cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
HAIDI
Contact Email
jes@staff.unri.ac.id
Phone
+6281363888549
Journal Mail Official
jes@staff.unri.ac.id
Editorial Address
Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
Location
Kota pekanbaru,
Riau
INDONESIA
Journal of Educational Sciences
Published by Universitas Riau
ISSN : 25811657     EISSN : 25812203     DOI : 10.31258/jes.
Core Subject : Religion, Humanities, Science, Education,
Religion Humanities Education Library & Information Science Other
JES publishes original articles on the latest issues and trends occurring regionally and internationally in the educational sciences with the aim to advance our knowledge both in term of theory and practice. Moreover, this journal also covers the issues concerned with the following special sections: Education Technology Mathematic and Natural Sciences Education Social and Humaniora Sciences Education Early Childhood Education Physical Health and Sport Education All the related educational research
Arjuna Subject : Umum - Umum
Articles 17 Documents
 1   2 
Search results for , issue "Vol 3, No 3: September 2019" : 17 Documents clear
Powerpoint and Wondershare Quiz Creator Interactive Multimedia Development to Improve Student Learning Motivation Maulida Maulida; Gimin Gimin; Sri Kartikowati
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (665.812 KB) | DOI: 10.31258/jes.3.3.p.390-400

Abstract

Low learning motivation of the student sometime it is due to the teacher has difficulty choosing the right learning media. This study was to produce powerpoint-based accounting and wondershare quiz creator multimedia to improve student learning motivation. Data collection begins with the need analysis phase. The media was validated interm of its interactive and content by the validators. The result the validator 1 and 2 obtained a score of 75 in the feasible category and the material feasibility by material expert obtained a score of 59 and 66 in the feasible category. Furthermore, the small scale test was showing that the media is useful to be used because it reaches a minimum score of> 37.5 - 48.78 (High category). The results of the analysis show that there are differences in the level of student motivation in the experimental class in the category of High of 62.5% and student motivation in the control class is in the Low category of 59.4%. Based on the results, the developed media is possible to use in the real teaching class.
The Development of CT-S Learning Module on The Linear Motion Topic to Promote Computational Thinking Isra Khasyyatillah; Kamisah Osman
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (760.22 KB) | DOI: 10.31258/jes.3.3.p.270-280

Abstract

Computational Thinking (CT) is the main skill of the 21st century that is increasingly attracting more researchers to study how to implement CT in the learning and teaching process. Among the CT tools that can be used to develop CT is programming. Currently, availability and easily accessible programming tools have led researchers and educators to explore how to introduce CT in the context of learning and teaching in schools. Recognizing the importance of implementing CT in the classroom, this study aims to develop the CT-S (Computational Thinking and Scratch) module for the Linear Motion topic. The type of this study is research and development research to develop modules based on the ADDIE model to produce the CT-S module with validity and reliability. Data were analyzed using descriptive statistical analysis. The result showed that the CT-S module was valid. It is eligible to be used as the instructional material of Physics. This study implies that computational thinking skills can be integrated with other subjects besides computer science like physics. Therefore, teachers can design lessons that are relevant to the context and students' characteristics.
Cover: Vol 3, No 3: September 2019 Main Cover
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.392 KB)

Abstract

-
Learning Style and Learning Achievement of Students of FKIP Universitas Riau In Learning English Hadriana Hadriana; Indra Primahardani; Mahdum Mahdum
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (810.376 KB) | DOI: 10.31258/jes.3.3.p.340-352

Abstract

Becoming a successful student is a dream of every student and parents. Learning style is one of things that might influence that success. This research intended to find out if there is a correlation between learning styles and learning achievement of students of FKIP Universitas Riau in learning English. 300 students were involved as the sample of the research. The research was conducted during the even semester academic year 2018-2019 and the research data was collected in June 2019. The instruments of the research were adapted from Vark Questionnaire Version 8.01 and students’ grades in their English class. Percentage and mean used to represent the frequency of data for descriptive analysis and inferential analysis was carried out. Since the data of students’ learning style and learning achievement obtained were not normally distributed, associative Kendall’s Tau-c correlation formula was used to find out the relationship between learning style and learning achievement. Based on the data analysis, it can be concluded that there is a relationship between the students learning style and their learning achievement.
The Development of Articulation Learning Model Oriented to Student Activity in Economic Subjects at Pekanbaru Plus Binabangsa High School Sinta Ramadhan Silvi; Suarman Suarman; Rr Sri Kartikowati
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (784.297 KB) | DOI: 10.31258/jes.3.3.p.401-411

Abstract

Not all students have the ability to speak or to express opinions in public well, and not all students are able to engage in the learning process with a student centered approach. Therefore, the learning model with a student centered approach should still be juxtaposed with the considered percentage of lecture method (teacher cantered approach). This research aims to produce an Articulation learning model development oriented towards student activities. The data analysis was referring to the ISMAN model which consists of the stages: input, process, output, feedback, and learning. Based on the validity test to the validator, the Articulation development model is declared suitable for the Economics learning process. The students responses to the utilization of the Articulation development model obtained an average percentage of 88.62% in the category of very effective.
Improvement of Teacher Capability Using Contextual Teaching and Learning Models Through in House Training Suhelmidam Suhelmidam
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.52 KB) | DOI: 10.31258/jes.3.3.p.281-291

Abstract

The learning process at SMP N 6 Tualang is not satisfactory due to the relatively low teacher's competence. Therefore it is necessary to improve teacher quality. The improvement made is the ability to use the learning model. One of them is the use of the Contextual Teaching and Learning (CTL) model through In-House Training (IHT) activities. The purpose of this study is to describe and explain how effective the In House Training activities for improving teacher skills in the application of the CTL model. This study involved all teachers of SMP N 6 Tualang. The researcher conducted a pre-survey to find out the learning process in the classroom. Observation, Pre-test and interview techniques were also used to collect data. Each cycle's pre-test and post-test showed better improvement in the teacher's ability to apply this model. The teacher's assessment in designing the lesson plan learning model CTL in cycle 1 shows the average teacher's ability of 75.62% (good), in the second cycle it becomes 90.57% (very good). The results of supervision from 70.05% (good) in cycle 1, to 82.40% (good) in cycle 2, and teachers felt positive benefits from IHT activities. In conclusion, IHT activities were able to improve teacher competence using the CTL learning model.
Editorial Board: Vol 3, No 3: September 2019 Editorial Board
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (99.976 KB)

Abstract

-
The Use of Inquiry-Based Handouts on Science Learning for Student Critical Thinking Ability Suparmi Suparmi; Yustina Yustina; Wan Syafii
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (910.597 KB) | DOI: 10.31258/jes.3.3.p.353-363

Abstract

The problem that is often found in the field is that poorly trained students thinking critically because learning is still teacher-centered. The purpose of this study was to determine the effect of using inquiry-based handouts on students critical thinking abilities. The design of this study was experimental design with pretest and posttest group control design methods. It was by looking at the students ability to answer the pretest and posttest question sheets that contain critical thinking indicators such as analyzing, synthesizing, connecting, concluding, evaluating, and creating. The results of this study show that the students critical thinking skills for the group given the handout showed that they met good criteria, that is the average score above 75. Meanwhile, students critical thinking skills in the class or group of students who were not given handouts were still not more than 50. From the results of the study it can be concluded that the handouts
Factors Contributing to Speaking Anxiety: A Case Study of Pre-Service English Teachers Afrianto Daud; Fakhri Ras; Novitri Novitri; Clara Putri Audia
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (840.333 KB) | DOI: 10.31258/jes.3.3.p.412-422

Abstract

This study is aimed at finding out the level of speaking anxiety experienced by a group of pre-service English teachers at a university in Indonesia and investigating the factors contributing to their speaking anxiety. Using cluster random sampling, this mixed-method research took 30 pre-service English teachers from the same class as the research participants. The data were collected through questionnaires and semi-structured interviews. The questionnaires were adapted from FLCAS (Foreign Language Classroom Anxiety Scale) designed by Horwitz et al (1986). The result of the questionnaire shows that the students’ speaking anxiety is overall in the mildly anxious level. It was identified that there were six students (20%) in the level of very anxious, seven students (23%) in the level of anxious, 14 students (47%) in the mildly anxious level, one student (3%) in the relaxed level, and two students (7%) in the very relaxed level. The interview data indicated that the anxiety was likely because of several inter-related factors: social, linguistic, and personal factors. The social factors include fear of making mistake, feeling under pressure dealing with people, afraid of negative evaluation by teachers, worrying of losing face; the linguistic factor relates to students’ lack of English ability (grammatical issues, proper pronunciation, and vocabulary). While from the personal factor deal with issues such as low motivation and and family problems.
Financial Literacy of Bidikmisi Scholarship Recipient Students Romi Kurniadi; Almasdi Syahza; Suarman Suarman
Journal of Educational Sciences Vol 3, No 3: September 2019
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (790.492 KB) | DOI: 10.31258/jes.3.3.p.292-302

Abstract

This study aims to analyze the level of financial literacy of Bidikmisi scholarship recipients in the Teacher Training and Education Faculty of the University of Riau. This study involved 178 students as samples taken from a population of 630 students using the Cochran sampling technique. This research is a survey research. Data obtained through tests were analyzed descriptively. The results of the study show that the financial literacy of the Bidikmisi Scholarship recipient students is in the literate category. Financial knowledge related to basic personal finance is in the well literate category, financial management knowledge is in the literate category, knowledge of debt and credit is in the well literate category, knowledge related to savings and investment is in the unliterate category, and knowledge of risk management is in the unliterate category.

Page 1 of 2 | Total Record : 17

 1   2 

Filter by Year

2019 2019


Reset
Filter By Issues
All Issue Vol. 9 No. 5 (2025): Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences Vol 9. No. 1. January 2025 Vol. 9 No. 1 (2025): Journal of Educational Sciences Vol 8. No. 4. October 2024 Vol. 8 No. 4 (2024): Journal of Educational Sciences Vol 8, No 3: July 2024 Vol 8. No. 3. July 2024 Vol. 8 No. 3 (2024): Journal of Educational Sciences Vol 8. No. 2. April 2024 Vol. 8 No. 2 (2024): Journal of Educational Sciences Vol 8, No 2: April 2024 Vol 8, No 1: January 2024 Vol 8. No. 1. January 2024 Vol. 8 No. 1 (2024): Journal of Educational Sciences Vol 7, No 4: October 2023 Vol 7. No. 4. October 2023 Vol. 7 No. 4 (2023): Journal of Educational Sciences Vol. 7 No. 3 (2023): Journal of Educational Sciences Vol 7, No 3: July 2023 Vol 7. No. 3. July 2023 Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 Vol. 7 No. 2 (2023): Journal of Educational Sciences Vol 7, No 1: January 2023 Vol 7. No. 1. January 2023 Vol. 7 No. 1 (2023): Journal of Educational Sciences Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 4. October 2022 Vol 6. No. 3. July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6, No 3: July 2022 Vol 6. No. 2. April 2022 Vol 6, No 2: April 2022 Vol 6. No. 1. January 2022 Vol 6, No 1: January 2022 Vol 5. No. 4. October 2021 Vol 5, No 4: October 2021 Vol 5, No 3: July 2021 Vol 5. No. 3. July 2021 Vol 5. No. 2. April 2021 Vol 5, No 2: April 2021 Vol 5, No 1: January 2021 Vol 5. No. 1. January 2021 Vol 4, No 4: October 2020 Vol 4. No. 4. October 2020 Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 Vol. 4 No. 3 (2020): Journal of Educational Sciences Vol 4, No 2: April 2020 Vol 4. No. 2. April 2020 Vol 4. No. 1. January 2020 Vol 4, No 1: January 2020 Vol 3. No. 3. September 2019 Vol 3, No 3: September 2019 Vol. 3 No. 3 (2019): Journal of Educational Sciences Vol 3, No 2: May 2019 Vol 3. No. 2. May 2019 Vol 3. No. 1. January 2019 Vol 3, No 1: January 2019 Vol 2. No. 2. July 2018 Vol 2, No 2: July 2018 Vol 2, No 1: January 2018 Vol 2. No. 1. January 2018 Vol 1, No 1: July 2017 Vol 1. No. 1. July 2017 More Issue