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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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Jumanji Adventure: Innovation Learning Media Ipas Elementary School Lestari, Maghfirotul Firmaning; Saihan, Saihan; Usriyah, Lailatul
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.4525-4543

Abstract

Learning in elementary school requires active interaction between teachers, students, and learning resources to create meaningful experiences. However, the learning of Natural and Social Sciences (IPAS) often remains theoretical, resulting in low motivation and comprehension. This study aims to develop Jumanji Adventure, an interactive educational game, to enhance motivation, interest, and understanding of fifth-grade students on sound material and its properties. The research applies a Research and Development (R&D) method using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Data were collected through observation, interviews, documentation, and questionnaires involving media experts, material experts, linguists, teachers, and learners. Data analysis combined qualitative techniques (reduction, presentation, conclusion) and quantitative techniques using a Likert scale to assess validity. Findings show that Jumanji Adventure is highly valid, with expert ratings indicating strong quality in media design, content, and language. Classroom implementation demonstrates improved student motivation, engagement, and comprehension, as learners become more enthusiastic, active in discussions, and able to answer questions effectively. Despite the relatively short play duration, which requires repetition to fit time allocation, this media proves suitable as an innovative learning tool. Overall, it fosters interactive, enjoyable learning aligned with the Independent Curriculum.
The Development of Paper Doll Media to Enhance the Fiction Storytelling Creativity of Fourth-Grade Students at SD/MI Purba, Tiara Paramita Br; Devianty , Rina
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.4544-4556

Abstract

Storytelling skills play an important role in developing students’ language, imagination, and creativity. However, classroom observations in Grade IV of SDN 106844 Pulau Gambar revealed that students had low motivation in storytelling activities due to the limited variation of media used. This study aims to develop a Paper Doll learning medium as an innovative tool to enhance students’ creativity in fictional storytelling. The research employed the Research and Development (R&D) method with the ADDIE model, involving 19 fourth-grade students and one classroom teacher. The product was validated by experts in content, language, and design, and was categorized as “very feasible.” Field trials indicated highly positive responses from both teachers (100%) and students (98%). Students’ learning outcomes also showed significant improvement, with the average pretest score of 12.63 increasing to 73.68 in the posttest. The N-Gain value of 0.70 indicated a high level of effectiveness, and the paired t-test confirmed a significant difference (p < 0.05) before and after the use of the medium. These findings demonstrate that Paper Doll is a feasible, practical, and effective learning medium for Indonesian language instruction, particularly in improving elementary students’ creativity in fictional storytelling.
Global Utilisation Rate: A Predisposing Factor to Pupils’ Academic Achievement in Lagos State Primary Schools, Nigeria Onilude, Olusegun Adeniran; Akinyemi, Isiaka Adeniran; Gbenu, Jide Pius
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.4620-4631

Abstract

The goal of this study was to determine the global utilisation rate as a predictor of pupils’ academic achievement in Lagos State's public primary schools. The study used a descriptive research approach, with 100 primary schools serving as the sample and 1020 public primary schools as the population. Sixty primary schools from the urban centre and 40 from the rural centre were chosen using a stratified sample technique. Since the data obtained already existed in the schools, Record Observations Formats were utilised to gather data. Inferential statistics were used to assess the null hypotheses. Some of the results indicated that there was a positive and non-significant relationship between global utilisation rate and pupils’ academic achievement in Lagos State; and no significant difference in class size, global utilisation rate, or pupils’ academic achievement in public primary schools in Lagos State. According to the study's findings, pupils’ academic achievement in public primary schools in Lagos State, Nigeria, is not significantly influenced by the global utilisation rate, which includes both time and space utilisation rates. Additionally, the survey found no difference in class size, global utilisation rate, or pupils’ academic achievement across public primary schools in rural and urban areas. Therefore, the study advised that policymakers like SUBEB and UBEC enforce and guarantee the application of the policies developed in relation to a particular number of pupils in the classrooms and the necessary classroom dimensions in elementary schools.
The Effectiveness of the Animated Video-Based Tarl Model on Digital Literacy Skills In Elementary Schools Arfan, Arfan; Syarifudin, Syarifudin; Ahyar, Ahyar
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.4568-4582

Abstract

This study aims to analyze the effectiveness of the Teaching at the Right Level (TaRL) model based on animated videos in improving digital literacy skills of elementary school students. The research used a quasi-experimental method with a Non-Equivalent Control Group Design involving 28 grade V students of SDN Sari Kalampa, divided into experimental and control groups. The experimental group learned through the TaRL model with animated video integration, while the control group used conventional learning. Data were collected through pretest, posttest, observation, interview, and documentation, and analyzed using SPSS, JAMOVI, Rasch MINISTEP, SMARTPLS 4, and NVIVO. The results showed significant improvement in the experimental group, with an average posttest score of 84.29 and N-Gain of 0.69 (high category), compared to the control group with 65.36 and N-Gain 0.34 (medium). All five indicators of digital literacy increased, with the highest improvement in evaluating digital information (N-Gain = 0.74). These findings indicate that the animated video-based TaRL model is effective in improving students' critical thinking, ethical awareness, content creation, and collaboration. Thus, the model can be recommended as an innovative pedagogical strategy to support 21 st-century learning in primary schools.
The Influence of Augmented Reality (Ar) Media on The Learning Outcomes of SMP Negeri 2 Woha Students in Ict Subjects Julkifli, Fahrul; Hardiansyah, Hardiansyah; Hakim, Arif Rahman
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.4594-4607

Abstract

The advancement of digital technology in education demands innovative approaches that not only assess learning outcomes but also enhance students' motivation. At the junior high school level, ICT subjects are often perceived as challenging, with many students performing below the minimum standard, particularly in practical skills, and showing low interest in conventional methods. This study aimed to investigate the effect of Augmented Reality (AR) media on students' learning outcomes and motivation in ICT at SMP Negeri 2 Woha. A quantitative approach with a quasi-experimental Non-Equivalent Control Group Design was applied, involving two classes of 30 students each. The experimental class received learning with AR media, while the control class continued with conventional methods. Data were collected through pretests, posttests, questionnaires, and observations, then analyzed using SPSS and JAMOVI. The findings showed that the experimental class achieved an average posttest score of 85.4 with a medium N-Gain of 0.54, while the control class only reached 75.2 with a low N-Gain of 0.22. Moreover, motivation in the AR class was higher (average 4.38) than in the control class (3.15). In conclusion, AR media effectively supported ICT learning and can serve as an innovative tool for fostering 21st-century skills.
Students’ Perceptions and the Implications of Cross-Cultural Awareness in German Language Learning at Universitas Negeri Malang Bestyana, Yuvita Dwi Agnie; Usman, Rizman; Suyono, Suyono
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.4632-4644

Abstract

This study investigates students’ perceptions of German culture and the implications of cross-cultural awareness in learning German at Universitas Negeri Malang. A mixed-methods design was applied, involving questionnaires completed by 82 students and interviews with 10 participants. The results show that students generally hold positive perceptions of German culture, with more than 70% acknowledging that cultural awareness is essential for language learning. They expressed strong interest in German cuisine, traditions, and the opportunity to visit Germany, while 62.2% emphasized the role of digital media in providing access to cultural knowledge. The interview findings reinforce the quantitative data, revealing that cultural learning increased motivation and encouraged students to reflect on their own cultural identity. Students reported that exposure to German punctuality, discipline, and communication styles enhanced their intercultural understanding and broadened their perspectives. Cultural awareness was also perceived to enrich knowledge, foster tolerance, and strengthen intercultural communicative competence. Moreover, the inclusion of cultural elements in teaching materials and the involvement of native speakers were seen as highly motivational. In conclusion, the study highlights the importance of integrating culture into German language education. Such integration supports both linguistic proficiency and intercultural competence, preparing students to engage effectively in diverse cultural contexts.
Implementation of Quizwhizzer as A Teaching Evaluation Media Based on Educational Games in Informatics Subjects at Al-Maliki Islamic Boarding School Wati, Indah Rahma; Taufik , Taufik; Hakim, Arif Rahman
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.4645-4656

Abstract

The rapid development of digital technology in education requires innovative approaches to teaching and evaluation that not only measure outcomes but also motivate students to learn actively. Informatics, as a subject in junior high schools, is often perceived as difficult by students, which makes effective and engaging evaluation methods essential. This study aims to implement and analyze the effectiveness of QuizWhizzer as an educational game-based evaluation medium in Informatics learning at SMP Pondok Pesantren Al-Maliki. The research employed an experimental method with a Pretest–Posttest Control Group Design, involving 38 students divided equally into an experimental class using QuizWhizzer and a control class applying conventional evaluation. Data were collected through pretests, posttests, questionnaires, and expert validation. The results show that QuizWhizzer was validated as feasible by material experts and received positive responses from students, who considered it fun and motivating. Furthermore, the experimental class showed higher improvement in learning outcomes compared to the control class. In conclusion, QuizWhizzer effectively enhances students’ engagement, motivation, and academic performance, making it a promising alternative for modern digital-based evaluation in education.
Development of Learning Media Using Canva Application in Grade VII Informatics Subject on Computational Thinking Material with the ADDIE Model Hidayat, Muhammad Nur; Muslimin, Ikhwannul; Purnamasari, Ramdhani
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.4657-4668

Abstract

This study aims to develop Canva-based learning media for Grade VII Informatics subjects at SMP Negeri 5 Palibelo using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The background of this research is the low effectiveness of conventional media such as textbooks and Power Point, which make students passive and less motivated. The development process included needs analysis through observation and teacher interviews, interactive media design, product development, classroom implementation, and formative evaluation. Media expert validation obtained feasibility percentages of 88.57% and 94.67% (very feasible), while material experts gave 84% and 82% (very feasible). A trial involving 21 students resulted in positive responses with an average of 89.25% (very feasible). These findings indicate that Canva-based learning media is effective, engaging, and capable of improving student motivation and involvement. Therefore, Canva can be used as an innovative alternative for Informatics learning media development that is aligned with the demands of the digital era.
Development of Pop Up Book Media in IPAS Learning on Cultural Wealth Material for Grade IV Elementary School Fitrianingrum, Dyah Ayu; Rahmawati, Intan; Saputro, Bagus Ardi
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.4669-4683

Abstract

This study aims to develop pop-up books as learning media for teaching cultural heritage material in IPAS to fourth-grade elementary students. The research was motivated by low student interest in learning and the limited availability of concrete media, which often causes boredom in class. The study employed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with data collected through interviews, observations, questionnaires, and documentation. Validation results showed that the developed pop-up book met feasibility standards. Subject matter expert validation reached an average of 95.5% (very feasible), while media expert validation after revision obtained 82.5% (very feasible). Teacher response was 96% and student response was 85%, both categorized as very good, with an overall average of 90.5%. Furthermore, evaluation tests involving 20 students demonstrated a high level of understanding of cultural heritage content, with most indicators scoring above 90% in correct answers. These findings indicate that the pop-up book is effective and practical, as it not only improves motivation and engagement but also supports deeper comprehension of IPAS material. Therefore, the developed media is considered appropriate for elementary school learning, particularly in enhancing students’ critical and conceptual understanding of cultural diversity.
Effectiveness of Hydrotherapy Interventions for Students with Aquaphobia: A Systematic Review and Meta-Analysis Santoso, Januar Abdilah; Santoso, Puji
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.4707-4722

Abstract

This systematic review examines the effectiveness of hydrotherapy interventions for students with aquaphobia across educational settings. Despite the importance of water safety skills, aquaphobia remains a significant barrier to swimming competence among students worldwide. A comprehensive analysis of peer-reviewed studies (2018-2025) was conducted using PRISMA guidelines. Electronic databases (PubMed, ERIC, PsycINFO, Web of Science, Scopus) were searched to identify studies examining hydrotherapy interventions for school-aged participants with aquaphobia. Studies were included if they used experimental or quasi-experimental designs, reported quantitative outcomes, and focused on educational settings. Meta-analysis using random-effects models was conducted to calculate pooled effect sizes. Results showed that mindfulness-integrated hydrotherapy demonstrated highest effectiveness (g = 0.96), followed by cognitive-behavioral hydrotherapy (g = 0.83), adaptive aquatic programs (g = 0.79), virtual reality-assisted exposure (g = 0.72), and graded exposure therapy (g = 0.66). Interventions were most effective for younger children (5-8 years) and longer programs (≥12 weeks). These findings provide evidence-based recommendations demonstrating that mindfulness-integrated and cognitive-behavioral approaches are most effective for students with aquaphobia in educational settings.

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