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
 129   130   131   132   133 
Development of a School Management Information System with Linktree and Google Workspace Integration Nikmah, Siti Wasiatun; Rasiman, Rasiman; Violinda, Qristin
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3910-3921

Abstract

This study aims to determine the development of a school management information system with the integration of Linktree and Google Workspace. The method used is Research and Development (R&D) with a Mixed Methods approach, combining quantitative and qualitative analysis. The development follows the ADDIE model through five stages: (1) analysis of potential and issues, (2) system design, (3) development, (4) testing, and (5) evaluation. Data was collected through observation, interviews, expert validation questionnaires (content, media, and design), as well as limited testing and field testing at experimental and control schools. The research findings indicate that this system is highly feasible, practical, and effective in supporting school administration, supervision, and communication for school principals, and has the potential to be replicated in other elementary schools.
The Influence of the Role of the School Committee, Work Discipline, and School Leadership on Improving the Quality of Education in Public Junior High Schools in Banyumas Regency Chrisandi, Arsand; Yuliejatiningsih, Yovitha; Rasiman, Rasiman
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3971-3982

Abstract

The quality of education is a crucial factor in determining the progress of a nation, thus requiring continuous improvement through the active involvement of various stakeholders. In Indonesia, the role of school committees, the work discipline of educators, and the leadership of school principals are considered strategic elements in enhancing educational outcomes, especially in public junior high schools where collaboration with the community plays an important role. This study aims to analyze the influence of school committee roles, work discipline, and principal leadership on improving the quality of education in public junior high schools in Banyumas Regency. The research employed a quantitative approach with simple linear regression analysis and hypothesis testing. A total of 144 respondents participated in the study, consisting of both civil servant and contract teachers. The results show that the three variables significantly affect the quality of education, with a simultaneous contribution of 25.7%. The findings highlight that synergy among school committees, teacher discipline, and school leadership is essential to achieving better educational performance and sustainable quality improvement.
The Influence of School Principal Supervision and Work Motivation on the Work Discipline of Vocational School Teachers: A Case Study at Public Vocational High School in Batang Regency Trihandayani, Ifa; Nurkolis, Nurkolis; Haryati, Titik
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3983-3996

Abstract

This study aims to examine the influence of principal supervision and work motivation on teachers’ work discipline at public vocational high schools  in Batang Regency. Employing a quantitative approach with a correlational design, the research involved 159 teachers selected through proportional random sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed through descriptive statistics, classical assumption tests, and simple and multiple linear regression analyses. The findings indicate that principal supervision significantly influences teachers’ work discipline, contributing 95.4% to the variance, with follow-up academic supervision being the most dominant dimension. Work motivation also shows a significant influence, contributing 95.8%, where internal motivation emerges as the primary factor. Simultaneously, principal supervision and work motivation contribute 95.8% to teachers’ work discipline, with time discipline as the leading dimension. This research offers novelty by mapping the contribution of each dimension of the studied variables in a specific context rarely explored quantitatively. The study is limited to public vocational schools within one district and relies on self-reported data, which may involve subjectivity. Future research is recommended to expand the scope, apply mixed-methods designs, and include mediating or moderating variables such as transformational leadership or school culture to gain deeper insights.
Collaborative Communication Patterns of Parents and Teachers in Strengthening Students’ Learning Motivation: A Case Study at SD Muhammadiyah 01 Kandang Panjang Nafiaty, Ida; Egar, Ngasbun; Soedjono, Soedjono
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3997-4009

Abstract

This study aims to explore the communication patterns between parents and teachers in fostering students’ learning motivation at SD Muhammadiyah 01 Kandang Panjang, Pekalongan City. Employing a qualitative case study approach, data were collected through interviews, observations, and documentation involving the principal, class teachers, and parents. The findings reveal three main communication channels: formal (monthly class parent association meetings), semi-formal (digital media such as WhatsApp), and informal (drop-off/pick-up interactions, personal phone calls, and home visits). These channels operate synergistically, enabling the timely exchange of information, strengthening emotional bonds, and enhancing parental involvement in the learning process. Effective communication was characterized by openness, message clarity, prompt feedback, and consistency, which contributed to increased student motivation, as indicated by improved participation, discipline, confidence, and active engagement in class. Challenges, including time constraints, low digital literacy, and limited parental participation, were addressed through flexible scheduling, home visits, and parental digital literacy training. The novelty of this study lies in the integration of three communication channels adapted to the sociocultural context of a faith-based elementary school. This model offers practical insights for developing adaptive school–home collaboration to foster students’ intrinsic and extrinsic motivation.
The Influence of Instructional  Leadership and Data-Based Planning on School Quality: A Study of Public Elementary Schools in Gunem District Rembang Regency Fibrianti, Ummil Makarim; Egar, Ngasbun; Abdullah, Ghufron
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4010-4021

Abstract

Improving the quality of basic education is an essential foundation for developing competitive human resources. However, many schools face persistent challenges, particularly related to leadership effectiveness and the limited use of data in planning. This study aims to examine the influence of instructional leadership and data-based planning on the quality of public elementary schools in Gunem District, Rembang Regency. The research employed a quantitative explanatory approach with a sample of 108 respondents, consisting of principals and teachers selected through proportional random sampling. Data were collected using a validated Likert-scale questionnaire and analyzed using multiple linear regression. The results show that both instructional leadership and data-based planning have a positive and significant effect on school quality, both individually and simultaneously. The simultaneous test revealed that the two variables together explained 35.6% of the variance in school quality, demonstrating their complementary impact. In conclusion, strong instructional leadership combined with systematic data-driven planning substantially improves school quality, while other external factors also play a role in achieving sustainable educational improvement.  
The Influence of Teachers’ Pedagogical Competence on Education Quality: A Quantitative Study in Public Elementary Schools Gunem District Rembang Regency Arifin, Ahmad Zaenal; Rasiman, Rasiman; Supandi, Supandi
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4022-4033

Abstract

Education quality in elementary schools is strongly influenced by the professional competence of teachers, particularly their pedagogical abilities. In Gunem District, Rembang Regency, disparities in education quality remain evident, with many schools still falling short of the expected standards. This study aims to examine the influence of teachers’ pedagogical competence on education quality in public elementary schools. Employing a quantitative explanatory design, data were collected through a proportional random sample of 106 teachers from a total population of 144. The main research instrument was a Likert-scale questionnaire, whose validity and reliability were confirmed through Pearson correlation and Cronbach’s Alpha tests. Data analysis was performed using simple linear regression with SPSS 25. The results indicate a positive and significant effect of teachers’ pedagogical competence on education quality, with a correlation coefficient of 0.630 and an R² value of 0.397. These findings highlight the importance of continuous professional development programs to strengthen teachers’ pedagogical competence as a key strategy for improving education quality in elementary schools.
The Influence of Work Motivation and Work Discipline on Teacher Performance: A Quantitative Study in Junior High Schools in East Pekalongan District Pekalongan City Arbiyanti, Dwiani; Abdullah, Ghufron; Soedjono, Soedjono
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4034-4046

Abstract

Improving teacher performance is a major priority in strengthening the quality of education. Two important factors influencing performance are work motivation, which provides the internal drive to achieve goals, and work discipline, which ensures consistency and accountability in carrying out professional duties. Examining these factors is particularly relevant in the socio-cultural context of East Pekalongan District, Pekalongan City. This study aims to analyze the influence of work motivation and work discipline on the performance of public junior high school teachers in East Pekalongan District. The research employed a quantitative approach with an ex post facto and associative design. A total of 115 teachers were selected through proportional random sampling. Data were collected using a validated and reliable Likert-scale questionnaire, and analyzed through descriptive statistics, classical assumption testing, and multiple linear regression. The results show that work motivation has a significant positive effect on teacher performance, contributing 61.4%. Work discipline also significantly affects performance, with a contribution of 43.2%. Simultaneously, both factors explain 61.8% of the variance in teacher performance, indicating a strong combined influence. The study concludes that strengthening teacher motivation and discipline is essential for improving professional performance and suggests that schools and policymakers develop integrated strategies to optimize these two aspects.  
The Influence of Teacher Working Group Activities on the Teachers’ Performance: A Quantitative Study in Public Elementary Schools in Pancur District Rembang Regency Arifin, Mokhammad; Rasiman, Rasiman; Supandi, Supandi
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4047-4057

Abstract

Improving teacher performance is a central priority in strengthening the quality of elementary education. One strategic effort in Indonesia is through Teacher Working Group (KKG) programs, which serve as collaborative and reflective forums for professional development. However, empirical evidence is still required to confirm how these activities affect teacher performance. This study aims to examine the influence of Teacher Working Group activities on the performance of elementary school teachers in Pancur District, Rembang Regency. A quantitative approach with an ex post facto design was employed, involving 117 teachers selected through proportional random sampling. Data were collected using a validated Likert-scale questionnaire and analyzed through descriptive statistics, Pearson correlation, and simple linear regression with SPSS. The results revealed a very strong positive correlation between KKG activities and teacher performance (r = 0.869, p < 0.01). Regression analysis further showed that KKG activities significantly influenced teacher performance, explaining 75.6% of its variance (R² = 0.756, β = 0.942, p < 0.05). The study concludes that optimizing KKG is an effective strategy to enhance teacher professionalism and improve the quality of elementary education, particularly in semi-peripheral regions.
The Effect of The Contextual Teaching And Learning (CTL) Model on The Reading Literacy Ability of Grade V at State Elementary School 1 Arjawinangun Azhahra, Rahma Ayuzuana; Jannah, Widia Nur; Hanikah, Hanikah
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3559-3568

Abstract

Reading literacy is a fundamental competency that supports students’ success in elementary education. Nevertheless, international studies such as PISA and PIRLS consistently report that Indonesian students’ reading literacy levels are still low. This condition highlights the need for innovative learning models that connect material with students’ real-life contexts, making the learning process more meaningful. One suitable approach is the Contextual Teaching and Learning (CTL) model. This study aimed to examine the effect of implementing the CTL model, supported by the Enuma School application, on the reading literacy skills of fifth-grade students at State Elementary School 1 Arjawinangun. The research employed a quantitative approach with a One Group Pretest-Posttest design involving 39 students. Instruments included a reading literacy test, observation sheets, and student questionnaires. Data were analyzed through validity and reliability testing, paired-sample t-tests, and effect size calculations. The findings revealed a significant improvement in students’ reading literacy after the implementation of CTL. Posttest scores were notably higher than pretest scores, with a large effect size. Observation and questionnaire results also indicated that students became more engaged, motivated, and showed positive attitudes toward reading. Thus, the CTL model, supported by digital applications, proves effective in enhancing elementary students’ reading literacy.
Determinants of Islamic Religious Teachers’ Effectiveness in Moral Development of Public High School Students Samsuriadi, Samsuriadi; Suardi, Suardi
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4320-4344

Abstract

Moral development is a central goal of Islamic Religious Education (PAI) in Indonesian public high schools, yet PAI teachers face intersecting institutional, sociocultural, and pedagogical challenges. This study investigates key factors that support or hinder their efforts to foster students’ akhlak. Using a qualitative case study at State High School 13 Makassar, data were gathered through interviews, observations, and document analysis, then analyzed thematically within the framework of Islamic character education. The findings highlight enabling conditions such as well-equipped religious facilities, routine worship and Qur’an literacy, strong parental involvement, and consistent leadership and supervision. Conversely, digital and peer environmental pressures, uneven student readiness, and limited instructional time act as major barriers. These factors interact, with institutional support enhancing the effectiveness of reflective pedagogy and family–school collaboration, while external challenges demand systemic interventions. The study proposes a determinants-of-effectiveness framework that views moral formation as the product of dynamic interactions across institutional, pedagogical, and sociocultural systems. This framework provides actionable insights for policymakers, teacher educators, and school leaders to reinforce PAI’s moral mission, particularly in urban, media-saturated contexts, thus contributing to the broader discourse on character education in pluralistic societies.

Page 131 of 167 | Total Record : 1666

 129   130   131   132   133 

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 (2025): Journal of Educational Sciences Vol 9. No. 1. January 2025 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. 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. 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 (2022): Journal of Educational Sciences Vol 6, No 1: January 2022 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 (2020): Journal of Educational Sciences 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