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Journal of Educational Sciences, Gedung Dekanat, FKIP, Universitas Riau Jl. HR. Soebrantas KM 12.5, Simpangbaru, Pekanbaru 28293, Indonesia
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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 25 Documents
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Search results for , issue "Vol 8. No. 4. October 2024" : 25 Documents clear
Family Culture in Dealing with Children with Autism Spectrum Disorder (Analytical Study) Assaf, Mohammed; Al-Hayeh, Hassan
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.534-546

Abstract

The study aimed to understand the concept of family culture, identify the levels and dimensions of family culture in Palestine, as well as to recognize the reality of autism spectrum disorder in Palestine. Moreover, it aimed to understand how cultural interaction within the family affects the response of children with autism spectrum disorder to therapeutic interventions, and to propose a suggested framework for enhancing family culture in diagnosing autism spectrum disorder. The study adopted the descriptive-analytical approach according to the qualitative analysis model of the reality of family culture and autism spectrum disorder through relevant reports, statistics, and related studies. Among the most important findings of the study are: the family's role in positive family upbringing for children with autism spectrum disorder, understanding the proper upbringing skills for autistic children. It was found that there is a relationship between family culture and the treatment of autism spectrum disorder. Family culture is considered the foundation for diagnosing and treating children with autism spectrum disorder, by clarifying its role and responsibilities in dealing with autistic children, through finding creative solutions to communicate with the child, creating new alternatives to understand his behaviors, and engaging him in family activities, and interaction with others.
Writing Anxiety, Knowledge of and Attitude to Yoruba Orthography as Correlates of Secondary Students’ Achievements in Yoruba Essay Writing Akinsola, Ifeoluwa Theophilus; Osundiran, Ebunoluwa Esther
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.547-558

Abstract

This study investigated secondary students’ writing anxiety, attitude to and knowledge of Yoruba orthography as indicators of their achievement in Yoruba essay writing in the Ibadan metropolis, Oyo State. Three research questions were answered using the survey research design of the correlational type. Four hundred and twenty (420) Senior Secondary II students taking Yoruba in 12 purposively selected secondary schools in Ibadan metropolis responded to the four self-constructed instruments used. Data collected were analysed using the Pearson’s Product Moment of Correlation (PPMC) and Multiple Regression Analysis at 0.05 level of significance. Writing anxiety (r = .125; p<0.05) and knowledge of Yoruba orthography (r = .147; p<0.05) had significant positive relationship with students’ achievement in Yoruba essay writing while attitude to Yoruba orthography (r = .084; p>0.05) had positive but non-significant relationship with students’ achievement in Yoruba essay writing. The joint contribution of the three independent variables was significant (F (3; 407) = 4.848; Adj. R2 = .027; p = .003<0.05). However, the knowledge of Yoruba orthography (Beta = .136; p=.006<0.05) is the factor that had significant relative contribution to students’ achievement in Yoruba essay writing. Therefore, students should endeavor to develop interest in and increase their knowledge of Yoruba orthography.
The Influence of Group Guidance Services Using Problem Solving Techniques in Determining Career Choices for Class XI Students at SMA Negeri 15 Pekanbaru Pasaribu, Nidia Friska; Yakub, Elni; Mahdum, Mahdum
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.559-569

Abstract

The problem of students who are still confused about choosing a career after graduating from school is very influential in students' career development. This research aims to determine the influence of group guidance services with problem solving techniques in determining students' career choices. This research is quantitative research with an experimental method in the form of a one group pretest-posttest design . The subjects of this research were 10 student of class XI students. The data analysis techniques used in this research are descriptive statistics, the Wilcoxon test and the normalized n-gain test . The research results obtained were that there was an increase in students' career choices before and after being given group guidance services using problem solving techniques . Furthermore, this research shows that there are differences in the level of student career choices before and after implementing group guidance services using problem solving techniques . Then it was found that the influence of group guidance services with problem solving techniques on students' career choices was in the medium category. These results indicate that group guidance services using problem solving techniques are influential in determining students' career choices.
Decoding Difficulty: A Quantitative Analysis of Difficult Concept in the Biology Curriculum Adam, Umar Ayotunde; Owolabi, Tunde; Lameed, Soladoye; Ubaka, Christiana; Joy, Abolaji Toyin
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.570-581

Abstract

The study sought to establish the concepts that students perceive to be difficult in the biology curriculum in Nigerian schools and key factors that contribute to the difficulties of the concepts. The study adopted a quantitative survey research design. The participants in this study were 340 students from senior secondary schools in Nigeria. Difficult Concept in Computer Studies Questionnaire (DCCSQ) (r=.80) was used to collect data for the study. It was revealed that nervous coordination, mitosis and meiosis, variation and evolution, regulation and Internal Environment were perceived to be very difficult. The study found that the most significant factors that students find to be enhancers of learning difficulty of biology concepts includes lack of instructional materials, the absence of well-equipped laboratories for practical teaching, large class sizes, complexity of topics and the broad biology curriculum. It was revealed that there was no statistically significant difference between male and female students in their perception of the difficulty of biology concepts. It was concluded that improving access to instructional materials, enhancing laboratory facilities, and addressing the complexity of the biology curriculum are critical steps needed to improve students' understanding of difficult biology concepts. It was recommended that teachers should also adopt more interactive teaching methods to engage students and enhance understanding.
Implementing Digital Storytelling In Teaching Secondary School Students’ Speaking Skills of Narrative Text: A Case Study Fitriana, Shafira Nur; Ambarwati, Evi Karlina; Kartini, Dedeh
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.582-593

Abstract

Digital Storytelling is a technology-enabled storytelling learning that facilitates 21st-century learning with effective, interactive, and collaborative learning encouraging learners to speak especially in speaking skills. This research was conducted to explore how technology-supported Digital Storytelling affects students' motivation and participation in speaking activities and find out the challenges and solutions faced when using this technology. The research used a descriptive case study. The participants of this study were 34 vocational high school students in Karawang. The research instruments were observation and interview to collect and the data was then analyzed using thematic analysis. The findings of this study revealed that students responded positively to learning English through Digital Storytelling using technology. However, some challenges were found in this study, such as facility challenges, teamwork, high desire to learn English, technological capabilities, and teacher challenges in teaching. Based on the study results, it can be concluded that despite the challenges, Digital Storytelling can provide positive responses to facilitate students’ learning to speak English.
Development of STEM-Based Electronic Student Worksheets in Aquatic Ecology Subjects to Improve Students Creative Thinking Fauzi, M. Irsyad; Suwondo, Suwondo; Wulandari, Sri
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.594-610

Abstract

The 21st century is also known as the era of science and communication. To face the challenges of the 21st century, quality human resources are needed through the education sector. This research aims to: 1) determine the validity of STEM-based e-LKM in the Aquatic Ecology course, 2) determine the practicality of STEM-based e-LKM, and 3) determine the increase in students' creative thinking after using STEM-based e-LKM. e-LKM development is carried out using the ADDIE model at the analysis, design, development, implementation and evaluation stages. The research subjects are material experts, education experts, media experts and students. Expert validity data was collected using an expert validation questionnaire which was analyzed using the Pearson correlation test, data on creative thinking skills was measured by asking students questions. The research results show that the validity of e-LKM is in the very valid category of 3.76 from an average of 3 experts who are validators. And the student's post test score is in the very good category, namely 87.15. It can be concluded that this research produces e-LKM for aquatic ecology courses that are valid and practical.
Collaborative Classrooms: The Impact of Peer Instruction on Secondary School Students’ Learning Outcomes in Chemistry Okunuga, Rachael Olatoun; Adeleke, Saheed Bimbola
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.611-623

Abstract

This study investigated the impact of peer instruction on students’ achievement in senior secondary school chemistry in Lagos State, Nigeria. The study population comprised secondary school chemistry students in the state. It adopted a quasi-experimental design and used the Chemistry Achievement Test and questionnaire to obtain information from the students. The data collected were analysed using mean, percentages and standard deviation, while inferential statistics were used to test the hypotheses. The findings showed a positive impact on the academic achievement of students who received peer instruction compared to those who did not. The study further deduced that students have a positive perception and attitude toward using peer instruction strategy in the learning of chemistry. It was recommended that secondary school teachers should adopt the use of peer instruction strategy.
The Development of Students' Critical Thinking Skills in Solving Torque and Rigid Body Equilibrium Problems Through STEM Learning Using Infusion-Based Collaborative Problem Solving Andriani, Riza; Hidayat, Arif; Supriana, Edi
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.624-634

Abstract

This study investigated how students use critical thinking skills in solving problems in Torque and rigid body equilibrium before and after using STEM learning Infusion based- Collaborative Problem Solving model. Embedded Design Experimental Model was used. The research instrument was eight essay questions in torque and equilibrium of rigid objects that had been validated. Quantitative data were obtained from the pretest and post-test score, pretest and post-test data were analyzed using N-gain to determine the improvement of students' critical thinking skills. Qualitative data was obtained from students' answers in the pretest and post-test. Data were analyzed descriptively to compare students' critical thinking skills before and after the intervention. The average critical thinking skills of students increased from 7.61 (pretest) to 38.84 (post-test) with an N-gain of 0.34, the improvement is categorized as moderate. The findings indicate that critical thinking skills can be cultivated through physics lessons using STEM learning with Infusion-Based Collaborative Problem Solving. Following the intervention, students demonstrated systematic critical thinking in answering questions.
Exploring EFL Students’ Responses to Learning Speaking Through Ted Talk Videos: A Case Study Approach Fitriyani, Sandra Dewi; Kusrin, Kusrin; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.635-643

Abstract

Effective communication plays a crucial role in daily life, and technology has significantly influenced students' speaking skills by providing engaging and convenient learning tools, such as TED Talk videos. This study explores students' independent learning in speaking and evaluates their responses to using TED Talks as a medium for English as a Foreign Language (EFL) education. A qualitative case study approach was employed, utilizing observations, reflective journals, and semi-structured in-depth interviews for data collection. Thematic analysis was used to interpret the data. The findings indicate that most students responded positively to using TED Talks for learning spoken English. Students reported increased motivation, exposure to new vocabulary, improved pronunciation, and positive learning experiences from the speakers. Furthermore, the variety of topics in TED Talks contributed to an engaging and diverse learning environment. In conclusion, TED Talks serve as an effective tool for enhancing EFL learners' speaking skills.
Effectiveness of Atomic Structure E-Module on Learning Outcomes of Phase E Learners of SMAN 1 Lubuk Alung Yendri, Dinda Anjelia; Suryelita, Suryelita
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.644-655

Abstract

Atomic structure is one of the materials studied in phase E SMA/MA. This material is abstract and very important for further chemistry material. Teaching materials that can help students understand the concept are needed. There has been an atomic structure e module that has been valid and very practical but has not been tested for its effectiveness on learning outcomes. This study aims to test the effectiveness of atomic structure e-modules on student learning outcomes. The type and design of the research is pre-experimental and one group Pretest-Posttest using purposive sampling. Based on the results of data analysis, the N Gain test results were 79% with effective, meaning that the e-module of atomic structure can effectively improve the learning outcomes of students.

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