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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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MAPPING RESEARCH TRENDS ON ENTREPRENEURIAL READINESS IN VOCATIONAL EDUCATION: IMPLICATIONS FOR INDONESIA (2020–2025) Arifah, Shilmi; Subiyantari, Ansheila Rusyda; Iriani, Tuti; Ariyanto, Sudirman Rizki
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.v13i2.9041

Abstract

Purpose – This study systematically maps global research trends on entrepreneurial readiness in vocational education from 2020 to 2025 and identifies implications for strengthening the Indonesian vocational education system (SMK). Entrepreneurial readiness is a strategic national priority amid ongoing graduate unemployment and policy reforms, including Merdeka Belajar.Methodology – A bibliometric analysis was conducted using data from the Scopus database. After a multi-stage screening, 82 relevant publications were selected from an initial pool of 159 documents. Subsequently, the VOSviewer software generated keyword co-occurrence networks and temporal overlay visualizations, enabling the identification of thematic clusters and the evolution of research focus.Findings – The analysis identified 29 key terms within five thematic clusters: (1) Entrepreneurial Readiness, (2) Work-Integrated Learning, (3) Entrepreneurial Self-Efficacy, (4) Entrepreneurial Intention, and (5) Entrepreneurial Education. Early studies (2020–2021) centered on employability skills, curriculum design, and work-integrated learning, while recent research (2022–2025) focused on digital competence, self-efficacy, leadership, and innovation. These thematic trends correspond to Indonesia's digital economic growth and national reforms in vocational education under the Merdeka Belajar framework. However, notable gaps persist in bibliometric studies tailored to the Indonesian vocational education context, specifically highlighting the need for targeted research.Contribution – This study maps the field of entrepreneurial readiness research in Indonesian vocational education, strengthens the integration of the Theory of Planned Behavior with work-integrated learning and digital competence, and offers actionable policy insights for redesigning SMK curricula under the Merdeka Belajar framework.
DEVELOPMENT OF DIGITAL CONTENT ASSISTED LANGUAGE LEARNING (DCALL) MODEL TO IMPROVE WRITING SKILLS Pohan, Jusrin Efendi; Perangin-Angin, Esra
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.v13i2.8864

Abstract

Purpose – this study differs from previous research in that it focuses on developing the DCALL model in writing learning. The main target is students' writing skills in any text, supported by an application integrated with writing learning materials.Methodology – This research was conducted by developing a research product using the Plomp development model, which consists of preliminary research, prototype design, and evaluation. Each stage of this model is filled with activities that clearly describe the research process. The sampling technique used was purposive sampling, adjusted to the needs during the product trial, which consisted of high schools in Medan City, North Sumatra. The research instruments used consisted of questionnaires, observation sheets, and tests.Findings – The results of this study indicate that the Digital Content Assisted Language Learning (DCALL) model was categorized as valid, practical, and effective in teaching writing. Students find it easier and more practical to write any text after learning it with the aid of the technology used. The effectiveness of the DCALL model after being tested in the experimental class obtained a percentage of objectivity of 86.3%, audience 85.15%, and logic 83.9%. This indicates that the DCALL model can be applied according to the needs and characteristics of students and teachers. From a learning perspective, students are more interested in learning through applications in writing. Students are better able to formulate ideas and concepts within a systematic writing framework.Contribution – The development of the DCALL model is expected to facilitate student writing instruction. This learning model encourages students to be more active and creative in their writing. The implications of the DCALL model, after being tested in an experimental class, were that it was more dominant in expressing students' ideas and thoughts in writing. The design of the DCALL model guides students through writing steps that align with the characteristics of the text to be written.
THE INFLUENCE OF PHENOMENON BASED LEARNING ON CREATIVE THINKING AND COLLABORATION SKILLS Khatimah, Khusnul; Adnan, Adnan; Mu'nisa, A.; Daud, Firdaus; B, Nurhayati
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.v13i2.9072

Abstract

Purpose – This study aimed to investigate the effect of PhBL learning applied with three variations of PhBL (direct phenomenon, indirect phenomenon, and combined phenomenon) on students' creative thinking and collaboration skills.Methodology – This study used a quasi-experimental, pretest–posttest control-group design. Participants were drawn from all Grade XI students, with four classes serving as the research sample. Creative thinking skills were measured through open-ended questions, while collaboration skills were assessed via observation sheets administered before and after PhBL. The collected data were then analyzed using both descriptive and inferential statistical methods.Findings – Results revealed that PhBL affected creative thinking and collaboration skills. Although no significant differences were observed among the three experimental groups in creative thinking, each experimental group differed significantly from the control group. Similarly, for collaboration skills, experimental groups did not differ significantly from one another. However, significant differences from the control group were observed only in experimental groups 1 and 2, whereas experimental group 3 showed no significant differences.Contribution – This study shows that PhBL can be applied in the learning process to improve students' creative thinking and collaboration skills.
REFRAMING WRITING INSTRUCTION THROUGH INTEGRATING PROBLEM-BASED LEARNING AND FORMATIVE ASSESSMENT FOR ACADEMIC WRITING AND 4C SKILLS Patmasari, Andi; Agussatriana, Agussatriana; Anggreni, Afrillia; Putri, Dwi; Zamzam, Fadhilah; Ismail, Muhammad
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.v13i2.9032

Abstract

Purpose – Students' writing and 4C skills (critical thinking, collaboration, communication, and creativity) remain underdeveloped. This is due to the limited use of innovative learning models and formative assessment—an educational process providing feedback during learning—in classrooms. This research examined whether integrating problem-based learning (PBL), an approach using real-world problems, with formative assessment can improve students’ writing. The study also explored how this integration affects their writing and 4C skills.Methodology – The study used a mixed-methods approach with an explanatory sequential design. The sample included fourth-semester students from the Writing in Professional Context course, specifically Class B. Researchers collected performance assessments and interviews and analyzed the data using both quantitative and qualitative methods.Findings – Quantitative results showed that integrating PBL and formative assessment significantly improved students’ writing skills. Qualitative results indicated that this integration also improved writing structure, coherence, diction, and argument development. The integration enhanced writing performance and fostered 4C skills (critical thinking, collaboration, communication, and creativity).Contribution – This research advances writing pedagogy and 21st-century skills by guiding educators to adopt innovative, student-centered learning practices.
THE EFFECTIVENESS OF VIRTUAL REALITY IN VOCATIONAL EDUCATION FOR FASHION DESIGN AND PRODUCTION Irmayanti, Irmayanti; Hidayat, Syahroni; Budisantoso, Heri Tri Luqman; Khoiron, Ahmad Mustamil; Achmadi, Taofan Ali
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.v13i2.8267

Abstract

Purpose – The fashion industry must master the practical skills needed today to employ immersive technology like VR in Vocational Education and Training. Due to the cost and hazard of hands-on instruction, Indonesian vocational high schools have a skill gap. In order to deal with this problem, this study talks about the real-life outcomes of "Fashion Tech Edu-VR," an immersive learning tool that fits perfectly with the Indonesian national curriculum.Methodology – This study employs a quasi-experimental research approach with a pre-test and post-test Control Group Design. The research subjects consist of 90 grade XI (Phase F) students from the Fashion Design and Production expertise program at a Vocational High School (SMK) in Semarang City. The data collection techniques used were threefold: tests, observation, and questionnaires. To test the hypotheses in this study, a t-test (paired sample t-test) was utilized with the assistance of IBM SPSS Statistics 26, comparing the post-test scores between the control group and the experimental group.Findings – The findings show a statistically significant difference in learning outcomes between the control and experimental classes (t = -27.935). Student engagement in the control group was 3.31, compared to 4.62 in the experimental class after the Fashion Tech Edu-VR intervention. This study found that students who used 'Fashion Tech Edu-VR' achieved significantly higher learning gains compared to the control group. The platform also received excellent usability ratings and fostered much higher levels of student engagement, confirming its effectiveness as an educational tool.Contribution – The study concludes that "Fashion Tech Edu-VR" is a useful educational tool that solves real-world training problems and is a very effective teaching example
DEVELOPMENT OF A WEBSITE-BASED “CIRCUITPINTAR” TO IMPROVE THE COMPETENCIES OF THE ELECTRICAL INSTALLATION ENGINEERING STUDENTS Nurwahyunita, Dea Putri; Haryudo, Subuh Isnur; Harimurti, Rina; Fathoni, Ali Nur
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.v13i2.9090

Abstract

Purpose – This study aimed to develop and evaluate CircuitPintar, a website-based learning medium designed to improve the competencies of vocational high school students in the Basic Electrical Theory element of the Electrical Installation Engineering program.Methodology – The research employed a Research and Development approach using the ADDIE model: analysis, design, development, implementation, and evaluation. The implementation trial involved 35 Grade X TITL students at SMKN 3 Surabaya. Data were collected through media and material validation sheets, teacher and student response questionnaires, a 25-item cognitive test, and psychomotor and affective observation rubrics. Data were analyzed using percentage-based validity and practicality criteria, Shapiro-Wilk normality tests, paired-sample t-tests, and normalized gain (N-gain).Findings – CircuitPintar was categorized as highly valid in media validation (91%) and material validation (94%). Practicality was also high, with teacher responses of 91% and student responses of 86%. Students’ mean scores increased from 72.74 to 88.17 in the cognitive domain, from 71.77 to 88.74 in the psychomotor domain, and from 73.40 to 88.00 in the affective domain. All improvements were statistically significant (p < 0.001), and N-gain values for all domains were in the moderate category.Contribution – This study presents an empirically tested model of website-based vocational learning media that combines concept mastery and virtual practice on a single platform, offering a practical reference for developing similar digital media for other technical and vocational subjects.
PROFESSIONAL COMPETENCE AND TEACHERS’ CHALLENGES IN KONAWE KEPULAUAN REGENCY: A QUALITATIVE EXPLORATION Rum, Jalaluddin; Zur, Sarjaniah; Anselah, Suman; Hakim, Miftahur Rahman; Zainal, Muhammad Asrianto
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.v13i2.8948

Abstract

Purpose –This study aims to explore how teachers' professional competencies are implemented and sustained in island territories, with a particular focus on professional development practices, reflective processes, and the challenges of maintaining learning performance.Methodology – This study uses a qualitative case study design with a exploratory orientation. Data were collected through semi-structured interviews with teachers, school principals, and education supervisors. The interview guide consisted of open-ended questions focusing on teachers’ professional competence, digital challenges, emotional pressures, and work performance. Data were analyzed using a hybrid thematic analysis that combined deductive coding and inductive coding.Findings—Teachers' professional competence in Konawe Kepulauan is demonstrated through adaptive, practice-oriented strategies rather than through formal professional achievements. Teachers participate in professional development activities suited to their specific contexts, with support from school principals and supervisors. Nevertheless, formal professional development initiatives, including classroom action research and academic publications, are largely lacking. Teachers' professional practices are limited by digital and structural barriers, substantial workloads, and emotional stress, all of which influence their instructional decisions and overall performance.Contribution—The findings suggest that policymakers and school leaders reconceptualize professional development frameworks by recognizing reflective practice, peer collaboration, and adaptive teaching strategies as legitimate forms of sustainable professional competence in an island context.
PARENTAL SUPPORT, EMOTIONAL INTELLIGENCE, AND ACADEMIC BUOYANCY IN A COLLECTIVISTIC CONTEXT: EVIDENCE FROM INDONESIAN UNIVERSITY STUDENTS Rohinsa, Meilani; Manurung, Rosida Tiurma
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.v13i2.9087

Abstract

Purpose- This study aims to examine the mediating role of emotional intelligence in the relationship between parental support and academic buoyancy among university students in a collectivistic context. University students frequently encounter everyday academic challenges that require academic buoyancy. Understanding the psychological mechanisms underlying students’ ability to manage these challenges is essential, particularly in cultural contexts where parental support remains a significant developmental factor.Methodology- This research employed a quantitative, cross-sectional design. The participants were 572 undergraduate students from a private university in Bandung, Indonesia, selected via quota sampling. Data were collected using three instruments: the Academic Buoyancy Scale, the Parents as Social Context Questionnaire, and the Emotional Intelligence Questionnaire. Mediation analysis was conducted using PROCESS Macro Model 4 with a bootstrapping technique involving 5,000 resamples to test the indirect effects.Findings- The results indicated that parental support had a positive and significant effect on emotional intelligence (a = 0.27; p < 0.01), and emotional intelligence positively predicted academic buoyancy (b = 0.87; p < 0.01). Furthermore, the indirect effect of parental support on academic buoyancy through emotional intelligence was significant (Indirect Effect = 0.28; 95% CI [0.14, 0.38]). After including emotional intelligence as a mediator, the direct effect of parental support on academic buoyancy became non-significant, indicating full mediation.Contriution- These findings highlight emotional intelligence as a key mechanism linking parental support to academic buoyancy. The study underscores the role of emotional regulation in academic adaptation, particularly within a collectivistic context
STEM Skills Self-efficacy and Motivation: ANALYSIS OF OPPORTUNITIES AND CHALLENGES IN ELEMENTARY LEVEL Suhartini, Erna; Haerani, Rosita Putri Rahmi; Hasanah, Nur; Nur’aini, Anugrah Putri; Sulaeman, Nurul Fitriyah; Efwinda, Shelly
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.v13i2.8250

Abstract

Purpose – The study examines the self-efficacy in STEM skills and the motivation of elementary school student in science learning on the theme of sustainable cities, highlighting gender and regional differences in East Kalimantan to understand the opportunities, challenges, and their implications for inclusive and sustainable learning.Methodology – This study employed a mixed-methods approach with a cross-sectional, explanatory, sequential design, involving 450 students and 8 teachers from elementary schools in Kutai Kartanegara, Samarinda, and Balikpapan. Data were collected through validated self-efficacy and motivation questionnaires and teacher interviews, then analyzed descriptively (SPSS) and thematically using joint display integration to illustrate students' self-efficacy and motivation dynamics across gender and regional contexts. Qualitative findings complemented the quantitative results by capturing teachers’ perspectives on instructional practices and classroom barriers to STEM implementation.Findings – Findings reveal that while students generally demonstrate high levels of self-efficacy and motivation, there is a subtle gap: female students exhibit lower confidence in engineering tasks, mathematical self-efficacy remains moderate across all genders, and little disparity is evident between urban and non-urban learners. Students are highly motivated by activities that are enjoyable, challenging, and hands-on; however, traditional teaching methods and limited adoption of innovative STEM approaches—including project-based and game-based learning—constrain these benefits.Contribution– When supported by differentiated and inclusive learning environments, such approaches enhance self-efficacy, foster critical thinking, and increase engagement. These findings underscore the need for pedagogical transformation in elementary STEM education to address gender and regional gaps while maximizing students’ confidence, motivation, and preparedness for future academic and career pathways.
PRINCIPAL LEADERSHIP AND TEACHER PERFORMANCE IN PRIMARY EDUCATION: A BIBLIOMETRIC ANALYSIS AND SYSTEMATIC LITERATURE REVIEW Ulfiani, Eka; Hidayat, Sholeh; Jamaludin, Ujang
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.v13i2.9082

Abstract

Purpose – This study aims to map the evolution of research trends and integrate empirical evidence about the relationship between principal leadership and teacher performance.Methodology – This study used bibliometric analysis and a systematic literature review (SLR). Bibliometric data were retrieved from Google Scholar using Publish or Perish, then analyzed with VOSviewer for keyword co-occurrence, citation networks, and thematic clusters. The SLR followed PRISMA procedures to identify and synthesize relevant journal articles. Inclusion criteria required articles to be (1) published in peer-reviewed journals; (2) focus on principal leadership and teacher performance as main variables; and (3) address primary education.Findings – The findings show that (1) research on principal leadership and teacher performance has increased significantly in recent years. Dominant themes include performance, motivation, trust, and professional development. (2) Transformational, visionary, and instructional leadership are the most frequently examined models. (3) Principal leadership influences teacher performance mainly through mediating factors such as organizational commitment, job satisfaction, and professional learning. In conclusion, principal leadership plays a strategic and multidimensional role in enhancing teacher performance. An integrative perspective is essential to strengthen future research and policy development.Contribution – This study offers an integrative, multi-layered framework. The framework connects bibliometric trends with empirical synthesis. It clarifies how various principal leadership models systematically shape teacher performance in primary education through psychological, professional, and organizational pathways.

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