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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 530 Documents
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MATH ANXIETY IN ELEMENTARY SCHOOL STUDENTS: A PHENOMENOLOGICAL STUDY OF LEARNING EXPERIENCES IN THE CLASSROOM Sutrisno, Agus Hari; Murtafiah, Wasilatul; Handhika, Jeffry; Maruti, Endang Sri
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.8731

Abstract

Purpose – This study phenomenologically examines the forms, sources, and dynamics of mathematics anxiety among students at SDN 1 Kedungrejo, Probolinggo Regency. At the elementary level, mathematics anxiety is critical, as it can hinder learning and slow students’ numeracy skill development.Methodology – The study uses a descriptive qualitative approach and a phenomenological case study design. Data came from classroom observations, interviews, and triangulation with the principal, mathematics teacher, and five students with varying anxiety levels. Analysis followed the Miles, Huberman, and Saldaña model: data reduction, narrative presentation, and drawing conclusions.Findings – The results show: (1) mathematics anxiety is an affective and socio-pedagogical construct shaped by classroom interactions and teaching patterns; (2) the anxiety stems not just from students' internal conditions, but also school structures, learning culture, and curriculum pressure; and (3) it arises from complex interplay among cognitive, emotional, and social factors in students’ daily learning.Contribution – These results show that mathematics anxiety in elementary students is multidimensional. It calls for a more humanistic, emotionally supportive approach to teaching to strengthen students' self-efficacy.
AUTHENTIC LEARNING THROUGH A MARKET DAY PROGRAM IN KINDERGARTEN: ITS IMPACT ON CHILDREN’S INDEPENDENCE AND SELF-REGULATION Mawaddah, Khusnatul; Ekowati, Dyah Worowirastri; Syahri, Mohammad
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.8604

Abstract

Purpose – This study evaluates the Market Day program at TK ABA Percontohan, Bojonegoro Regency, as an authentic learning strategy to foster independence in early childhood using a CIPP-based evaluation framework.Methodology – The study used a qualitative approach. Participants were selected purposively and involved 27 respondents: the principal (n=1), teachers (n=4), and parents/guardians (n=5), while 17 children were observed as research subjects without being interviewed. Data were collected through structured observations during Market Day, semi-structured interviews, and document analysis. Data analysis followed an interactive process of reduction/coding, data display, and drawing and verifying conclusions through source and method triangulation.Findings – Market Day functioned as an authentic learning activity that stimulated children's life skills, including early financial literacy, confidence in social interaction, decision-making based on their allowance, responsibility for their goods and sales booth, and emotional self-regulation (waiting in line, being patient, and accepting consequences). The main challenges were money, numeracy skills—especially when calculating and giving change—differences in children's confidence and communication, queue discipline, and inconsistent parental involvement and product standards. These findings suggest the need for stronger scaffolding to support money-related numeracy.Contribution – This study contributes by providing a holistic CIPP-based evaluation of Market Day, formulating observable indicators of children’s independence in authentic transaction settings, and offering practical recommendations to strengthen scaffolding and program quality in kindergarten and similar early childhood education contexts.
HOW SOCIODRAMA-BASED HEROISM LEARNING SHAPES PRIMARY SCHOOL STUDENTS' NATIONAL CHARACTER: A QUALITATIVE STUDY Ferdiyansyah, Aldy; Jannah, Fathul; Noorhapizah, Noorhapizah; Agusta, Akhmad Riandy; Rusmadi, Rusmadi; Radina, Radina
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.9006

Abstract

Purpose –This study aims to describe how sociodrama-based heroism learning shapes the character of friendship in elementary school students through contextual, participatory, and local history-based learning experiences.Methodology – This study uses a qualitative, phenomenological design. The research subjects included students in grades IV, V, and VI of SDN Sungai Miai 5 Banjarmasin, who served as actors and spectators in the sociodrama, and the class teacher, who served as a supporting informant. Subjects were selected purposively based on students' involvement in learning activities. Data collection was carried out through in-depth interviews, participatory observation, and learning documentation. Data analysis was carried out thematically through the stages of data reduction, data presentation, and meaning drawing.Findings – The study's results indicate that sociodrama learning shapes students' national character, as reflected in historical awareness, exemplary heroic figures, patriotism, social awareness, responsibility, and nationalistic attitudes. Students' emotional involvement in acting out local historical events encourages the interpretation of heroic values as experiences directly lived and reflected on, not merely understood cognitively.Contribution – This study makes conceptual and practical contributions by confirming that local history-based sociodrama is a relevant learning strategy for strengthening elementary school students' national character through meaningful, contextual learning experiences. These findings broaden understanding of national character education practices and can serve as a reference for teachers in designing more meaningful, contextual, and sustainable history learning in elementary schools.
AI, METACOGNITION, AND DIGITAL LITERACY IN PHYSICS EDUCATION: SYSTEMATIC LITERATURE REVIEW AND BIBLIOMETRIC ANALYSIS Ida, La; Odja, Abdul Haris
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.8549

Abstract

Purpose – This study critically examines the rapid expansion of artificial intelligence (AI) in digital learning, with a specific focus on how these technologies intersect with metacognitive skills and digital literacy in science/STEM education. This study explicitly investigates their conceptual integration and identifies a substantiated research gap in physics learning contexts.Methodology – A systematic literature review (SLR) combined with bibliometric analysis was conducted in accordance with the PRISMA 2020 protocol. Articles were retrieved from Scopus using structured TITLE-ABS-KEY queries and limited to peer-reviewed journal articles (2020–2025) within the Social Sciences domain. From 2,670 initial records, 47 articles met predefined inclusion criteria (n = 47). Bibliometric mapping was performed using VOSviewer, followed by thematic synthesis employing open, axial, and selective coding to analyze AI intervention types, pedagogical mechanisms, and measurement approaches for metacognition and digital/AI literacy.Findings – Bibliometric evidence indicates a sharp rise in publications from 2023 onward, with education and educational technology channels dominating the dissemination landscape. Metadata screening further revealed an explicit research void regarding the integrated study of AI, metacognition, and digital literacy in physics learning. Thematic synthesis suggests AI can enable more personalized learning trajectories, richer formative feedback, and improved self-regulation supports that align with metacognitive development and digital literacy practices.Contribution – This study provides a bibliometrically grounded knowledge map of AI–metacognition–digital literacy research and conceptual adaptation framework proposing physics-oriented AI learning design principles and task-based assessment directions to guide future empirical research.
ETHNOMATHEMATICS-PROBLEM BASED LEARNING IN THE “BALOY ADAT TIDUNG” CONTEXT: EFFECTS ON STUDENTS’ MATHEMATICAL CREATIVITY AND GROWTH MINDSET Ramadhanta, Sury Adellia; Marsigit, Marsigit
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.9050

Abstract

Purpose – This study aimed to examine the effectiveness of Ethnomathematics-based Problem-Based Learning (PBL) and Ethnomathematics-based Student Teams Achievement Division (STAD) in enhancing students' Mathematical Creative Thinking Ability (MCTA) and Growth Mindset (GM), and to determine which instructional model is more effectiveMethodology – A quasi-experimental, nonrandomized control-group pretest–posttest design was employed at a public junior secondary school in Indonesia during the 2025/2026 academic year. The sample consisted of two intact ninth-grade classes (32 students each) assigned to the PBL and STAD groups. Data were collected using a mathematical creative thinking test and a growth mindset questionnaire administered at pretest and posttest. Data analysis involved one-sample t-tests to assess the effectiveness of each learning model against the established effectiveness criteria; differences in effectiveness between groups were analyzed using a multivariate test (Hotelling's T²) to see the simultaneous effect on MCTA and GM, independent-samples t-tests to compare group differences, and a superiority analysis to identify the more effective approach.Findings – Both Ethnomathematics-based PBL and STAD were effective in improving students' MCTA and GM. However, the PBL model demonstrated significantly greater effectiveness than the STAD model in enhancing both variables.Contribution – This study provides empirical evidence supporting the integration of the ethnomathematical context "Baloy Adat Tidung" into mathematics instruction. The findings contribute to the literature on culturally responsive pedagogy by demonstrating that ethnomathematics-based PBL is a more impactful approach for strengthening students' creative thinking skills and growth mindset at the junior secondary level.
TRANSFORMATIONAL LEADERSHIP STRATEGY OF SCHOOL PRINCIPALS IN IMPLEMENTING ACADEMIC SUPERVISION TO BUILD A QUALITY CULTURE Holisoh, Iis; Hasani, Aceng; Jakaria, Jakaria
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.9035

Abstract

Purpose – This study aims to examine the transformational leadership strategy employed by the school principal in implementing academic supervision as a means of building a quality culture at SD Negeri Patia 1, Pandeglang Regency.Methodology – A qualitative case study design was adopted. Research participants included the school principal, teachers, school committee members, and students, selected through purposive and snowball sampling. Data were collected through in-depth interviews, non-participant observation, and documentation, and subsequently analyzed through data reduction, data display, and conclusion drawing in an interactive process guided by thematic coding.Findings – The findings reveal that the principal integrates scheduled and reflective structural supervision with cultural supervision enacted through the BERAKSI Learning Community and the internalization of the 10 Budaya Malu (Ten Cultures of Shame). Leadership manifested through role modeling, open communication, encouragement of innovation, and consistency between values and actions has cultivated a school culture characterized by reflection, collaboration, discipline, and continuous improvement.Contribution – These findings affirm that transformational leadership can reposition supervision from a mechanism of administrative control to one of professional empowerment, with substantive implications for consolidating the school's quality culture.
DEVELOPMENT OF A MOODLE-BASED LEARNING MANAGEMENT SYSTEM (LMS) TO IMPROVE STUDENT MOTIVATION AND LEARNING OUTCOMES Mukhadzib, Izzudin; Surjono, Herman Dwi
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.9068

Abstract

Purpose – This research and development aims to 1 develop a Moodle-based LMS system for Geography that is feasible, 2 determine the practicality of LMS in learning, and 3 test the effectiveness of LMS in improving learning outcomes and motivation of grade XII students at SMAN 1 Tanjunganom.Methodology – The research used the Alessi and Trollip (2001) development model with three stages: planning, design, and development. This study employs a descriptive mixed-methods analysis (qualitative and quantitative). Product testing included alpha testing by 4 experts and beta testing in a small group (5 students and 1 teacher) and a large group (31 students and 1 teacher). Effectiveness data were obtained from the control class XII-9 and the experimental class XII-8, each with 35 students.Findings – The results showed that 1. the LMS was very feasible based on the assessments of subject matter experts 4.45 and media experts 4.54, 2. the LMS was practical based on the responses of students 2.60 and teachers 4.69, 3 LMS is effective in improving learning outcomes with a higher n-gain in the experimental class than in the control class 0.760.47 and a Sig. With a value of 0.001, 4 LMS is effective in increasing learning motivation, with a higher n-gain in the experimental class (0.510.36) and a Sig. value of 0.013.Contribution – Thus, the Moodle-based LMS effectively improves Geography learning outcomes and motivation for grade XII students at SMAN 1 Tanjunganom. This study offers a replicable model for Indonesian high schools implementing the Merdeka Curriculum, providing edtech evidence and practical guidelines for integrating digital maps and simulations in resource-limited settings.
STUDENT MOTIVATION IN PARTICIPATING IN PHYSICAL EDUCATION, SPORTS, AND HEALTH CLASSES Sugiharto, Akip; Syaifuddin, Mohammad; Asih, Ria A.
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.7615

Abstract

Purpose – This research aims to determine: 1) student motivation in following Physical Education, Sports, and Health (PESH) learning in elementary schools, 2) students' external motivation in following PESH learning in elementary schools, 3) students' internal motivation in following PESH learning in elementary schools, and 4) the inhibiting and supporting factors for students in following PESH learning in elementary schoolsMethodology – This research uses a quantitative descriptive approach, with a survey and data collection via a checklist questionnaire instrument. The population in this study was 29 students in class 5A at SD Muhammadiyah 2, Bojonegoro, during the 2024/2025 academic year who met the inclusive criteria. The data collected through the questionnaire were analyzed using quantitative descriptive techniques, with percentages.Findings – The scope of this study focuses on the motivation of elementary school students in participating in Physical Education, Sports, and Health (PESH) lessons. The motivation studied comprises two main aspects: internal and external motivation.Internal motivation includes drives originating within the student, such as interest, enjoyment, and the desire to excel in PSEH learning. Meanwhile, external motivation includes influences from outside the student, such as teaching methods, the use of learning tools and media, and the learning environment.Contribution –the results of this study serve as input to understand better the learning process of Physical Education, Sports, and Health, so that learning activities can be optimized.
ABDUCTIVE REASONING SKILLS: THE IMPACT OF COOPERATIVE LEARNING TYPE NUMBER HEAD TOGETHER (NHT) ASSISTED BY LUMI EDUCATION IN SCIENCE LEARNING Yuliyati, Dania; Aisy, Azzah Rohadatul; Maulidiah, Sisilia Eka; Rosdiana, Laily
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.9058

Abstract

Purpose – This study aims to determine the effectiveness of NHT Cooperative Learning assisted by Lumi Education in improving the abductive reasoning skills of junior high school students in science lessons on substance pressure material.Methodology – The research used a pre-experimental pretest with a replication across two schools. The effectiveness of learning in improving abductive reasoning skills was analyzed using pretest and posttest results. Data collection uses test and questionnaire methods. The test data were analyzed using the n-Gain score and the average difference test, while the response questionnaire data were analyzed using the Likert scale.Findings – The results of this study showed an n-Gain score of 0.71, indicating a high category. The results of the paired t-test showed a p-value of <0.001 (<0.05), indicating a significant difference in ability before and after the learning application. The results of the response questionnaire showed that 100% of students responded positively to learning. Thus, the implementation of NHT Cooperative Learning, assisted by Lumi Education, has proven effective in improving abductive thinking skills in science learning.Contribution – Abductive reasoning in science learning supports the scientific process so that students are able to design innovative solutions based on incomplete data. This research can serve as a basis for improving higher-order thinking skills so that students gain a deep, meaningful understanding and, in addition, can create an active classroom atmosphere and integrate technology into learning.
ANALYSIS OF DIFFERENTIAL ITEM FUNCTIONING (DIF) IN THE FINAL SCHOOL ASSESSMENT INSTRUMENT FOR THE CHEMISTRY SUBJECT Maros, Sangkala; Mansyur, Mansyur; Suhardi, Iwan
JURNAL EDUSCIENCE Vol 13, No 2 (2026): 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.v13i2.7781

Abstract

Purpose – Fair assessment is a fundamental pillar for ensuring that evaluation results accurately reflect students' abilities without bias. This study aims to identify Differential Item Functioning (DIF) in the Final School Assessment (PAS) instrument for the Chemistry subject, based on four demographic variables: gender, family economic status, residential location, and school of origin.Methodology – This study uses a quantitative design with a descriptive-exploratory approach. The research subjects were responses from 1,840 twelfth-grade students at high schools in Maros Regency. Data analysis was conducted using an Item Response Theory (IRT) approach in R (version 2024.4.2, Build 764). After assumption tests (unidimensionality and local independence) and a model fit test, the 1-Parameter Logistic (1PL) Model was selected as the most suitable. DIF detection was performed using Raju’s Area Measures.Findings – The analysis results showed that the assumptions of unidimensionality and local independence were met. Out of 30 items, five showed statistically significant DIF (p < 0.05): one item based on gender (Item 11), one based on residential location (Item 26), and three based on economic status (Items 19, 23, and 24). No items showed DIF by school of origin. Although statistically detected, the effect size analysis showed that all DIF items fell into Category 'A' (negligible) according to ETS criteria.Contribution – This study provides empirical evidence regarding the fairness of an assessment instrument developed by a teacher association (MGMP). It highlights how non-academic factors can manifest as measurable differences in performance. This study affirms the importance of DIF analysis as a standard procedure in the quality assurance of assessment instruments to maintain fairness for all students.

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