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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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STEM AND STEAM EDUCATION IN SECONDARY SCHOOL SCIENCE: A SYSTEMATIC REVIEW OF RESEARCH TRENDS (2021–2025) Umi Shalihah Putri Purwati; Dwi Siti Nur Hayati
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.v13i4.8523

Abstract

Purpose – STEM (Science, Technology, Engineering, and Mathematics) and STEAM (Science, Technology, Engineering, Arts, and Mathematics) have been widely adopted as interdisciplinary learning approaches that integrate multiple disciplines to address the challenges of 21st-century education. This study aims to systematically examine research trends in STEM- and STEAM-based science learning at the secondary school level during the period 2021–2025.Methodology – This study employed a systematic literature review using the PRISMA approach. The article search process was conducted through the ERIC and Scopus databases. This study was limited to articles discussing science learning at the secondary school level. Based on the selection and screening process according to the PRISMA approach, 39 articles were obtained for further analysis.Findings – Research indicates that STEM topics are more prevalent than STEAM topics in secondary school science subjects. The dominant science material combined with STEM or STEAM is physics. The cognitive domain frequently appears in both STEM and STEAM research. Empirical research is needed to determine the potential of the STEM or STEAM approach to improve learning skills.Contribution - This research provides a methodological overview of the research patterns that have developed in the STEM and STEAM approach in science learning at the secondary school level in the last five years, so that it can be a reference for future researchers in designing empirical research and further studies
ANALYSIS OF FACTORS INFLUENCING STUDENTS’ SELF-LEADERSHIP: A PLS-SEM APPROACH IN THE MBKM PROGRAM AND INDUSTRIAL INTERNSHIPS Tutik Susilowati; Yosep Tegar Prameswara
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.v13i4.9093

Abstract

Purpose – This study aims to examine the factors influencing students’ self-leadership, particularly through participation in the Merdeka Belajar Kampus Merdeka (MBKM) program and an industrial internship. Therefore, this study seeks to address this gap by analyzing the role of MBKM and industrial internship experiences in enhancing students’ self-leadership.Methodology – This study employed a quantitative approach using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4.0. Data were collected using a previously validated closed-ended questionnaire. The study population consisted of students at Sebelas Maret University enrolled in the MBKM program. The sampling technique employed was convenience sampling. A total of 115 respondents were recruited for the study.Findings – This study confirms several factors that appear to influence students’ self-leadership. A direct relationship confirms that both the MBKM program and industrial internship programs can enhance students’ self-leadership. Other findings indicate an indirect relationship whereby the MBKM program influences self-leadership through the industrial internship.Contribution – This study provides new insights into the factors that enhance students’ self-leadership. The findings indicate that the Merdeka Belajar Kampus Merdeka (MBKM) program, designed to provide real-world experience through direct workplace engagement, has proven effective in enhancing students’ self-leadership skills
GOTERA CARD MEDIA: ENHANCING THE STUDENTS' CREATIVITY ON THE TOPIC OF MUTUAL COOPERATION IN THE LOCAL COMMUNITY Imarda Naina Firga; Deasylina da Ary
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.v13i4.9443

Abstract

Purpose – This study aims to develop, test the feasibility of, and measure the effectiveness of the GOTERA Card (Mutual Cooperation with Dance Arts) learning media in enhancing the creativity of fifth-grade elementary school students on the topic of cooperation in their local community.Methodology – This study employs a Research and Development (R&D) approach using the ADDIE model (analysis, design, development, implementation, and evaluation) and a mixed-methods approach. Data collection included pretests, posttests, expert-validation questionnaires, and teacher- or student-response questionnaires. Feasibility percentages and N-Gain calculations were used for data analysis.Findings – Validation results showed the media was in the very feasible category (content experts: 83%–89%; media expert: 93%). Practicality was rated very practical (teacher: 93.84%; students: 91.76%). Effectiveness results showed N-Gain values of 0.8324 (high category) for the small group and 0.6134 (moderate category) for the large group. The use of this medium has the potential to increase student engagement in learning, foster creativity, and help students understand the value of cooperation through concrete, meaningful learning experiences.Contribution – This research contributes an innovative integrated learning media that combines Pancasila Education content with dance arts activities in the form of concrete interactive cards. The novelty of this study lies in integrating narrative, visual, and kinesthetic approaches into a single learning medium, enabling students to actively engage in meaningful learning experiences while fostering creativity, collaboration, and a deeper understanding of the values of cooperation in Pancasila Education learning.
CONCEPTUALIZING PERCEIVED FORM OVER SUBSTANCE (PFOS): A THEORETICAL EMPIRICAL FRAMEWORK FOR UNDERSTANDING EDUCATIONAL PERFORMATIVITY AMONG INDONESIAN PRE-SERVICE TEACHERS Anita Deka; Dasim Budimansyah; Mupid Hidayat; Momod Abdul Somad
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.v13i4.9319

Abstract

Purpose – This study aims to conceptualize and examine Perceived Form Over Substance (PFOS) as a theoretical-empirical framework for explaining why Indonesian pre-service teachers may prioritize administrative form, academic image, and measurable outcomes over substantive pedagogical learning.Methodology – This study employed an exploratory quantitative design. The instrument was developed through preliminary observations, focus group discussions, literature review, and two rounds of pilot testing to refine the theoretical domains. The main survey was administered to 347 pre-service teachers in Indonesia. The final instrument consisted of the PFOS scale, Personal Traits (PTRAIT), and Systemic Pressure (PSIST). Quantitative data were analyzed using Principal Component Analysis (PCA) with Promax rotation, reliability analysis, descriptive statistics, and multiple linear regression.Findings – The results indicate that PFOS comprises three dimensions: Academic Formalism, Image Management, and Outcome Orientation. The factor structure was empirically supported by KMO = 0.86, Bartlett’s test p < 0.001, and total variance explained of 45.47%. The PFOS scales demonstrated satisfactory reliability, with Cronbach’s alpha ranging from 0.71 to 0.76. Regression results indicate that systemic pressure, particularly procedural certainty and task structure, is the strongest and most consistent predictor of all PFOS dimensions. Thus, PFOS is better understood as an adaptive response to academic systemic pressures rather than a deficit in individual character.Contribution – This study contributes to educational performativity literature by proposing PFOS as a multidimensional construct in Indonesian teacher education. It offers practical insights for evaluation systems that support autonomy, pedagogical meaning, and substantive learning.
SCIENCE LITERACY PROFILE OF SCIENCE EDUCATION STUDENTS IN THE CONTEXT OF APPLIED SCIENCE: ANALYSIS OF QUESTION DIMENSION PROPORTIONS AND SCORE ACHIEVEMENTS Arvidhea Safira Gunawan; Firdha Yusmar; Siti Shofa Assyifa’ul Qulbi Barid; Rekfa Wika Amini; Fauziyatul Iffah; Sri Wahyuni
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.v13i4.8969

Abstract

Purpose- This research was carried out to explain the scientific literacy profile of undergraduate science education students in the context of Applied Science, by examining (1) the proportion of science literacy question dimensions in multiple-choice test instruments, and (2) student achievement scores on each of the question dimensions of scientific literacy.Methodology- This is a descriptive, quantitative study with a one-shot, cross-sectional measurement design. The study group included 115 pre-service science teachers from four parallel (A-D) classes, sampled using total sampling. The test contained 20 multiple-choice questions, which were pre-aligned to four dimensions of scientific literacy, including knowledge, attitudes, context, and competencies, and each of these dimensions was explicitly defined. Procedures included administering the test, scoring dichotomously (correct/incorrect), summarizing achievement by dimension using percent correct, and conducting Classical Test Theory item analysis by calculating percent correct for each item and classifying difficulty.Finding- This study reveals that dimension achievement showed the highest performance in attitudes and moderate performance in knowledge, whereas performance in context and competencies was lower. Item difficulty analysis indicated that most items were easy (p > 0.70), a smaller portion were moderate (0.30–0.70), and none were difficult (p < 0.30), suggesting the instrument is effective for screening foundational mastery but may be less effective at differentiating mid-to-high performance levels.Contribution- This study provides an applied-science, explicit scientific literacy profile for science education students. It delivers practical diagnostic evidence to improve the MCQ instrument by balancing the blueprint, strengthening distractors, and increasing cognitive demand to capture contextual decision-making better
DIGITALIZATION OF ETHNOMATHEMATICS THROUGH THE STEM APPROACH: LANGGAR ETNOMATEMATIKA DIGITAL (LEDI) CARD BASED ON AUGMENTED REALISTICS Wulan Sutriyani; Riska Anintyawati; Siti Fatimah; Dwiana Asih Wiranti; Aan Widiyono; Abdullah Efendi; Ahmat Wakit
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.v13i4.9206

Abstract

Purpose - This study aims to describe the development stages and test the feasibility, effectiveness, and practicality of the LEDI Card (Langgar-Ethnomatematika Digital) media, based on Augmented Reality (AR) and a STEM approach, as a contextual and meaningful innovation in geometry learning.Methodology - This study employed a Research and Development approach using the ADDIE model. The trial involved two subject matter experts, two media experts, and 31 fifth-grade elementary school students as the primary subjects. Data analysis was conducted comprehensively using qualitative and quantitative approaches.Findings - The results of the study show: (1) AR-based LEDI Card media was successfully developed through five systematic stages of the ADDIE model by integrating STEM elements and ethnomathematics of Jepara's 'Langgar' architecture. (2) LEDI Card media was declared very valid based on the results of the material expert validity test (80.3%) and the results of the media expert validity test (91%). The results of the paired-sample T test showed a significant difference between pretest and posttest learning outcomes (Sig. 0.000 < 0.05), while the N-Gain test result of 0.60 was in the moderate category, indicating a fairly effective interpretation. (3) The media was considered very practical based on teacher responses (81%) and student responses (85.4%).Contribution - Particularly by demonstrating that integrating ethnomathematics, STEM, and AR technology can reduce cognitive load, reduce math anxiety, and present mathematics as a contextual, inclusive, and enjoyable discipline while honoring local cultural roots.
REPRESENTING EDUCATIONAL VALUES IN BUTON FOLKTALES THROUGH INTERTEXTUALITY: DEVELOPING ORAL LITERATURE LEARNING RESOURCES FOR ELEMENTARY SCHOOL STUDENTS Muhammad Yusnan; Isaac John Ibanga; Munirah Munirah; Erniati Erniati; Agusalim Agusalim
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.v13i4.9553

Abstract

Purpose – This study aims to identify educational values embedded in Buton folktales through an intertextuality approach and develop valid, practical, and effective oral literature learning resources for elementary school students.Methodology – This Research and Development (R&D) study adopted the ADDIE model involving 177 elementary school students from seven public schools in Baubau City, Indonesia. Data were collected through document analysis, observations, expert validation, questionnaires, and pre-test/post-test assessments. Qualitative data were analyzed thematically, while quantitative data were examined using descriptive statistics and a Paired Sample t-test.Findings – Six educational values were consistently identified: religiosity, honesty, responsibility, social responsibility, leadership, and cultural preservation. The developed learning resources achieved a very high validity score (4.77) and demonstrated excellent practicality, as indicated by teacher and student responses. Students' mean scores improved from 64.28 to 86.91, with an N-Gain of 0.63 (moderate) and a significant difference between pre-test and post-test results (p < 0.001), demonstrating the effectiveness of the learning resources.Contribution – This study extends intertextuality into culturally responsive elementary education. It provides an innovative oral literature resource that integrates local wisdom, character education, and cultural literacy while supporting the preservation of Indonesia's intangible cultural heritage.
INNER CONFLICT: MATHEMATICAL TRUTH AND STUDENTS’ PERCEPTIONS OF TRUTH Fauzi Mulyatna; Dhoriva Urwatul Wutsqa; Syukrul Hamdi
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.v13i4.9285

Abstract

Purpose – This study aims to identify the forms of inner conflict potentially experienced by students, as reflected in Teaching Modules and Lesson Plans, and to propose preventive alternatives.Methodology – This study employed a qualitative research approach with a phenomenological orientation through documentation studies of Teaching Modules and Lesson Plans developed by pre-service and in-service Professional Teacher Education students from 13 cities across Indonesia. The participants in this study consisted of documents produced by 63 students enrolled in the Professional Teacher Education (PPG) program. Data analysis employed triangulation techniques, including time triangulation through document analysis covering the period from 2023 to 2025, and source triangulation using Teaching Modules and Lesson Plans produced by both in-service Professional Teacher Education (PPG) participants and pre-service teacher candidates, previously known as PPG Daljab and PPG Prajabatan.Findings – Beyond misconceptions, a broader range of issues can generate inner conflict among students. The findings demonstrate that mathematical conceptual contexts continue to produce conflicting interpretations of truth. Inner conflicts within students may arise from several factors: the misperception of truth caused by inaccurate lexical choices in interpreting mathematical concepts, discrepancies between mathematical results and real-world occurrences, the inappropriate selection of instructional media to explain concepts, inaccuracies in mathematical modeling, and logical fallacies in establishing connections between concrete examples and mathematical contexts.Contribution – This study emphasizes the importance of presenting mathematical truth clearly, unambiguously, and in ways that align with students’ everyday experiences. Furthermore, teachers should avoid generalizing a single mathematical truth across all contexts.
E-LEARNING, SOCIAL SUPPORT, AND ACADEMIC STRESS ON PERCEIVED PROBABILITY OF ON-TIME GRADUATION: SELF-EFFICACY AMONG GRADUATE STUDENTS Lilik Khomsatin Romadhoni; I Putu Putra Astawa; Mirah Ayu Putri Trarintya
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.v13i4.9492

Abstract

Purpose – This study aims to examine the influence of e-learning, social support, and academic stress on perceived probability of on-time graduation through self-efficacy among master's degree students at public universities in Bali.Methodology – This research employed a quantitative explanatory approach using Partial Least Squares Structural Equation Modeling (PLS-SEM). The population consisted of active master's students enrolled at Universitas Udayana, Universitas Pendidikan Ganesha, and Universitas Hindu Negeri I Gusti Bagus Sugriwa. A total of 365 respondents were selected using proportional random sampling. Data were collected through structured questionnaires and analyzed using SmartPLS 4 software.Findings – The results indicate that e-learning and social support have positive and significant effects on self-efficacy and the perceived probability of on-time graduation. Conversely, academic stress negatively affects both self-efficacy and perceived probability of on-time graduation. Self-efficacy significantly influences students’ perceptions regarding their likelihood of graduating on time and partially mediates the relationships between e-learning, social support, academic stress, and perceived probability of on-time graduation. The model explains 50.3% of the variance in self-efficacy and 38.6% of the variance in perceived probability of on-time graduation.Contributin – This study contributes to the literature on educational psychology and higher education management by integrating technological, social, and psychological factors into a comprehensive model explaining graduate students’ perceptions of timely graduation. The findings have practical implications for universities seeking to develop effective academic support systems, strengthen social support networks, and reduce academic stress, thereby improving students’ confidence and academic success.
EXPLORING TEACHERS’ CHALLENGES IN ENGAGING WITH ONLINE COMMUNITIES FOR CONTINUING PROFESSIONAL DEVELOPMENT Peter Babajide Oloba; Tendayi Dzinoreva
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.v13i4.9133

Abstract

Purpose – This study aimed to explore the challenges teachers experience when engaging in online communities for CPD, with particular focus on how these challenges influence teacher identity and voice.Methodology – A qualitative research approach, grounded in a constructivist paradigm, was adopted. Data were collected from 100 teachers through an open-ended questionnaire, followed by semi-structured interviews with 20 purposively selected participants. The data were analyzed using thematic analysis.Findings – The findings revealed six key challenges: internet connectivity, information overload and misinformation, inadequate digital skills, time constraints, contextual disconnect, inadequate diversity, and lack of leadership support. These findings demonstrate that while online CPD offers opportunities for collaboration and professional growth, structural, technological, and institutional barriers limit active participation, knowledge construction, and identity development.Contribution – This study contributes to the understanding of online CPD by critically highlighting how structural, technological, and institutional barriers shape teachers’ engagement, identity, and voice in digital professional learning spaces. It extends the Communities of Practice framework by demonstrating that participation in online environments is contextually constrained and uneven, rather than inherently inclusive. Furthermore, the study provides practical and policy-relevant insights for designing more equitable, context-responsive, and supportive online CPD systems.

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