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
 114   115   116   117   118 
Improving Reading Literacy Through the Teaching At The Right Level Approach for Second Grade Students at SDN Inpres Pandai Komalasari, Nur; Mulyadi, Mulyadi; Haryadi, Didit; Zulkifli, Zulkifli; Syarifuddin, Syarifuddin
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.2397-2408

Abstract

This study aims to improve the early reading literacy skills of second-grade students at SDN Inpres Pandai through the Teaching at the Right Level (TaRL) approach. The background of the research is the low reading ability among lower-grade primary students, indicating the need for instructional strategies aligned with students’ actual learning levels. This Classroom Action Research (CAR) was conducted in two cycles involving 20 students. Research instruments included an initial diagnostic assessment, reading tests, and observation sheets. Data were analyzed quantitatively by calculating average scores and percentage of achievement in each cycle. The findings showed consistent improvement in students’ reading performance. In the initial assessment, the average score was 52.05%, with most students struggling to recognize letters or read simple syllables. After the first cycle of TaRL implementation, the score increased to 66.26%, and in the second cycle, it significantly rose to 88.74%. In addition to academic gains, students showed increased confidence, participation, and interest in reading. The results suggest that the TaRL approach is effective in improving foundational reading skills. By adapting instruction to each student’s learning level, the method supports gradual and equitable learning progress, making it a promising strategy for early literacy development.
The Effect of PBL Model on Students' Critical Thinking Ability in View of Adversity Quotient (AQ) Suci, Antonynio; Kamid, Kamid; Yantoro, Yantoro
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.2639-2646

Abstract

This study aimed to examine the effect of the Problem Based Learning (PBL) model on the critical thinking skills of class XII students at SMAN 3 Tanjung Jabung Timur, as viewed from their Adversity Quotient (AQ). This research employed a quasi-experimental design with two groups: a control group that received conventional learning and an experimental group that received PBL. Data were collected through pretest scores, posttest scores, and an AQ questionnaire. Data analysis was performed using independent samples t-tests and Pearson correlation, with SPSS version 27. The results indicated a significant effect of the PBL model on enhancing students' critical thinking skills (p-value = 0.002; Cohen's d = -0.852). Students in the PBL group demonstrated higher critical thinking skills compared to those in the control group. However, there was no significant relationship between AQ and students' critical thinking skills (r = -0.166; p-value = 0.221). These findings suggest that the PBL model is effective in improving students' critical thinking skills, although AQ did not directly moderate this effect.
Sultanate of Bilah: Cultural Heritage and Its Impact on Local Identity in Labuhanbatu Safitri, Elen; Dora, Nuriza
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.2582-2593

Abstract

The aim of this research is to determine the impact of the legacy of the Bilah Sultanate on local identity in Labuhanbatu today. The Bilah Sultanate was an Islamic kingdom that was founded in the 17th century and played an important role in the spread of religion, culture and political influence in the region. However, over time, traces of the history and cultural heritage of the Bilah Sultanate have experienced significant fading. This research uses a descriptive qualitative approach with data collection techniques through observation and in-depth interviews with descendants of the sultanate, traditional leaders and local communities. The research results show that although physical heritage such as mosques and royal artifacts still exist, the preservation of intangible cultural heritage such as the Pilando dance, Malay humming, and culinary specialties such as raja pudding and labar-buas are starting to be forgotten. The lack of documentation, weak involvement of local governments, and lack of understanding by the younger generation have resulted in a disconnection in the collective memory of local identity that is rooted in the Sultanate of Bilah.
The Numeracy Literacy Process of Fifth-Grade Elementary School Students in Solving Word Problems Hidayat, Zulaikha; Syamsuddin, Agustan; Mukhlis , Mukhlis
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.2409-2418

Abstract

This study investigates the numeracy literacy skills of fifth-grade elementary students in comprehending and solving mathematical word problems. Conducted from February to April 2025, the research adopts a qualitative approach using a case study method. Four students participated two from SD Telkom Makassar and two from SD Islam Athirah Makassar. Data were gathered through classroom observations, in-depth interviews, and a literacy-based numeracy test. The test focused on four key competencies: generalizing, conjecturing, justifying, and convincing. To enhance the credibility of the results, data triangulation was applied across sources, methods, and time. The objective of this research is to understand how students engage in mathematical reasoning and identify the obstacles they face in progressing through the stages of problem-solving. The findings show that students who successfully solved problems were those who could interpret the context, recognize patterns, and explain their reasoning clearly. However, several participants were only able to conjecture or identify patterns but struggled to justify or convince others of their solutions. In conclusion, this study emphasizes the importance of developing instructional strategies that focus not only on producing correct answers but also on enhancing students’ reasoning processes. A key contribution of this research is its in-depth analysis of students’ thinking errors, particularly in structuring operations and maintaining accuracy in word problem responses.
The Quality of Service at the International Corner in the Library of Universitas Muhammadiyah Sumatera Utara (UMSU) Based on the LibQUAL Model Andini, Tias; Sayekti, Retno
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.2440-2453

Abstract

This study aims to evaluate the service quality of the International Corner at the University of Muhammadiyah North Sumatra Library using the LibQUAL model. A quantitative descriptive method was applied with three dimensions of assessment: Affect of Service, Information Control, and Library as Place. Data were gathered through questionnaires distributed to 99 respondents and analyzed using Adequacy Gap (AG) and Superiority Gap (SG) values. Findings show that the average perception score (3.31) is above the minimum expectation (3.19) but below the ideal expectation (3.97). The Library as Place dimension achieved the highest performance (AG = +2.00; SG = +0.66), indicating user satisfaction with the environment and facilities. The Affect of Service dimension showed a positive AG (+0.43) but a slightly negative SG (–0.06), suggesting the need for improved librarian responsiveness. Meanwhile, the Information Control dimension had the lowest scores (AG = –1.41; SG = –2.16), indicating challenges in accessing international information resources. Overall, while the services meet users' basic needs, enhancements in information access and staff support are essential to meet ideal expectations and better support academic activities and the university’s internationalization goals.
Development of an Illustrated Storybook for Instilling the Value of Apologizing Character in Early Childhood Utami, Sherly Nur; Rohmah, Naili
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.2419-2428

Abstract

The lack of variety in the use of learning media has an impact on the monotonous learning process. This condition causes early childhood to have difficulty in understanding the important meaning of apologies. As a result, the application of character values is less than optimal. This research aims to create and develop picture storybooks as learning media that can help instill the habit of apology in children from an early age. This illustrated storybook product is made using Photoshop application. The research method used is the research and development (R&D) approach with the 4D development model, the 4D research stages include defining, designing, developing, disseminating. Due to time constraints, this research was limited to the development phase. Data analysis is based on the feasibility evaluation scores of picture storybooks given by material experts and media experts as assessors. The results of the feasibility test conducted by material experts and media experts show that the level of material feasibility with an average percentage of 85% with the criteria "very feasible", while the results of media expert validation get an average percentage of 94%, so that both are categorized as "very feasible". So it is concluded that the illustrated storybook "Playing Together" developed is very feasible to use as a way of instilling the character value of apology from the age of 5-6 years.
The Effect of Guided Inquiry Learning Integrated with SETS on Students' Critical Thinking Ability and Self-Efficacy in Learning Buffer Solutions Yanti, Widya Ikhma; Suyanta, Suyanta
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.2429-2439

Abstract

The low critical thinking ability and self-efficacy of students in learning chemistry are caused by learning approaches that are still teacher-centered, less contextual, and limited opportunities for students to engage in problem-solving activities that require higher-level and reflective thinking. This study aims to analyze the differences in critical thinking ability and self-efficacy between students who participate in guided inquiry learning integrated with SETS and students who participate in scientific approach on buffer solution topic. This study used a quasi-experiment method with a pretest-posttest control group design involving four classes The results showed that the experimental class N-Gain score was higher than the control class, both in critical thinking ability and self-efficacy. The N-Gain score of critical thinking ability in the experimental class was 0.633 (medium category), while the control class was 0.488 (medium category). On the self-efficacy variable, the experimental class obtained an N-Gain score of 0.423 (medium category), while the control class was 0.210 (low category). The MANOVA test results showed that there were significant differences between the two groups in critical thinking ability and self-efficacy. So that the guided inquiry integrated with SETS is proven effective in improving students' critical thinking ability and self-efficacy in buffer solution topic.
The Effect of Problem-Based Learning Model Assisted by Wordwall Application on Student Learning Outcomes in Grade V IPAS Subject Ardiana, Risma Nur; Rizal, Rizal; Pahriadi, Pahriadi; Zulnuraini, Zulnuraini; Lapasere, Sisriawan
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.2463-2472

Abstract

This study aims to examine the effect of the Problem-Based Learning (PBL) model supported by the Wordwall application on student learning outcomes in Grade V IPAS subjects at SD Inpres Kabonena. This research employs a quantitative approach using a pre-experimental design, specifically the one-group pretest-posttest design. The sample consisted of 25 students selected through total sampling. Data were collected through multiple-choice tests, interviews, and documentation. The analysis involved prerequisite tests including normality testing, N-Gain analysis, and hypothesis testing using the Paired Sample T-Test, assisted by IBM SPSS Statistics version 27. The results of this study indicate a T-test significance value of 0.001 < 0.05; therefore, H₀ is rejected and Hₐ is accepted, meaning that there is a significant effect of the Problem-Based Learning model assisted by the Wordwall application on student learning outcomes. It can be concluded that the Problem-Based Learning model assisted by the Wordwall application has a significant effect on the learning outcomes of Grade V students in IPAS subjects at SD Inpres Kabonena. The Problem-Based Learning model assisted by the Wordwall application deserves to be considered as an alternative solution for innovative and effective learning in improving student learning outcomes.
Principal Management In Developing Teacher Professionalism In State Junior High School Pidie District Darmawati, Darmawati; Yanti, Hera; Iskandar, Iskandar
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.2454-2462

Abstract

This qualitative study analyzes the role, strategies, and stages of principals in developing teacher professionalism in State Junior High Schools in Pidie Regency. The research focuses on three key aspects: The principal's role in fostering the integrity of teacher professionalism, The principal's strategy in cultivating teacher teaching competence, and The principal's stages in developing teacher communication soft skills. Using a case study design, data was collected through observation, interviews, and documentation from principals and 14 certified teachers from State Junior High School 1 Muara Tiga and State Junior High School 3 Muara Tiga. The findings indicate that the principal's role involves value-based leadership, collecting accurate information, and effective communication. Implemented strategies include creating a conducive work environment, providing resources, building a collaborative culture, utilizing technology, and conducting periodic evaluations. The stages for developing communication soft skills involve planning, teacher professional development, supervision, evaluation, and data-driven decision-making.
The Effectiveness of Contextual Teaching and Learning Method to Improve Students’ Speaking Skills at the First Grade Students of SMPN 12 Langgudu Satap Rohana, Putri; Suratman, Suratman; Annisah, Annisah
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.2463-2475

Abstract

Implementation of contextual teaching and learning (CTL) method need to be assessed. This research aims to determine the effectiveness of the CTL method to improve students’ speaking skills. It was conducted at SMPN 12 Langgudu Satap with a total of 13 students, 9 female and 4 male students. This research method used quantitative approach with a pre-experimental one group pretest-posttest design. The data was obtained by compare students’ speaking test results before and after treatment in the same group without a control group. The results showed that applying the CTL method was effective in  improving students’ speaking skills. Students were able to speak more clearly, confidently and explain objects in more detail. There is a positive change from the pretest average score of 46.15, which increased to 69.23 in the posttest. Moreover, the paired sample t- test conducted using SPSS shows a significance value of 0.000 <0.05. Based on  the decision making guideline, H0 is rejected and Ha is accepted if the significance value (sig.2-tailed) < 0.05. Therefore, it can be concluded that CTL method effectively  to improve students’ speaking skills at the first grade students of SMPN 12 Langgudu Satap.

Page 116 of 167 | Total Record : 1666

 114   115   116   117   118 

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. 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 (2024): Journal of Educational Sciences Vol 8, No 1: January 2024 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: 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: July 2022 Vol. 6 No. 3 (2022): Journal of Educational Sciences Vol 6. No. 2. April 2022 Vol 6, No 2: April 2022 Vol. 6 No. 2 (2022): Journal of Educational Sciences 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 (2019): Journal of Educational Sciences Vol 3. No. 3. September 2019 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