing interpretations of real-world problem situations, discussion activities in building interpretations, reflecting, analyzing, and concluding interpretations that students construct as the primary focus of learning activities
THE EFFECT OF THE SAVI LEARNING MODEL ON THE COGNITIVE LEARNING OUTCOME OF STUDENTS Kusrini, Indar; Rintayati, Peduk; Salimi, Moh
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.7140

Abstract

Purpose – The cognitive learning outcomes of pupils are essential for assessing student progress and the quality of the implemented learning procedure. Nevertheless, the cognitive learning outcomes of students have not met expectations. This study aimed to assess the cognitive learning outcomes level of fourth-grade elementary pupils and the effect of the SAVI model on enhancing these cognitive learning outcomes.Methodology – The study method was quantitative, utilizing a quasi-experimental posttest-only control group design. The study's sample comprised 56 fourth-grade elementary school students. The selected data gathering method was a test. The assessment is structured as multiple-choice questions. This study utilized parametric statistical analysis to test hypotheses through the t-test. This study's research approach commences with planning, which includes identifying research subjects, conducting a literature review, acquiring research permits, and creating research instruments. In the implementation phase, the researcher delineates the experimental and control groups. Furthermore, after conducting several experiments, the researcher administered a post-test to the experimental and control groups. Following data collection, the researcher analyzed the defined problem and the established research objectives.Findings – This investigation indicated that most cognitive learning outcomes of pupils instructed through the SAVI learning model fell within the good category, and there was a significant disparity in cognitive learning outcomes between pupils instructed using the SAVI model and those receiving conventional instruction.Contribution – This study's results enhance students' cognitive learning outcomes.
EVALUATION THE IMPLEMENTATION OF THE MERDEKA CURRICULUM IN MATHEMATICS LEARNING Ismail, Nur Ikhsan; Sappaile, Baso Intang; Suhardi, Iwan
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.v12i3.7144

Abstract

Purpose—This research is an evaluative study that aims to evaluate the implementation of the Merdeka curriculum in mathematics learning at SMP Negeri 1 Duampanua.Methodology—The evaluation model used is the CIPP (Contextual, Input, Process, Product) model. The principal, mathematics teachers, and students were the subjects of evaluation in this research. The data collection techniques used were questionnaires, interviews, and documentation. The data analysis technique used was descriptive analysis.Findings – The results of the research indicate that: 1) The Operational Curriculum of the Education Unit (KOSP) at SMP Negeri 1 Duampanua has met expectations, namely by applying the principles of KOSP development, containing the characteristics of the education unit, having a vision, mission, and objectives, regulating learning, planning learning, and planning assistance for evaluation and professional development of educators, 2) The capacity of the educational unit at SMP Negeri 1 Duampanua still needs to be improved and strengthened, 3) The mathematics learning process at SMP Negeri 1 Duampanua has met the established criteria, which include mathematics learning planning, implementation of mathematics learning, and evaluation of mathematics learning, 4) Student learning outcomes in mathematics are in line with the Criteria for Achieving Learning Objectives (KKTP).Significance – This research can contribute to curriculum policy development, especially in implementing the Merdeka Curriculum in mathematics learning in junior high schools. The findings of this study can provide insights for policymakers to evaluate the effectiveness of the curriculum and develop improvement measures, as well as for teachers to improve learning methods that align with the principles of the Merdeka Curriculum. Additionally, the results of this study can help students improve their understanding and motivation in learning mathematics and serve as a reference for further research on the implementation of this curriculum at various levels of education.
IDENTIFICATION OF SCIENTIFIC REASONING ABILITY OF JUNIOR HIGH SCHOOL STUDENTS Wulandari, Etrica Damayanti; Efwinda, Shelly; Hakim, Abdul; Syam, Muliati; Damayanti, Puardmi
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.6996

Abstract

Purpose – This study aims to 1) identify the level of scientific reasoning ability and 2) the difference between indicators of scientific reasoning ability of male and female junior high school students in Samarinda on climate change.Methodology – The research method used is descriptive quantitative, with data collection techniques through tests in the form of multiple-choice questions with reasons totaling 11 questions that have been validated and tested for reliability. The subjects of this study were class VII students, totaling 86 students from 3 junior high schools in Samarinda. The instrument used was a scientific reasoning test consisting of 6 indicators: conservation reasoning, correlation reasoning, variable control, probabilistic reasoning, proportional reasoning, and deductive hypothesis.Findings – The results showed that 1) The scientific reasoning ability of junior high school students in Samarinda averaged 45.63 in the transition stage between concrete and formal operations. Each indicator is in a different category: good, sufficient, and deficient. The highest result on the conservation reasoning indicator (65.33) shows that students adequately retain their knowledge, even though the appearance of the object changes. The lowest result on deductive hypothesis reasoning (35.08) shows that students cannot make conclusions on a problem. 2) There is no significant difference between male and female students in scientific reasoning ability related to climate change material in all junior high schools in Samarinda.Contribution – This study provides recommendations for innovative learning methods, such as problem-based learning, to improve the scientific reasoning skills of male and female students.
THE EFFECT OF PBL INTEGRATED WITH PHET VIRTUAL LABORATORY AND SELF-EFFICACY ON STUDENTS’ SCIENCE PROBLEM-SOLVING SKILLS Siregar, Indah Lastari; Hendrayana, Aan; Nulhakim, Lukman
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.v12i3.7109

Abstract

Purpose – Mastering critical thinking and problem-solving skills is the primary demand in 21st-century education. However, the evaluation results at SMPN 2 Rangkasbitung showed that students still experienced difficulties in these aspects, which were exacerbated by using conventional learning models. For this reason, this study aims to examine the effectiveness of the Problem-Based Learning (PBL) model integrated with the PhET virtual laboratory and the role of self-efficacy in improving students' problem-solving skills on energy material.Methodology – This study used mixed methods with an explanatory sequential design. In the first stage, a quantitative approach was used to analyze the effect of PBL-PhET and self-efficacy on problem-solving ability, followed by a qualitative approach to explore the quantitative findings further. The sample consisted of 61 randomly selected grade VIII students. Data were collected through problem-solving tests, self-efficacy questionnaires, and lesson observations and analyzed using inferential statistical tests.Findings – The results showed that applying PBL integrated with PhET significantly improved students' problem-solving ability (r = 0.044). Self-efficacy also significantly influences students' problem-solving success (r < 0.001). However, the interaction between the learning model and self-efficacy did not show a significant effect (r = 0.159). The qualitative findings supported the quantitative results by showing that students with high self-efficacy were more active and confident and demonstrated more effective problem-solving strategies during problem-based learning.Significance—This research confirms the importance of integrating innovative approaches and psychological factors in science learning. Teachers and curriculum developers need to consider implementing PBL-PhET and strengthening self-efficacy as effective learning strategies relevant to the demands of the times.
THE USE OF SOUND BOOK TO ENHANCE STUDENTS' ARABIC VOCABULARY MASTERY Mardhatillah, Mardhatillah; Muhtadi, Ali
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.6924

Abstract

Purpose – The limited use of learning media by teachers, which leads to a primarily one-way learning process, is the main reason for this study. Student learning outcomes are adversely affected by this lack of interaction in the classroom, particularly in Arabic language studies. The study intends to (1) figure out whether students who are taught using the sound book 'أول كتاب and those who do not have a notable difference in their mastery of Arabic vocabulary and (2) assess how well the sound book 'أول كتاب enhance students' Arabic vocabulary mastery.Methodology – This study employs a quantitative approach with an experimental research design, specifically a pretest-posttest control group design. The population consists of three classes, comprising a total of 105 students. The sample, selected using a simple random sampling technique, consists of two classes: Class I-A, the experimental group, and Class I-B, the control group. Data collection methods include tests, interviews, and documentation. For data analysis, a t-test was used to examine differences in students' mastery of Arabic vocabulary, while the N-gain test was applied to determine the level of effectiveness.Findings – The results of the t-test on the post-test scores for the experimental and control classes indicate a Sig. (2-tailed) value of 0.001, demonstrating a significant difference in Arabic vocabulary mastery between students in the experimental class, who were taught using the sound book 'أول كتاب, and those in the control class, who were taught without it. Furthermore, the N-gain test for the experimental class yielded a percentage of 75%, indicating an effective enough level. Based on these findings, it can be concluded that the use of the sound book 'أول كتاب is effective enough in enhancing students' mastery of Arabic vocabulary.Contribution – These findings have implications for the use of sound books as a valuable resource for teachers in selecting appropriate learning media to create a more effective and interactive learning experience. This demonstrates the potential of sound books to enhance students' engagement and understanding through their interactive and multi-sensory features
IMPROVING STUDENTS’ CRITICAL THINKING SKILLS ON HYDROCARBON MATERIAL THROUGH ASSESSMENT FOR LEARNING Al Halwi, Adam; Muchlis, Muchlis
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.7419

Abstract

Purpose–This study describes the effectiveness of implementing the Assessment for Learning (AfL) approach to improve students' critical thinking skills on hydrocarbon materials.Methodology–This study is a pre-experimental research with a one-group pre-test-post-test design. The effectiveness of implementing AfL was analyzed based on the pre-test and post-test results of students' critical thinking skills on hydrocarbon materials. Data were analyzed using the completeness criteria of learning objectives, N-gain scores, and mean difference tests.Findings–The Paired t-test results resulted in a p-value of 0.000 (< 0.05), indicating a significant difference between the pre-test and post-test scores. As many as 100% of students got an N-gain score in the high category. The study results showed that ≥ 85% of students were in the complete category. Thus, implementing AfL has proven effective in improving students' critical thinking skills on hydrocarbon materials.Significance–This study contributes to the development of chemistry education by demonstrating the effectiveness of implementing AfL in enhancing students' critical thinking skills, particularly in learning about hydrocarbon material.
THE ROLE OF THE TRANSFORMATIONAL TEACHER PROGRAM IN FOSTERING TEACHER COLLABORATION Awiria, Awiria; Jamaludin, Ujang; Suharjuddin, Suharjuddin
JURNAL EDUSCIENCE Vol 12, No 4 (2025): Jurnal Eduscience (JES), (Authors from Malaysia, Thailand, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i4.7323

Abstract

Purpose–This research aims to analyze the impact of the Transformational Teacher Program on enhancing teacher collaboration competence in elementary schools in Bekasi City. Teacher collaboration is a critical skill in addressing the demands of 21st-century education. The program is designed to develop teachers as learning leaders who can collaborate and innovate within professional learning communities.Methodology–This study employs a qualitative descriptive approach using a case study design. Ten elementary schools in Bekasi were selected purposively as research sites. Data were collected through in-depth interviews with teachers and principals, direct observation of collaborative practices, and analysis of program-related documents. The data were then systematically analyzed to uncover field findings.Findings–The findings reveal that the Transformational Teacher Program has had a significant positive impact on promoting collaborative practices. Teachers reported increased sharing of best practices, development of innovative teaching strategies, and greater engagement in inter-school professional networks. However, some challenges remain, including high administrative workload and limited time for participation.Contribution–Despite obstacles in its implementation, the program has improved teaching quality and strengthened relationships between teachers and schools. Research findings support broader education reform and inform policy formulation, particularly improving teacher competency through community-based professional development. This study benefits policymakers, school leaders, and educators seeking to enhance professionalism and collaboration in elementary education.

Page 42 of 48 | Total Record : 473

 40   41   42   43   44 

Filter by Year

2015 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