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 20 Documents
 1   2 
Search results for , issue "Vol 4. No. 1. January 2020" : 20 Documents clear
Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics Putri, Anike; Roza, Yenita; Maimunah, Maimunah
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.83-92

Abstract

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP andLKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students87.77%. The learning tools have been proved to improvestudents mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.
Growth of Care Characters in the Lisambil Discussion of Student in Smp Negeri 21 Pekanbaru Deswati, Deswati; Suwondo, Suwondo; L.N. Firdaus, L.N. Firdaus
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.93–105

Abstract

The character of caring for students environment is still low. The study aims to evaluate the growth of environmental care character of students, at SMP Negeri 21Pekanbaru. The parameters of research were the perceptionof teachers, principals, students and the growth of environmentally conscious character aspects of the action of growing brothers caring for the environment and environmental cleanliness after the action. The results of the study shows the teacher perceptions with average of4.44 (88%) in the good category. The school principals is4.69 (94%) in the good category and student score is 4.24 (79%) in the good category. Students perception ofhabituation aspects before KBM averaged a score of 1.90 (63%) enough category. The act of growing character cares for the environment with an average of 69% (good), in the aspect of implementation of the class picket the average is56% (enough). Environmental hygiene in the class average of 77% (good), in terms of cleaning activities before KBM averaged 60% (enough). Environmental cleanliness with an average of 28.7% (less). The growth of students environmental care character from caring actions is showing in the good category and environmental cleanliness in the classroom category is sufficient and outside the classroom category is lacking.
Analysis of the Effect of Learning Motivation on Learning Achievement Robbi, Anni Attika; Gusnardi, Gusnardi; Sumarno, Sumarno
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.106–115

Abstract

This study aims to determine how the influence of learning motivation on learning achievement. This research was conducted in class XII students majoring in Social Sciences at SMAN 2 Mandau, SMAN 8 Mandau, and SMAN 9Mandau, Riau. The population consisted of 505 students and it was sampled as many as 224 students. This study was a descriptive quantitative study. Data were analyzed by simple linear regression method. The results of the study showed the learning motivation of class XII students at the Mandau District Public High School was included in the medium category. This was seen from the desire and willing of student to succeed in learning, the encouragement and need in learning, the hopes and ideals of the future, the appreciation of learning, the existence of interesting activities in learning and the existence of a conducive environment. Learning motivation has a significant effect on student achievement.
Environmental Literacy Analysis of Junior High School Students in Pekanbaru Safitri, Wulan Indri; Suryawati, Evi; Yustina, Yustina
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.116–123

Abstract

This study aims to determine the environmental literacy profile of junior high school students in Pekanbaru, Indonesia. This study used a survey method with sampling technique by cluster random sampling. The survey was conducted by performing a Test Question and a Middle School Environment Literacy Survey (MSELS) to 372 students. The parameters of this study consisted of ecological knowledge, cognitive skills, attitudes and behavior. The data analysis technique was in the form of descriptive analysis using the average score of achievement of each parameter. The results of this study indicate that the environmental literacy of junior high school students in the Pekanbaru obtained an average value of 61 (with range of100). The achievement of environmental literacy parameters for ecological knowledge, cognitive skills, attitudes and behaviors amounted to 48, 29, 73 and 71,respectively. Environmental literacy of junior high school students in Pekanbaru is included in the medium category where knowledge and attitudes contribute to environmental literacy.
Mathematical Learning Development using Discovery Learning Model to Improve Mathematical Understanding Skills of Students Kartika, Yuni; Hutapea, Nahor Murani; Kartini, Kartini
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.124–132

Abstract

This study aims to produce a mathematics learning tool with a discovery learning model on rectangular and triangular material, with valid, practical and effective criteria to improve the mathematical understanding ability of grade VII students in junior high school. The type of research was development research with the design development using Borg and Gall. This study produced learning tools consisting of syllabus, lesson plans and student worksheets (LKPD). The results of the study showed that the learning tools met valid, practical and effective criteria. The validity of the product development was determined by expert validation with an average value of 4.46 with a very valid category. The practicality of the product development is determined by the teacher with an average of 99%, students 90.57% and observers 4.16 which is categorized as very practical while the effectiveness of the development product in terms of the achievement of learning objectives using KKM scores of 75 is obtained from the test results of mathematical understanding ability with the results there is an increase in learning outcomes using developed learning tools.
The Development of Math Learning Tools for Elementary Based on 2013 Curriculum in Coastal Area Zuhri D, Zuhri D; Maimunah, Maimunah; Yuanita, Putri
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.133–145

Abstract

K13 has not been implemented optimally, one of them is caused by the inability to develop learning tools that apply the scientific approach. Student-environment contexts rich in learning resources can not be utilized by teachers. This condition encourages us to conduct a study in developing K13-based elementary school educational devices by utilizing coastal area contexts. Learning tools developed are lesson plans, learning media and teaching materials. The purpose of this study is to produce lesson plans, learning media and teaching materials that are scientifically designed coastal areas are valid so feasible to use. In the development of these learning tools, the researcher uses a4-D framework model. The research data was collected using a validated questionnaire. Validation results indicate that: (1) the validity test of lesson plans are in a very valid category; (2) validity test of valid category media; and (3) the validity test of the teaching materials is in a very valid category.
Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept Hermita, Neni; Alpusari, Mahmud; Mulyani, Eva Astuti; Paura , Anggi; Herliana, Herliana
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.146–152

Abstract

This study aims to enhance science process skills (SPS) through contextual teaching and learning (CTL). This research method used the Quasi-Experiment None- equivalent Pretest-Posttest Design Group. This research was conducted at SDN 002 Ujung Batu with a sample of 54 students. The results obtained that the science process skills of students who learn with the CTL model are better and have more significant improvement than those who learn with conventional models. The experiment group obtained a posttest score with an average of 90.71, while the control group obtained an average of 51.42. N-gain of students' SPS in the experiment group is 0.56 (medium category) higher than the control group that is 0.24 (low category). These indicate that the CTL model can enhance the SPS of fifth-grade elementary school students in the saving-water and natural events concept.
The Influence of Guided Inquiry Learning Model using Thinking Empowering by Questioning Model on Learning Outcomes Cognitiv Students Sukini, Sukini; Syafii, Wan; Yustina, Yustina
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.153–163

Abstract

This study aims to determine the effect of the Guided Inquiry (GI) learning model with Thingking Empowering By Questioning (TEQ) on student cognitive learning outcomes. This study was a quasi-experimental study with a pretest posttest control group design. The population of this research was the students of class XI MIPA SMAN 3Dumai in the academic year 2018/2019. Sampling method was done using random sampling techniques to getexperiment and control class. The parameters measured were cognitive learning outcomes and the instrument used was an objective test. The data analysis technique for testing hypotheses was independent t-test. Data analysis showed sig ˂ 0.05 then H0 was rejected, this shows that student learning outcomes with the Guided Inqury model with Thingking Empowering By Questioning were significantly different from student learning outcomes with conventional models. Student learning outcomes using the Guided Inqury learning model with Thingking Empowering By Questioning are better than student learning outcomes using conventional learning. The average value of student learning outcomes in the experimental class was 81.82 while the control class was61.29. The average N-gain of the experimental group was0.70 with a high category and the control group was 0.38with a moderate category.
Design of Student Worksheets Based on Augmented Reality Kharisma, Ade Diana; Syafii, Wan; Zulfarina, Zulfarina
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.176–186

Abstract

Design innovations on student worksheets need to be developed so that students are motivated to following the learning process. Many students difficult to understand an abstract concept of biology because they can not see directly. We can using Augmented Reality technology in the design of Student Worksheets as one of that innovation. Therefore a descriptive study was conducted to design a Student Worksheet based on Augmented Reality. The design process was carried out in two stages, namely analysis and design. The analysis phase was done by observing using questionnaires and the design stage was done by utilizing various computer software. The result of research is the design of Student Worksheets that is integrated with Augmented Reality, so the student can see the abstract object of biology by 3D AR directly with that technology. This result were expected to be developed and carried out further testing.
Difficulties in the Material of Skeleton Systems and the Application of ICT in Learning Natural Sciences (IPA) Gafur, Irfan Andi; Yustina, Yustina; Zulfarina, Zulfarina
Journal of Educational Sciences Vol 4. No. 1. January 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.1.p.187–199

Abstract

The research was conducted to determine the difficulty of the material science learning and implementation technology in the teaching learning process of high students in junior schools. The conducted at study was SMP Negeri 28 Pekanbaru, Al-Azhar Syifa Budi Middle School, Metta Maitreya Middle School and Bukit Raya Pekanbaru Middle School. The research methods useng descriptive qualitative which is obtained using Likert scale questionnaire sheets and interviews. Data were analyzed using descriptive analysis toolpak. The results showed that Skeleton System Material included in the category of Fairly Difficult with an of average 25% and the Application of Information, Communication and Technology (ICT) in Schools is still low due to inadequate. Based on the results of the analysis it was concluded that the application of ICT in junior high schools was still very low, so the development of disruptive so, the development of disruptive technology media is needed such as Tech Teacher that it was expected to improve student learning outcomes.

Page 2 of 2 | Total Record : 20

 1   2 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 10 No. 1 (2026): Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences 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 (2024): Journal of Educational Sciences Vol 8. No. 4. October 2024 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. April 2024 Vol. 8 No. 2 (2024): Journal of Educational Sciences 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 (2023): Journal of Educational Sciences Vol 7, No 2: April 2023 Vol 7. No. 2. April 2023 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. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences Vol 6, No 4: October 2022 Vol 6. No. 3. July 2022 Vol 6, No 3: July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6, No 2: April 2022 Vol. 6 No. 2 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 Vol 6. No. 1. January 2022 Vol 6, No 1: January 2022 Vol. 6 No. 1 (2022): Journal of Educational Sciences 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