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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 514 Documents
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INTEGRATION OF LOCAL WISDOM INTO PROBLEM-BASED BOOKS WITH AUGMENTED REALITY TO IMPROVE STUDENTS' CONSERVATION LITERACY Iwan, Iwan; Jeni, Jeni; Nurfathurrahmah, Nurfathurrahmah; Sumaifa, Sumaifa
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8293

Abstract

Purpose – Students' conservation literacy could be greatly increased by integrating local knowledge with the PBL approach and augmented reality technology. In order to increase students' conservation literacy, this study aimed to create a student book on biodiversity that was focused on problem-based learning, incorporated local knowledge, and supported by augmented reality media.Methodology – The ADDIE paradigm of research and development is referred to as the research technique. Manokwari high school students served as the study's 32 subjects. Validation sheets and questionnaires were used as data collection tools to assess the validity of the student book and the students' answers to conservation literacy questions. Students' replies, validation results, and conservation literacy abilities were all examined in the descriptive data analysis.Findings – The findings of this study indicate that the validation results for the Biodiversity Student Book were 93.65% (very valid category), indicating that it is suitable for implementation in learning. The validation of the conservation literacy instrument yielded a 96.13% validity rate (very valid). The results of student responses after the trial of the student book in learning were 85% (very practical or effortless to use category). The results of the trial evaluating the effectiveness of student conservation literacy showed a Sig of 0.000 (<0.05), indicating a difference in the average level of student conservation literacy before and after learning.Contribution – This study concludes that the use of student books on biodiversity is highly effective in improving and developing students' conservation literacy
PREDICTIVE ROLES OF SELF-EFFICACY AND EMOTIONAL INTELLIGENCE ON LEARNING MOTIVATION Musfirah, Musfirah; Burhan, Imron
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8390

Abstract

Purpose – This study aims to analyze the influence of self-efficacy and emotional intelligence on the learning motivation of elementary school students at SDIT Bina Insan, Parepare. The research is grounded in the recognition that psychological capacities, particularly self-efficacy and emotional intelligence, play a critical role in shaping students’ enthusiasm, persistence, and engagement in learning.Methodology – Employing a quantitative explanatory research design, the study involved sixth-grade students selected through purposive sampling. Data were collected from April to June 2025 using questionnaires, documentation, and interviews. Instrument validity was assessed using the Pearson product–moment correlation, and reliability using Cronbach’s alpha. The analysis included classical assumption tests, multiple linear regression, t-tests, and F-tests to determine both partial and simultaneous effects of the independent variables on learning motivation.Findings – The regression analysis produced the equation Y = 10.448 + 0.223X₁ + 0.527X₂, with an R value of 0.927 indicating a powerful relationship between the independent variables and learning motivation. The R² value of 0.860 shows that 86% of the variance in learning motivation is explained by self-efficacy and emotional intelligence. The t-test results confirmed that both self-efficacy (t = 2.835, p = 0.000) and emotional intelligence (t = 6.755, p < 0.001) have positive and significant effects, with emotional intelligence emerging as the dominant factor. The F-test (F = 86.095, p < 0.000) further demonstrated that the variables jointly exert a significant influence.Contribution – This study reinforces the theoretical and practical understanding that enhancing self-efficacy and emotional intelligence can substantially boost learning motivation in elementary school contexts, particularly within integrated Islamic education environments. The findings can inform the design of targeted psychopedagogical programs for teachers, parents, and policymakers to foster both cognitive and emotional readiness for learning.
EXPLORING DIFFERENTIATED PROJECT-BASED LEARNING ASSESSMENT PRACTICES TO STRENGTHEN NUMERACY LITERACY IN ELEMENTARY SCHOOLS Antoro, Siswanto Dwi; Listiani, Ivayuni; Ardi, Muh. Waskito; Maruti, Endang Sri
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8547

Abstract

Purpose – This study investigates differentiated project-based assessment practices as a strategic approach to strengthening literacy and numeracy in elementary schools within the spirit of Merdeka Belajar (Freedom to Learn). Emerging from the gap between the paradigm of assessment as learning and conventional, outcome-oriented practices, this study examines how teachers design, implement, and reflect on student-centered assessments grounded in authentic life contexts.Methodology – A multi-case qualitative approach was employed across three elementary schools in East Java: SDN Manukan Kulon (Surabaya), SDN Kedung 1 (Probolinggo), and SDN Kanten 1 (Bojonegoro), with data collected through in-depth interviews, participatory observations, and analysis of assessment documents.Findings – The findings reveal four consistent cross-contextual patterns: contextualized assessment planning, differentiated implementation of processes and products, the use of authentic instruments that evaluate thinking processes, and teachers' professional reflection that strengthens pedagogical awareness. The integration of these four dimensions yielded the Differentiated Project-Based Assessment Framework (DiPBAF), a synthesized model that represents a reflective and equitable learning cycle. This model underscores an epistemological shift in assessment—from a mere measurement tool to a transformative learning vehicle that fosters autonomy, empathy, and collaboration.Contribution – Theoretically, this research enriches the discourse on 21st-century assessment oriented toward process and reflection; practically, it offers new directions for contextual assessment policies that promote teacher professionalism and high-quality human-centered learning.
EFFECTIVENESS OF THE ICARE MODEL INTEGRATED WITH DESMOS: IMPROVING MATHEMATICAL CONCEPTUAL UNDERSTANDING Riani, Nova; Marito, Winanda; Iskandar, Lulu Melati; Juliandry, Muhammad Azri; Berutu, Lambenturna
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8399

Abstract

Purpose – This research compared students’ understanding of mathematical concepts when taught through two different approaches: conventional instruction and the ICARE model (Introduction, Connect, Apply, Reflect, Extend) supported by the Desmos application in the topic of quadratic equations. Despite growing evidence on the individual benefits of the ICARE learning model and the Desmos application, limited empirical research has examined their systematic integration within each ICARE phase to improve secondary students’ conceptual understanding of quadratic equations.Methodology – The study adopted a quasi-experimental design with a posttest-only control group. A total of 45 ninth-grade students from SMP Manunggal Medan participated in the 2025/2026 academic year, comprising 23 in the control class and 22 in the experimental class. The instrument was a conceptual understanding test consisting of open-ended questions, validated by experts. Data were analyzed using an independent sample t-test.Findings – The results showed a significant difference between the two groups (p < 0.001). The experimental class obtained an average score of 76.09, while the control class reached only 59.65. Distribution analysis also revealed that 86.4% of students in the experimental group were categorized as good to very good. In comparison, 78.2% of students in the control group were categorized as poor to very poor. These outcomes suggest that the ICARE model, combined with Desmos, is efficacious in improving students' conceptual understanding of mathematics and in narrowing individual achievement gaps.Contribution –In practice, the findings underscore the importance of preparing teachers to integrate technology into their teaching practices, thereby making learning more interactive, collaborative, and student centered.
SARRES FUN LEARNING MODEL BASED ON DEEP LEARNING FOR IMPROVING CHILDREN'S READING COMPREHENSION IN THE COMMUNITY READING CENTER Aprianti, Sri Daning; Rahmadonna, Sisca
JURNAL EDUSCIENCE Vol 13, No 1 (2026): Jurnal Eduscience (JES), (Authors from Australia, Taiwan, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i1.8519

Abstract

Purpose – This study aims to analyze the impact of implementing the SARRES Fun Learning model, grounded in the principles of Deep Learning (mindful, meaningful, and joyful learning), on improving children's reading comprehension skills at the Community Reading Center (TBM) using Barrett's Taxonomy.Methodology – The study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The research subjects consisted of 36 elementary school children selected through purposive sampling. The intervention was conducted over four sessions by applying the six stages of SARRES (Survey, Ask, Read Aloud, Review, Engage, and Share). Data were collected using a validated and reliable reading comprehension test and analyzed using descriptive statistics, paired-samples t-tests, and normalized gain.Findings – The results showed a significant improvement in children's reading comprehension skills, with the average score increasing from 34.97 to 55.89 (t = −16.950; p < 0.05). The n-gain value of 0.55 indicates moderate learning effectiveness and an improvement in all Barrett Taxonomy indicators.Contribution – The novelty of this study lies in the empirical testing of the application of the SARRES Fun Learning model, implemented using Deep Learning principles in the context of non-formal literacy at the Community Reading Park (TBM). This research expands the empirical evidence on the effectiveness of adapting the SQ3R strategy in non-formal learning environments. It provides practical implications as an alternative, systematic, and applicable reading-learning strategy for TBM managers and facilitators.
KOPDAS (Smart Puzzle Comic) AS A READ-ALOUD-BASED LITERACY MEDIUM FOR ENHANCING ELEMENTARY SCHOOL STUDENTS’ READING INTEREST Lirra Zanni; Arina Restian; Nurul Zuriah
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8543

Abstract

Purpose – This study aims to develop an innovative learning medium, KOPDAS (Smart Comic Puzzle), as a literacy tool based on read-aloud activities to foster reading interest among elementary school students and to examine its effectiveness. The background of this research stems from students' low interest in reading, driven by the lack of engaging learning media and the underutilization of reading corners in schools.Methodology – The study employs the Research and Development (R&D) method, using the ADDIE development model (Analyze, Design, Develop, Implement, and Evaluate). The research subjects include material experts, media experts, and second-grade students at SD Negeri Maron Kulon 1 in Probolinggo Regency. Data were collected through observation, interviews, validation questionnaires, and product trials, with pre-tests and post-tests.Findings – KOPDAS is effective at enhancing students' reading interest. This medium combines comic visuals with puzzle-solving activities featuring Pancasila symbols, thereby increasing active participation, concentration, and comprehension of reading content. The use of read-aloud techniques also helps improve understanding, pronunciation, and students' confidence in reading. The development of KOPDAS is expected to serve as a reference for the innovation of literacy learning media, creating a fun, communicative, and interactive learning atmosphere.Contribution – This research contributes to the development of an innovative literacy medium, KOPDAS (Smart Comic Puzzle), designed using the read-aloud approach to enhance elementary students' interest and reading habits. The medium integrates the visual and interactive elements of comics and puzzles while strengthening foundational literacy skills through engaging read-aloud activities. Furthermore, this study makes a practical contribution to teachers by offering an alternative literacy learning medium that is creative, appealing, and well-suited to the learning characteristics of young learners.
LARIK TRADITION AS AN ETHNOSPORT: MOVEMENT ANALYSIS AND IMPLICATIONS FOR PHYSICAL EDUCATION BASED ON LOCAL WISDOM Robertus Lili Bile
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8561

Abstract

Purpose – This study aims to reveal the unique features of the traditional Larik dance of the Riung Barat ethnic community in Ngada Regency and to analyze how its movement elements and cultural values provide practical implications for developing a physical education curriculum grounded in local wisdom.Methodology – The study used an interpretive-phenomenological qualitative approach, involving 14 key informants (9 active fighters, 3 traditional referees, 2 traditional leaders) from Maronggela, where the larik tradition is practiced. Data were collected through participant observation during 5 Larik sessions, semi-structured in-depth interviews, focus group discussions, document studies, and functional movement analysis of 120 purposively selected video segments.Findings – Larik is a turn-based whip duel using buffalo leather whips and curved bamboo shields, as well as round buffalo leather shields, with strict rules regarding only the upper body. Functional movement analysis shows six dominant categories: ready position/low stance (36.7%), whip attacks (31.7%), active defense with shields (13.3%), dodging/twisting (10.0%), footwork (5.0%), and recovery/transition rituals (4.3%). The three main cultural values embedded in this activity are gratitude to God and ancestors, predictions of the harvest, and solidarity between tribes.Contribution – This study provides a theoretical contribution in the form of the first scientific documentation of the characteristics of Larik as an ethnosport, as well as a practical contribution in the form of recommendations for integrating Larik into the physical education curriculum to develop balance, agility, hand-eye coordination, explosive power, sportsmanship, courage, and a sense of brotherhood among students.
MANAGEMENT OF DIFFERENTIATED LEARNING IN PRIMARY SCHOOLS: A CASE STUDY Imam Rohmanudin; Slamet Lestari; Maulida Ridani
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8365

Abstract

Purpose – This study aims to analyze the management of differentiated learning based on the functions of educational management in elementary schools.Methodology – This research used a qualitative case study approach. This research was conducted at Al Azhar Islamic Elementary School 38 Bantul and Muhammadiyah Bodon Elementary School. The subjects of this study were school principals, vice principals for curriculum, and upper-class teachers. Data were collected through observations, in-depth interviews, and documentation studies. Data analysis was carried out using NVivo software, which included the stages of preparation, expression, coding, processing, data analysis, and report preparation.Findings – Findings of this study on the management of differentiated learning reveal the following: (a) Planning – Differentiated learning is incorporated into lesson planning through collaborative discussions in learning communities. Teachers design instructional strategies to accommodate diverse student needs, though further development of differentiated teaching modules is needed. (b) Organizing – The implementation of differentiated learning is supported by structured curriculum management and learning communities. These communities facilitate coordination among teachers to ensure alignment with learning objectives and student diversity. (c) Implementing – Differentiated learning is applied by adjusting teaching methods and classroom activities to match students’ varying abilities. The focus is primarily on process differentiation due to challenges related to class size and resource availability. (d) Evaluation – Routine evaluations, including supervision, teacher reflections, and collaborative meetings, assess the effectiveness of differentiated learning. The evaluation process also includes teacher development efforts to enhance instructional strategies and improve learning outcomes.Contribution – This study highlights the importance of differentiated learning management in supporting the Merdeka Curriculum, offering schools insights to enhance educational practices and outcomes.
RECONTEXTUALIZING EFL READING INSTRUCTION THROUGH LOCAL WISDOM: A MIXED-METHODS STUDY OF PROBLEM-BASED LEARNING Lanlan Muhria; Sri Wuli Fitriati; Suwandi Suwandi; Sri Wahyuni
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8856

Abstract

Purpose – This study investigates how recontextualizing EFL reading instruction through local-wisdom-based Problem-Based Learning (PBL) supports students’ reading comprehension and learning experiences.Methodology – The study employed an explanatory sequential mixed-methods design to integrate students’ perceptions with their classroom experiences. Quantitative data were collected through a closed-ended Likert-scale questionnaire administered to 27 third-semester English Language Teaching (ELT) students, examining perceived support for reading comprehension across text understanding, inferential reading, critical reading, cultural relevance, and engagement. Qualitative data were gathered through three classroom observations, reflective journals, and in-depth interviews with three purposively selected students.Findings – Students perceived strong support for reading comprehension, particularly in cultural relevance, understanding main ideas, and engagement. Qualitative evidence indicates that familiarity with local narratives, traditions, and places reduced cognitive distance between texts and readers, enabling more focused meaning construction in English. Problem-based tasks further positioned reading as a purposeful, collaborative activity focused on solving contextualized problems rather than answering isolated comprehension questions. However, support for inferential and critical reading was perceived more unevenly, reflecting differences in linguistic readiness and analytical confidence. Integration of quantitative and qualitative findings demonstrates that positive perceptions of reading support were grounded in culturally familiar, problem-oriented, and socially mediated reading experiences.Contribution – The study concludes that local-wisdom-based PBL fosters a coherent EFL reading environment that anchors comprehension and engagement while gradually supporting the development of higher-order reading processes.
HOW READY ARE ISLAMIC EDUCATION TEACHERS IN INDONESIA TO UTILIZE ARTIFICIAL INTELLIGENCE FOR TEACHING Miftahul Fikri; Oban Sobandi; Yuni Purnama Sari; Dwi Fikry Al-Ghifary
JURNAL EDUSCIENCE Vol 13, No 2 (2026): in Press
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8325

Abstract

Purpose – There is limited empirical evidence about the readiness of Islamic education teachers to use Artificial Intelligence (AI) in teaching, especially at a national level in developing Muslim-majority countries. This study examines how ready Indonesian Islamic education teachers are to adopt AI in the classroom. It also identifies how their readiness levels vary across regions.Methodology – This study used a quantitative, cross-sectional survey design. Data came from 11,393 Islamic education teachers in 31 of Indonesia's 38 provinces. The data were analyzed with descriptive statistics to show readiness levels and inferential statistics to check the robustness of the findings.Findings – Most Islamic education teachers are positively ready to use AI. Of these, 32.6% (3,711 teachers) are very ready, 37.7% (4,294 teachers) are ready, 22.4% (2,557 teachers) are moderately ready, 4.9% (553 teachers) are not ready, and 2.4% (278 teachers) are very unready. Overall, Indonesian Islamic education teachers are generally prepared for AI integration, although some differences in readiness remain.Contribution – This study gives large-scale empirical evidence on AI readiness among Islamic education teachers. It fills a major gap in Islamic education and educational technology research. The findings support data-driven policies and professional development programs. These can strengthen the use of AI in Islamic education, while keeping pedagogical and ethical considerations in view.

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