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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 1,666 Documents
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Development of Scientific Literacy-Based Student Worksheets (LKPD) for the Classification of Living Organisms Learning Materials Ali, Sri Herawati; Solikha, Maratus; Paujiah, Epa; Mas’ud, Asrianty; Cahyanto, 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.2204-2218

Abstract

Indonesian students’ scientific literacy remains relatively low, as indicated by PISA results, which placed Indonesia among the bottom 10 countries, and AKMI data shows that 51% of madrasah students are at the "basic" level. This study aims to develop scientific literacy-based Student Worksheets (LKPD) on classifying living organisms for learning. The research method employed is Research and Development (R&D) using the 3D model, which includes the Define, Design, and Develop stages. The research subjects included material and media expert validators, a class X biology teacher, and 25 class X students at MAN 1 Bandung. The instruments used were validation sheets, readability questionnaires, and student response questionnaires. Data analysis was conducted using qualitative and quantitative approaches with the help of a Likert scale. The results showed that the developed LKPD is feasible for use, with material expert validation at 85.556% (highly valid), media expert validation at 72.25% (valid), teacher readability at 80.80% (easy to understand), student readability at 85.35% (easy to understand), and student responses at 86% (highly positive). Therefore, the scientific literacy-based LKPD on the classification of living organisms is suitable for use and can serve as effective teaching material to support the learning process.
The PQ4R Learning Model (Preview, Question, Read, Reflect, Recite, Review): Measuring Its Effectiveness on Students’ Learning Outcomes Hasanah, Melati Nur Aini; Ruswanto, Ruswanto; Azizah, Nurul; Sada, Heru Juabdin; Yusnita, Erni
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.1717-1730

Abstract

This study aims to examine the effect of the PQ4R learning model on students’ learning outcomes at the cognitive levels of analysis (C4) and evaluation (C5). Employing a quantitative approach with a quasi-experimental posttest-only control group design, Samples were selected through simple random sampling. Class VIII.1 was assigned as the experimental group receiving the PQ4R learning model, while class VIII.7 served as the control group with conventional instruction. The research instrument was a 15-item multiple-choice test validated for validity and reliability. Data analysis began with assumption testing for normality and homogeneity. Levene’s test indicated an F-value of 1.184 with a significance of 0.281, confirming homogeneity of variance between groups. The hypothesis was tested using an independent samples t-test, yielding a t-value of 5.343 with 59 degrees of freedom and a significance level of 0.001 (p < 0.05), indicating a statistically significant difference between the groups’ mean scores. The mean difference of 1.62366 with a 95% confidence interval ranging from 1.01309 to 2.23168 further supports this result. These findings conclude that the PQ4R learning model significantly improves students’ analytical and evaluative thinking skills. Therefore, the PQ4R model is recommended as an effective instructional strategy for enhancing higher-order cognitive learning outcomes.
The Sscs Learning Model (Search, Solve, Create, and Share): Its Effectiveness on Students’ Learning Outcomes at Smp Negeri 5 Bandar Lampung Listia, Kory; Fitriani, Fitriani; Azizah, Nurul; Baharudin, Baharudin; Octafiona, Era
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.1781-1794

Abstract

This research is motivated by the importance of improving students’ learning outcomes in the cognitive domain at the C4 level (analysis), which is a crucial component of higher-order thinking processes. The purpose of this study is to examine the effect of problem-based learning models on students’ learning outcomes at the analysis level. This study employs a quantitative approach with a quasi-experimental posttest-only control group design. The research sample consists of two eighth-grade classes at SMP Negeri 5 Bandar Lampung, selected using simple random sampling. Class VIII.6, serving as the experimental group, received instruction through a problem-based learning model, while class VIII.8, serving as the control group, received conventional instruction. The instrument used was a multiple-choice test consisting of five valid items, with a reliability coefficient of 0.673. Data analysis was conducted using prerequisite tests and an independent samples t-test. The results showed a significance value of 0.073 > 0.05, indicating that H₀ is accepted. Therefore, there is no significant difference between the learning outcomes of the experimental group and the control group. In conclusion, the implementation of the problem-based learning model did not have a significant effect on improving students’ analytical skills compared to conventional teaching methods.
Students’ Perspective Towards the Effects of Anxiety in Technology-Based Assessment: A Qualitative Study Putri, Nazmelia Indah; Basikin, Basikin
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.2313-2322

Abstract

Test anxiety often appears in EFL students, especially in online assessments. The difficulties and anxiety associated with online testing must be taken into account when examining the impact of anxiety in technology-based assessments on EFL students. The purpose of this study is to explore the effects of anxiety in technology-based assessment on EFL students. This study also explores the students’ perspective on the connection between the uses of technology in assessment and anxiety. The researchers use qualitative research as the method of the research. This research was conducted at one of the universities in Yogyakarta. The interviews were conducted with four students from the second semester in-depth interview. In general, it is found that students tend to view online tests positively, perceiving them as a flexible and practical method of assessment. However, the findings also indicate that online test anxiety has a negative impact on the academic performance of EFL students and contributes to their perception of online assessments. It has been established that students experiencing high levels of anxiety may impair their reasoning and abstract thinking abilities, which can have a significant effect on the students’ academic performance.
A Modern Approach to the Accuracy of Assessment of Mathematical Creative Thinking Ability of Junior High School Students Through Graded Response Models Kurniawan, Novi; Mujahidawati, Mujahidawati; Falani, Ilham
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.2277-2288

Abstract

The ability to think creatively in mathematics is a crucial aspect that must be possessed by students, so that they can face the dynamics of change and challenges in life that continues to develop. Graded Response Models (GRM) is one of the models of the modern approach of Item Response Theory (IRT) to polytomus data. Graded Response Models (GRM) are used to estimate students' test item ability and mathematical creative thinking skills. This research is a type of quantitative research with an ex post facto method. This study uses the responses of Junior High School (SMP) Class VIII students in the North Bahar sub-district, Muaro Jambi Regency. A total of 120 grade VIII students spread across 4 State Junior High Schools in the sub-district were the subjects of this study. The instrument used was a test instrument for students' mathematical creative thinking skills amounting to 2 questions with each question having 4 indicators of mathematical creative thinking ability. The data was analyzed using the GRM approach using the help of Parscale 4.1 software. Based on the results of data analysis, the results of estimating the ability parameter (θ) of mathematical creative thinking are mostly at medium ability. This can be seen from the histogram of the results of estimating the parameters of mathematical creative thinking ability, most students are in the range of -1 to 1.
Preventive Effectiveness of Academic and Social Sanctions Against University Students Perpetrating Sexual Violence Suardi, Suardi; Ramlan, Herdianty; Hashim , Shahrin Bin
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.2299-2312

Abstract

Sexual violence in higher education remains a critical threat to student safety and institutional integrity. Yet, preventive strategies particularly academic and social sanctions have received limited empirical scrutiny from the student perspective. This study investigates students’ perceptions of the effectiveness of such sanctions in preventing campus sexual violence. Utilizing a convergent parallel mixed-methods design, data were collected through closed-ended questionnaires and semi-structured interviews at Universitas Muhammadiyah Makassar. Quantitative results reveal strong support for academic sanctions, including scholarship revocation (92.21%), suspension (88.31%), and expulsion (85.06%). Likewise, students endorse social sanctions such as public apologies, organizational exclusion, and the disclosure of perpetrators’ identities, seen as morally pressuring and socially stigmatizing. Thematic analysis of qualitative data highlights that students view sanctions as part of a broader institutional protection system one that hinges on safe reporting mechanisms, transparent procedures, and gender equality education. However, concerns persist over the inconsistency of institutional enforcement. The findings suggest that effective sexual violence prevention requires a multidimensional strategy combining regulatory discipline, cultural transformation, and participatory education. Methodologically, this study contributes through its triangulated approach, and theoretically, it affirms the dual function of sanctions as both deterrent and normative instruments in fostering a safer, more accountable academic environment.
Implications of AI Based as Learning Media to Improve the Speaking Skill From Perspective Students at STIKOM Tunas Bangsa ; Trough Mobile Assisted Language Learning Sormin, Rizky Khairunnisa; Sari, Ika Purnama; Purba, Anita; Rizki, Fitri
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.2323-2332

Abstract

This research is based on the urgency of utilizing technology in education, which has now become a necessity rather than relying on traditional methods that are still widely used in teaching information systems students. In the context of using English as a global communication tool in the digital era, conventional teaching approaches are considered less effective in keeping up with the rapid development of information. Therefore, this study explores the implication of Artificial Intelligence (AI) based learning media in improving students’ speaking skills through Mobile-Assisted Language Learning (MALL) at STIKOM Tunas Bangsa. The research employs a qualitative –descriptive method involving fourth-semester students who actively use AI-powered mobile applications, such as speech recognition and virtual conversation tools. Data were collected through interviews, questionnaires, and observations to captured students’ perspectives on the effectiveness, accessibility, and challenges of using AI in language learning. Findings reveal that most students perceive AI-based media as motivating and helpful in enhancing pronunciation, fluency and confidence. Additionally , this study provides insights into the sociolinguistic evolution of language use by examining how students interact with technological advancements and adapt to global communication demands. The results suggest that AI-integrated MALL can significantly support speaking skill development and create a more personalized, effective, and engaging learning environment.
Development of Augmented Reality Assisted Interactive Multimedia on Human Visual Sense Material to Improve Learning Outcomes of Elementary School Students Febriyanti, Intania Dinda; Andriani, Aldina Eka
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.2347-2365

Abstract

This study aimed to describe development design, test the feasibility and effectiveness of AR assisted interactive multimedia on human visual sense material to improve learning outcomes of fifth grade students at SDN Kuningan 04 Semarang City. This research procedure used Research and Development (RnD) method with Borg and Gall development model. Data collection techniques involved test methods (pre-test and post-test) and non-test methods (observation, interviews, questionnaires, and documentation). Data analysis used normality test, t-test, and N-Gain test. This study presents the design AR assisted interactive multimedia developed using Canva and Assemblr Edu consists of menu, usage instructions, material including text, images, animations, videos, AR to strengthen visual media, evaluation (Quizizz), and games (wordwall). The feasibility of AR assisted interactive multimedia is shown by the assessment of material experts by 95% and media experts by 95%, highly feasible category. Supported by response questionnaire from teacher 100% and students 100%, highly feasible category. The average pre-test score was 65.6, the average post-test increased to 85.9. The N-gain test results an average value 0.6 medium category. The conclusion of this study shows that AR assisted interactive multimedia on human visual sense material was successfully developed, feasible and effective for improving learning outcomes.
The Effectiveness of the Discovery Learning Model Assisted by Powtoon Animated Video Media on Elementary School Students’ Interest and Learning Outcomes in Social Studies Mutmainnah, Mutmainnah; Suardi, Suardi; Kaharuddin, Kaharuddin
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.2366-2378

Abstract

This study aims to analyze the effectiveness of the Discovery Learning model assisted by Powtoon animated video media on students’ interest and learning outcomes in Social Studies at the elementary school level. A quasi-experimental design with a nonequivalent control group format was employed. The sample consisted of two classes: an experimental group that received instruction using the Discovery Learning model supported by Powtoon animated videos, and a control group that received conventional instruction. Data collection instruments included a learning interest questionnaire and a learning outcomes test, both validated through tests of validity and reliability. Descriptive statistical analysis was used to interpret the data. The results indicated a significant increase in both learning interest and learning outcomes in the experimental group compared to the control group. The integration of the Discovery Learning model with Powtoon animated media proved effective in fostering interactive, motivating, and conceptually enriching learning experiences. These findings suggest that combining a constructivist approach with visual digital media offers an innovative solution for enhancing the quality of Social Studies education in elementary schools.
Educational Innovation in the Era of the Fourth Industrial Revolution to Enhance Global Competitiveness Nurbuana, Nurbuana; Sirozi, Muhammad
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.2379-2387

Abstract

The Fourth Industrial Revolution has brought significant transformations across various sectors, including education. These changes demand a comprehensive reform in the educational system to produce competent, adaptive, and globally competitive human resources. This study aims to explore relevant and effective educational innovations to enhance graduates’ global competitiveness in the digital era. The method employed is a library research approach, involving the collection, review, and analysis of scholarly literature related to educational innovation, technology integration, and contemporary learning strategies. The findings indicate that educational innovation spans various dimensions, including pedagogical approaches such as project-based learning, flipped classrooms, collaborative learning, and the integration of technologies such as Augmented Reality (AR) and Virtual Reality (VR). Moreover, innovations extend to evaluation systems, school management, and administrative strategies to foster effective and contextual learning environments. These innovations have been shown to improve student engagement, strengthen conceptual understanding, and support the development of 21st-century competencies. The study concludes that educational innovation is a strategic imperative for addressing the challenges of the Fourth Industrial Revolution. It calls for synergy among all educational stakeholders to realize sustainable transformation, with a focus on developing globally oriented competencies and an educational system that is responsive to ongoing societal changes.

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