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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 Picture Storybook Media to Improve Students Reading Skills in Learning Pancasila Education in Class V State Elementry SD Negeri 02 Ngaliyan Semarang Octaviany, Niken Ayu Nur; Prasetyaningtyas, Fitria Dwi
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.4976-4990

Abstract

This study was motivated by the low interest and reading ability of fifth grade students of Sd Negeri 02 Ngaliyan Semarang, as well as the lack of use of interesting learning media in learning Pancasila Education. The purpose of this study was to develop, test the feasibility, and assess the effectiveness of picture storybook media in improving student learning outcomes. The research method used is Research and development (R&D) with the ADDIE development model which includes stages (1) analysis, (2) design, (3) development, (4) implementation, and (5) evaluation. The research subjects included teachers and fifth grade students of Sd Negeri 02 Ngaliyan Semarang. Data were collected through observation, interview, questionnaire, and pretest and posttest. The results showed that the picture storybook media was feasible to use based on the validation results of material, media, and language experts with very good categories. In addition, the results of the effectiveness test showed a significant increase in student learning outcomes after using the media. Thus, it can be concluded that the development of picture storybooks is effective in increasing students' interest and ability to read as well as learning outcomes in Pancasila Education subjects.
Exploring Differentiated Learning in Teaching Writing at a Vocational High School: A Case Study Hariry, Izumi Zahra; Mobit, Mobit; Saefullah , Hilmansyah
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5522-5535

Abstract

This qualitative case study aims to explore the implementation of differentiated learning, the challenges and solutions faced by the teacher in teaching at a vocational high school. An English language teacher participated in this study. Data were collected through observation, interview, and documentation to answer three research questions. The findings encompass four main aspects: content, process, product, and learning environment differentiation. The teacher used various strategies such as adjusting materials based on diagnostic test results, using different delivery methods and media in the writing process, allowing flexibility in final written products, and managing the classroom in an adaptive way. The challenges faced include increased workload, complexity in planning content, teaching complexity, assessment fairness challenges, and limited classroom space. To overcome these challenges, the teacher developed strategies including effective time management, planning collaboration, teaching management, clear assessment communication, and creative space management. This study shows the importance of teacher flexibility and creativity in applying differentiated learning in writing classrooms.
Development of Contextual Learning Media Lubaku (Calculation Hole) in Mathematics Learning at Elementary School Putri, Dini Aulia Apriansyah; Wati, Dita Prihatna
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5536-5547

Abstract

This research aims to develop a contextual learning media called Lubaku (Calculation Hole) specifically designed to help fourth-grade students at Baru 06 Elementary School understand the concepts of multiplication, division, and squares. This research is classified as research and development using the ADDIE development model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. This research was conducted at Baru 06 Elementary School with a test group of 24 students from class IV B. Data collection techniques were carried out through validation questionnaires involving media experts, material experts, and response questionnaires from students. The data obtained were then analyzed using quantitative and qualitative approaches. The research results show that the Lubaku learning media has been successfully developed. Based on the validation results, this media received an average score of 96% and an average score of 96% from subject matter experts. Additionally, the response from students towards the Lubaku learning media was also very positive, with an average score of 88%. Therefore, overall, it falls into the "very feasible" category for use.
Speech Acts of Desiderative Modality of Teachers and Students in Indonesian Language Learning for Class VII of Bumi Shalawat Progressive Middle School Dwitasari, Arnanda; Werdiningsih, Dyah; Ambarwati, Ari
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5548-5562

Abstract

Desiderative speech acts are one of the uses of language used to convey information by speakers to their interlocutors. This study has a primary focus on comprehensively describing the desiderative forms, desiderative functions, and desiderative meanings of speech act modalities that appear in verbal interactions during Indonesian language learning for grade VII at SMP Progresif Bumi Shalawat. In this study a qualitative approach was used. Primary data were collected through authentic audio recordings that captured communication interactions between teachers and students during Indonesian language learning sessions in grade VII. Based on in-depth analysis, there are 10 desiderative modality forms, 6 desiderative functions, and 6 desiderative meanings of speech act modalities present in a rich and varied manner in Indonesian language learning for grade VII at SMP Progresif Bumi Shalawat. These expressions of hope and desire are found both in teacher speech to students and vice versa, demonstrating dynamic communication interactivity.
Exploring Students’ Experiences in Learning Speaking through Task-Based Language Teaching: A Case Study in a Vocational High School Lestari, Sekar Dwi; Mobit, Mobit; Samsi, Yogi Setia
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5563-5574

Abstract

This study explores vocational high school students’ experiences in learning English speaking through Task-Based Language Teaching (TBLT). Many students face difficulties in speaking due to limited practice, anxiety, and fear of making mistakes. The research aimed to understand their feelings, challenges, and reflections during TBLT-based speaking lessons. A qualitative case study design was used, involving six tenth-grade students selected purposively based on their speaking levels (low, medium, high) as recommended by their English teacher. Data were collected through classroom observation and interviews, and analyzed using thematic analysis. The results showed that students had mostly positive experiences. They enjoyed practical tasks and peer interaction, which reduced anxiety and built confidence. However, they also struggled with vocabulary, pronunciation, and grammar, especially without clear instructions. Students suggested that tasks should be more relevant to their majors. Teachers are advised to design clearer, more contextual tasks and provide support in language use to optimize TBLT outcomes.
The Implementation of Gamification Using Wordwall for Speaking Practice at A Junior High School in Karawang Rahayu, Karina Sri; Utami, Praditya Putri; Ridwan, Iwan
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.4991-5001

Abstract

This study aimed to investigate the implementation of gamification using Wordwall as a tool to support students' speaking practice in an English class at a junior high school in Karawang. A qualitative case study design was employed to explore students’ experiences, challenges, and engagement. Data were collected through classroom observations and semi-structured interviews with five selected students actively participating in speaking activities. The findings indicated that Wordwall support students’ motivation, confidence, and collaboration during speaking practices. Furthermore, Wordwall’s interactive elements supported students’ comprehension and vocabulary usage. However, the study also identified several challenges, including limited vocabulary, fear of making grammatical mistakes, and pressure from game elements. In addition, Wordwall was considered as an appropriate gamification tool for support speaking engagement. The study concludes that gamified learning using Wordwall could benefit English speaking practice, especially in classroom with limited resources, and recommends its integration to support language development and collaborative learning.
Measuring the Usability and Appeal of an E-Module Using the User Experience Questionnaire Abdurrahman, Nabil; Soeprijanto, Soeprijanto; Muksin, Muksin
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5002-5013

Abstract

This study aims to assess the readability level of an interactive e-module developed specifically for the Basic Electrical Engineering subject. The research sample consisted of students from three vocational schools in Jakarta. Prior to field implementation, the e-module underwent a validation phase involving six experts: two subject matter experts in electrical engineering, two experts in educational media technology, and two language experts specializing in Indonesian for secondary education. The study employed a Research and Development (R&D) methodology using the DDD-E model developed by Ivers & Barron. The validation results demonstrated that all assessed aspects were rated as “valid” by material, media, and language experts. Furthermore, the results of the User Experience Questionnaire (UEQ) revealed the following mean scores: Attractiveness (2.15), Perspicuity (1.94), Efficiency (2.14), Dependability (2.16), Stimulation (2.05), and Novelty (2.11). Based on the responses from 87 participants, the developed interactive e-module was rated in the “Excellent” category across all six aspects, indicating its strong potential and readiness for use in instructional settings.
Character Education Values in Surah Ash-Shaffat Verses 102–110 According to M. Quraish Shihab’s Interpretation in Tafsir Al-Misbah Firdaus, Firdaus; Suryani, Suryani; Karnedi, Rozian
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5575-5586

Abstract

This study is driven by a moral crisis within the contemporary Islamic education system, particularly in the realm of character education, which calls for reconstructing value-based learning rooted in the Qur’an. This condition indicates a reasoning gap in comprehending and implementing character values that align with current global realities. The objective of this research is to analyze M. Quraish Shihab’s interpretation of Surah Ash-Shaffat (verses 102–110), to examine the distinctive style and thematic orientation of Tafsir Al-Misbah, and to identify the embedded values of character education found within these verses. This study employs a qualitative approach using library research, with data collected from primary sources—namely, Tafsir Al-Misbah—and supported by secondary references related to Qur’anic interpretation and Islamic education. The findings reveal three key points: (1) the verses illustrate the exemplary character of Prophet Ibrahim and Prophet Ismail in their patience, spiritual resilience, and obedience to divine commands; (2) the interpretive model of Tafsir Al-Misbah adopts a socio-cultural and literary approach with an emphasis on the relevance of Qur’anic teachings in daily life; and (3) character values identified include faith, respect, responsibility, compassion, and sincerity. These values are fundamental in constructing a character education framework that reflects Qur’anic principles and addresses the challenges of modern Islamic education.
Exploring A High School Teacher’s Experience in Teaching Speaking Through Project-Based Learning: A Narrative Inquiry Wulandari, Rindi Fatikha; Ahmad, Yousef Bani; Mobit, Mobit
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5014-5024

Abstract

This narrative inquiry delves into the lived experience of an English teacher navigating the implementation of Project-Based Learning (PjBL) to enhance speaking competence within a unique, nature- and science-integrated high school in Indonesia. Addressing the pedagogical gap prevalent in traditional EFL settings—characterized by limited authentic exposure and teacher-cantered methods—the study sought to illuminate the teacher’s practices, the specific challenges encountered in a non-conventional context, and the adaptive strategies employed. Utilizing a qualitative methodology, data were meticulously collected through semi-structured interviews, intensive classroom observations, and document analysis (including lesson plans and project artifacts). The findings unequivocally demonstrate that PjBL is instrumental in promoting authentic language use and heightened student engagement through real-life tasks, such as presentation and video projects. Crucially, the teacher adopted dynamic, constructivist roles—shifting fluidly between facilitator, guide, and evaluator. The primary implementation hurdles identified were stringent time management demands, accommodating diverse speaking proficiency levels, and managing fluctuating student motivation. These were mitigated successfully via adaptive lesson planning, targeted group scaffolding, the strategic integration of digital tools, and the consistent provision of immediate feedback. This research provides a teacher-centered perspective that significantly contributes to the literature by validating PjBL’s efficacy and adaptability within complex, interdisciplinary EFL environments.
Exploring the Scientific Landscape of Teacher Competence: A Scientometric Analysis Adriana, Retasya; Sutarni, Nani; Ahman, Eeng
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.5587-5613

Abstract

Teacher competence is essential in today’s education, where teachers are expected to not only deliver content but also mentor, assess, and support students' character development. With rapid technological changes, diverse student populations, and evolving learning needs, teachers must continuously adapt their competencies. However, previous research has largely focused on local or conceptual discussions, lacking a comprehensive global perspective. This study aims to map the scientific landscape of teacher competence research from 2005 to mid-2025 using a scientometric method based on the PRISMA 2020 framework. A total of 397 peer-reviewed journal articles indexed in Scopus were analyzed using Biblioshiny. The results show a significant increase in publications after 2020, particularly addressing digital competence, inclusive education, and pedagogical knowledge. Germany and the Netherlands are identified as key contributors, while Indonesia exhibits high productivity with limited international collaboration. This study not only highlights thematic trends and influential contributors but also provides practical insights for shaping future teacher development strategies. By uncovering global research patterns, this work contributes to a more adaptive, inclusive, and digitally responsive understanding of teacher competence in an era of educational transformation.

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