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 1,666 Documents
 109   110   111   112   113 
Sociobiological Literacy in Global Citizenship Education: A Conceptual Review of 21st Century Social Challenges Triangtadua, Pebio; Samiha, Yulia Tri
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2219-2227

Abstract

This study aims to examine the development of sociobiological literacy as an interdisciplinary approach that integrates biological-evolutionary and social science perspectives to strengthen global citizenship education in facing contemporary social issues. The method used is a literature study with qualitative-descriptive analysis of selected national and international scientific literature from 2021 to 2025, focusing on the contribution of sociobiological literacy in shaping critical awareness, empathy, and social responsibility of students. The results of the study show that the development of sociobiological literacy has succeeded in increasing students' understanding of the relationship between biological factors and social dynamics, enabling them to analyze issues such as climate change, identity conflict, digital disinformation, and ethical dilemmas of biotechnology more holistically and critically. This approach also strengthens students' character and commitment to universal values such as justice, peace, and sustainability, and encourages proactive action in responding to global challenges. The success of sociobiological literacy integration is greatly influenced by the role of adaptive teachers, contextual learning strategies, and responsive curriculum support. Thus, sociobiological literacy is not only a complement, but a transformative educational strategy that is urgently needed to be implemented in the education system in order to form adaptive, empathetic, and responsible 21st century global citizens.
Implementation of Wordwall-Based Interactive Games on Early Reading Skills: A Case Study at SDN Talabiu Bima Fibriana, Fira; Irawati, Ika; Haryadi, Didit
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2049-2059

Abstract

The objectives of this study are: (1) To evaluate the extent of the effectiveness of Wordwall games on improving students' beginning reading skills (2) to examine the effect of using Wordwall-based interactive games on students' beginning reading skills. This study used a quantitative approach with a quasi-experimental method and a one group pretest-posttest design. this research was conducted in class II of SDN Talabiu. Data collection techniques used in this study include questionnaires that have proven their validity and reliability through the use of data analysis methods such as normality tests, descriptive tests and Paired Sample T-Test tests conducted using the SPSS 25 program. The results showed that there was an increase in scores from 53.32 in the pretest to 79.52 in the posttest significance level of  0.000 which indicates that the use of wordwall games has a significant effect on improving students' beginning reading skills. Thus, this study proves that the use of Wordwall interactive game media is effective and has a significant effect on students' beginning reading skills.
The Effect of The Problem Based Learning Model on The Analytical Thinking Skills of Elementary School Students Marlina, Leni; Diana, Nanang; Haryadi, Didit; Zulkifli, Zulkifli; Komalasari, Desy Ningsih
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.1907-1918

Abstract

Analytical thinking skills are a form of higher-order thinking that is important to develop from elementary school, especially through Indonesian language learning. This study aims to determine the effect of the Problem-Based Learning (PBL) model on the analytical thinking skills of fourth-grade elementary school students on the theme “The Uniqueness of My Hometown.” The research method used is quantitative with a quasi-experimental design of the one-group pretest-posttest type. The research subjects consisted of 20 fourth-grade students at SDN O’o Donggo. The instrument used was an essay test consisting of 7 questions based on indicators of analytical thinking. The data were analyzed using a paired sample t-test. The results showed a significant increase in the average scores between the pretest and posttest (p < 0.05). The most improved indicators were the ability to construct arguments and draw conclusions. It is concluded that the PBL model is effective in enhancing students’ analytical thinking skills through contextual problem-solving activities, discussions, and group work. This model is recommended for use in Indonesian language learning to make the process more active and meaningful.
The Impact of CNC Learning Module Implementation on Technical Threading Skills Using CNC Turning Machines at SMK Islam 1 Blitar Setiawan, M Andre; Widiyanti, Widiyanti
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2005-2016

Abstract

Objective of the studies is to compare the impact of the application of a CNC learning module to students' technical threading skill in utilizing a CNC Turning machine at SMK Islam 1 Blitar. The studies used a quantitative method with experimental design. The sample of the studies was 144 students of two classes, experimental class that used the 2025 version of the CNC Turning learning module and control class that used the 2017 version. The instrument used to collect data was a sheet of observation of students' skill practice. The data analysis employed a linear regression method. The results indicated that the impact of the learning module on students' technical threading skill was significant, indicated by the 0.002 significance level and a regression coefficient of 3.215. The implication is that there was a corresponding increase in skill levels of students in threading with each increase in learning module use. The learning module impacted significantly on the learning of practical skills, indicated by a beta value of 0.327. A specially and practically constructed learning module has been proved to enhance students’ independent understanding and skills in line with the requirements of the industry. The CNC learning module can therefore serve as a very effective learning method to enhance competency in machining technology among students.
Enhancing Elementary Students’ Interest and Learning Outcomes in Social Studies Through the Poster Session Strategy Assisted by Audio-Visual Media Nurhasanah , Nurhasanah; Suardi, Suardi; Arifin, Jamaluddin
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2241-2253

Abstract

This study explores the effect of the Poster Session learning strategy, supported by audio-visual media, on students’ interest and learning outcomes in social studies among fourth-grade elementary students in Gugus V, Lau District, Maros Regency, Indonesia. A quasi-experimental design with a nonequivalent control group was utilized, involving 40 students equally divided into experimental and control groups. The experimental group received instruction using the Poster Session strategy, while the control group followed conventional methods. Data were collected through pretest and posttest questionnaires measuring learning interest and achievement. The results showed a notable improvement in the experimental group. Learning interest rose from a mean of 67.20 to 88.40, compared to the control group’s increase from 61.75 to 74.40. Similarly, academic performance in the experimental group improved from 62.20 to 84.00, while the control group showed only a modest gain from 55.30 to 63.10. MANOVA analysis confirmed the significance of the intervention on both outcomes (Pillai’s Trace = 0.775, p < 0.001). These findings indicate that integrating the Poster Session strategy with audio-visual aids enhances student engagement and academic achievement. The study recommends broader implementation of this approach in elementary education to support deeper learning and sustained interest in social studies.
Needs Analysis Development of SSI-Based E-Modules on Ecology and Biodiversity Materials to Empower Students' Creative Thinking Skills Hartanto, Budi; Prayitno, Baskoro Adi; Indrowati, Meti
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2112-2128

Abstract

Creative thinking skills are important for students to develop innovative solutions. One of the learning approaches in Natural Sciences that is effective for training creative thinking is the SSI (Socio-Scientific Issues) approach. The purpose of the research was to analyze the needs of teachers and students in the development of SSI-based e-modules to empower students' creative thinking skills. Data were collected through questionnaires given to four science teachers and 119 seventh grade students from four schools located in Wonogiri, Sukoharjo, Klaten, and Gunungkidul districts. The results showed that 1) 75% of teachers have difficulties in learning science. 2) 100% of teachers feel limitations in teaching materials. 3) 75% of teachers need teaching materials that can help teach science concepts. 4) 100% of teachers agree with the development of SSI-based e-modules. 5) 54% of students feel there is something incomplete with the module used. 6) 52% of students have difficulty in learning material from books. 7) 98% of students have smartphones. 8) 96% of students need SSI-based e-modules. The conclusion of the research shows that teachers and students need SSI-based e-modules on ecology and biodiversity materials that are easily accessible and effective to empower students' creative thinking skills.
Effect of Game-Based Learning with Quizizz on Cognitive Learning Outcomes in Grade IV Mathematics: An Experimental Study Sani, Nurul Kami; Nurfadilah, Nurfadilah; Zulnuraini, Zulnuraini; Kaharu, Sarintan N; Joni, Ammar Abdullah
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2129-2137

Abstract

This study aims to analyze the effect of implementing the Game-Based Learning (GBL) model assisted by the Quizizz platform on improving students’ cognitive learning outcomes in mathematics. The research was conducted in Grade IV at SD Inpres 2 Besusu using a quantitative approach with a quasi-experimental design and a pretest-posttest method. The evaluation instruments consisted of 12 validated and reliable questions, including 8 multiple-choice items (Cronbach's alpha = 0.772) and 4 essay items (Cronbach's alpha = 0.833). The results showed a significant increase in students' learning outcomes after the application of the GBL model with Quizizz. Paired sample t-test analysis revealed a significant difference between pretest and posttest scores (Sig. 2-tailed = 0.001 < 0.05). The N-Gain score reached an average of 0.6389, which falls into the moderate category. These findings suggest that integrating game elements through Quizizz creates an engaging and interactive learning environment, enhancing students’ understanding of mathematical concepts. The GBL model not only fosters motivation but also directly improves students' cognitive performance. Therefore, the model is recommended as an effective and innovative instructional strategy in primary school mathematics education.
Character Educational Values of Sikambang Dance in Traditional Wedding Ceremonies of Sibolga Community Lubis, Anisah Sari; Hanum OK, Azizah; Arsyad, Junaidi
Journal of Educational Sciences Vol. 9 No. 3 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.3.p.1692-1703

Abstract

Sikambang dance is a cultural heritage in the traditional wedding ceremony of the Sibolga community, which contains noble values such as cooperation, responsibility, politeness, respect for customs, and love for local culture. However, the existence of this dance is increasingly being eroded by technological advances and cultural shifts, making it less known to the younger generation. This study aims to identify and analyze the character education values embedded in the Sikambang Dance. The study employs an ethnographic method with a field-based approach through direct observation, interviews, and active participation within the Sibolga community. The findings reveal that the Sikambang Dance is not merely a form of entertainment but also a tool for character development among the younger generation based on local wisdom. This research is expected to serve as a reference in efforts to preserve culture and strengthen character education rooted in local values.
Digital Based Mathematics Learning in Primary Education: Systematic Literatur Review Muhaimin, Yusril Yahya; Wardani, Sri; Harianingsih, Harianingsih; Subali, Bambang; Widiati, Nuni
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2138-2151

Abstract

This study examines the trends and implementation of game-based learning (GBL) in primary school mathematics learning, integrating global perspectives and the Indonesian context. This study aims to: (1) identify post-2021 GBL design trends (digital vs. non-digital), (2) explore the determinants of successful implementation across different geographical contexts, and (3) analyze the synergistic role of teachers and technology in reducing the risk of disruption. A systematic literature review (SLR) following the PRISMA protocol was conducted by analyzing 15 Scopus-indexed international articles (2021-2025). Findings show that developed countries adopt more AI/AR-based digital GBL and adaptive apps, while Indonesia emphasizes hybrid approaches (culture-based board games, physical-digital integration) and affordable technologies. Key success factors include teacher-developer collaboration, technical training and cultural relevance, although challenges such as the digital divide (30% of rural schools without computers) and overly complex designs persist. Teacher-led scaffolding-based learning (pre/post-game guidance, time management) and technology-based tools (instant feedback, adaptive difficulty levels) synergistically reduced distractions, aligning with ZPD and Flow Theory principles. This study confirms the importance of glocalization - integrating global innovations with local contexts to support inclusive, adaptive and sustainable mathematics learning. The implications call for policy reforms to address infrastructure gaps, teacher capacity building and context-sensitive GBL design.
Literature Review on the Application of Interactive Media in Science Learning in Elementary Schools for the Period 2020-2025 Prayoga, Bangkit Gigih; Wardani , Sri; Harniangsih , Harniangsih; Subali , Bambang; Widiati , Nuni
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2084-2100

Abstract

This study aims to explore the application of interactive media in Science Education (IPA) for elementary schools from 2020 to 2025, focusing on its impact on student engagement, understanding, and learning outcomes. The research method used is a literature review, analysing 25 studies on the development and use of interactive media in teaching science concepts. The findings indicate that interactive media, such as animation videos, e-modules, augmented reality, educational games, and mobile applications, significantly improve student comprehension of complex science concepts by providing dynamic, visual, and engaging learning experiences. Moreover, these media foster greater student motivation and interest in learning, overcoming the limitations of traditional, teacher-centred methods. However, challenges remain, including unequal access to technology, readiness of teachers, and the need for curriculum adaptations. The study concludes that while interactive media is an effective tool for enhancing science education, further support is necessary from policymakers and educators to ensure its widespread and optimal use in elementary schools.

Page 111 of 167 | Total Record : 1666

 109   110   111   112   113 

Filter by Year

2017 2026


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 (2024): Journal of Educational Sciences Vol 8, No 3: July 2024 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 (2023): Journal of Educational Sciences Vol 7, No 4: October 2023 Vol 7, No 3: July 2023 Vol 7. No. 3. July 2023 Vol. 7 No. 3 (2023): Journal of Educational Sciences 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. October 2022 Vol. 6 No. 4 (2022): Journal of Educational Sciences 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 (2022): Journal of Educational Sciences 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. 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 (2020): Journal of Educational Sciences Vol 4, No 3: July 2020 Vol 4. No. 3. July 2020 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