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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 573 Documents
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INTEGRATION OF PRODUCT-BASED LEARNING AND UPCYCLED MATERIALS IN MATHEMATICS LEARNING IN ELEMENTARY SCHOOLS Anik Wulandari; Cerianing Putri Pratiwi; Heny Kusuma Widyaningrum; Endang Sri Maruti
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9215

Abstract

Purpose – This study aims to examine the effectiveness of product-based learning with upcycled materials in improving elementary school students’ mathematics learning outcomes on bar chart material.Methodology – The study employed a classroom-based, iterative research design implemented across several learning phases to optimize the learning process and outcomes. The participants were 37 fourth-grade students with heterogeneous academic abilities. We collected data through learning outcome tests, observations, and documentation, and analyzed them using quantitative and qualitative approaches.Findings – The results showed a significant increase in student learning outcomes. The average score increased from 63.8 in the initial phase to 72.4, then to 84.1 in the final phase. The percentage of learning completion also increased from 37.8% to 62.2%, then to 89.2%, exceeding the established learning effectiveness criteria. The findings indicate that integrating product-based learning with upcycled materials improves learning outcomes and strengthens students' conceptual understanding through active, contextual, and meaningful learning activities. Students’ active involvement supported by concrete media enabled deeper knowledge construction and reinforced the constructivist learning approach.Contribution – This study contributes to the development of innovative mathematics learning by integrating product-based learning with environmentally based learning media, providing an alternative contextual learning approach that supports student engagement, creativity, and environmental awareness in elementary education.
VALIDITY AND RELIABILITY: PEDAGOGICAL ADAPTABILITY AND CONTEXTUAL DIGITAL LEARNING INSTRUMENT FOR TEACHERS IN THE NKRI–RDTL BORDER AREA Yunawati Sele; Vinsensia Ulia Rita Sila; Frengky Neolaka
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.8447

Abstract

Purpose –This study aimed to develop and examine the validity and reliability of pedagogical adaptability and contextual digital learning development instruments for senior high school teachers in the NKRI-RDTL border area.Methodology – This study employed a quantitative approach using an instrument development research design. The study involved 64 senior high school teachers and four expert validators. Instrument development was carried out through the stages of theoretical construct development, indicator and item blueprint formulation, expert validation, instrument revision, field testing and validity and reliability analysis. Content validity was analyzed using Aiken’s V, empirical validity was analyzed using Pearson Product-Moment correlation, and instrument reliability was analyzed using Cronbach’s Alpha.Findings – The findings showed that the developed instruments had high content validity, with Aiken’s V values ranging from 0.88 to 1.00. The empirical validity test showed that most statement items were valid, while the reliability of both instruments was categorized as high to very high. These findings indicate that the developed instruments are appropriate for measuring pedagogical adaptability and contextual digital learning development in border areas.Contribution – The novelty of this study lies in the development of instruments designed based on the characteristics of learning in border areas, particularly in relation to the demands of adaptive and contextual digital learning. The developed instruments can be used as assessment tools to map teachers’ personal capacities more accurately and to support teacher competency development programs in border areas.
ARTS-BASED PEDAGOGY FOR CHARACTER EDUCATION: A QUALITATIVE CASE STUDY OF NATIONALISM AND SOCIAL SKILL DEVELOPMENT IN PRIMARY SCHOOLS Fathul Jannah; Aldy Ferdiyansyah; Noorhapizah Noorhapizah; Akhmad Riandy Agusta; Yuliasari Yuliasari; Muhammad Ahyat Rahliannor
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9306

Abstract

Purpose – This study examines the implementation of arts-based pedagogy, integrating role-play and traditional dance into primary school learning, to explore how students experience and internalize national values and social skills through participatory cultural activities.Methodology – This study employed a qualitative case study design at SDN Belitung Selatan 2, involving 30 primary school students selected through purposive sampling. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed using thematic analysis to identify recurring patterns and meanings related to students’ learning experiences.Findings – The findings revealed five major themes: active student engagement in participatory learning, increased self-confidence through expressive experiences, strengthened social skills through collaborative interaction, internalization of nationalism values through cultural representation, and the formation of meaningful learning through integrated experiences. Role-play and traditional dance encouraged students to participate more actively, communicate and collaborate with peers, express themselves confidently, and understand values such as cooperation, togetherness, and cultural identity through direct experience. These findings indicate that arts-based pedagogy supports cognitive, affective, and social development by creating participatory and culturally contextual learning environments. The study suggests that integrating the arts and local culture into classroom instruction can foster more meaningful, character-oriented learning in primary education.Contribution –The study also offers practical implications for teachers seeking to design more collaborative, culturally contextual, and experience-based learning environments that integrate cognitive, affective, and social dimensions simultaneously.
ANALYSIS OF STUDENT ERRORS IN COMPUTATIONAL THINKING BASED ON NEWMAN’S ERROR ANALYSIS IN STATISTICS Raden Arsyilia Putri Makin Nabila; Rizky Rosjanuardi; Siti Fatimah
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9318

Abstract

Purpose – Computational thinking is a fundamental skill every individual must possess, alongside reading and writing. Limitations in implementing this skill lead to student errors. This study aims to analyze errors in computational thinking using Newman’s error analysis in statistics.Methodology – The research method was qualitative, using a case study approach, and was conducted with 17 ninth-grade students from a junior high school in Garut Regency who had studied statistics. Three students were selected as subjects, each representing a different category of computational thinking. Data were collected through a computational thinking essay test containing decomposition, pattern recognition, abstraction, and algorithmic thinking in each question, as well as interview results.Findings – S1, S2, and S3 made errors in the computational thinking components. In decomposition, S1 and S2 made no errors, while S3 made a comprehension error. In pattern recognition, S1 made no errors, while S2 and S3 made understanding errors. In abstraction, S1 also made no errors, whereas S2 and S3 made errors in understanding and transformation. In algorithmic thinking, all three subjects made errors, specifically process skills errors and errors in writing the final answer.Contribution – This study contributes to educational assessment by showing how Newman Error Analysis evaluates students’ cognitive processes in computational thinking within mathematics learning. The findings provide diagnostic information that helps teachers make instructional decisions, develop targeted interventions, and improve evaluation practices in statistics education.
ANALYSIS OF MATHEMATICAL CREATIVE THINKING ABILITY BASED ON SOLO'S TAXONOMY Resvita Febrima; Ali Mahmudi
JURNAL EDUSCIENCE Vol 13, No 3 (2026): Jurnal Eduscience (JES), (Authors from Malaysia, Saudi Arabia, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i3.9315

Abstract

Purpose: This study aims to analyze high school students’ mathematical creative thinking skills based on the SOLO Taxonomy and to describe the characteristics of mathematical creative thinking at each SOLO level.Methodology: This study employed a mixed-methods design that integrated quantitative and qualitative approaches. The study participants consisted of 107 eleventh-grade students from four public high schools in Padang City, representing different school strata. The instrument used was a mathematical creative thinking test consisting of five open-ended questions, developed from indicators of mathematical creative thinking and the SOLO Taxonomy. Quantitative and qualitative analyses were conducted to describe students' mathematical creative thinking abilities and their characteristics at each SOLO level.Findings: The study indicates that students' mathematical creative thinking skills have not yet reached the very high category. Of the four aspects of creativity, flexibility received the highest percentage (84.37%), followed by elaboration (76.27%), fluency (75.61%), and originality (70.58%). Based on the SOLO Taxonomy, students were distributed across the prestructural, unistructural, multistructural, relational, and extended abstract levels, with the majority of students (82.32%) at the multistructural level. The research findings also indicate that the higher the SOLO level achieved by students, the higher their creative thinking skills in mathematics. This suggests that students at higher levels possess better abilities to connect concepts, generate diverse ideas, and build generalizations.Conclusion: This study contributes to mathematics education by presenting a comprehensive overview of students' mathematical creative thinking abilities at each SOLO level and demonstrating the relationship between the SOLO Taxonomy and these abilities. The findings of this study confirm that the SOLO Taxonomy can be utilized as a framework for identifying students' thinking levels and for designing HOTS-based learning and assessment strategies to enhance students’ mathematical creativity.
GAMES-BASED LEARNING INTEGRATED ENTRY POINT STRATEGY ASSISTED BY AUGMENTED REALITY FOR MATHEMATICAL PROBLEM SOLVING Nuhyal Ulia; Rida Fironika Kusumadewi; Mohamad Hariyono; Rizky Tantina; Afifatul Maulida
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9265

Abstract

Purpose –To examine the effectiveness and the effect of Games-Based Learning Integrated Entry Point Strategy Assisted by Augmented Reality on elementary school students' mathematical problem-solving abilities.Methodology – The type of research used is a Quasi-experimental design with a pretest-posttest-only control group design. Data collection uses test instruments, with data analysis techniques including normality tests, homogeneity tests, paired-sample t-tests, gain t-tests, and independent t-tests. The population in this study was fifth-grade students of SDN 1 Purwogondo and SDN 01 Ngagel. The sample in this study consisted of 30 students, 15 in the experimental group and 15 in the control group.Findings – Game-based learning integrated with an entry point strategy assisted by Augmented Reality is effective on elementary school students' mathematical problem-solving abilities, as indicated by the results of the independent t-test obtained sig 0.000 < 0.05 and the results of the paired sample t-test obtained sig 0.000 < 0.05 with a high gain value of 0.75. meaning there is an increase in students' mathematical problem-solving abilities after Game-based learning integrated with an entry point strategy assisted by Augmented RealityContribution – This study contributes to elementary school teacher education by integrating an Augmented Reality-assisted entry point strategy into a Games-Based Learning model that effectively improves elementary school students' mathematical problem-solving skills
IMPLEMENTATION OF LEARNING MANAGEMENT SYSTEM (LMS) FOR TECHNICAL TRAINING IN THE EMS COMPANY Arif Rahman Hakim; Sri Langgeng Ratnasari; Amrizal Amrizal; Missyamsu Algusri; Dadang Redantan; Fardin Hasibuan; Rosdiana Rosdiana
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9427

Abstract

Purpose – This study was conducted in an electronics manufacturing company that was just starting the implementation of the Learning Management System (LMS) for the technical training subject. The LMS project started in September 2025.Methodology – This study used a literature review, observation, data collection, and a respondent survey. Several journals were reviewed to gather information from prior studies and research on this topic. Observations were also conducted to support the analysis. To understand employees' perceptions of the impact of LMS, several respondents were selected for a survey.Findings – 1) Accessibility of employees to the LMS is 98.56%. On average, it takes less than 1 minute for employees to access the LMS. 54.07% of surveyed employees stated that the LMS used by PT. PCBAI is very good and very helpful.  2) The effectiveness of the training activity is indicated by the increment of 18.4% of participants. The average final score on the post-test increased by 7.90%, from 90.39 to 97.53.  3) Participants' feedback on the learning experiences using the LMS Survey result showed that 99.04% respondents agree that the LMS is flexible and easy to access, 99.52% respondents agree that the LMS is practical. 4) The level of participants' satisfaction with the LMS. Survey results also show that 99.22% of respondents are very satisfied with the LMS implementation for their training needs. 5) The Role of Learning Management System (LMS) in Training Activities. 6)    Urgency of applying the Learning Management System (LMS) in training activities.Contribution – This study enhances management's confidence in implementing LMS in the organization and convinces management to support this implementation. It has been proven that the LMS is a suitable application for improving training activities.
A DECADE OF SCIENCE EDUCATION RESEARCH IN INDONESIA: TRENDS, LEARNING MODELS, AND STUDENT OUTCOMES Teguh Febri Sudarma; Rara Amanda; Mayfa Dwi Arvi; Kezia Elmaesia Tarigan; Indah Maysaroh Siagian
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9396

Abstract

Purpose – This study aims to identify the most frequently examined learning models in science education research in Indonesia, map the most commonly studied learning outcomes, and analyze the patterns of relationships between the two.Methodology – This study employs an SLR  design following the PRISMA 2020 guidelines. Data retrieval was conducted via the Scopus database using the Publish or Perish application, covering the timeframe 2016–2025. Of the total 509 identified articles, 57 empirical studies were selected based on strict inclusion criteria. Data were analyzed using thematic synthesis to map the frequencies of models and outcomes, and to identify emerging patterns of relationships.Findings –The results indicate that IBL is the most frequently studied model (28 studies), followed by PBL and PjBL. The most commonly examined outcomes are critical thinking skills (21%), science process skills (17.5%), and academic learning outcomes. Relationship patterns fall into three configurations: one-to-many, many-to-one, and exclusive. Trends for 2024–2025 indicate a shift toward more holistic outcomes such as computational thinking, teachers’ pedagogical competencies, and reflective skills. This shift can be linked to the dynamics of the Merdeka Curriculum, the strengthening of project-based learning, and the demands of 21st-century competencies.Contribution – The dominance of the IBL model and the focus on critical thinking skills as learning outcomes reflect methodological convenience and alignment with curriculum policy rather than pedagogical superiority alone, with significant gaps remaining in non-dominant models (Cooperative Learning, Discovery Learning, ADDIE, Susan Loucks-Horsley) and non-cognitive learning outcomes. This study contributes theoretically through a relational model–outcome mapping framework that reveals one-to-many, many-to-one, and exclusive patterns, and practically by providing a basis for educators to select learning models and a roadmap for future research agendas.
VIRTUAL LABORATORY BASED ON INGENHOUSZ EXPERIMENT MODELING: ENHANCING CONCEPTUAL UNDERSTANDING AND SCIENTIFIC LITERACY Adnan Adnan; Syamsiah Syamsiah; Dian Aswita; Nur Hikmah; Nur Risnawati Kusuma; Sahla Sahira; Muh Yunus
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9645

Abstract

Purpose – This study aims to evaluate the effectiveness of the Ingenhousz Experiment Virtual Laboratory, integrated with the GENIUS syntax, within a Blended Learning framework to accelerate students' conceptual understanding and science literacy in photosynthesis.Methodology – A quasi-experimental research with a Replicated Experimental Design was employed. The study involved 136 eleventh-grade science students at SMA Negeri 3 Makassar, divided into three experimental replication classes and one control class. Conceptual understanding was measured using a 20-item multiple-choice test, while science literacy was assessed through a 5-item essay test. Data were analyzed using descriptive statistics, N-Gain calculations, ANCOVA, and Least Significant Difference (LSD) post-hoc tests.Findings – Initial assessments indicated equivalent suboptimal cognitive baselines across all groups. Post-intervention, all replication classes demonstrated a profound cognitive escalation, achieving a "High" N-Gain category (0.77–0.89), whereas the control group remained in the "Moderate" category. ANCOVA confirmed a highly significant treatment effect (p = 0.000). LSD tests revealed no significant variance among the three replication classes, but all significantly outperformed the control group, confirming the intervention's consistency and reliability.Contribution – This study provides a replicable pedagogical framework, demonstrating that synergizing structured inquiry syntax with interactive virtual simulations successfully transforms students into active scientific researchers and effectively overcomes the limitations of conventional teaching.
GENERATIVE ARTIFICIAL INTELLIGENCE AS AN INNOVATION IN EDUCATIONAL TECHNOLOGY: IMPLICATIONS FOR DIGITAL LEARNING AND TWENTY-FIRST-CENTURY COMPETENCIES Edi Fitriana Afriza; Imelda Imelda; Teguh Arie Sandy; Muhammad Redo; Wayan Haarits Setiawan; Yohanes Payong; Muhammad Fillah Kurniawan
JURNAL EDUSCIENCE Vol 13, No 4 (2026): In Press Vol 13 no.4
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i4.9420

Abstract

Purpose – This paper aims to analyze Generative Artificial Intelligence (GenAI) as an innovation in educational technology and examine its implications for digital learning and twenty-first-century competencies, particularly within the Indonesian context. Methodology – The study employs an integrative literature review method with a conceptual analysis approach. The literature sample comprises relevant international journal articles, official institutional reports, and theoretical frameworks (TPACK, SAMR, TAM, UTAUT, and ADDIE) published between 2020 and 2026. Data analysis followed a systematic four-stage procedure: identifying key concepts, grouping findings by thematic focus, analyzing through educational technology theories, and synthesizing the results into a critical narrative and tabular mapping.Findings – Results indicate that while GenAI accelerates learning resource production, enriches feedback, and supports adaptive learning, its pedagogical value is realized only when embedded within deliberate instructional design. Unregulated use presents significant risks, including information hallucination, algorithmic bias, data privacy violations, academic dishonesty, and unequal digital access.Contribution – This study contributes a comprehensive, theory-grounded GenAI integration model. It provides actionable frameworks for positioning educators as pedagogical guides, students as critical learning agents, and institutions as managers of responsible AI governance, offering vital policy and practical guidelines for advancing equitable, ethical, and effective digital education in Indonesia.

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